Action Research Interview Techniques: Comprehensive Guide for DepEd Personnel

Action research has emerged as a crucial methodology for educators and education professionals aiming to enhance their practice and improve student outcomes. For Department of Education (DepEd) personnel in the Philippines, action research offers a systematic approach to addressing educational challenges and fostering continuous improvement. Among the various data collection methods available, interviews stand out as a particularly effective tool for gathering rich, qualitative information. This article provides a comprehensive examination of interview-based data collection in action research, tailored specifically for DepEd personnel.

The Foundations of Action Research in Education

Action research in education is a methodical inquiry process conducted by educators to collect information about their teaching methods and student learning outcomes. This approach aims to address specific issues or problems within the educational setting, with the ultimate goal of improving educational practices and student achievement.

For DepEd personnel, action research serves several important functions:

1. Professional development: It encourages continuous learning and reflection on teaching practices.
2. Problem-solving: It provides a structured approach to addressing educational challenges.
3. Evidence-based decision-making: It supports the development of informed strategies for improving education quality.
4. Collaboration: It fosters a culture of shared learning and improvement among educators.

Action research typically follows a cyclical process, which includes:

1. Identifying a problem or area for improvement
2. Developing a research plan
3. Collecting and analyzing data
4. Implementing changes based on findings
5. Evaluating the results of the implemented changes

This iterative approach allows for continuous refinement and improvement of educational practices.

The Basic Education Research Agenda

To guide DepEd personnel in selecting research topics, the Department has established the Basic Education Research Agenda (DepEd Order No. 39, s. 2016). This agenda outlines priority research areas across four main themes:

1. Teaching and Learning
2. Child Protection
3. Human Resource Development
4. Governance

Additionally, the agenda identifies three cross-cutting themes:

1. Gender and Development
2. Disaster Risk Reduction and Management
3. Inclusive Education

By aligning their action research projects with these themes, DepEd personnel can ensure that their research contributes to the Department’s broader goals and priorities.

The Significance of Interviews in Action Research

Interviews play a crucial role in action research by providing a means to gather detailed, qualitative data directly from participants. For DepEd personnel, interviews offer several advantages:

1. In-depth insights: Interviews allow researchers to explore participants’ thoughts, feelings, and experiences in detail.
2. Flexibility: Researchers can adapt their questions based on participants’ responses, exploring unexpected themes as they arise.
3. Contextual understanding: Interviews provide opportunities to gather information about the broader context in which educational phenomena occur.
4. Personal interaction: Face-to-face interviews can build rapport and trust, encouraging more open and honest responses.
5. Non-verbal cues: Researchers can observe and interpret non-verbal communication, adding depth to the data collected.

Interviews can provide valuable information on various aspects of the educational process, including:

• Student learning experiences and preferences
• Teaching methodologies and their effectiveness
• Classroom management strategies
• Curriculum implementation challenges and successes
• School policies and their impact on teaching and learning
• Teacher-student relationships and classroom dynamics
• Parental involvement and its effects on student performance
• Professional development needs and experiences

Types of Interviews for Action Research in the Philippine Context

DepEd personnel in the Philippines can choose from several types of interviews, each suited to different research objectives and contexts within the Philippine education system. The main types of interviews used in action research are:

1. Structured Interviews

Structured interviews follow a predetermined set of questions asked in a specific order. This type of interview is particularly useful in the Philippine context when:

• Comparing responses across multiple participants from different regions or school types (e.g., public vs. private, urban vs. rural)
• Gathering data that can be quantified or statistically analyzed for large-scale DepEd initiatives
• Investigating specific, well-defined aspects of educational practice in Philippine schools

For example, a DepEd researcher studying the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program might use structured interviews to gather consistent data on teachers’ experiences with the program across multiple schools in different linguistic regions of the Philippines.

Advantages:

• Consistency across interviews, which is crucial when gathering data from diverse Philippine contexts
• Easier data analysis and comparison, especially when dealing with large sample sizes across the country
• Time-efficient, which is beneficial for DepEd researchers managing multiple responsibilities

Disadvantages:

• Limited flexibility to explore unexpected topics that may be unique to specific Philippine communities or cultures
• May miss important contextual information related to local educational practices or challenges

Example questions for a structured interview on MTB-MLE implementation:

1. How many years have you been implementing MTB-MLE in your classroom?
2. On a scale of 1-5, how confident do you feel teaching in the mother tongue?
3. What specific challenges have you encountered in implementing MTB-MLE?
4. How often do you receive training or support for MTB-MLE implementation?

