RESEARCH Agenda

High School Department

Engr. Dominic T. Polancos, MPA, LPT

Research and Community Extension
Coordinator, JHS
Goal: Level 3 Accreditation
 Establish a sustainable faculty research
development program for the University’s
core faculty researchers.
 Enhance faculty research productivity and
meet the target 1:3 research – to – faculty
ratio
 All faculty will conduct research according to
discipline and interest.
Institutional Imperatives
Area: Focus
Quality of Teaching andResearch
Capability Building
Promote research as a defining quality of Liceo de
Cagayan University experience. (University MISSION)

The need to pay special attention to the role of

research in student learning is an urgent imperatives;
ensure utilization of research results to enhance
instructions and improve professional practice.
Research Agenda:
Classroom Action Research
Intervention and Strategies
Assessment of Strategies
Effects of Instructional Materials Used
Effective Classroom Management
Peer Teaching
Application of Learning Theory to
teaching
Teachers Empowerment
Teachnology
Research Agenda:
K to 12 Curriculum
Adaptation and Effectiveness
Level of Concern of Teachers
Level of Use
Innovation Configuration
Second Language Acquisition
Community Extension Research
Taglimao
Consolacion
Macanhan
Mathematics Department
Construction of Manipulative and
Teaching Strategy/ies on its used
anchoring the Theories of Learning.
- Effectiveness
- Usability
- Applicability
- Academic Performance
- Attitudes and Behavior
- Stress and Coping Strategies
Guidance Office
 Critical
Thinking and Disposition of the Senior
High School Students
 RescueKabataan on its Effectiveness and
Impact to students
 Discriminant Analysis.. National Examinations
 ResearchUtilizing the INSTRUMENT
available…OTIS LENNON among others i.e. IQ,
EQ
Designing Instructional Materials from
Research Product
 When teacher engage in research, it simply
seeks the process of asking questions, valid
information, and interpreting using the results
(Arends, 2001).
 In teaching, it is action research which is
guided by the processes and standards of
scientific inquiry.
 In teaching and learning, the need for
developing and designing instructional
materials drawn from research findings
were found an effective process.

 Teachers enter classroom with knowledge,

techniques, plans, textbooks, and
curriculum materials. He must think critically,
diagnose, decide, and respond to
conditions in the teaching environment.
 Offering a useful instructional material
and with well-defined instructional
strategies in classroom situations, would
primarily enable students’ increase
achievement and in turn, improve
quality learning.
Translational Research
Converting Research into Instructional
Materials or Teaching Modules.
Instructional Design Elements of a Module

Instructional Instructional
Rationale goal (s) Objectives

Pre-entry test
Multimedia Learning
materials activities

Pre-tests Post-test
Chair Department
 Development and Evaluation of
Modules and Workbooks
 Teaching Guides, Design and
Validation of Modules
 Manuals in the preparation and
use of Instructional
Devices/Materials (IM’s)
The discussions that lead up to the creation of the
vision are a form of professional development and
adult learning that generates a sense of “ownership”
of new ideas and practices, rather the mere program
“buy-in”.

-- Tony Wagner
 Research
Orientation
Contents
 Orientation to Research, you will learn:
What research is and how academic
research is different than personal research.
Objectives of the session
At the end of the session, teachers are able to:
1. Describe importance of identifying root causes
of the contributing factor(s)
2. Describe how to practice root cause analysis
by developing and utilizing Fishbone diagram
3. Demonstrate the process of root cause analysis
at their working place.
 Introduction to Research
 Research is an  Anybody could use this
process to research
organized and something. But when
systematic way of academic researchers
producing follow these steps, they
evidence to answer have to meet certain
standards for quality.
questions Let’s compare how you
might use these steps to
do some personal
research compared
with how an academic
researcher uses them
Steps in Research Process
1
KAIZEN STEP
7
Process
Standardization

