The Department of Education (DepEd) in the Philippines acknowledges the critical role of research in enhancing educational practices and outcomes. Qualitative action research presents a valuable methodology for DepEd personnel to scrutinize and refine their professional practices. This comprehensive guide aims to equip DepEd staff with the knowledge and skills necessary to design and implement effective qualitative action research studies within the context of Philippine basic education.

Table of Contents

The Significance of Qualitative Action Research in Education

Qualitative action research is a methodical inquiry approach that empowers practitioners to investigate and improve their own professional practice. This research methodology combines the depth and richness of qualitative research with the practical, solution-oriented nature of action research. By engaging in qualitative action research, DepEd personnel can:

Identify and address specific challenges in their educational environments
Engage in reflective practice to enhance their teaching or administrative skills
Generate context-specific knowledge that contributes to the broader understanding of Philippine basic education
Foster a culture of evidence-based decision-making within the DepEd system
Bridge the gap between educational theory and practice

The iterative nature of action research allows for continuous improvement and adaptation, making it particularly suitable for the dynamic educational landscape in the Philippines.

Aligning Research with DepEd Priorities

Before embarking on a qualitative action research project, DepEd personnel must familiarize themselves with the Department’s research priorities. The Basic Education Research Agenda, as outlined in DepEd Order No. 39, s. 2016, identifies four primary themes and three cross-cutting themes that should guide research efforts:

Primary Themes:

Teaching and Learning

Curriculum implementation
Pedagogical practices
Assessment strategies
Learning resources and materials

Child Protection

School safety and security
Mental health and well-being
Anti-bullying initiatives
Child rights awareness

Human Resource Development

Teacher training and professional development
Leadership and management skills for administrators
Performance evaluation systems
Staff welfare and motivation

Governance

School-based management
Policy implementation and evaluation
Stakeholder engagement
Resource allocation and utilization

Cross-cutting Themes:

Gender and Development

Gender-responsive pedagogy
Equal opportunities in education
Addressing gender-based violence in schools

Disaster Risk Reduction and Management

School disaster preparedness
Integration of DRRM in curriculum
Resilient educational infrastructure

Inclusive Education

Special education needs
Indigenous Peoples’ education
Education for out-of-school youth and adults

By aligning their research with these themes, DepEd personnel can ensure that their studies contribute meaningfully to the Department’s strategic goals and address pressing issues in Philippine basic education.

Steps in Designing Qualitative Action Research

1. Identifying the Research Problem

The initial step in designing qualitative action research involves pinpointing a specific problem or issue within the researcher’s professional context. This problem should be:

Relevant to the researcher’s practice
Aligned with DepEd priorities
Amenable to investigation and intervention

To identify a suitable research problem, DepEd personnel can:

Reflect on challenges they face in their daily work
Analyze school or division-level data to identify areas for improvement
Consult with colleagues and supervisors to identify shared concerns
Review DepEd reports and policy documents to identify systemic issues

Examples of research problems in the Philippine context might include:

Low student engagement in distance learning modalities
Challenges in implementing Mother Tongue-Based Multilingual Education in linguistically diverse classrooms
Limited parental involvement in school governance processes
Difficulties in providing inclusive education for students with disabilities in regular classrooms

2. Formulating Research Questions

Once the research problem is identified, the next step is to develop clear, focused research questions. These questions serve as the foundation for the study, guiding data collection and analysis. Effective research questions for qualitative action research should be:

Open-ended: Allowing for exploration of complex issues
Focused: Addressing specific aspects of the identified problem
Contextual: Relevant to the particular setting of the study
Actionable: Leading to potential interventions or improvements

Examples of well-formulated research questions include:

How do students perceive the effectiveness of various distance learning strategies used in our school?
What challenges do teachers face in implementing Mother Tongue-Based Multilingual Education, and how can these challenges be addressed?
What factors influence parental participation in school governance, and how can schools enhance this participation?
How can regular classroom teachers adapt their instructional practices to better support students with disabilities?