2. Semi-structured Interviews

Semi-structured interviews combine elements of both structured and unstructured interviews. They use a set of predetermined questions but allow for flexibility in the order and wording of questions, as well as the inclusion of follow-up questions. This type of interview is particularly valuable in the Philippine context when:

• Exploring complex topics in depth, such as the impact of socioeconomic factors on student performance
• Balancing the need for consistency with the desire for detailed, contextual information about diverse Philippine school settings
• Investigating topics where some structure is needed, but flexibility is important to capture the nuances of local educational contexts

For instance, a DepEd researcher examining factors affecting student motivation in Philippine public schools might use semi-structured interviews to explore various aspects of motivation while allowing for the discovery of unexpected influences unique to the Philippine context, such as family obligations or community expectations.

Advantages:

• Flexibility to explore emerging themes relevant to specific Philippine communities or cultures
• Balance between structure and open-ended inquiry, allowing for comparison across diverse Philippine contexts while capturing local nuances
• Ability to clarify and expand on responses, which is particularly useful when dealing with language barriers or cultural differences

Disadvantages:

• More time-consuming than structured interviews, which can be challenging for DepEd researchers with limited resources
• Requires skilled interviewers who are culturally sensitive and able to manage the flow of conversation in diverse Philippine settings

Example questions for a semi-structured interview on student motivation:

1. What factors do you think influence student motivation in your school?
2. How do you think family expectations affect student motivation in your community?
3. Can you describe any cultural or local factors that you believe impact student motivation?
4. How has the implementation of the K-12 curriculum affected student motivation in your experience?

3. Unstructured Interviews

Unstructured interviews are more conversational and do not follow a predetermined set of questions. This approach allows for a more exploratory discussion and can uncover unexpected insights. Unstructured interviews are useful in the Philippine context when:

• Exploring new or poorly understood phenomena in the Philippine educational context, such as the impact of digital learning in remote areas
• Building rapport with participants and encouraging open, honest communication, which is crucial in Philippine culture where personal relationships are highly valued
• Generating hypotheses for further research on emerging educational issues in the Philippines

For example, a DepEd researcher investigating the impact of the Alternative Learning System (ALS) on out-of-school youth might use unstructured interviews in the early stages to identify key issues and themes for further exploration, allowing participants to share their experiences freely.

Advantages:

• Highly flexible and adaptable, which is beneficial when exploring diverse Philippine educational contexts
• Can uncover unexpected insights specific to local communities or cultures
• Allows participants to guide the conversation, which can be empowering for Filipino educators and students

Disadvantages:

• Time-consuming to conduct and analyze, which can be challenging for DepEd researchers with limited resources
• Requires highly skilled interviewers who are culturally sensitive and able to build rapport quickly
• May produce data that is difficult to compare across different Philippine regions or school types

Example opening question for an unstructured interview on ALS:
“Can you tell me about your experience with the Alternative Learning System and how it has affected your life or the lives of students you know?”

4. Focus Group Discussions

Focus group discussions involve interviewing a small group of participants simultaneously. This method can generate rich data through group interactions and discussions, which aligns well with the collective nature of Filipino culture. Focus groups are particularly useful in the Philippine context when:

• Exploring shared experiences or perceptions of educational policies or programs
• Gathering diverse perspectives on educational issues from various stakeholders (e.g., teachers, parents, and students)
• Stimulating discussion and debate on complex topics relevant to Philippine education, such as the integration of indigenous knowledge in the curriculum

For instance, a DepEd researcher studying the effectiveness of the School-Based Management (SBM) approach might use focus groups to gather insights from school heads, teachers, parents, and community members who participate in school governance.

Advantages:

• Efficient way to gather multiple perspectives, which is beneficial given the diverse nature of Philippine society
• Can stimulate discussion and generate new ideas, leveraging the Filipino cultural value of bayanihan (communal unity)
• Allows for observation of group dynamics, which can provide insights into community relationships and power structures

Disadvantages:

• May be dominated by more vocal participants, which can be challenging in a culture that values harmony and may discourage dissent
• Can be challenging to manage and moderate effectively, especially when dealing with diverse linguistic and cultural backgrounds
• May not be suitable for sensitive or personal topics, particularly in small, close-knit Philippine communities

Example questions for a focus group on School-Based Management:

1. How has the implementation of SBM affected your school community?
2. What challenges have you encountered in participating in school governance?
3. How do you think SBM can be improved to better serve your local community’s needs?
4. Can you share any success stories or best practices from your experience with SBM?

