Action research has emerged as a crucial methodology for educators and education professionals to enhance their practice and address real-world challenges in the classroom. The Department of Education (DepEd) in the Philippines acknowledges the significance of action research in improving the quality of education and tackling various issues faced by teachers and students. This article focuses on designing causal-comparative studies as a component of action research, specifically for assessing situations within the DepEd context.

The purpose of this article is to provide a comprehensive guide for DepEd personnel on how to design and conduct causal-comparative studies effectively. By understanding and implementing this research methodology, educators can gain valuable insights into educational practices and their effects on student outcomes, ultimately contributing to evidence-based decision-making and continuous improvement in the Philippine education system.

Understanding Action Research in the Philippine Educational Context

Action research is a systematic inquiry conducted by educators to gather information about their schools, teaching methods, and student learning. It aims to improve educational practices and solve specific problems encountered in the classroom or school environment. The process involves identifying a problem, collecting and analyzing data, and implementing changes based on the findings.

In the Philippine context, action research has gained significant traction in recent years. DepEd Order No. 16, s. 2017, titled “Research Management Guidelines,” emphasizes the importance of research in informing policy and practice within the education sector. This order provides a framework for managing research initiatives at various levels of the education system, from schools to the central office.

The Philippine Basic Education Research Agenda (PBERA), established by DepEd Order No. 39, s. 2016, further underscores the significance of research in addressing key educational challenges. The PBERA identifies priority research areas, including teaching and learning, child protection, human resource development, and governance. Causal-comparative studies can be particularly useful in exploring these priority areas and generating evidence-based recommendations for improvement.

Learning Action Cells (LACs)

An important aspect of action research in the Philippine context is the implementation of Learning Action Cells (LACs). As outlined in DepEd Order No. 35, s. 2016, LACs are school-based continuing professional development strategies that aim to improve teaching practices and student learning outcomes. LACs provide a collaborative platform for teachers to engage in action research, share best practices, and address common challenges in their classrooms.

When conducting causal-comparative studies, researchers can utilize LACs as a means of:

Identifying research problems relevant to local school contexts
Collaborating with colleagues in data collection and analysis
Discussing and interpreting research findings
Developing and implementing action plans based on research results

Causal-Comparative Research Design: An Overview

Causal-comparative research, also known as ex post facto research, is a non-experimental research design used to explore possible cause-and-effect relationships between variables. In this design, researchers examine how independent variables affect dependent variables by comparing groups of individuals or situations where the independent variable is present or absent.

Key characteristics of causal-comparative research include:

Non-manipulation of variables: Unlike experimental research, causal-comparative studies do not manipulate the independent variable. Instead, they examine existing groups or situations.
Retrospective approach: Researchers study events or conditions that have already occurred, attempting to identify potential causes for observed differences between groups.
Group comparison: The design involves comparing two or more groups that differ on the independent variable to determine if there are significant differences in the dependent variable.
Hypothesis testing: Researchers formulate hypotheses about the relationship between variables and test these hypotheses through statistical analysis.
Limitations in establishing causality: While causal-comparative studies can suggest causal relationships, they cannot definitively prove causation due to the lack of experimental control.

Designing a Causal-Comparative Study for DepEd Personnel

When designing a causal-comparative study for assessing situations within DepEd, researchers should follow these steps:

Identify the research problem
Formulate research questions and hypotheses
Define variables
Select participants
Choose data collection methods
Analyze data
Draw conclusions and make recommendations

1. Identify the Research Problem

The first step in designing a causal-comparative study is to identify a specific problem or situation that needs assessment within the DepEd context. This problem should align with the priorities outlined in the PBERA and address relevant challenges in the Philippine education system.

Example: A researcher might want to investigate the impact of a new teaching method, such as the use of mother tongue-based multilingual education (MTB-MLE), on student performance in elementary schools.

2. Formulate Research Questions and Hypotheses

Based on the identified problem, researchers should develop clear research questions and hypotheses. These should be specific, measurable, and aligned with the goals of the study.

Example:

Research Question: Does the implementation of MTB-MLE in elementary schools affect student achievement in reading comprehension compared to schools using English-only instruction?

Hypothesis: Students in schools implementing MTB-MLE will show higher achievement scores in reading comprehension compared to students in schools using English-only instruction.

3. Define Variables

In causal-comparative research, it is crucial to clearly define the independent and dependent variables:

Independent Variable: The factor that is observed to potentially cause a change (e.g., language of instruction: MTB-MLE vs. English-only)
Dependent Variable: The outcome or effect being measured (e.g., student achievement scores in reading comprehension)

It is also important to identify potential confounding variables that may influence the relationship between the independent and dependent variables. In this example, confounding variables might include socioeconomic status, teacher qualifications, or school resources.

