Action Research Paper-and-Pencil Instruments: DepEd Guide for Evidence-Based Education

Action research has emerged as a crucial methodology for educators to systematically examine and enhance their teaching practices. For Department of Education (DepEd) personnel in the Philippines, conducting action research using paper-and-pencil instruments can yield valuable insights to improve student learning outcomes. This article provides an in-depth exploration of the use of paper-and-pencil instruments in action research for DepEd personnel, discussing key considerations, types of instruments, best practices for implementation, and strategies for overcoming common challenges. It also addresses the specific context of DepEd’s research initiatives, including the Basic Education Research Agenda, funding mechanisms, and collaborative research practices.

The Role of Action Research in Education

Action research in education involves teachers and other school personnel systematically investigating their own practices to address problems and enhance student learning. Unlike traditional academic research, action research is conducted by practitioners to directly inform and improve their work. This approach follows a cyclical process of planning, acting, observing, and reflecting, allowing educators to continuously refine their methods based on evidence gathered from their own classrooms and schools.

For DepEd personnel, action research aligns closely with the department’s commitment to continuous improvement in teaching quality and student achievement. By engaging in action research, educators become reflective practitioners who can identify issues in their classrooms or schools and develop evidence-based solutions. This process not only enhances individual teaching practices but also contributes to the overall improvement of the education system.

Benefits of Action Research for DepEd Personnel

1. Promotes professional growth and development
2. Encourages critical reflection on teaching practices
3. Fosters collaboration among educators
4. Provides evidence-based solutions to classroom and school issues
5. Empowers teachers to take ownership of their professional development
6. Enhances student learning outcomes through targeted interventions

Basic Education Research Agenda

The DepEd Order No. 39, s. 2016 established the Basic Education Research Agenda, which outlines priority research areas for the department. Action research using paper-and-pencil instruments can address these key themes:

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

When designing paper-and-pencil instruments for action research, DepEd personnel should consider how their research questions align with these priority areas. For example:

• Teaching and Learning: Surveys or rating scales to assess the effectiveness of new teaching strategies
• Child Protection: Checklists to monitor the implementation of child protection policies in schools
• Human Resource Development: Questionnaires to evaluate the impact of professional development programs
• Governance: Observation forms to assess the effectiveness of school leadership practices

By aligning research with these themes, DepEd personnel can contribute to the department’s broader goals for improving basic education in the Philippines.

Paper-and-Pencil Instruments: Essential Tools for Data Collection

Paper-and-pencil instruments are widely used tools for collecting data in action research projects. These instruments enable researchers to gather both quantitative and qualitative information from various stakeholders, including students, teachers, parents, and administrators. The following section provides an in-depth examination of key types of paper-and-pencil instruments, their specific applications, and considerations for their use in the Philippine educational context.

Surveys and Questionnaires

Surveys utilize a standardized set of questions to collect data from a large number of respondents. They can include closed-ended questions with predetermined response options or open-ended questions allowing for more detailed answers. Surveys are particularly useful for gathering information on attitudes, behaviors, and experiences related to the research topic.

Types of Surveys:

1. Descriptive surveys: Gather information about current conditions or practices
2. Explanatory surveys: Explore relationships between variables
3. Evaluative surveys: Assess the effectiveness of programs or interventions

Applications in DepEd Action Research:

• Assessing student satisfaction with teaching methods
• Gathering teacher feedback on professional development programs
• Evaluating parent involvement in school activities

Considerations for DepEd Personnel:

• Ensure survey questions are culturally appropriate and relevant to the Philippine context
• Consider language barriers and provide translations when necessary
• Be mindful of survey length to avoid respondent fatigue

Rating Scales

Rating scales ask respondents to evaluate a particular aspect using a numeric scale, such as 1-5 or 1-10. These scales provide quantitative data that can be statistically analyzed, allowing for comparisons and trend identification.