When conducting these various types of interviews, DepEd personnel should be mindful of the unique cultural, linguistic, and socioeconomic factors that influence education in the Philippines. Researchers should also consider the guidelines provided in DepEd Order No. 16, s. 2017 (Research Management Guidelines) and DepEd Order No. 39, s. 2016 (Adoption of the Basic Education Research Agenda) to ensure their research aligns with DepEd’s priorities and ethical standards.

Additionally, given the challenges posed by the COVID-19 pandemic and the shift to distance learning, DepEd researchers should be prepared to conduct interviews virtually when necessary, as outlined in DepEd Order No. 26, s. 2021. This may require additional preparation to ensure participants have access to necessary technology and to address potential connectivity issues, particularly in remote or underserved areas of the Philippines.

By carefully selecting and adapting these interview types to the Philippine context, DepEd personnel can gather rich, relevant data to inform their action research projects and contribute to the improvement of the Philippine education system.

Planning and Conducting Interviews for Action Research in the Philippine Context

To ensure the effectiveness of interviews in action research, DepEd personnel should follow a systematic approach to planning and conducting interviews. The following steps provide a comprehensive guide tailored to the Philippine educational context:

1. Define Clear Research Objectives

Before conducting interviews, it is crucial to establish clear research objectives. These objectives should align with the overall goals of the action research project, the DepEd Basic Education Research Agenda (DepEd Order No. 39, s. 2016), and guide the development of interview questions.

Example:
A DepEd teacher conducting action research on improving student engagement in a public high school in Basey, Samar might set the following objectives:

• Identify factors that influence student participation in class discussions, considering the impact of large class sizes common in urban Philippine schools
• Explore effective strategies for motivating students to complete homework assignments, taking into account limited access to technology and study spaces at home
• Understand students’ perceptions of various teaching methods used in the classroom, including the use of mother tongue instruction in the early grades

These objectives address specific challenges in the Philippine education system, such as overcrowded classrooms, resource constraints, and linguistic diversity.

2. Select Appropriate Participants

Careful selection of participants is essential for obtaining relevant and valuable data. DepEd personnel should consider the following factors:

• Relevance to the research topic
• Diversity of perspectives, including representation from different socioeconomic backgrounds and ethnic groups
• Availability and willingness to participate, considering potential constraints such as transportation or work commitments
• Ethical considerations, particularly when involving students and following DepEd’s child protection policies

For example, when studying the implementation of the K to 12 curriculum in a rural area, researchers might select:

• Teachers from different grade levels and subject areas
• School administrators involved in curriculum planning and implementation
• Students from various academic backgrounds and grade levels
• Parents with different levels of education and involvement in their children’s schooling
• Local community leaders or elders, especially in areas with significant indigenous populations

This selection ensures a comprehensive view of curriculum implementation challenges and successes in the specific context of rural Philippine schools.

3. Develop an Interview Guide

An interview guide outlines the topics to be covered and provides a structure for the interview. For semi-structured interviews, the guide should include open-ended questions that allow for in-depth responses. When developing an interview guide, consider:

• Aligning questions with research objectives and DepEd priorities
• Using clear, concise language that is easily understood by participants, considering potential language barriers
• Avoiding leading questions or culturally insensitive phrasing
• Including prompts for follow-up questions that explore local context
• Organizing questions in a logical sequence that respects cultural norms (e.g., starting with general questions before moving to more specific or personal topics)

Example interview guide for a study on student engagement in public high school:

1. Introduction and warm-up:

• Can you tell me about your experience as a student in this school?
• What subjects do you enjoy most, and why?

2. Classroom participation:

• How would you describe your level of participation in class discussions?
• What factors encourage you to participate more actively in class?
• Are there any barriers that prevent you from participating more? (Probe: class size, language issues, cultural factors)

3. Homework completion:

• How do you approach homework assignments?
• What motivates you to complete your homework?
• What challenges do you face when trying to complete homework? (Probe: access to resources, home environment, family responsibilities)

4. Teaching methods:

• Can you describe some teaching methods that you find particularly engaging?
• How do you feel about the use of technology in your classes? (Probe: availability and effectiveness of ICT resources)
• How do different teaching methods affect your motivation to learn?