3. Conducting a Comprehensive Literature Review

A thorough literature review is crucial for situating the research within existing knowledge and identifying gaps that the study can address. DepEd personnel should consult a wide range of sources, including:

Academic journals in education (e.g., Asia Pacific Education Review, International Journal of Educational Development)
DepEd policy documents, orders, and reports
Publications from Philippine educational research institutions (e.g., Philippine Normal University, University of the Philippines College of Education)
International education databases (e.g., ERIC, Education Research Complete)
Previous action research studies conducted in similar contexts

When reviewing literature, researchers should:

Critically analyze the methodologies and findings of existing studies
Identify trends and patterns in the research on their topic
Note any contradictions or debates in the field
Consider how their study can contribute to or extend current knowledge

The literature review should inform the research design, provide a theoretical foundation for the study, and help contextualize the findings within the broader educational landscape.

4. Selecting Participants and Research Setting

In qualitative action research, participants are typically individuals within the researcher’s professional environment. The selection of participants should be purposeful and aligned with the research questions. Potential participants may include:

Students from specific grade levels or programs
Teachers within a department or school
School administrators and support staff
Parents or community members involved in school activities

When selecting participants, researchers should consider:

Sample size: Qualitative studies often use smaller samples to allow for in-depth exploration
Diversity: Ensuring a range of perspectives and experiences are represented
Accessibility: Considering practical constraints such as time and resources

The research setting is equally important and should be described in detail. This may include:

Physical characteristics of the school or classroom
Socio-economic context of the community
Linguistic and cultural diversity of the student population
Relevant policies or programs specific to the setting

Researchers must also address ethical considerations when selecting participants, particularly when working with minors or vulnerable populations. This includes:

Obtaining informed consent from participants (and parents/guardians for minors)
Ensuring confidentiality and anonymity
Considering potential risks or benefits to participants
Adhering to DepEd research ethics guidelines and obtaining necessary approvals

5. Choosing Appropriate Data Collection Methods

Qualitative action research employs various data collection methods to gather rich, detailed information. The choice of methods should be guided by the research questions and the nature of the problem being investigated. Common data collection methods include:

Observations

Participant observation: Researcher actively participates in the setting while observing
Non-participant observation: Researcher observes without direct involvement
Structured observation: Using predetermined categories or checklists
Unstructured observation: Open-ended recording of events and behaviors

Interviews

Semi-structured interviews: Using a flexible guide of questions
In-depth interviews: Exploring specific topics in detail
Life history interviews: Focusing on participants’ personal experiences and narratives

Focus Group Discussions

Homogeneous groups: Participants with similar characteristics or experiences
Heterogeneous groups: Participants with diverse backgrounds or perspectives
Online focus groups: Conducted through digital platforms for remote participants

Document Analysis

School records and reports
Lesson plans and curriculum materials
Student work samples
Policy documents and guidelines

Visual Methods

Photovoice: Participants take photographs to represent their experiences
Video diaries: Participants record video logs of their thoughts and experiences
Concept mapping: Visual representation of ideas and relationships

Reflective Journals

Researcher’s reflective notes on the research process
Participant journals documenting their experiences and reflections

When selecting data collection methods, researchers should consider:

Triangulation: Using multiple methods to enhance the validity of findings
Feasibility: Choosing methods that are practical within time and resource constraints
Cultural appropriateness: Ensuring methods are sensitive to local contexts and norms
Participant preferences: Considering which methods will be most comfortable for participants

6. Planning Data Analysis Strategies

Data analysis in qualitative action research is an iterative process that often occurs concurrently with data collection. Researchers should plan their analysis strategies in advance to ensure a systematic approach. Key steps in qualitative data analysis include:

Data Preparation

Transcribing interviews and focus group discussions
Organizing field notes and observational data
Digitizing or scanning relevant documents

Familiarization with Data

Reading through all data multiple times
Making initial notes on emerging patterns or ideas

