Action research has emerged as a crucial methodology for educators and education professionals to enhance their practices and improve student learning outcomes. In the Philippine context, the Department of Education (DepEd) has recognized the significance of action research in promoting evidence-based decision-making and fostering continuous improvement in the education system. This article aims to provide DepEd personnel with a comprehensive guide on formulating and evaluating action research questions and hypotheses, focusing on the specific requirements and guidelines set forth by the Department.

The importance of well-crafted research questions and hypotheses cannot be overstated, as they form the foundation of any successful action research project. This article will explore the process of developing effective research questions and hypotheses, discuss evaluation criteria, and provide practical examples relevant to the DepEd context. By mastering these skills, DepEd personnel can contribute significantly to the advancement of educational practices and ultimately improve student outcomes across the Philippines.

Table of Contents

Legislative and Policy Context

To fully understand the role of action research in the Philippine education system, it is essential to consider the legislative and policy context that supports these initiatives:

Republic Act No. 9155 (Governance of Basic Education Act of 2001): This act provides the legal basis for DepEd’s research mandate. Section 7(5) of the act states that DepEd is responsible for “undertaking national educational research and studies” to inform necessary reforms and policy inputs.
Republic Act No. 10533 (Enhanced Basic Education Act of 2013): This act, which introduced the K to 12 Program, emphasizes the need for a strong research foundation in curriculum development and implementation. It calls for evidence-based decision-making in enhancing the basic education system.
DepEd Order No. 39, s. 2016 (Adoption of the Basic Education Research Agenda): This order establishes the research priorities for the Department, guiding the focus of action research projects undertaken by DepEd personnel.
DepEd Order No. 16, s. 2017 (Research Management Guidelines): This order provides comprehensive guidelines for managing research initiatives within DepEd, including the formulation, evaluation, and implementation of research projects.

These legislative and policy documents collectively emphasize the critical role of research in improving the Philippine education system and provide the framework within which DepEd personnel conduct their action research projects.

Understanding Action Research in the DepEd Context

Definition and Characteristics of Action Research

Action research, as defined by the DepEd, is a systematic process of inquiry conducted by educators to address problems or improve practices in their specific educational settings. It is characterized by its cyclical nature, involving four key stages:

Planning: Identifying a problem or area for improvement and developing a strategy to address it.
Action: Implementing the planned strategy or intervention.
Observation: Collecting data on the effects of the intervention.
Reflection: Analyzing the data and reflecting on the outcomes to inform future actions.

This cyclical approach allows for continuous refinement and improvement of educational practices based on evidence gathered in real-world settings.

DepEd’s Framework for Action Research

The DepEd has established a comprehensive framework for conducting action research through various policies and guidelines. The primary document guiding this process is DepEd Order No. 16, s. 2017, which outlines the Research Management Guidelines. These guidelines provide a structure for:

Identifying research priorities
Formulating research proposals
Evaluating and approving research projects
Implementing and monitoring research activities
Disseminating and utilizing research findings

Additionally, the DepEd has developed the Basic Education Research Agenda (DepEd Order No. 39, s. 2016), which identifies key research areas aligned with the Department’s strategic goals. This agenda serves as a guide for DepEd personnel in selecting relevant topics for their action research projects. The four main themes of the Research Agenda are:

Teaching and Learning: This theme focuses on instructional strategies, curriculum implementation, assessment practices, and factors affecting student achievement.
Child Protection: Research under this theme addresses issues such as bullying, child abuse, and strategies to ensure students’ safety and well-being.
Human Resource Development: This area covers topics related to teacher training, professional development, and strategies to enhance the skills and competencies of DepEd personnel.
Governance: Research in this theme examines issues of educational leadership, policy implementation, and systems for improving educational quality and access.

Benefits of Action Research for DepEd Personnel

Engaging in action research offers numerous benefits for DepEd personnel:

Professional growth: Action research provides opportunities for continuous learning and skill development.
Evidence-based practice: It enables educators to make informed decisions based on data collected in their own contexts.
Improved student outcomes: By addressing specific issues in their classrooms or schools, educators can directly impact student learning and achievement.
Contribution to knowledge: Action research findings can be shared with colleagues, contributing to the broader educational community.
Policy influence: Research outcomes can inform policy decisions at various levels within the DepEd.