5. Language of instruction:

• How do you feel about the use of Filipino, English, and your mother tongue in your classes?
• Do you face any challenges related to the language of instruction?

6. Closing:

• Is there anything else you’d like to share about your experiences with engagement in school?
• Do you have any suggestions for how teachers could make lessons more engaging, considering the resources available in your school?

4. Prepare for the Interview

Proper preparation is key to conducting effective interviews, this includes:

• Familiarizing oneself with the interview guide and practicing pronunciation of local terms or names
• Testing recording equipment and having backup options (e.g., smartphone apps) in case of power outages
• Arranging a suitable location for the interview, considering privacy and potential noise issues in crowded school environments
• Preparing informed consent forms in the appropriate language(s)
• Considering potential follow-up questions that address local issues or cultural nuances

Additionally, DepEd personnel should:

• Practice active listening techniques and culturally appropriate non-verbal communication
• Prepare strategies for managing difficult or emotional responses, respecting Filipino cultural norms around expressing emotions
• Plan for potential interruptions or technical issues common in public schools (e.g., sudden announcements, power fluctuations)
• Familiarize themselves with local customs and etiquette to build rapport with participants

5. Conduct the Interview

During the interview, DepEd personnel should:

• Establish rapport with the interviewee, using culturally appropriate greetings and small talk
• Clearly explain the purpose of the interview and obtain informed consent, ensuring participants understand their rights in their preferred language
• Ask clear and concise questions, being prepared to rephrase or translate if necessary
• Listen actively and show interest in the responses, using culturally appropriate verbal and non-verbal cues
• Probe for additional information when necessary, being sensitive to cultural norms around directness and respect for authority
• Maintain a neutral stance to avoid influencing responses, while being aware of potential power dynamics (e.g., teacher-student relationships)
• Manage time effectively to cover all key topics, respecting participants’ other commitments
• Be attentive to non-verbal cues and emotional responses, interpreting them within the Filipino cultural context

Techniques for effective interviewing in the Philippine context include:

• Using silence to encourage elaboration, recognizing that some participants may need more time to respond due to language considerations
• Reflecting and summarizing to check understanding, especially important when working across languages or dialects
• Asking for specific examples to illustrate points, relating them to local experiences or practices
• Avoiding interrupting or finishing sentences for the interviewee, respecting cultural norms around politeness and deference

6. Record and Transcribe the Interview

Accurate recording and transcription of interviews are crucial for data analysis. DepEd personnel should:

• Use reliable recording devices (e.g., digital voice recorders or smartphone apps), ensuring they have sufficient battery life and storage capacity
• Take notes during the interview to capture non-verbal cues and key points, especially those that may not be evident in audio recordings
• Transcribe interviews verbatim, including pauses and non-verbal expressions, and noting any code-switching between languages
• Consider using transcription software or services to save time, but be prepared to review and correct transcriptions, especially for local languages or dialects
• Review transcripts for accuracy and completeness, consulting with native speakers if necessary for language verification

7. Analyze the Data

Data analysis involves identifying patterns, themes, and relationships within the interview data. DepEd personnel can use various methods for qualitative data analysis, adapting them to the Philippine context:

1. Thematic analysis: Identifying recurring themes or patterns in the data, considering how they relate to Philippine educational issues and cultural values
2. Content analysis: Systematically categorizing and coding interview content, being attentive to local terminology and concepts
3. Narrative analysis: Examining the stories and experiences shared by participants, recognizing the importance of storytelling in Filipino culture
4. Grounded theory: Developing theories based on the data collected, considering how they fit within or challenge existing educational theories in the Philippine context

Steps in the data analysis process:

1. Familiarize yourself with the data by reading transcripts multiple times, noting any cultural or contextual nuances
2. Generate initial codes to categorize relevant information, using in vivo codes (participants’ own words) where appropriate to preserve local meaning
3. Search for themes by grouping related codes, considering how they relate to broader issues in Philippine education
4. Review and refine themes to ensure they accurately represent the data and are relevant to the Philippine context
5. Define and name themes, using language that resonates with Filipino educators and policymakers
6. Produce a report summarizing the findings, highlighting implications for DepEd policies and practices

Consider using qualitative data analysis software (e.g., NVivo, Atlas.ti) to assist with coding and theme identification, but be prepared to adapt these tools to accommodate multiple languages or dialects if necessary.