Common Types of Rating Scales:

1. Likert scales: Measure agreement with statements (e.g., Strongly Disagree to Strongly Agree)
2. Semantic differential scales: Use opposing adjectives (e.g., Easy – Difficult)
3. Numeric rating scales: Use numbers to indicate levels (e.g., 1 = Poor, 5 = Excellent)

Applications in DepEd Action Research:

• Evaluating student attitudes towards specific subjects
• Assessing teacher confidence in implementing new teaching strategies
• Measuring perceived effectiveness of school policies

Considerations for DepEd Personnel:

• Clearly define the meaning of each point on the scale
• Use an appropriate number of points (typically 5-7) to allow for meaningful differentiation
• Consider cultural tendencies in rating behaviors (e.g., tendency to avoid extreme ratings)

Checklists

Checklists present a list of items or behaviors for respondents to mark as present or absent. They are helpful for assessing the frequency or occurrence of specific actions or characteristics related to the research question.

Types of Checklists:

1. Binary checklists: Yes/No or Present/Absent options
2. Frequency checklists: Indicate how often an item occurs (e.g., Never, Sometimes, Often, Always)
3. Quality checklists: Assess the degree to which an item meets certain criteria

Applications in DepEd Action Research:

• Tracking implementation of specific teaching strategies
• Monitoring student behavior in the classroom
• Assessing availability of resources in schools

Considerations for DepEd Personnel:

• Ensure checklist items are clear, specific, and observable
• Include an appropriate number of items to cover the topic without overwhelming respondents
• Consider using electronic checklists for easier data compilation and analysis

Tests and Assessments

Standardized or teacher-created tests can measure student knowledge, skills, or performance in a particular subject area. Pre-tests and post-tests are often used to evaluate the impact of an intervention.

Types of Tests and Assessments:

1. Diagnostic tests: Identify strengths and weaknesses in specific areas
2. Formative assessments: Provide ongoing feedback during the learning process
3. Summative assessments: Evaluate learning at the end of an instructional unit

Applications in DepEd Action Research:

• Measuring the effectiveness of a new teaching method on student achievement
• Assessing improvement in specific skills over time
• Comparing performance across different groups of students

Considerations for DepEd Personnel:

• Ensure tests are aligned with curriculum standards and learning objectives
• Consider the cultural and linguistic backgrounds of students when designing or selecting tests
• Use a combination of assessment types to get a comprehensive view of student learning

Observation Forms

Structured observation forms allow researchers to systematically record behaviors, interactions, or events in the classroom or school setting. They typically include predefined categories or rating scales.

Types of Observation Forms:

1. Time sampling forms: Record behaviors at specific time intervals
2. Event sampling forms: Document the occurrence of specific events or behaviors
3. Rating forms: Assess the quality or frequency of observed behaviors

Applications in DepEd Action Research:

• Analyzing teacher-student interactions
• Documenting student engagement in different learning activities
• Evaluating the implementation of new teaching strategies

Considerations for DepEd Personnel:

• Train observers to ensure consistency in data collection
• Be aware of potential observer bias and take steps to minimize it
• Consider using video recordings for more detailed analysis and inter-rater reliability checks

Developing Effective Paper-and-Pencil Instruments

Creating high-quality paper-and-pencil instruments is crucial for obtaining reliable and valid data in action research. DepEd personnel should consider the following factors when developing their instruments:

1. Alignment with Research Questions

The instrument should directly address the specific research questions and objectives of the study. Each item should provide relevant data to answer the research problem. To ensure alignment:

• Create a matrix mapping each instrument item to a specific research question
• Review and revise items that do not clearly contribute to answering the research questions
• Include a mix of items that address different aspects of the research problem

2. Validity and Reliability

Instruments should accurately measure what they intend to measure (validity) and produce consistent results (reliability). To enhance validity and reliability:

• Conduct pilot testing with a small group of participants similar to the target population
• Use expert review to assess content validity
• Calculate reliability coefficients (e.g., Cronbach’s alpha) for scaled instruments
• Use triangulation by incorporating multiple data collection methods

3. Clarity and Accessibility

Questions and instructions should be clear, concise, and appropriate for the target respondents. Consider factors like reading level, language, and cultural context. To improve clarity and accessibility:

• Use simple, straightforward language
• Avoid jargon or technical terms unless necessary
• Provide clear instructions for completing the instrument
• Consider providing translations for multilingual populations

4. Length and Format

Keep instruments concise to avoid respondent fatigue. Use an organized layout with sufficient space for responses. Consider the time required to complete and analyze the instrument. To optimize length and format:

• Limit the number of items to those essential for addressing research questions
• Use a logical and easy-to-follow structure
• Provide adequate white space and clear formatting
• Consider the time constraints of respondents (e.g., students, teachers)