STEP
Check effectiveness of
Kaizen is the Sino- 6 countermeasure
Japanese word for
STEP
"improvement". In
business, kaizen refers 5 Implementation of countermeasure
to activities that
continuously improve all STEP
functions and involve all 4 Identification of countermeasure
employees from the
STEP
CEO to the assembly
line workers. 3 Root Cause Analysis
STEP
2 Situation Analysis

STEP
1 Selection of KAIZEN theme
KAIZEN Steps

1 2 1

3
4 2
5

Identify the Prioritize the Find root causes of

contributing factors contributing factor(s) the contributing
to be solved factor(s)

KAIZEN Step 1 KAIZEN Step 2

Cause-Effect diagram
(Fish bone diagram)

Cause Cause

Effect

Cause Cause

• It is developed by Prof. Kaoru Ishikawa

• It connects “effect” and “cause(s)” systematically with line
• Clarification of relations between effect and cause(s)
Two types of Fishbone diagram
1. Fishbone diagram for Management
 It is aimed for prevention of possible problem not
yet occurred.
 It is also aimed to identify factor to be control. It
does not need to ask why-because question

2. Fishbone diagram for Problem Solving

– It is aimed to find root causes of problem
already occurred
– It is developed based on data and information
obtained from Step 2
– Find root causes that are affecting the major
contributing factor(s)
Steps of root cause analysis (1)
 Put effect (= the major contributing factor) in the step 2
as ”head of fish”; “Why (the contributing factor)
happened?”
 Draw heavy line from left to the effect on the
center; ”Backbone of fish”

Why (the contributing

factor) happened?
Steps of root cause analysis (2)
 Determine large category of cause according to your
working environment
 MSHEL group; Management, Software, Hardware,
Environment
 4M group; Man, Machine, Material, Method

Environment Human

Why (the contributing

factor) happened?
Hard (machine/equipment) Soft (System and methodology)
Example of grouping of causes
 Human: knowledge, skills health conditions,
physical conditions etc.
 Soft: system, methodologies, mechanism etc.
 Hard: material, equipment, furniture, tools etc.
 Environment: facility environment (water supply,
electricity, smell, humidity etc.), working
environment (work space, accessibility of materials,
arrangement etc.)
Steps of root cause analysis (3)
 Seek possible causes for the effect (the primary
cause)
 Categorize the primary cause into category
 Avoid to mention to things in terms of “recourse
shortage”
Environment Human

Why (the contributing

factor) happened?
Hard (machine/equipment) Soft (System and methodology)
Steps of root cause analysis (4)
 Narrow down cause(s) of each primary
cause (the secondary cause)
 Avoid to mention to things in terms of
“resource shortage”

Environment Human

Why (the contributing

factor) happened?
Hard (machine/equipment) Soft (System and methodology)
Steps of root cause analysis (5)
 Findout “root causes” by asking “Why it is
happening?” in enough time (recommended 5
times) for each possible causes listed on primary
branch, and branch them into secondary, tertiary.
Human One Two

Why (the contributing factor)

Three
Make

happened?
circle on it!
This is
Root Four
cause
Five times!!
Example of Fishbone diagram
Environment Human

Why (the contributing factor) happened?

Hard (machine/equipment) Soft (System and methodology)
 Finding root causes should not be
done with your instincts and
senses. Your experiences,
knowledge, and information
should be used
 If root cause(s) are not
identified properly, any
countermeasures could not
be come up with…

The problem
will never be
solved!!
Let us try to develop
Fishbone diagram
Integrating Teachnology in Science Teaching: An Impact
to Student’s Academic Performance

Demographic Teacher’s Attitudes of

Profile of Students Readiness Students on ICT

Integrating
Teachnology on
Academic
Performance

Student’s Student’s Student’s Student’s

Anxiety on ICT Readiness Readiness Engagement
integration
Quasi-Experimental Design
by: Aga Emm Mahinay
Four Solomon Group Design
Action Research
Key Topics

 Purposes and uses of Action Research

 Types of action research designs
 Key characteristics of action research
 Steps in conducting an action research
study
 Evaluating an action research study
What is action research?
• Action research is systematic inquiry done
by teachers (or other individuals in an
educational setting) to gather information
about, and subsequently improve, the ways
their particular educational setting
operates, how they teach, and how well
their students learn (Mills, 2000).
When do you use action research?

