pdsa model in conducting action research. pdsa model of action research plandodo study act problem...
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PDSA Model in Conducting Action Research
PDSA MODEL OF ACTION RESEARCH
PLAN DO STUDY ACT
Problem
Research QuestionsFramework
Research Design
(1) (2) (3) (4)
analyze
conclude
recommend
Connect to SIP,AIP, DEDP, etc
Connect toQAA/QMS
Collect data usingappropriate instruments
EFA / MDG Goals
Connect to SIP,AIP, DEDP, etc
Connect toQAA/QMS
EFA / MDG Goals
PLAN
DO
STUDY
ACTPLAN
DO
STUDY
ACT
PDSA Steps/Stages of Action Research(2500 words, 10-15 pages, double
spaced)PreliminariesProponent/s _________________ Level: ( ) Classroom ( ) SchoolTitle _______________________________ ( ) District/Division
_______________________________ ( ) RegionAbstract
PLAN (Select a Focus, an Area, or a Problem)
I. THE PROBLEM(a) know what you want to investigate
Rationale: include 1-3 prior researches/studies or professional literature(b) develop some questions about the area you’ve chosen
Problem: include the research questions and/or hypotheses
Framework: Relating the Independent Variable and Dependent Variables
-may consider INDICATORS cited in the QUALITY MANAGEMENT SYSTEM as variables)
II. RESEARCH METHODOLOGY(c) establish a plan to answer the question
– Research design / Research Methodology
Research Method
Research environment
Respondents
Data gathering instruments and procedure (not strict, may use QAA/QMS forms)
Data analysis procedure (not strict)
DO (Collect Data)– Use multiple data sources (quantitative
and/or qualitative)– Collect data regularly– Seek technical assistance, if needed (or if
things slow down)
– You may administer tests, conduct surveys and interviews and examine documents.
– Collected data must be transformed into a useable form.
STUDY (Analyze and Interpret Data)
III. RESULTS AND DISCUSSIONApply manageable statistical procedures
– Descriptive statistics only like frequency, percent, averages, spread (for quantitative data)
– Content/inductive analysis/deriving themes (for qualitative data)– Inferential statistics is optional (but requires randomization/population study)
IV. CONCLUSIONS AND RECOMMENDATIONS Highlight the findings and derive conclusionsExtract the recommendations
ACT (Take Action)V. IMPLEMENTATION PLAN OF IMPROVEMENT TARGETSTo be presented concisely in writing through paragraph and tabular/matrix formsMay show a Gantt Chart
– Reflect on the conclusions and recommendations– Connect these to plans (SIP, AIP, DEDP, etc)
e.g. SIP AND AIP REVIEW / REVISION / PLAN ADJUSTMENT
– Implement some actions immediately– Assess implementation of selected actions– Share them to stakeholders– Connect everything to QAA, QMS
Bibliography
Appendices
Remember: Action Research is CYCLICAL! Just follow the PDSA cycle.
CLASSROOM / SCHOOL / DIVISION / HEALTH CARE
PROBLEMSFOR ACTION RESEARCH
A. Learners• LOW Access/Participation Rate• LOW Retention / HIGH Drop-Out Rate• LOW Completion Rate• LOW Achievement (learning areas)
• NAT / NCAE
• A & E
• PEPT
• Grades per quarter• LOW Discipline
• Absenteeism
• Tardiness
• Bullying
• Poor study habits
Teachers• LOW Performance Evaluation
• English Proficiency
• LOW NCBTS-TSNA• POOR EXECUTION of TEACHING RESPONSIBILITIES
• Practices on Lesson Plans/Learning Logs
• Practices on Test Questions with Table of Specifications
• Practices on Making Class Records and Rating Sheets• Assignments and projects
• Practices on Teaching Approaches, Methods, Techniques, Strategies,• Questioning• Instructional Materials• Student-teacher-IM interaction
• POOR DISCIPLINE• Absenteeism
• Tardiness
• etc
Non-teaching Staff• LOW Performance Evaluation
• Competence
• Skills
• LOW NCBTS-TSNA• POOR EXECUTION of DUTIES and RESPONSIBILITIES
• Practices on Reports Submission
• Practices on Delivery of Services
• POOR DISCIPLINE• Absenteeism
• Tardiness
• etc
• LOW Involvement and Cooperation• School activities
• Classroom meetings (parents-adviser conference)
• Attendance in the Due process on grave student offenses
The Identified Problems in the Classroom, School, Division are
called potential DEPENDENT VARIABLES.
the Identified settings like the Classroom, School, Division and
the respondents like pupils/students/teachers/parents/n
on-teaching staff are called potential INDEPENDENT
VARIABLES.