Formulating Action Research Questions

Characteristics of Effective Research Questions

When developing research questions for action research, DepEd personnel should consider the following characteristics:

Clarity: Questions should be clearly stated and easily understood by readers. Avoid jargon or overly complex language that may obscure the main focus of the inquiry.
Significance: Questions should contribute to the body of knowledge and benefit students, teachers, and schools. They should address important issues or gaps in current educational practices.
Ethical considerations: Questions should respect human dignity and rights of participants. Ensure that the research process does not pose any risks or harm to students, colleagues, or other stakeholders.
Feasibility: Questions should be answerable within the available resources and time constraints. Consider the practical limitations of conducting research while fulfilling regular teaching duties.
Action-oriented: Questions should lead to practical interventions or improvements in teaching and learning. The ultimate goal is to effect positive change in educational practices.
Alignment with DepEd priorities: Questions should be relevant to the DepEd’s Basic Education Research Agenda and other departmental priorities.
Specificity: Questions should be focused enough to guide a targeted investigation while allowing for meaningful exploration of the topic.

Types of Action Research Questions

DepEd recognizes two main types of action research questions:

Quantitative research questions: These ask about quantitative variables and require numerical data. They often involve measuring the impact of interventions or comparing different approaches. Examples:

“To what extent does the implementation of a peer tutoring program improve students’ math test scores?”
“What is the relationship between the frequency of formative assessments and student performance in science subjects?”

Qualitative research questions: These ask for descriptions and narratives, focusing on experiences, perceptions, and processes. Examples:

“How do students perceive the effectiveness of collaborative learning strategies in science classes?”
“What are the challenges faced by teachers in implementing mother tongue-based multilingual education in diverse linguistic contexts?”

Mixed-methods research questions: These combine both quantitative and qualitative approaches to provide a more comprehensive understanding of the research problem. Example:

“How does the implementation of a project-based learning approach affect student engagement and academic performance in social studies, and what are the teachers’ experiences in implementing this approach?”

Steps for Formulating Research Questions

Identify the problem or area of improvement in your educational setting:

Reflect on your teaching experiences and observe classroom dynamics.
Analyze student performance data and feedback.
Consult with colleagues and supervisors to identify common challenges.

Review relevant literature and DepEd policies:

Examine existing research on the identified problem.
Study DepEd orders, memoranda, and guidelines related to the topic.
Identify gaps in current knowledge or practices that your research could address.

Consider the DepEd Basic Education Research Agenda priorities:

Align your research interests with the Department’s strategic goals.
Focus on areas that have been identified as crucial for improving Philippine education.

Draft initial questions:

Write down several potential questions that address the identified problem or area of improvement.
Ensure that the questions are specific, relevant, and actionable.

Refine the questions:

Evaluate each question against the characteristics of effective research questions.
Revise the wording to improve clarity and focus.
Consider the feasibility of answering each question within your constraints.

Seek feedback:

Share your draft questions with colleagues, supervisors, or research mentors.
Consider their suggestions for improvement and alternative perspectives.

Finalize the research question(s):

Select the most promising question(s) based on feedback and your evaluation.
Ensure that the final question(s) meet all the criteria for effective action research questions.

Developing Action Research Hypotheses

Understanding Hypotheses in Action Research

A hypothesis is a tentative answer to the research question, serving as an educated guess about the expected outcomes of an intervention or change in practice. In action research, hypotheses play a crucial role in guiding the investigation and providing a framework for data analysis.

Types of Hypotheses

Null Hypothesis (H0): States that there is no significant difference or relationship between variables. It is typically used in statistical testing as the default position to be disproved. Example: “There is no significant difference in student engagement levels between traditional lectures and interactive teaching methods.”
Alternative Hypothesis (H1 or Ha): States that there is a significant difference or relationship between variables. This is the hypothesis that the researcher hopes to support through their study. Example: “Interactive teaching methods significantly increase student engagement levels compared to traditional lectures.”
Directional Hypothesis: Specifies the expected direction of the relationship or difference between variables. Example: “The implementation of a daily reading program will increase students’ reading comprehension scores by at least 10% over a three-month period.”
Non-directional Hypothesis: States that there is a relationship or difference between variables but does not specify the direction. Example: “There is a significant difference in critical thinking skills between students who participate in debate clubs and those who do not.”

Guidelines for Formulating Hypotheses

Ensure alignment with the research question:

The hypothesis should directly address the main focus of your research question.
It should provide a potential answer or explanation for the phenomenon you are investigating.

Make the hypothesis specific and testable:

Use clear, measurable terms to define the variables involved.
Avoid vague or ambiguous language that could lead to multiple interpretations.

Base the hypothesis on existing knowledge and observations:

Draw from your literature review and personal experiences to inform your hypothesis.
Consider theories or previous research findings related to your topic.

Consider the practical implications:

Think about how the hypothesis, if supported, could inform teaching practices or educational policies.
Ensure that testing the hypothesis is feasible within your research context.