5. Ethical Considerations

Ensure instruments protect participant privacy and confidentiality. Obtain informed consent and necessary approvals before administering. To address ethical concerns:

• Include a clear statement of the research purpose and how data will be used
• Provide options for anonymity or confidentiality as appropriate
• Obtain approval from school administrators and DepEd officials as required
• Follow DepEd guidelines on research ethics and data protection

Best Practices for Implementing Paper-and-Pencil Instruments

To effectively use paper-and-pencil instruments in action research, DepEd personnel can follow these best practices:

1. Provide clear instructions: Explain the purpose of the research and how to complete the instrument. Offer examples if necessary.
2. Ensure consistent administration: Standardize the conditions under which instruments are administered to all participants.
3. Use multiple data sources: Combine different types of instruments to triangulate data and increase validity.
4. Maintain confidentiality: Implement procedures to protect participant privacy during data collection and analysis.
5. Secure data storage: Establish a system for safely storing and organizing completed instruments and digital data.
6. Conduct systematic analysis: Use appropriate statistical or qualitative analysis methods based on the type of data collected.
7. Interpret results cautiously: Consider limitations and potential biases when drawing conclusions from the data.
8. Share findings responsibly: Communicate results to relevant stakeholders in a clear and ethical manner.
9. Use results for improvement: Develop action plans based on research findings to enhance teaching practices and student outcomes.
10. Reflect on the process: Evaluate the effectiveness of the instruments and research process for future improvement.

Collaborative Research Practices

DepEd encourages collaborative research practices to enhance the quality and impact of action research. One key initiative in this area is the Learning Action Cell (LAC) program, established by DepEd Order No. 35, s. 2016.

Integrating LACs with Action Research

Learning Action Cells are school-based continuing professional development strategies that can be effectively combined with action research using paper-and-pencil instruments. Here’s how:

1. Collaborative instrument development: Use LAC sessions to collectively design and refine paper-and-pencil instruments, ensuring they are relevant and appropriate for the local context.
2. Peer review: Present draft instruments during LAC meetings for feedback and suggestions from colleagues.
3. Data analysis workshops: Conduct LAC sessions focused on analyzing and interpreting data collected through paper-and-pencil instruments.
4. Sharing research findings: Use LACs as a platform for presenting action research results and discussing implications for teaching practices.
5. Action planning: Collaboratively develop action plans based on research findings during LAC sessions.

By integrating LACs with action research, DepEd personnel can create a supportive community of practice that enhances the quality and impact of their research efforts.

Basic Education Research Fund (BERF)

The Basic Education Research Fund (BERF) is a grant provided by DepEd to support education research, including action research using paper-and-pencil instruments. DepEd personnel should be aware of the following aspects of BERF:

Eligibility Criteria

• Regular/permanent teaching and non-teaching personnel of DepEd
• No pending administrative cases
• Maximum of three research team members for group proposals

Application Process

1. Submit a research proposal aligned with the Basic Education Research Agenda
2. Undergo evaluation by the appropriate Research Committee (National, Regional, or Schools Division)
3. If approved, sign a Memorandum of Agreement (MOA) with DepEd

Fund Allocation and Eligible Expenses

• Funds are allocated based on the scope of the research (national, regional, or school-level)
• Eligible expenses include supplies, domestic travel, communication, and printing costs
• Non-eligible expenses include equipment, software, salaries, and overseas travel

Reporting Requirements

• Submit progress reports and deliverables as outlined in the MOA
• Provide a final research report and financial report upon completion of the study

DepEd personnel interested in applying for BERF should consult the most recent guidelines (DepEd Order No. 43, s. 2015 and its amendments) for detailed information on the application process and requirements.

Virtual Research Activities and Online Data Gathering

In response to the COVID-19 pandemic and the increasing use of technology in education, DepEd has provided guidelines for conducting virtual research activities and online data gathering (DepEd Order No. 26, s. 2021). When using paper-and-pencil instruments in a virtual or online context, consider the following:

1. Platform selection: Choose appropriate online platforms for administering surveys, questionnaires, or other instruments.
2. Data security: Ensure that online data collection methods comply with data protection regulations.
3. Participant access: Consider the digital literacy and internet access of participants when designing online instruments.
4. Response rates: Implement strategies to encourage participation and follow-up with non-respondents.
5. Instrument adaptation: Modify paper-based instruments as needed to suit online administration.
6. Technical support: Provide clear instructions and assistance for participants using online instruments.
7. Validity considerations: Assess how the online format may impact the validity of the instrument and adjust accordingly.

