WRITING THE RESEARCH

PROPOSAL/ACTION RESEARCH
DO. No. 16, s. 2017
Objectives:
• Familiarize the basic parts of Action Research
based on DepEd Order No. 16 s. 2017
• Understand the process/techniques in writing
each parts of action research
• Appreciate the easiest way of writing the parts of
the action research
 ACTION
RESEARCH
FRAMEWORK
PARTS:
PARTS:

WRITING THE INTRODUCTION OR

CONTEXT AND RATIONALE
First Paragraph

• show how or why the general research area is

important, central, interesting, problematic or
relevant in the most possible way.
First Paragraph
Most research has shown that nutrition is very essential for
cognitive and brain development. Healthy food choices
accompanied by proper nourishment becomes vital to a
student’s academic performance. Eating breakfast
positively influences several measures of academic
performance, including short-term cognition; mathematics
scores; tests of memory and creativity; and, physical
endurance.
Second Paragraph
• indicate a gap of the present scenario, raising
a question about it, or extending previous and
present knowledge in some way

• present the existing problems from general to

specific
Second Paragraph
In the context, Madrid National High School with a population of
1,300 students encountered issues of malnutrition resulting to cases
of drop-outs, school absenteeism, low performance in class and the
like. At the start of the school year, the Health and Nutrition Council
of the school assessed student’s nutritional status through its Body
Mass Index (BMI) and identified 32 students who were
undernourished. Out from 32 students, 12 were found to have low
participation level in Science 9. As observed, these students
participated weakly in the teaching and learning activities conducted
even if the subject is scheduled first hour in the morning.
Third Paragraph

• tell the impact of the problem if not given

attention

• Include also insights that could tell the

benefits of providing immediate and
appropriate action to certain gaps
Third Paragraph

Having the belief that nutritional status affects

the performance of students; an intervention was
designed to increase the Participation Level of
Science 9 students. Helping children develop
healthful habits from a young age will aid them in
reaching their optimal potential.
PARTS:
RRL:
Students who are healthy are more likely to be successful
in school, and success in school helps children and youth to
develop the knowledge, skills, and attitudes required to lead
healthy lives.
According to Averett and Stifel (2007), malnutrition affects
the cognitive functioning of children, in particular, the negative
effect of undernutrition. Perennial school absenteeism, behavioral
disturbances, delayed mental development and dropping out from
school were some of the most common offshoots of
undernutrition. This eventually affected their performance in
school causing failure to any subject area.
RRL:
In the study of Adelman et al. (2008), malnourished children
tend to have lower cognitive abilities when compared to well-
nourished children. Children also who do not get enough to eat are
likely to suffer from stunted growth and hindered mental
development, thus, affecting also their performance in school.
Good nutrition contributes to healthy growth and development,
chronic disease prevention, and influence strong school
performance among learners (Vinciullo, et. Al., 2009). Accordingly,
balanced nutritional intake is required for adequate biological
functioning, and any deficit or excess could lead to alterations that,
in turn, affect such complex brain functions as the cognitive
processes related to learning.
PARTS:
First Question

Profiling

• What is the Participation Level of identified

Grade 9 undernourished students in
Science?
Second Question

Deepening (Determining causes)

• What are the reasons affecting low

participation level of identified
undernourished Grade 9 students in
Science?
Third Question
Present Status (after intervention)

• What is the Participation Level of identified

Grade 9 undernourished students in
Science after implementing “Breakfast Ko,
Kinabukasan Ko” activity?
PARTS:
Scope and Limitation:
This research is delimited on the improvement of students’
participation rating in Science 9. Recipients of this study are twelve
(12) identified undernourished Grade 9 students of Madrid National
High School with low participation rating in Science 9.