Phrase the hypothesis in a way that allows for statistical testing, if applicable:

For quantitative studies, formulate hypotheses that can be tested using appropriate statistical methods.
Consider both null and alternative hypotheses to guide your analysis.

Keep the hypothesis concise and focused:

Avoid compound hypotheses that include multiple predictions or relationships.
If necessary, develop separate hypotheses for different aspects of your research question.

Ensure ethical considerations:

Formulate hypotheses that do not compromise the well-being or rights of research participants.
Avoid biased or discriminatory language in your hypothesis statements.

Evaluating Action Research Questions and Hypotheses

Criteria for Evaluation

The DepEd Research Management Guidelines provide specific criteria for evaluating action research proposals. When assessing research questions and hypotheses, consider the following:

Relevance to DepEd’s Basic Education Research Agenda:

Does the research align with the Department’s identified priorities?
Will the findings contribute to improving educational practices in the Philippine context?

Clarity and specificity:

Are the questions and hypotheses clearly stated and easily understood?
Do they provide a specific focus for the research?

Potential impact:

How significant is the potential contribution to teaching practices and student learning outcomes?
Can the results be applied to improve educational processes?

Feasibility:

Can the research be conducted within the given time frame and resource constraints?
Are the necessary data collection methods and analysis techniques accessible to the researcher?

Ethical considerations:

Does the research adhere to DepEd’s research ethics guidelines?
Are there any potential risks to participants, and how are these addressed?

Originality and innovation:

Does the research explore new areas or approaches in addressing educational challenges?
How does it build upon or differ from existing research in the field?

Methodological appropriateness:

Are the proposed methods suitable for answering the research questions and testing the hypotheses?
Is there a clear link between the research questions, hypotheses, and methodology?

Potential for generalizability or transferability:

Can the findings be applied to other similar educational contexts within the DepEd system?
How might the results inform broader educational policies or practices?

Evaluation Process

The evaluation of action research questions and hypotheses typically involves the following steps:

Initial screening:

The Research Committee Secretariat reviews proposals for completeness and adherence to basic guidelines.
Proposals that meet initial criteria are forwarded for technical evaluation.

Technical evaluation:

The Research Committee uses the DepEd-provided scoring template to assess the research questions and hypotheses.
Committee members evaluate the proposals based on the criteria mentioned above.

Feedback and revision process:

If necessary, researchers receive feedback on their questions and hypotheses.
Researchers may be asked to revise and resubmit their proposals based on the committee’s recommendations.

Final approval:

The appropriate Research Committee (National, Regional, or Schools Division) makes the final decision on approval.
Approved research questions and hypotheses are cleared for implementation.

Research Committees

DepEd Order No. 16, s. 2017 establishes research committees at different levels to oversee the research process:

National Research Committee (NRC):

Composition: Chaired by the Undersecretary for Planning and Field Operations, with members including directors from various DepEd bureaus and services.
Role: Provides overall guidance on research directions and approves national-level research proposals.

Regional Research Committee (RRC):

Composition: Chaired by the Assistant Regional Director, with members from various regional divisions.
Role: Manages research initiatives at the regional level and approves regional research proposals.

Schools Division Research Committee (SDRC):

Composition: Chaired by the Assistant Schools Division Superintendent, with members from the division office.
Role: Oversees research at the division level and approves school-based research proposals.

These committees play a crucial role in ensuring that action research projects align with DepEd priorities and meet quality standards.

Funding Sources for Action Research

Understanding the available funding sources is crucial for DepEd personnel planning to conduct action research. The primary funding mechanism for research within DepEd is the Basic Education Research Fund (BERF), established through DepEd Order No. 43, s. 2015 and DepEd Order No. 4, s. 2016.

Key points about BERF:

Purpose: BERF supports education research initiatives, including funding for approved research proposals, capacity building, research dissemination, and related activities.
Allocation: Funds are allocated to regions, which manage the distribution to division and school-level research projects.
Eligibility: Regular DepEd employees (teaching and non-teaching) can apply for BERF grants.
Proposal limits: The maximum funding amount varies based on the scope of the research (e.g., national, regional, or school-level).
Application process: Researchers submit proposals to the appropriate research committee for evaluation and approval.

In addition to BERF, DepEd personnel may explore other funding sources, such as:

Local government unit (LGU) funds
Partnerships with higher education institutions or non-governmental organizations
External grants from national or international organizations

Researchers should consult with their respective research committees for guidance on accessing these funding sources.

The Role of Learning Action Cells (LACs) in Supporting Action Research

Learning Action Cells (LACs), established through DepEd Order No. 35, s. 2016, play a significant role in supporting action research within schools. LACs are school-based communities of practice that provide a platform for collaborative learning and problem-solving among teachers.