Coding

Developing a coding scheme based on research questions and emerging themes
Applying codes to segments of data
Using software (e.g., NVivo, ATLAS.ti) for large datasets

Identifying Themes

Grouping related codes into broader themes
Creating thematic maps or matrices to visualize relationships

Interpreting Findings

Analyzing themes in relation to research questions and literature
Identifying patterns, contradictions, or unexpected findings
Considering alternative explanations for the data

Ensuring Trustworthiness

Member checking: Sharing interpretations with participants for feedback
Peer debriefing: Discussing findings with colleagues or mentors
Negative case analysis: Actively seeking data that contradicts emerging patterns

Synthesizing Results

Developing a coherent narrative that addresses the research questions
Selecting illustrative quotes or examples to support findings
Connecting findings to broader educational theories or practices

7. Developing an Action Plan

A distinctive feature of action research is the development and implementation of an action plan based on research findings. This plan should outline specific steps to address the identified problem or improve practice. Elements of an effective action plan include:

Clear, measurable objectives

Specific outcomes to be achieved
Indicators of success

Detailed strategies or interventions

Step-by-step description of proposed actions
Resources required for implementation

Timeline for implementation

Short-term and long-term goals
Milestones and checkpoints

Roles and responsibilities

Identifying key stakeholders involved in implementation
Assigning specific tasks to team members

Monitoring and evaluation methods

Tools for tracking progress
Criteria for assessing effectiveness

Contingency plans

Anticipating potential challenges
Developing alternative strategies

The action plan should be flexible and adaptable, allowing for modifications based on ongoing reflection and feedback during implementation.

8. Ethical Considerations in Qualitative Action Research

Ethical considerations are paramount in qualitative action research, particularly given the close relationships between researchers and participants. DepEd personnel must adhere to ethical guidelines throughout the research process:

Informed Consent

Providing clear information about the study’s purpose and procedures
Ensuring participants understand their rights and the voluntary nature of participation
Obtaining written consent from participants (and parents/guardians for minors)

Confidentiality and Anonymity

Protecting participant identities in all research outputs
Securely storing and managing data
Discussing limits of confidentiality (e.g., mandatory reporting of abuse)

Minimizing Harm

Assessing potential risks to participants
Providing support or referrals if sensitive issues arise
Balancing research goals with participant well-being

Reciprocity and Benefit

Ensuring research benefits participants and their communities
Sharing findings with participants in accessible formats
Involving participants in decision-making about research outcomes

Power Dynamics

Acknowledging and addressing power imbalances between researcher and participants
Ensuring participants feel free to express their views without fear of repercussions

Cultural Sensitivity

Respecting local customs and values
Adapting research methods to suit cultural contexts
Involving community members in research design and interpretation

Institutional Approval

Obtaining necessary permissions from DepEd and school administrators
Adhering to institutional review board requirements, if applicable

Special Considerations for Indigenous Peoples’ Education

When conducting research involving Indigenous Cultural Communities (ICCs), researchers must adhere to additional ethical protocols as outlined in DepEd Order No. 39, s. 2016:

Free, Prior, and Informed Consent (FPIC)

Conduct consent-seeking processes in accordance with customary governance practices
Ensure consultations are free from coercion or implied benefits
Provide comprehensive information about the research purpose, process, and potential impacts

Community Ownership and Authorship

Recognize ICCs as co-authors and co-owners of research focused on their Indigenous Knowledge Systems and Practices (IKSPs) or Indigenous Learning Systems (ILSs)
Obtain permission from recognized community representatives for presentation or publication of research findings

Protection of Intellectual and Cultural Property Rights

Acknowledge that IKSPs and ILSs remain the communal property of ICCs
Ensure research does not lead to unauthorized use or patenting of indigenous knowledge

Culturally Appropriate Research Methods

Adapt research approaches to respect and align with indigenous ways of knowing and sharing information
Involve community members in the design and interpretation of research

Benefit Sharing

Ensure research outcomes directly benefit the participating ICC
Develop mechanisms for sharing research findings with the community in accessible formats

By adhering to these ethical guidelines, researchers can ensure that their work respects and protects the rights and cultural heritage of Indigenous Peoples while contributing to the improvement of Indigenous Peoples’ Education.