Throughout the planning and conducting of interviews, DepEd personnel should refer to the Research Management Guidelines (DepEd Order No. 16, s. 2017) to ensure compliance with ethical standards and departmental procedures. Additionally, researchers should be aware of the potential need to conduct interviews virtually, as outlined in DepEd Order No. 26, s. 2021, especially in light of ongoing public health concerns or when working with geographically dispersed participants.

By carefully adapting these steps to the Philippine educational context, DepEd personnel can conduct effective interviews that yield rich, culturally relevant data to inform their action research projects and contribute to the improvement of education in the Philippines.

Ethical Considerations in Interview-Based Action Research

When conducting interview-based action research, DepEd personnel must adhere to ethical guidelines to protect participants and ensure the integrity of the research. Key ethical considerations include:

1. Informed consent: Obtain written consent from all participants, ensuring they understand the purpose of the research, their role, and their rights.
2. Confidentiality and anonymity: Protect participants’ identities by using pseudonyms and securely storing data.
3. Avoiding harm or discomfort: Be sensitive to participants’ emotional well-being and provide support if needed.
4. Transparency: Be open about the research purpose, process, and potential outcomes.
5. Respect for autonomy: Recognize participants’ right to withdraw from the study at any time.
6. Cultural sensitivity: Be aware of and respect cultural differences when conducting interviews.
7. Power dynamics: Address potential power imbalances, especially when interviewing students or subordinates.
8. Data protection: Ensure secure storage and handling of interview recordings and transcripts.
9. Reporting findings: Present results honestly and accurately, without misrepresenting or sensationalizing data.
10. Beneficence: Ensure that the research benefits participants and the wider educational community.

To support ethical research practices, DepEd has established a Research Ethics Committee (REC) as mentioned in DepEd Order No. 16, s. 2017. Researchers should consult with this committee when planning their studies to ensure compliance with ethical standards.

Special Considerations for Research Involving Indigenous Peoples

When conducting research involving Indigenous Peoples learners, Indigenous Cultural Communities, Indigenous Knowledge Systems and Practices, and Indigenous Learning Systems, DepEd personnel must adhere to additional guidelines as outlined in DepEd Order No. 16, s. 2017:

1. Obtain free, prior, and informed consent from the community through customary governance processes.
2. Conduct consultations in a manner free of coercion or implied benefits in exchange for approval.
3. Respect the community’s right to revoke consent at any time.
4. Recognize and protect the communal intellectual and cultural property rights of Indigenous Cultural Communities.
5. Properly acknowledge the community as co-author and co-owner of research directly discussing their Indigenous Knowledge Systems and Practices or Indigenous Learning Systems.
6. Seek permission from recognized community representatives for presenting or publishing research findings.

Challenges and Limitations of Interview-Based Data Collection

While interviews can provide valuable data for action research, DepEd personnel should be aware of potential challenges and limitations, particularly within the Philippine education system:

1. Time constraints:
   Conducting and analyzing interviews can be time-consuming, which may be challenging for busy educators. In the Philippines, this is exacerbated by:

• Heavy teaching loads and administrative duties
• Limited time allocated for research activities
• Competing priorities such as curriculum implementation and assessment preparation
• Potential travel time to reach remote schools or communities

Example: A teacher-researcher in a public high school might struggle to balance conducting interviews with daily teaching responsibilities and after-school remedial classes.

2. Researcher bias:
   The interviewer’s personal beliefs and expectations may influence question formulation and data interpretation. In the Philippine setting, this may include:

• Regional or cultural biases, especially when researching across different areas of the country
• Preconceptions about urban vs. rural education
• Biases related to socioeconomic status or educational background
• Assumptions about traditional vs. progressive teaching methods

Example: A researcher from a well-resourced urban school might unconsciously frame questions in a way that doesn’t fully capture the realities of a small, rural school.

3. Participant bias:
   Interviewees may provide socially desirable responses or be influenced by recent events. In the Philippine context, this could manifest as:

• Reluctance to criticize superiors or educational policies due to cultural norms of respect for authority
• Tendency to give positive responses to “save face” or maintain harmony
• Influence of recent DepEd initiatives or media coverage on education issues
• Desire to present one’s school or community in the best possible light

Example: Teachers might hesitate to discuss challenges in implementing a new curriculum for fear of appearing incompetent or critical of DepEd policies.

