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3
FIELD STUDY 2 UNDERSTANDING
FS 2 AR CONCEPTS,
Learning Episode PROCESSES, AND
MODELS
To have a meaningful and successful accomplishment in this FS episode, be sure to
read through the whole episode before participating and assisting in your FS 2 Resource
Teacher’s class. Note all the information you will need and tasks you will need to do before
working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Use concepts and processes of action research.
 Identify sample models of AR such as DepEd 2017; McNiff and
Whitehead, 2006, and Nelson, 2014

Clarify Your Task

Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey, several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
● practical as it involves making changes to practice.
● theoretical as it is informed by theory and can generate new insights.
● concerned with change and improvement.
Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school
setting to improve their effectiveness. Teacher Action Research (TAR) is a method for
educational practitioners (teachers, school leaders) to engage in the assessment and
improvement of their own practice. It is a tool to help classroom teachers consider their
teaching methods or to adopt a strategy in order to solve everyday problem in the school
setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Tuchen, 2015?)
● Systematic – Like any form of research, it follows a system.
● Rigorous – It has rigor, meaning a strict adherence to the rules of
empirical studies.
● Reflective – It follows a continuous reflection and action.
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● Situational – it is more specific to the location (school) circumstances

(teaching and learning, etc.).
● Participative – AR can be participative where teachers and learners are
co-researchers.
● Future-oriented – it seeks solution to the current problem for future
improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
● AR can help to learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
● AR can help me learn more about a wider range of research methods that
I can use in the future.
● AR can provide me more space to think deeply about the issues that
confront teaching and learning.
● AR can help me engage with my mentor and peers to enable me to
improve my teaching practices through action research.
● AR can help me develop new knowledge which is directly related to my
area of specialization.
3. What types of classroom action studies that can I engage in?
● Creating changes in the classroom practices. Example: What changes
will daily writing have on my students?
● Establishing effects of curriculum restructuring. Example: Will the use
of mother tongue enhance the reading skills of my learners?
● Enhancing new understanding of learners. Example: What happens when
students get demotivated?
● Teaching a new process to the students. Example: How can I teach third
graders to do reflection?

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

McNiff and Whitehead, 2006 (Adaptation)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem
1. Based on the observation and noticing, what
problematic situations prevail in the classroom or
teaching learning environment?
2. Which of these problems should I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before is the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
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2. Is doing the action research important to improve my

practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
MODIFY Move to Another Cycle
1. Is there a need to modify intervention to get new
results?
2. Should I move to another cycle of action research?
Nelson, O 2014 Model
OBSERVE Identify the Problem
1. Based on the observation and noticing, what
problematic situations prevail in the classroom or
teaching learning environment?
2. Which of these problems should I focus on?
3. What does literature say about this problem? On what
theories or principles I learned before is the problem
anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change
for the better?
2. Is doing the action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan an Action Research Strategy
1. What type of research will I use? Quantitative?
Qualitative?
2. How will I describe my innovation? Intervention?
Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
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1. How do I put my plan into action? How long?

2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

Department of Education (DO 16) 2017 Model

Action Research Key Components Action Research Process
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
2. What is the background of my action
II. ACTION RESEARCH research?
QUESTIONS 3. What problem/question am I trying to
solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan
INNOVATION, 1. What do I plan as a solution to the
INTERVENTION, AND problem I identified? (Describe.)
STRATEGY 2. What innovation will I introduce to
solve the problem? (Describe.)
3. What strategy should I introduce?
(Describe.)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students,
a. Participants and/or peers, myself)
other Sources of Data 2. What are my sources of information?
and Information (participants)
b. Data Gathering 3. How should I gather information?
Methods 4. How will I analyze my
c. Data Analysis Plan data/information?
V. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain?
TIMELINES (targets, activities, persons involved,
timeline, cost)
2. How long will I conduct my
intervention? (For reliable results 8 to
12 weeks)
VI. COST ESTIMATES Action Research Cost – (Consider also the
maximum cost if externally funded like
DepEd, LGUs, NGO or personal)
VII. PLANS FOR Sharing Results
DISSEMINATION AND 1. How will share the results of my action
UTILIZATION research? (Publish, Present, Flyers,
LAC sessions)
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2. Can I collaborate with other teachers to

continue or replicate my study?
VIII. REFERENCES References
1. What reading materials and references
are included in my review of literature?
Both Action Research Processes above are supported by the two AR Models which will
be presented next.

Revisit the Infographic/s

Action Research is a dynamic process anchored on the Reflection Action Cycle of
Observing, Reflecting, Evaluating, and Modifying

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006

Action research is a cyclical, recursive process of observe >> reflect >> act >> evaluate >> modify
move in new direction is known as action-reflection (McNiff & Whitehead, 2006). In 2011, McNiff
defined action research as a form of inquiry that enables practitioners to investigate and evaluate their
work. Before that, Corey, in 1953 viewed action research as a recursive or repeated process, proceeding
through spiraling cycle of planning, actions, reflections, and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan, and Act which can also go through evaluation and modification. It also follows
a cyclical process

Source: Nelson, O. 2014

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Participate and Assist

You are now ready to participate and assist!
Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.