4. Select Participants

Researchers should carefully select participants for the study, ensuring that the sample is representative of the target population and sufficiently large to yield meaningful results. In the DepEd context, this might involve choosing schools, teachers, or students based on specific criteria.

Example:

Group 1: Grade 3 students in schools implementing MTB-MLE
Group 2: Grade 3 students in schools using English-only instruction

Considerations for participant selection:

Sample size: Determine an appropriate sample size based on statistical power analysis and practical constraints.
Matching: Attempt to match participants in both groups based on relevant characteristics (e.g., age, gender, socioeconomic status) to minimize the impact of confounding variables.
Geographical representation: Include schools from various regions to ensure a diverse and representative sample.
School type: Consider including both public and private schools, if relevant to the research question.

5. Choose Data Collection Methods

Select appropriate methods for collecting data that will help answer the research questions. Common data collection methods in causal-comparative studies include:

Surveys or questionnaires
Standardized tests
Observations
Interviews
Document analysis

For the MTB-MLE example, researchers might use:

Standardized reading comprehension tests administered in the students’ mother tongue and in English
Classroom observations to assess implementation fidelity of MTB-MLE or English-only instruction
Teacher surveys to gather information on instructional practices and perceptions of the language of instruction
Student interviews to explore their experiences with the language of instruction
Analysis of student records to gather demographic information and past academic performance

When selecting data collection methods, consider:

Validity and reliability of instruments
Cultural appropriateness for the Philippine context
Language considerations (e.g., translation and back-translation of instruments)
Feasibility of implementation given time and resource constraints

6. Analyze Data

Once data is collected, researchers should use appropriate statistical methods to analyze the results. For causal-comparative studies, common analytical techniques include:

t-tests (independent samples or paired samples)
Analysis of Variance (ANOVA)
Analysis of Covariance (ANCOVA)
Chi-square tests
Multiple regression analysis

In the MTB-MLE example, researchers might use:

Independent samples t-test to compare the mean reading comprehension scores of students in MTB-MLE schools versus English-only schools.
ANCOVA to control for potential confounding variables such as socioeconomic status or prior academic achievement.
Multiple regression analysis to examine the relative influence of various factors (e.g., language of instruction, teacher qualifications, school resources) on reading comprehension scores.

When conducting statistical analyses, researchers should:

Check assumptions of statistical tests (e.g., normality, homogeneity of variance)
Use appropriate effect size measures to complement significance testing
Consider using statistical software such as SPSS, R, or Stata for complex analyses
Consult with a statistician if needed, especially for more advanced analytical techniques

7. Draw Conclusions and Make Recommendations

Based on the data analysis, researchers should interpret the results and draw conclusions about the possible cause-and-effect relationship between variables. It is important to consider limitations of the study and potential alternative explanations for the findings.

When interpreting results:

Address each research question and hypothesis systematically
Discuss the practical significance of findings, not just statistical significance
Compare results to previous research in the field
Acknowledge limitations of the study and potential threats to internal and external validity

Finally, researchers should make recommendations for practice or further research based on their conclusions. These recommendations should be specific, actionable, and relevant to the DepEd context.

Example recommendations for the MTB-MLE study:

If results show positive effects of MTB-MLE on reading comprehension, recommend expanding the program to more schools and providing additional resources for implementation.
If results are mixed or inconclusive, suggest further research to examine the long-term effects of MTB-MLE or to investigate factors that may moderate its effectiveness.
Propose professional development programs for teachers to enhance their skills in implementing MTB-MLE or in supporting students’ language development.
Recommend policy changes to support effective language instruction based on the study’s findings.

Considerations for DepEd Personnel

When conducting causal-comparative studies within the DepEd system, researchers should keep the following considerations in mind:

1. Ethical Considerations

Research ethics are of paramount importance, especially when conducting studies involving children or vulnerable populations. DepEd Order No. 16, s. 2017 outlines specific guidelines for ethical research practices:

Obtain necessary approvals from DepEd authorities at appropriate levels (central, regional, division, or school)
Secure informed consent from participants or their guardians
Ensure confidentiality and protection of participants’ personal information
Consider potential risks and benefits to participants and schools
For studies involving Indigenous Peoples (IP) learners or Indigenous Cultural Communities (ICCs), adhere to the principle of Free, Prior, and Informed Consent (FPIC) and respect indigenous knowledge systems and practices (IKSPs)