Action Research Framework/Paradigm
This is a 3-box device that shows only the variables (independent, dependent) that an action researcher likes to study
Box 1: independent variables Box 2: dependent variables Box 3: plan of action after making a
conclusion and recommendation
Typical Framework forNon-experimental Research
Typical Framework forNon-experimental Research
Settings:Classroom,
School,Division
Respondents:Pupils/students
TeachersParents
non-teaching staff
Identified Problemsin the Classroom, School,Division
Hint: remove the wordHigh, low, poor
Independent Variables as Profile Variables
Respondents
– Pupils/students Gender/sex Birthday/Age Grade level Hobbies/favorites Health history Family background
– Socio economic status
– Occupation of mother/father
– Family size others
Independent Variables as Profile Variables
PERSONAL PROFILEGender/sexBirthday/AgeCivil StatusIf married, # of kids, occupation of wife/husbandHobbies/favoritesHealth historyOthers
PROFESSIONAL PROFILEEducational AttainmentMajor# of yrs in the service (teaching, non-teaching)Trainings attended
Independent Variables as Profile Variables
PERSONAL PROFILEGender/sexBirthday/AgeCivil StatusIf married, # of kids, occupation of wife/husbandHobbies/favoritesHealth historyOthers
PROFESSIONAL PROFILEEducational AttainmentMajor# of yrs in the service (teaching, non-teaching)Trainings attendedetc
Independent Variables as Profile Variables
PERSONAL PROFILEGender/sexBirthday/AgeCivil StatusIf married, # of kids, occupation of wife/husbandHobbies/favoritesHealth historyOthers
PROFESSIONAL PROFILEEducational Attainment# of yrs in the service, if employed Trainings attended on child rearingetc
Fill-in the Action Research framework by CHOOSING the
PROBLEM (1 or more), SETTING (1 only) and RESPONDENTS (1 or more)
Typical Framework forNon-experimental Research
Settings:Classroom,
School,Division
Respondents:Pupils/students
TeachersParents
non-teaching staff
Identified Problemsin the Classroom, School,Division
Hint: remove the wordHigh, low, poor
Typical Framework forNon-experimental Research
Setting:Classroom
Respondents:Pupils/students
Gender/sexBirthday/AgeGrade level
Hobbies/favoritesHealth history
Family backgroundSocio economic status
Occupation of mother/fatherFamily size
Student PerformanceMath VII• 1st Grading• 2nd Grading• 3rd Grading• 4th grading• NAT
ImproveTeachingStrategies
ThatAre moreLearner-Centered
Per grading period
Action Research Questions
Must be derived from the Action Research Framework
Typical Framework forNon-experimental Research
Question 1
• Question 2
Question 3Question 4
Typical Framework forNon-experimental Research
Question 1
What is the profileof the
respondents in thegivensetting
• Question 2
What is/are the averageperformance of the respondents?(complete with details)
Question 3What is the relationship/Comparison?
Question 4
What plan of action will I do?
Typical Framework forNon-experimental Research
Setting:Classroom
Respondents:Pupils/students
Gender/sexBirthday/AgeGrade level
Hobbies/favoritesHealth history
Family backgroundSocio economic status
Occupation of mother/fatherFamily size
Student PerformanceMath VII• 1st Grading• 2nd Grading• 3rd Grading• 4th grading• NAT
ImproveTeachingStrategies
ThatAre moreLearner-Centered
Per grading period
Question 1What is the profile of the students in the classroom according to their
Gender/sexBirthday/AgeGrade levelHobbies/favoritesHealth historyFamily background
– Socio economic status
– Occupation of mother/father
– Family size
Question 2What is the mean performance of the students in the classroom in terms of their Math VII grades in the
– First grading– Second grading– Third grading– Fourth grading– NAT VI
Question 3Is there a significant relationship between the students’ Gender/sex;Birthday/Age;Grade level;Hobbies/favorites;Health history; andFamily background
– Socio economic status– Occupation of mother/father– Family size
and their performance in Math VII during the – First grading;– Second grading;– Third grading;– Fourth grading; and – NAT VI?
