Action research aims for educational transformation

actionresearchDepEd is mandated to “undertake national educational research and studies” which can become part of the basis for necessary reforms and policy inputs (Chapter 1, Section 7 (5) of RA 9155). The current administration also recognizes the need for evidence-based policy development by instituting reforms that strengthen transparency and accountability among government entities.

It follows then that RA 9155 mandates DepED to require all schools divisions to engage in research activities. It means that all teaching and non-teaching personnel in the Department are enjoined to fully implement research in terms of doing priority improvement projects for future referrals and modifications.

The Division of Malaybalay City’s commitment on “A Child and Community-Centered Educational Systems” (ACCESs) supports and advocates the four principles of School-Based Management (SBM) namely: Principle I: Leadership and Governance, Principle 2: Curriculum and Learning, Principle 3:  Accountability and Continuous Improvement, and Principle 4: Management of Resources.

In accordance with the initiative of DepED Regional Office X, teaching and non-teaching personnel who are going to do CI-based action researches in the division are advised to follow the assignment of the principle to work with as stated in the Division Memorandum No. 182 entitled “ Research Agenda of the Division of  Malaybalay City Anchored on the Four (4) Principles of School-Based Management (SBM)” dated April 20, 2016, to wit: Principle 1 (for School Heads only both Elementary and Secondary), Principle 2 (for Elementary and Secondary teachers only), Principle 3 (for personnel in Curriculum and Implementation Division only) and Principle 4 (for personnel in School Governance and Operations Division and office of the Schools Division Superintendent only).

Specifically for teachers, here are some of the reasons why they must conduct action research, namely: to help them notice what they and their students really do, rather than what they think they do; to get feedback as to the success or failure of what they are doing; to help them tailor teaching and learning to their learners and their settings; to be able to justify the teacher and learning choices they make; to increase their knowledge of learning and teaching and become authorities on teaching; to become less dependent on decisions made by people who are far away from their learning and teaching sites, people like textbooks writer and school administrators; and to ensure that they don’t become bored with teaching. (Action researchers are encouraged and advised to adhere the format attached in DepEd Order No. 43, s. 2015 in their research work (Annex 3a and 3b)).

The success or failure of an action research venture often depends on what happens at the beginning of the inquiry process: in the way access is established, and on how participants and co-researchers are engaged early on.

If you have never done action research before, start small. Ensure that the problem you try to solve is manageable.

      Senior Education Program Supervisor
      Planning & Research Section