2. Cultural Sensitivity

Respect the diverse cultural backgrounds of students and teachers in the Philippines
Adapt research instruments and procedures to be culturally appropriate
Be mindful of language differences and provide translations when necessary
When researching in areas with Indigenous Peoples, collaborate with community elders and leaders to ensure cultural appropriateness of the study

3. Resource Constraints

Be aware of potential limitations in terms of time, funding, and available resources within the DepEd system
Develop realistic timelines and budget plans
Consider applying for the Basic Education Research Fund (BERF) to support research activities
Explore possibilities for cost-sharing or in-kind contributions from participating schools or divisions

4. Generalizability

Consider the extent to which findings can be generalized to other schools or regions within the Philippines
Discuss factors that may limit generalizability, such as unique characteristics of the sample or specific contextual factors
Consider including diverse school types, such as those in the Alternative Learning System (ALS), to enhance the applicability of findings

5. Policy Implications

Reflect on how the study’s findings might inform DepEd policies and practices
Consider the feasibility of implementing recommendations within the current education system
Align recommendations with existing DepEd initiatives and priorities
Discuss potential implications for both formal education and alternative learning systems

6. Capacity Building

Use the research process as an opportunity to build research skills among DepEd personnel
Encourage collaboration between experienced researchers and novice teacher-researchers
Provide training and support for data collection, analysis, and report writing
Utilize Learning Action Cells (LACs) to foster a culture of research and continuous improvement among teachers

7. Research Partnerships

DepEd encourages collaboration with external partners to enhance the quality and impact of educational research. Potential research partners include:

State universities and colleges
Private academic institutions
Non-governmental organizations (NGOs)
International development agencies
Other government agencies

When engaging in research partnerships, ensure that:

There is a clear Memorandum of Agreement (MOA) outlining roles, responsibilities, and expectations
The research aligns with DepEd’s priorities and ethical guidelines
There are provisions for capacity building of DepEd personnel
Intellectual property rights and data ownership are clearly defined

8. Research Committees

DepEd has established research committees at various levels to oversee and support research activities:

National Research Committee (NRC)
Regional Research Committee (RRC)
Schools Division Research Committee (SDRC)

Researchers should familiarize themselves with the roles and responsibilities of these committees and seek their guidance and approval as necessary throughout the research process.

Dissemination and Utilization of Research Findings

Effective dissemination and utilization of research findings are crucial for improving educational practices and policies. DepEd researchers should consider the following strategies:

Present findings at school-level Learning Action Cells (LACs) to facilitate immediate application of insights in the classroom
Share results with relevant stakeholders, including school administrators, teachers, and policymakers through research forums and conferences
Publish findings in academic journals or DepEd research bulletins
Develop user-friendly summaries or infographics to make results accessible to a wider audience
Incorporate research findings into school improvement plans and professional development programs
Use research results to inform policy reviews and development at various levels of the DepEd system
Collaborate with the Policy Research and Development Division (PRD) to ensure that research findings are considered in national policy formulation

Monitoring and Evaluation of Research Projects

To ensure the quality and relevance of research projects, DepEd has established monitoring and evaluation mechanisms:

Progress monitoring: Research committees at various levels track the progress of approved research projects
Technical assistance: The Policy Research and Development Division (PRD) and regional counterparts provide support to researchers throughout the research process
Quality assurance: Research outputs are evaluated based on established criteria before acceptance and dissemination
Impact assessment: DepEd periodically assesses the impact of completed research projects on educational practices and policies

Researchers should actively engage with these monitoring and evaluation processes to ensure the success and relevance of their studies.

Conclusion

Designing causal-comparative studies for assessing situations within the DepEd context can provide valuable insights into educational practices and their effects on student outcomes. By following a systematic approach to research design and considering the unique aspects of the Philippine education system, DepEd personnel can conduct meaningful action research that contributes to the improvement of teaching and learning in their schools.

As educators and researchers continue to engage in action research, it is essential to share findings and best practices within the DepEd community. This collaborative approach can lead to a culture of continuous improvement and evidence-based decision-making in Philippine education. By building a strong foundation of research-based knowledge, DepEd can enhance its capacity to address educational challenges and provide high-quality education to all Filipino students, including those in alternative learning systems and indigenous communities.

Through the combined efforts of teachers, administrators, and policymakers, research-driven improvements in the Philippine education system can help realize the vision of accessible, equitable, and high-quality education for all learners.

Copyright Notice:

This article, “Action Research: Designing Causal-Comparative Studies for Assessing Educational Situations in the Philippine Context,” was authored by Mark Anthony Llego and published on August 9, 2024.