 When you have an educational problem to

solve
 When educators want to reflect on their own
practices
 When you want to address school-wide
problems
 When teachers want to improve their practices
 When educators want to participate in a
research project
Types of action research designs

Action Research

Practical Participatory

•Studying local practices •Studying social issues

Involving individual or team- that constrain individual lives
based inquiry •Emphasizing equal
•Focusing on teacher development and collaboration
student learning •Focusing on “life-enhancing
•Implementing a plan of action changes”
•Leading to the teacher-as-researcher •Resulting in the emancipated
researcher
Practical action research: Mills
(2000) Dialectic Research Spiral

Identify an
Area of Focus

Develop an
Collect Data
Action Plan

Analyze and
Interpret Data
Educational Research 2e: Creswell
Participatory action research
 Deliberate exploration of relationship between the
individual and others
 Participatory: people conduct studies on themselves
 Practical and collaborative
 Emancipatory (Challenges procedures)
 Helps individuals free themselves from constraints
found in media, language, work procedures, and
power relationships
 Reflexive or dialectical – focused on bringing about
change in practices
Stringer’s (1999) Action Research
Interacting Spiral

 Think
 Look
 Act
Key characteristics of action research

 A practical focus
 The educator-researcher’s own
practices
 Collaboration
 Dynamic process
 A plan of action
 Sharing research
Practical focus

• A problem that will have immediate

benefits for
 Single teachers
 Schools
 Communities
Study of the educator-researcher’s own
practices

 Self-reflective research by the educator-

researchers turns the lens on their own
educational classroom, school, or
practices.
Collaboration

Students
Community
Teachers Stakeholders

Collaborative
Team

Parents
Staff

Administrators
A plan of action

 The action researcher develops a plan of

action
 Formal or informal; involve a few
individuals or an entire community
 May be presenting data to stakeholders,
establishing a pilot program, or exploring
new practices
The problem is only one phase in which
to enter

Evaluating
Identifying Collecting Taking
Existing
“Problem” Data Action
Data

Point of Point of Point of Point of

Entry Entry Entry Entry
What are the steps in conducting action
research?
 Determine if action research is the
best design to use.
 Identify the problem to study
 Locate resources to help address
the problem
 Identify the information you will
need
Taxonomy of action research data
collection techniques

Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring Using and making
(Through observation When the researcher records
and field notes) asks Archival documents
Participant observation Informal Interview Journals
(Active participant) Structured formal Maps
Interview Audio and
Privileged, active Questionnaires Videotapes
observer Attitude Scales Artifacts
Passive observer Standardized Tests Fieldnotes
What are the steps in conducting action
research?
• Implement the data collection
• Analyze the data
• Develop a plan for action
• Implement the plan and reflect
How do you evaluate action research?

 Does the project clearly address a

problem or issue in practice that needs to
be solved?
 Did the action researcher collect sufficient
data to address the problem?
 Did the action researcher collaborate with
others during the study? Was there
respect for all collaborators?
How do you evaluate action research?

 Did the plan of action advanced by the researcher

build logically from the data?
 Is there evidence that the plan of action
contributed to the researcher’s reflection as a
professional?
 Has the research enhanced the lives of the
participants by empowering them, changing them,
or providing them with new understanding?
How do you evaluate action research?

 Did the action research actually lead to

change or did a solution to a problem
make the difference?
 Was the action research reported to
audiences who might use the
information?
Research Outline – Journal Type Writing
• Abstract
• Introduction
• Framework
• Statement of the Problem
• Methodology
• Results and Discussion
• Conclusion and Recommendation
• Implication to Pedagogical Teaching
• Referencing
• Using ProQuest

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