Ways LACs can support action research:

Identifying research topics: LAC sessions can help teachers identify common challenges or areas for improvement that can be addressed through action research.
Collaborative planning: Teachers can use LAC meetings to develop research questions and hypotheses collectively, benefiting from peer feedback and diverse perspectives.
Sharing research skills: Experienced teacher-researchers can use LACs to mentor colleagues on research methodologies and data analysis techniques.
Data collection and analysis: LACs provide a forum for discussing data collection strategies and collaboratively analyzing research findings.
Disseminating results: Research findings can be shared during LAC sessions, promoting the application of new knowledge and best practices across the school.
Continuous improvement: The cyclical nature of LACs aligns well with the action research process, allowing for ongoing refinement of teaching practices based on research outcomes.

By integrating action research into LAC activities, schools can create a culture of inquiry and evidence-based practice that directly contributes to improved teaching and learning outcomes.

Common Challenges and Solutions

Challenges in Formulating Research Questions and Hypotheses

Overly broad or narrow questions:

Broad: “How can we improve education in the Philippines?”
Narrow: “What is the effect of using red ink vs. blue ink in grading on student performance?”

Lack of alignment with DepEd priorities:

Proposing research that does not address the Department’s current focus areas or strategic goals.

Difficulty in operationalizing variables:

Struggling to define measurable indicators for abstract concepts like “student engagement” or “critical thinking.”

Limited access to relevant literature or resources:

Difficulty in conducting a thorough literature review due to limited access to academic databases or recent publications.

Balancing innovation with feasibility:

Proposing ambitious research projects that may be challenging to implement within the constraints of the school environment.

Addressing complex educational issues:

Formulating questions and hypotheses that adequately capture the multifaceted nature of educational challenges.

Solutions and Strategies

Collaborate with colleagues and mentors:

Form research groups or seek guidance from experienced researchers to refine questions and hypotheses.
Participate in professional learning communities to discuss and develop research ideas.

Utilize DepEd’s research resources and guidelines:

Thoroughly review the Basic Education Research Agenda and other DepEd research documents.
Attend DepEd-sponsored research orientations and workshops.

Develop research skills:

Attend professional development workshops on action research methodologies.
Enroll in online courses or webinars on research design and data analysis.

Seek guidance from the Research Committee:

Consult with designated research coordinators for advice on aligning research with DepEd priorities.
Request feedback on draft research questions and hypotheses before formal submission.

Conduct preliminary investigations:

Carry out small-scale pilot studies or surveys to refine research questions and hypotheses.
Use exploratory qualitative methods to gain insights into complex educational issues.

Leverage technology and online resources:

Use open-access academic databases and educational research websites to access relevant literature.
Join online forums or social media groups dedicated to educational research for peer support and idea-sharing.

Focus on local context:

Develop research questions that address specific challenges in your school or community.
Consider how broader educational issues manifest in your particular setting.

Practical Examples for DepEd Personnel

To illustrate the process of formulating and evaluating action research questions and hypotheses, consider the following examples relevant to the Philippine education context and aligned with the Basic Education Research Agenda:

Example 1: Improving Reading Comprehension (Teaching and Learning)

Research Question: “How does the implementation of a daily 15-minute silent reading program affect the reading comprehension scores of Grade 4 students in public elementary schools?”

Hypothesis: “The implementation of a daily 15-minute silent reading program will significantly improve the reading comprehension scores of Grade 4 students in public elementary schools over a three-month period, as measured by standardized reading assessments.”

Evaluation: This question and hypothesis are clear, specific, and aligned with DepEd’s focus on improving literacy. They are feasible to implement and measure within a school setting. The time frame and measurement method are clearly stated, allowing for a structured research approach.

Example 2: Enhancing Student Participation in Online Classes (Teaching and Learning)

Research Question: “What strategies are most effective in increasing student participation in online classes for high school students in rural areas with limited internet connectivity?”

Hypothesis: “The use of asynchronous discussion forums and offline learning packets will lead to a significant increase in student participation during online classes for high school students in rural areas with limited internet connectivity, compared to traditional synchronous video lessons.”

Evaluation: This question addresses a current concern in Philippine education, particularly in rural areas. It allows for the exploration of multiple strategies while focusing on a specific context. The hypothesis is specific and testable, providing a clear direction for the research while considering the unique challenges faced by rural students.

Example 3: Mother Tongue-Based Multilingual Education (Teaching and Learning)

Research Question: “How does the implementation of mother tongue-based multilingual education (MTB-MLE) in Grade 1-3 classrooms affect students’ academic performance and cultural identity in linguistically diverse regions?”