Notice
What concepts have been emphasized in the task and infographics? Give at least four.
1. Learning the various Action Research types.
2. Knowing the main features of Action Research study
3. Knowing the cycle of the Action Research and its flow.
4. Learn the implementation of various Action Research models.

Since the 3 models are all for action research, what are the common elements of the
three?
Upon seeing the three models, their common elements are they mutually sharing the same
concepts and characteristics. They have the cycle that help practitioners investigate and evaluate
their work.

Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
Analyze the components vis-à-vis only one model out of the 3 presented.
If you choose compare with Model A-McNiff and Whitehead, 2006, here are the
components.
Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem
Students achievement is focused in Science
subject for improvement of academic
performance using Strategic Intervention
Material (SIM)
REFLECT Reflection
This study helps in identifying the significant
result of using SIM that is effective in terms of
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improving students achievement especially in

science.

PLAN Plan of Action

The plan is to help improve students skills in
science achievement using SIM as well as
conducting this study is part of the plan.
ACT Implementation
The teachers should conduct item analysis in
every quarterly test so that the teachers can
identify the most -learned and the least-learned
skills of the students.
EVALUATE Findings
Teachers should be given room for
improvement and further elevate to a higher
level of SIM implementation tp further meet the
desired instructional activities.
MODIFY Recommendation
It is highly recommended that science teachers
can use strategic intervention materials made by
the researchers to re-teach the concepts and
skills and help the students master the
competency-based skill.

If you choose compare with Model B-Nelson, O. 2014, here are the components.
Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem
.
REFLECT Reflection

PLAN Plan of Action

ACT Implementation

Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)

Key Components Action Research Process

I. Context And Rationale Study Background
This study was conducted in Doos Sur
Elementary School, Hindang Leyte. The SIM
used as treatment of study covered one of the
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least mastered skill in the Science. Through

hypothesis testing, this study determined the
improvement effect of SIM to students,
academic performance. Results of the study
showed that the use of SIM is effective in terms
of improving students’ performance particularly
on the topic.
II. Action Research Questions AR Questions
1. What is the level of students’ academic
performance on the topic describing the
appearance and uses of homogenous
and heterogenous mixtures on the
control and experimental groups before
and after the utilization of SIM?
2. Is there a significant mean difference
between the students’ academic
performance on the topic describing the
appearance and uses of homogenous
and heterogenous mixtures on the
control and experimental groups before
and after the utilization of SIM?

III. Proposed Innovation, Describe Innovation/Intervention/Strategy

Intervention, And Strategy SIM should be used in teaching science to
increase the academic performance and address
the difficulties of students’ topic to be mastered.
IV. Action Research Methods Describe Action Research Methods
a. Participants and/or other C. The data gathered in this study were
Sources of Data and tabulated,treated, analyzed, and used as bases
Information for interpretation.
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan Summarize Action Research Work Plan

VI. Cost Estimates Write cost estimate

VII. Plans For Dissemination And Describe how the results will be shared
Utilization Results will be shared through questionnaires

VIII. References Write at least 3 references

Abad, F. B. (2005)
Arisi, R. O. (2005)
Bete, A. O. (2020)
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What have you understood about the concept of Action Research and how will these be utilized
in your practice?

My understanding about Action Research is it helps us future educators improve our own
practice. These will be utilize in our practice through studying our own classroom, preparing the
needs in delivering our topics, and improving our effectiveness. It can be a big help and an
opportunity to address the practical problems in the classroom.

Reflect
As a future teacher, is conducting an Action Research worth doing?
For me is, yes…
Why? Because it leads to become efficient and effective and able us aware on how we are
going to manage our class in the classroom interacting toward our students.
How can AR be useful for every classroom teacher?
It can be very useful in terms of the communication of the teachers to their students. Teachers
will able to provide and answer students’ queries. Also, it is a great help to teachers considering
their teaching methods and solving problem in school setting.

Write Action Research Prompts

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many
questions that I raised in my mind. These include:
a. How can I provide the needs of our students’ cognitive skills and hands-on
performances?
b. How can I encourage students to enhance their written and hands-on ability?
c. How can I manage my class despite of diversity?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. _Through determining which areas they have least-learned skills and most-
learned skills, so in that way I can focus on where they lack.
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b. Through giving them samples or visual samples of done outputs with neat and
clean activities or works.
c. Accept their differences and give them tasks or activities that they all can relate
without discrimination ot their races.

PLAN
Now that I am in FS 2, I plan to make a plan for my solution to problem (choose from a,
b, c) because
I choose letter A, “How can I provide the needs of our students’ cognitive skills and
hands-on performances” because it is very essential as future teacher to identify and
know the lacks of their students in that way they can fill their students needs.

ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.

Work on my Artifacts