4. Limited generalizability:
   Small sample sizes in qualitative research may limit the ability to generalize findings to larger populations. This is particularly relevant in the Philippines due to:

• Diverse linguistic and cultural backgrounds across regions
• Varying levels of resources and infrastructure in different schools
• Unique challenges faced by urban, rural, and remote island communities
• Differences between public and private education sectors

Example: Findings from interviews conducted in a well-resourced private school in Metro Manila may not be generalizable to public schools in remote areas of Samar.

5. Reliability concerns:
   The subjective nature of qualitative data can raise questions about the reliability of findings. In the Philippine education system, this may be complicated by:

• Variations in educational quality and resources across regions
• Differences in interpretation of DepEd policies and guidelines
• Inconsistencies in implementation of national programs at the local level
• Personal experiences and biases of both researchers and participants

Example: Different interpretations of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy across regions might lead to inconsistent interview responses about its effectiveness.

6. Skill requirements:
   Effective interviewing requires strong interpersonal and communication skills, which may require training and practice. Challenges in the Philippine context include:

• Limited opportunities for formal research training for teachers
• Varying levels of proficiency in English or Filipino, the primary languages of instruction
• Need for cultural sensitivity when interviewing across diverse communities
• Balancing formal research protocols with culturally appropriate communication styles

Example: A novice researcher might struggle to build rapport with elder community members when conducting interviews about indigenous education practices.

7. Language barriers:
   In multilingual contexts, language differences may affect the quality of data collected. This is particularly relevant in the Philippines, where:

• Over 130-195 languages are spoken across the country
• Code-switching between languages is common in everyday communication
• Nuances and cultural concepts may be difficult to translate accurately
• Some participants may feel less confident expressing complex ideas in a non-native language

Example: A researcher conducting interviews in Filipino might miss important nuances when interviewing teachers who primarily use Waray in their classrooms.

8. Emotional intensity:
   Discussing sensitive topics may evoke strong emotions in participants, requiring careful management by the interviewer. In the Philippine education system, sensitive topics might include:

• Experiences of poverty and its impact on education
• Issues related to armed conflict or natural disasters affecting schools
• Discrimination or bullying based on ethnicity, religion, or socioeconomic status
• Personal struggles with workload, resources, or professional development

Example: Interviewing students about their experiences during a recent typhoon that damaged their school might evoke traumatic memories, requiring sensitivity and appropriate support.

9. Data overload:
   Large amounts of qualitative data can be overwhelming to analyze and interpret. This challenge is amplified in the Philippine context by:

• Limited access to data analysis software or training in some areas
• Time constraints for in-depth analysis due to teaching and administrative duties
• Complexity of data from diverse linguistic and cultural backgrounds
• Pressure to produce actionable results quickly for DepEd reporting or policy-making

Example: A division-level researcher might struggle to analyze hundreds of pages of interview transcripts from multiple schools while also managing regular supervisory duties.

10. Ethical challenges:
    Balancing the need for in-depth data with respect for participants’ privacy and well-being can be complex. In the Philippine education system, ethical considerations include:

• Ensuring informed consent in communities with varying levels of literacy
• Protecting the confidentiality of participants in close-knit school communities
• Navigating power dynamics between researchers and participants, especially when interviewing students or subordinates
• Addressing potentially sensitive issues related to child protection or educational quality

Example: A researcher studying dropout rates might uncover child labor issues during interviews, requiring careful consideration of reporting obligations and participant confidentiality.

By being aware of these challenges and limitations, DepEd personnel can better prepare for and mitigate potential issues in their interview-based research. This awareness can lead to more robust research designs, more ethical data collection practices, and more reliable and useful findings to inform educational improvements in the Philippine context.

Researchers should also consult DepEd Order No. 16, s. 2017 (Research Management Guidelines) for specific guidance on ethical considerations and research protocols within the DepEd system. Additionally, the Basic Education Research Agenda (DepEd Order No. 39, s. 2016) can help researchers align their interview-based studies with priority areas identified by the Department, ensuring that their work addresses key challenges and opportunities in Philippine education.

Strategies for Overcoming Challenges in Interview-Based Research

To address challenges in interview-based research, DepEd personnel can employ the following strategies:

1. Careful planning and time management to maximize efficiency in data collection and analysis

This involves:

• Accounting for potential delays when scheduling interviews
• Considering the academic calendar and avoiding peak periods when planning research activities
• Utilizing school breaks or teacher in-service training days for intensive data collection
• Coordinating with school administrators to ensure minimal disruption to regular activities

Example: A researcher studying teacher professional development might plan interviews during the semestral break to ensure teachers’ availability and minimize interference with classes.