Hypothesis: “The implementation of MTB-MLE in Grade 1-3 classrooms will result in improved academic performance across subjects and a stronger sense of cultural identity among students in linguistically diverse regions, compared to classrooms using only Filipino and English as mediums of instruction.”

Evaluation: This research question and hypothesis address a key policy area for DepEd and consider both academic and cultural aspects of education. The focus on linguistically diverse regions makes it relevant to many parts of the Philippines. The hypothesis is comprehensive, covering multiple outcomes that can be measured through various methods.

Example 4: Integrating Disaster Risk Reduction in the Curriculum (Child Protection)

Research Question: “What are the most effective methods for integrating disaster risk reduction (DRR) concepts into the K-12 curriculum, and how do these methods impact students’ preparedness and resilience in disaster-prone areas?”

Hypothesis: “The integration of experiential learning activities and community-based projects focused on local disaster risks will significantly increase students’ disaster preparedness knowledge and skills, as well as their overall resilience, compared to traditional lecture-based DRR instruction.”

Evaluation: This research addresses a critical issue in the Philippine context, given the country’s vulnerability to natural disasters. The question is broad enough to explore various methods while focusing on specific outcomes. The hypothesis suggests a concrete approach that can be tested and compared to existing practices.

Example 5: Effective Professional Development for Teachers (Human Resource Development)

Research Question: “How does participation in school-based Learning Action Cells (LACs) impact teachers’ instructional practices and student learning outcomes in secondary schools?”

Hypothesis: “Regular participation in well-structured LAC sessions will lead to significant improvements in teachers’ instructional practices and, consequently, in student learning outcomes, as measured by classroom observations and student assessment data over one academic year.”

Evaluation: This research question aligns with DepEd’s focus on teacher professional development and the implementation of LACs. The hypothesis is specific and measurable, allowing for a clear assessment of the impact of LACs on both teacher practice and student outcomes.

Example 6: Improving School Governance through Stakeholder Engagement (Governance)

Research Question: “How does increased parental and community involvement in school governance affect school performance and student achievement in rural elementary schools?”

Hypothesis: “Implementing a structured program for parental and community involvement in school governance will lead to improved school performance indicators and higher student achievement scores in rural elementary schools over a two-year period.”

Evaluation: This research question addresses the governance aspect of DepEd’s Research Agenda, focusing on the important role of community engagement in school improvement. The hypothesis proposes a specific intervention and outlines expected outcomes, making it testable and relevant to DepEd’s goals for enhancing school governance.

Conclusion

Formulating and evaluating action research questions and hypotheses is a critical skill for DepEd personnel engaged in improving educational practices. By following the guidelines provided by the Department and considering the characteristics of effective research questions and hypotheses, educators can conduct meaningful action research that contributes to the enhancement of teaching and learning in Philippine schools.

The process of developing strong research questions and hypotheses requires careful thought, collaboration, and alignment with DepEd’s research priorities. However, the potential benefits for students, teachers, and the education system as a whole are substantial. Through well-designed action research, DepEd personnel can:

Address specific challenges in their classrooms and schools
Contribute to the body of knowledge in Philippine education
Inform evidence-based policy-making at various levels of the education system
Enhance their professional skills and knowledge
Improve student learning outcomes and experiences

As DepEd continues to promote a culture of research and evidence-based decision-making, the ability to develop and evaluate strong research questions and hypotheses will become increasingly valuable for all education professionals. By engaging in this process, DepEd personnel can play an active role in advancing educational practices and ultimately improving the quality of education across the Philippines.

The examples provided in this article demonstrate how action research can address a wide range of educational issues relevant to the Philippine context and aligned with the Basic Education Research Agenda. By adapting these approaches to their specific settings and concerns, DepEd personnel can initiate research projects that have real-world impact and contribute to the continuous improvement of the education system.

In conclusion, mastering the art of formulating and evaluating action research questions and hypotheses is an essential step towards becoming an effective educator-researcher. As DepEd personnel develop these skills, they not only enhance their own professional practice but also contribute to the broader goal of providing high-quality, relevant, and responsive education to all Filipino learners. By leveraging resources such as the Basic Education Research Fund and engaging in collaborative practices through Learning Action Cells, DepEd personnel can create a robust ecosystem of educational research that drives innovation and improvement throughout the Philippine education system.

Copyright Notice:

This article, “Formulating and Evaluating Action Research Questions and Hypotheses for DepEd Personnel,” was authored by Mark Anthony Llego and published on August 9, 2024.