A 50-day regular feeding session through “Breakfast Ko,

Kinabukasan Ko Program” was given to 12 identified undernourished
children from September 5 – October 15, 2015. Their attendance was
checked and monitored regularly in every feeding session as well as
their daily participation in every science activity. Their participation
rating for the second quarter was used as basis for the analyses of
results.
PARTS:
Sampling:

The purposive sampling was used in this research

since all students that need immediate attention were
picked. Analysis as to who were the respondents to be
selected was done based from the causes that emerged
during the data triangulation.
PARTS:
Data Collection:
This action research used the descriptive method. Data
collection was based on students’ and their Participation Rating
for the first quarter. Four (4) sources of data were used to
generate viable target-respondents for appropriate actions. Their
nutritional status records bases on their body mass index (BMI)
and their grades in their class participation, an observation with
field notes to keep records of their responses in class activities
and an interview to supply authentic reasons for their actions or
inactions. These data were triangulated and confirmed primary
causes of their problem.
PARTS:
Ethical Issues:
Prior to the provision of the intervention program, the
parents as well as the identified students were called in a special
meeting. The results of their participation rating were presented
and the planned intervention also was being introduced. The
parents with their children were given orientation as to how the
intervention goes through and the agreements that both parties
defined on the whole duration of the intervention process. Both
parents and students are aware of their responsibilities including
timelines and targets. Consent and commitment signing was also
done after the meeting to ensure responsibility and responsive
action toward the agreement.
 (for proposals only)

Objectives Activities Time Persons Cost Remarks

Frame Involved Estimates
(for proposals only)
(for proposals only)
(for proposals only)
PARTS:

VI – Results and Findings – discuss the results and

findings of the actions taken. Present comparative
results of previous a performance to present
performance
Results and Findings:
Table 1. No. of Students and their Participation Rating in Science 9

71-74 75-79 80-84 86-up N = 32

5 11 7 9 32
The table shows the number of students who are classified as
undernourished. Out of 32 students, 5 students are on the beginning level
which is classified as failing students. 11 students are on the developing
level, 7 on the approaching proficiency and 9 on the Proficient up to the
Advanced level. The table further shows that most undernourished students
perform slow and participate less on their class activities. If not given
attention, student might repeat a grade level due to failure to perform and
participate class activities.
Results and Findings
Table 2. Causes of Undernutrition based on interview transcript
Eat Breakfast
No Breakfast to Do not like to
but Food is Skip Breakfast N = 16
Eat Eat Breakfast
not Nutritious
4 8 3 1 16
The table shows the reasons why students have low performance rating in
Science 9. 8 students claimed that they have no breakfast to eat and yet
they go to school. 4 students said that they have eaten their breakfast but
the food taken was not nutritious. 3 students do not like to eat while the
other 1 skips breakfast. Out of 16, 12 students were picked with almost
closer reasons. If these students were not given proper nutrition, they
continue to become week and less participative in the class.
Results and Findings
Table 3. Performance Rating of G-9 Students after intervention
Participation Rating Participation Rating
Students
(First Grading) (Second Grading)
A 75 76
B 73 75
C 71 76
D 74 77

The table shows the performance rating of G-9 Science students before and after the
Breakfast Ko, Kinabukasan Ko Program. It is shown in the table that there is an
increase of students’ participation rating after the intervention. It is very clear that
students’ performance rating increased from beginning level on the first quarter to
developing level on the second quarter. Supported by Kassier, S. and Veldman, F.
(2013), poor nutrition can leave students’ poor performance in school. In Alaimo’s et
al. (2001) stand, children who do not get sufficient meals are more likely to repeat a
grade. Proper breakfast can enhance students’ psychosocial well-being and school
academic performance. With proper nutrition, students’ performance in school can
be improved.
PARTS:

VII – Conclusion and Recommendation

Make general statements out from the findings of
the study.

• Based on the findings, there is an increase of

students’ participation level through regular
feeding. Thus, nutrition is an essential factor for
students learning. The failure to stabilize
students’ nutritional needs leading t
undernourishment eventually leads to poor
performance in schools
RECOMMENDATION
Make recommendations as suggestive as possible
focusing on what might be the next step
(suggestions).

• On this case, there may be a comprehensive and

sustainable feeding program for identified
undernourished students to help them perform better in
school. A cohesive partnership design may be
encouraged to the school and its sponsors as well as its
stakeholders to sustain feeding programs for students
with nutritional needs
PARTS:

VIII – List of References – provide in text of

work and reference list using APA Model
Questions/Clarifications
Thank You…