2. Reflexivity practices to acknowledge and mitigate personal biases

This includes:

• Recognizing and reflecting on one’s own background and how it might influence interpretations of data
• Acknowledging potential biases related to regional differences or urban-rural divides
• Being aware of language biases, especially when working across multiple languages
• Considering how one’s position within the hierarchy might affect participants’ responses

Example: A researcher conducting interviews in a rural school should reflect on how their perspective might influence their understanding of local educational challenges.

3. Triangulation of data sources to enhance validity and reliability

This could involve:

• Combining interview data with classroom observations and document analysis
• Interviewing multiple stakeholders to gain a comprehensive view of educational issues
• Comparing interview findings with quantitative data from existing information systems
• Validating interview results against existing policies and programs

Example: A study on the implementation of a new curriculum could triangulate teacher interviews with classroom observations and analysis of locally developed teaching materials.

4. Training in interview techniques and qualitative data analysis

This can be supported by:

• Organizing workshops on qualitative research methods
• Providing online training modules on interview techniques
• Encouraging participation in research conferences and seminars
• Establishing mentorship programs where experienced researchers guide novice researchers

Example: NEAP could offer a certificate program in educational research methods, including modules on interview-based research.

5. Use of member checking to verify the accuracy of interpretations

This involves:

• Sharing interview transcripts or summaries with participants for verification
• Conducting follow-up discussions with interviewees to clarify interpretations
• Presenting preliminary findings to school communities for feedback and validation
• Engaging local experts or community leaders to review interpretations of culturally specific information

Example: After analyzing interviews about indigenous education practices, a researcher might present their findings to a council of elders in the community for validation and additional insights.

6. Collaboration with colleagues to share the workload and gain diverse perspectives

Researchers can:

• Form research teams that include members from different regions or cultural backgrounds
• Collaborate with teachers and administrators from various grade levels and subject areas
• Partner with local universities or research institutions for additional expertise and resources
• Engage with research committees at various levels for support and guidance

Example: A research project on inclusive education might involve collaboration between regular education teachers, special education specialists, and guidance counselors to provide a holistic perspective.

7. Employing mixed-methods approaches to balance qualitative and quantitative data

This strategy could include:

• Combining in-depth interviews with surveys to capture both rich, contextual data and broader trends
• Using existing quantitative data to complement qualitative findings
• Integrating case studies of individual schools or teachers with larger-scale statistical analyses
• Balancing storytelling approaches with more structured data collection methods

Example: A study on the effectiveness of a new program might combine interviews with school leaders, surveys of students and parents, and analysis of relevant outcome data.

8. Developing clear protocols for handling sensitive information and emotional responses

This involves:

• Creating guidelines that respect cultural norms around privacy
• Establishing procedures for addressing potential child protection issues that may arise during interviews
• Preparing referral pathways for participants who may need emotional support or counseling
• Ensuring confidentiality while navigating close-knit community structures

Example: Researchers interviewing students about bullying should have a clear protocol for reporting any disclosed incidents to appropriate school authorities while maintaining confidentiality.

9. Utilizing qualitative data analysis software to manage large datasets

This can be supported by:

• Providing access to software licenses for qualitative data analysis tools
• Offering training on how to use these tools effectively
• Encouraging the development of coding frameworks that reflect local educational contexts and terminology
• Establishing data management protocols that ensure the security and confidentiality of digital interview data

Example: A large-scale research project on teacher motivation might use software to analyze hundreds of interview transcripts, with a coding framework that includes local concepts of service and dedication.

10. Seeking guidance from experienced researchers or mentors when facing ethical dilemmas

This could involve:

• Consulting with research ethics committees
• Seeking advice from senior educators or administrators with research experience
• Collaborating with ethics committees at local universities for complex ethical issues
• Engaging with community leaders or elders when researching in culturally distinct communities

Example: A researcher studying the impact of natural disasters on education might consult with both the institutional research ethics committee and local disaster management officials to ensure ethical data collection in affected communities.

By implementing these strategies, education personnel can navigate the challenges of interview-based research more effectively, ensuring that their research is rigorous, ethical, and sensitive to local contexts.