Integrating Learning Action Cells (LACs) in Action Research

Learning Action Cells (LACs), as outlined in DepEd Order No. 35, s. 2016, are a school-based continuing professional development strategy that can be effectively integrated into the action research process. LACs provide a collaborative platform for teachers to engage in ongoing learning and problem-solving, making them an ideal complement to action research initiatives.

Benefits of Integrating LACs in Action Research:

Collaborative Problem Identification

LAC sessions can be used to collectively identify research problems relevant to the school context
Group discussions can help refine research questions and objectives

Peer Support and Feedback

Regular LAC meetings provide opportunities for researchers to share progress and challenges
Colleagues can offer constructive feedback and suggestions throughout the research process

Collective Data Analysis

LAC members can assist in analyzing and interpreting research data, providing multiple perspectives
Group discussions can help identify emerging themes and patterns in the data

Action Plan Development

LACs can serve as a forum for collaboratively developing action plans based on research findings
Group input can enhance the feasibility and effectiveness of proposed interventions

Dissemination of Findings

LAC sessions provide a platform for sharing research results with colleagues
Findings can be immediately discussed and applied to improve teaching practices

Implementing LAC-Integrated Action Research:

Establish Regular LAC Meetings

Schedule consistent LAC sessions dedicated to action research discussions
Ensure participation from all relevant staff members

Create a Supportive Environment

Foster a culture of open communication and constructive feedback
Encourage all LAC members to contribute ideas and insights

Align LAC Topics with Research Stages

Structure LAC discussions to correspond with different phases of the action research process
Use LAC sessions to address specific research challenges or questions

Document LAC Contributions

Keep detailed records of LAC discussions related to the research project
Acknowledge LAC members’ contributions in research reports and presentations

Evaluate LAC Impact

Assess how LAC integration has influenced the research process and outcomes
Use feedback to refine the integration of LACs in future action research projects

By effectively integrating LACs into the action research process, DepEd personnel can enhance the collaborative nature of their studies, improve the quality of their research, and promote a culture of continuous professional development within their schools.

Accessing the Basic Education Research Fund (BERF)

The Basic Education Research Fund (BERF) is a grant facility provided by DepEd to support education research initiatives. As outlined in DepEd Order No. 43, s. 2015 and further refined in DepEd Order No. 16, s. 2017, BERF aims to promote evidence-based policy formulation and decision-making within the Department.

Eligibility Criteria:

Regular/Permanent DepEd employees (teaching and non-teaching)
No pending administrative cases
Have not yet availed of the grant for the given year
Maximum of three research team members for group proposals

Research Scope and Maximum Grant Amounts:

Nationwide or covering at least two regions: Up to PhP 500,000 (maximum 1 year duration)
Region-wide or covering at least two divisions: Up to PhP 150,000
Division-wide, district-wide, or covering at least two schools: Up to PhP 30,000
School/Community Learning Center-wide: Up to PhP 30,000 (maximum 6 months duration)

Application Process:

Submit a research proposal following the prescribed format (Annex 2 of DepEd Order No. 16, s. 2017)
Include an endorsement from the immediate supervisor
Provide an anti-plagiarism and absence of conflict of interest declaration

Evaluation and Approval:

Proposals are evaluated by the appropriate Research Committee (National, Regional, or Schools Division)
Evaluation criteria include relevance, methodology, feasibility, and potential impact
Approved proposals must score at least 70% on the evaluation criteria

Fund Release and Liquidation:

Funds are released in tranches based on the submission and acceptance of deliverables
Liquidation follows standard government accounting and auditing rules

Reporting and Dissemination:

Researchers must submit progress reports and a final research report
Findings should be disseminated through appropriate channels (e.g., conferences, publications)
Research outputs become co-owned by the researcher and DepEd

By accessing BERF, DepEd personnel can secure financial support for their action research projects, contributing to the Department’s goal of promoting a culture of research and evidence-based practice in Philippine basic education.