By adapting paper-and-pencil instruments for online use, DepEd personnel can continue to conduct valuable action research even in situations where face-to-face data collection is not possible.

E-Saliksik: The DepEd Research Portal

E-Saliksik, established by DepEd Order No. 14, s. 2022, is the official research portal for DepEd. This platform plays a crucial role in the dissemination and utilization of action research findings. DepEd personnel conducting action research with paper-and-pencil instruments should be aware of the following features and benefits of E-Saliksik:

1. Access to existing research: Use E-Saliksik to review previous studies and inform your research design.
2. Research dissemination: Share your completed action research studies through the portal, making them accessible to other educators and researchers.
3. Collaboration opportunities: Connect with other researchers working on similar topics or in similar contexts.
4. Research bulletin publication: Submit research bulletins summarizing your findings for wider dissemination.
5. Quality control: Ensure your research meets the quality standards required for inclusion in E-Saliksik.

By utilizing E-Saliksik, DepEd personnel can maximize the impact of their action research and contribute to the growing body of knowledge on effective educational practices in the Philippines.

Overcoming Challenges in Using Paper-and-Pencil Instruments

While paper-and-pencil instruments are valuable tools, they do present some challenges. DepEd personnel can use the following strategies to address common issues:

1. Response Bias

Challenge: Participants may provide socially desirable answers or respond in ways they think the researcher wants.

Solution:

• Use anonymous data collection methods when possible
• Include both positively and negatively worded items
• Emphasize the importance of honest responses for improving education

2. Limited In-Depth Information

Challenge: Paper-and-pencil instruments may not capture complex behaviors or provide detailed explanations.

Solution:

• Include open-ended questions to allow for more detailed responses
• Combine instruments with qualitative methods like interviews or focus groups
• Use follow-up questions or prompts to encourage elaboration

3. Time and Resource Constraints

Challenge: Administering and analyzing large numbers of paper-based responses can be time-consuming and resource-intensive.

Solution:

• Use sampling techniques to reduce the number of respondents when appropriate
• Consider electronic data collection methods for easier analysis
• Develop efficient data entry and analysis systems

4. Cultural and Linguistic Barriers

Challenge: Instruments may not be appropriate or easily understood by all participants due to cultural or language differences.

Solution:

• Collaborate with local educators to ensure cultural relevance
• Provide translations and back-translations of instruments
• Pilot test instruments with diverse groups to identify potential issues

5. Data Quality and Accuracy

Challenge: Ensuring the quality and accuracy of data collected through self-reported measures.

Solution:

• Use multiple data sources to cross-verify information
• Provide clear definitions and examples for key terms
• Conduct spot-checks or follow-up interviews to validate responses

Conclusion

Paper-and-pencil instruments provide DepEd personnel with accessible and practical tools for conducting action research to improve educational practices. By thoughtfully developing, implementing, and analyzing these instruments, educators can gather meaningful data to inform evidence-based decision making and enhance student learning outcomes. When combined with other research methods and supported by a strong understanding of their strengths and limitations, paper-and-pencil instruments contribute to a comprehensive approach to action research in Philippine schools.

As DepEd continues to emphasize the importance of evidence-based practices and continuous improvement, action research using paper-and-pencil instruments plays an increasingly vital role in enhancing the quality of education across the Philippines. By embracing these tools and methodologies, and utilizing resources such as the Basic Education Research Fund, Learning Action Cells, and E-Saliksik, DepEd personnel can become active contributors to educational innovation and improvement, ultimately benefiting students and communities throughout the nation.

Through ongoing commitment to action research and the effective use of paper-and-pencil instruments, DepEd personnel can drive positive change in the Philippine education system, addressing key priorities outlined in the Basic Education Research Agenda and contributing to the department’s vision of quality, accessible, and inclusive education for all Filipino learners.

---

This article, “Action Research Paper-and-Pencil Instruments: DepEd Guide for Evidence-Based Education,” was authored by Mark Anthony Llego and published on August 12, 2024.