Funding and Support for Action Research

DepEd provides funding support for action research through the Basic Education Research Fund (BERF), as outlined in DepEd Order No. 43, s. 2015 and DepEd Order No. 16, s. 2017. BERF is a grant facility designed to support education research initiatives conducted by DepEd employees. To access this funding, researchers should:

1. Align their research proposals with the Basic Education Research Agenda
2. Submit proposals to the appropriate research committee (National, Regional, or Schools Division)
3. Follow the guidelines for proposal submission and evaluation as outlined in the Research Management Guidelines

Additionally, DepEd encourages research partnerships with external institutions, including universities, non-government organizations, and other government agencies. These partnerships can provide additional resources and expertise to support action research projects.

Dissemination and Utilization of Research Findings

Effective dissemination and utilization of research findings are crucial for improving educational practices. DepEd personnel can share their research results through various channels:

1. Learning Action Cells (LACs): As outlined in DepEd Order No. 35, s. 2016, LACs provide a platform for teachers to share research findings and collaborate on implementing changes based on research results.
2. School-based in-service training (INSET): Research findings can be incorporated into INSET sessions to inform professional development activities.
3. Policy briefs: Researchers can develop concise summaries of their findings and recommendations for policymakers and administrators.
4. Research conferences and forums: DepEd organizes events where researchers can present their findings to a wider audience of educators and stakeholders.
5. E-Saliksik: The DepEd Research Portal: Introduced in DepEd Order No. 14, s. 2022, this online platform serves as a central repository for completed research studies. Researchers can upload their findings to make them accessible to other DepEd personnel and external stakeholders.
6. School Improvement Plans (SIPs): Research results can inform the development and implementation of SIPs, ensuring that school-level initiatives are evidence-based.
7. Research bulletins: DepEd publishes research bulletins to disseminate key findings and recommendations from various studies.

To maximize the impact of research findings, DepEd personnel should:

• Tailor dissemination strategies to different audiences (e.g., teachers, administrators, policymakers)
• Provide clear, actionable recommendations based on research results
• Collaborate with colleagues to implement changes based on research findings
• Monitor and evaluate the impact of implemented changes
• Engage in ongoing dialogue with stakeholders about research implications and applications

Virtual Conduct of Research-Related Activities

In light of the COVID-19 pandemic and as outlined in DepEd Order No. 26, s. 2021, DepEd personnel may conduct research-related activities virtually when necessary. This includes:

1. Virtual interviews and focus group discussions using video conferencing platforms
2. Online surveys and questionnaires for data collection
3. Virtual research committee meetings for proposal evaluation and progress monitoring
4. Online research dissemination events and webinars
5. Digital submission of research proposals and reports

When conducting virtual research activities, researchers should:

• Ensure participants have access to necessary technology and internet connectivity
• Provide clear instructions for using virtual platforms
• Address privacy and security concerns related to online data collection
• Adapt interview techniques for virtual settings
• Consider the potential impact of virtual methods on data quality and participant engagement

Quality Control of Completed Research

To ensure the quality of action research conducted by DepEd personnel, a quality control process has been established as mentioned in DepEd Order No. 14, s. 2022. This process involves:

1. Defining minimum standards for quality research
2. Developing a tool to assess the quality of completed research
3. Integrating quality control into the acceptance process for BERF-funded research

Researchers should familiarize themselves with these quality standards and strive to meet or exceed them in their work. The quality control process is designed to be developmental, providing feedback to help researchers improve their studies and contribute to the overall quality of education research within DepEd.

Conclusion

Interviews serve as a powerful tool for data collection in action research, offering DepEd personnel the opportunity to gain deep insights into educational practices and experiences. By carefully planning and conducting interviews, educators can gather rich, qualitative data to inform their action research projects and ultimately improve their teaching practice. While challenges exist, the benefits of interview-based data collection make it an invaluable method for DepEd personnel committed to enhancing the quality of education through action research.

The skills and knowledge gained through conducting interview-based action research can have lasting benefits for DepEd personnel, including:

• Enhanced critical thinking and problem-solving abilities
• Improved communication and interpersonal skills
• Greater awareness of student needs and perspectives
• Increased capacity for evidence-based decision-making
• Stronger connections with colleagues and the broader educational community

By embracing interview-based action research, utilizing available resources such as BERF and E-Saliksik, and adhering to ethical guidelines and quality standards, DepEd personnel can contribute to a culture of continuous improvement and innovation in Philippine education. This approach not only benefits individual researchers and their immediate school communities but also contributes to the broader goals of enhancing teaching and learning across the nation.

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This article, “Action Research Interview Techniques: Comprehensive Guide for DepEd Personnel,” was authored by Mark Anthony Llego and published on August 12, 2024.