Research Management Guidelines

DepEd Order No. 16, s. 2017 establishes comprehensive Research Management Guidelines to ensure the effective conduct and utilization of research within the Department. These guidelines outline the roles and responsibilities of Research Committees at different levels of governance.

National Research Committee (NRC):

Composition:

Chair: Undersecretary for Planning and Field Operations
Co-Chair: Undersecretary for Curriculum and Instruction
Members: Directors of relevant DepEd bureaus and services

Responsibilities:

Provide guidance on the Basic Education Research Agenda
Approve research proposals from central offices and those covering multiple regions
Forge partnerships with academic and research institutions
Recommend the release of research funds
Ensure compliance with accounting and auditing rules

Regional Research Committee (RRC):

Composition:

Chair: Assistant Regional Director
Co-Chair: Chief of Policy, Planning, and Research Division
Members: Chiefs of relevant regional divisions

Responsibilities:

Evaluate and approve research proposals at the regional level
Confirm school research proposals endorsed by the Schools Division Research Committee
Forge partnerships with local academic and research institutions
Manage the regional allocation of the Basic Education Research Fund
Provide feedback to the Regional Executive Committee on research initiatives

Schools Division Research Committee (SDRC):

Composition:

Chair: Assistant Schools Division Superintendent
Co-Chairs: Chiefs of School Governance and Operations Division and Curriculum Implementation Division
Members: Relevant division supervisors and representatives

Responsibilities:

Evaluate and approve research proposals from schools and community learning centers
Prepare and submit reports on division research initiatives to the RRC
Ensure compliance with research ethics and guidelines
Provide technical assistance to school-based researchers

These Research Committees play a crucial role in managing the research process, from proposal evaluation to dissemination of findings. They ensure that research initiatives align with DepEd priorities, maintain ethical standards, and contribute to evidence-based decision-making at all levels of the education system.

Capacity Building for Research

Developing research skills among DepEd personnel is crucial for promoting a culture of inquiry and evidence-based practice. The Department has implemented various capacity-building initiatives to support staff in conducting qualitative action research:

Research Skills Training:

Workshops on research methodologies, data analysis, and academic writing
Training on the use of research tools and software

Mentorship Programs:

Pairing novice researchers with experienced mentors
Providing ongoing guidance throughout the research process

Research Conferences and Symposia:

Organizing events for sharing research findings and best practices
Facilitating networking among DepEd researchers

Online Learning Resources:

Developing e-learning modules on research methods
Creating a repository of exemplary research studies

Collaborative Research Projects:

Encouraging cross-division and cross-region research teams
Promoting partnerships with academic institutions

Research Ethics Training:

Providing guidance on ethical considerations in educational research
Ensuring compliance with DepEd research ethics guidelines

By participating in these capacity-building activities, DepEd personnel can enhance their research skills, contributing to the overall quality and impact of action research within the Department.

Technical Writing for Research Proposals and Reports

Effective technical writing is essential for communicating research ideas and findings clearly. Based on the supplemental research guides provided in DepEd Memorandum No. 144, s. 2017, here are key considerations for technical writing in action research:

Research Proposal Writing:

Title:

Concise and reflective of the research focus
Engaging and informative

Introduction and Rationale:

Clearly state the research problem and its significance
Provide context and background information

Literature Review:

Synthesize relevant previous studies
Identify gaps in existing knowledge

Research Questions:

Clearly articulate the main questions guiding the study
Ensure questions are specific, measurable, and aligned with the research problem

Methodology:

Describe and justify the chosen research design
Detail sampling procedures, data collection methods, and analysis techniques

Ethical Considerations:

Address potential ethical issues and mitigation strategies
Describe procedures for obtaining informed consent

Timeline and Budget:

Provide a realistic timeline for research activities
Present a detailed budget with justifications for each item

Research Report Writing:

Abstract:

Concise summary of the research problem, methods, findings, and implications
Typically 150-300 words

Introduction:

Provide background and context for the study
Clearly state the research problem and objectives

Methodology:

Detailed description of research design, participants, and procedures
Explain data collection and analysis methods

Results:

Present findings in a logical, organized manner
Use tables, charts, or graphs to illustrate key results

Discussion:

Interpret findings in relation to research questions and existing literature
Address limitations of the study

Conclusion and Recommendations:

Summarize key findings and their implications
Provide actionable recommendations based on the research

References:

Use APA format for citations and references
Ensure all cited works are included in the reference list

Appendices:

Include supplementary materials such as data collection instruments or detailed statistical analyses

By following these guidelines, DepEd researchers can produce well-structured, clear, and professional research proposals and reports that effectively communicate their work to various stakeholders.

Action Research Template

Based on the supplemental research guides provided in DepEd Memorandum No. 144, s. 2017, here is a detailed outline of the action research template for DepEd personnel:

I. Title Page

II. Abstract (150-300 words)

III. Table of Contents

IV. Introduction

A. Context and Rationale

Description of the educational setting
Explanation of the problem or issue being addressed
Significance of the research

B. Research Questions

Clear, focused questions guiding the study

A. Theoretical Framework
B. Related Studies
C. Synthesis of Literature

VI. Methodology

A. Research Design
B. Participants and/or Sources of Data

Description of sample and sampling procedures
C. Data Gathering Methods
Detailed explanation of instruments and procedures
D. Data Analysis Plan
Description of analytical techniques to be used

VII. Results and Discussion

A. Presentation of Findings

Organized by research questions or themes
Use of tables, charts, or graphs as appropriate
B. Analysis and Interpretation
Connection of findings to literature and theory
C. Reflection on the Action Research Process

VIII. Conclusions and Recommendations

A. Summary of Key Findings
B. Implications for Practice
C. Recommendations for Future Research or Action

IX. Action Plan

A. Objectives
B. Proposed Interventions or Strategies
C. Timeline for Implementation
D. Resources Needed
E. Monitoring and Evaluation Plan

X. References

XI. Appendices

A. Data Collection Instruments
B. Sample Consent Forms
C. Additional Data or Analyses
D. Other Relevant Materials

This template provides a comprehensive structure for DepEd personnel to organize their action research projects. Researchers should adapt the template as needed to suit the specific requirements of their study while ensuring all essential elements are included.

Conclusion

Designing qualitative action research offers DepEd personnel a powerful tool for examining and enhancing their professional practice while contributing to the improvement of the Philippine basic education system. By following a systematic approach, aligning studies with DepEd research priorities, and addressing ethical considerations, educators can generate meaningful insights that inform policy and practice.

The process of engaging in qualitative action research not only produces valuable knowledge but also fosters a culture of inquiry, reflection, and continuous improvement within the Department. As more DepEd staff embrace this research methodology, they contribute to a growing body of context-specific evidence that can drive positive change in Philippine education.

Through thoughtful design and implementation of qualitative action research, integration of Learning Action Cells, utilization of the Basic Education Research Fund, and adherence to Research Management Guidelines, DepEd personnel can become active agents of educational improvement. This approach bridges the gap between theory and practice, ultimately enhancing the learning experiences of students across the Philippines.

By developing their research capacity, engaging in collaborative inquiry, and producing high-quality technical writing, DepEd staff can contribute significantly to the evidence base that informs educational policies and practices. This commitment to research-driven improvement aligns with DepEd’s vision of providing quality, equitable, culture-based, and complete basic education for all Filipino learners.

Copyright Notice:

This article, “Designing a Qualitative Action Research for DepEd Personnel: A Comprehensive Guide,” was authored by Mark Anthony Llego and published on August 9, 2024.