Question 4 What plan of action should be done to
further increase the Math VII grades in terms of teaching strategies per grading period?
Writing the Action Research Title based on Question 3
Relationship between the Students’ Profile and their Math VII Performance in the Four grading Periods and the National Achievement Test
Or, a BETTER title is Students’ Profile and their Math VII
Performance in the Four grading Periods and the National Achievement Test: Towards the Improvement of Teaching Strategies
Typical Framework forNon-experimental Research
Settings:Classroom,
School,Division
Respondents:Pupils/students
TeachersParents
non-teaching staff
Identified Problemsin the Classroom, School,Division
Hint: remove the wordHigh, low, poor
Typical Framework forNon-experimental Research
Setting:School
Respondents:Pupils/students
Family SESFamily size
Distance of school fromHome
Nutritional status
• Learner Attendance
• Learning AreaPerformance of Learners in the 1st Grading Period ofSY 2015-2016
ImproveLearnerServices
ForAdvanced,
Least,Lost,Last
Question 1What is the profile of the students according to their
– Grade level– Family SES– Family size– Distance of school from– Home– Nutritional status
Question 2What is the performance of the learners in the following for
1st grading period
• Learner Attendance
• Learning Area Performance• Science• Math• English• Filipino• AP• MAPEH• TLE• EsP
Question 3What is the relationship of the following learner profiles
– Grade level– Family SES– Family size– Distance of school from– Home– Nutritional status
with the following learner performance in the 1st grading period
• Learner Attendance
• Learning Area Performance• Science Math• English Filipino• AP MAPEH• TLE EsP
Question 4 What plan of action should be done to
improve learner services for advanced, least, lost, last to further increase learner attendance and performance for the remaining grading periods?
Writing the Action Research Title based on Question 3
Relationship between the Learners’ Profile and their Attendance and Learning Area Performance during the First Grading Period
Or, a BETTER title is Learners’ Profile and their School
Attendance and Learning Area Performance For the 1st Grading Period : Towards the Improvement of School Services
Typical Framework forNon-experimental Research
Settings:Division
Respondents:
School Heads•Gender•Age•Years as School
Head•School head position
•RPMS-based PerformanceEvaluation
•PASSA
•Self-Reported Practices onPerformance Evaluation
improveauthentic
performanceand
practicesOn
performanceevaluation
Question 1What is the profile of the school heads according to their
– Gender– Age– Years as school head– School head position
Question 2What is the performance of the school heads in the following
• RPMS
• PASSA
What are the self-reported practices of school heads on performance evaluation?
Question 3What is the relationship of the following school heads profiles
– Gender
– Age
– Years as school head
– School head position
with the following school heads performance
• RPMS
• PASSA
and their self-reported practices
Question 4 What plan of action should be done to
improve authentic performance and practices on performance evaluation
Writing the Action Research Title based on Question 3
Relationship between the School Heads’ Profile and their RPMS and PASSA Performance and Performance Practices
Typical Framework forNon-experimental Research
Settings:DivisionRespondents:School Heads Accdg to
School Type•Elem•SecondarySchool Size•Small•Medium•LargeTeachers Specialization
TEACHING LOADS•Learning Area Loads•STA Loads
ACHIEVEMENT•NAT
Propose aGuide onLoadingScheme
(LearningArea / STA)
ThatAddresses
ARCA
Typical Framework forExperimental Research
Strategy 1(control/traditional)
Strategy 2
Strategy 3
etc
QMS Indicators (choose)A. Learners•Access/Participation Rate•Retention / Drop-Out•Completion•Achievement (learning areas)
• NAT / NCAE• A & E• PEPT• Grades per quarter
•DisciplineB. ParentsC. Teachers
• CIA PerformanceD. School
• SBM PerformanceE. Division
• Effectiveness and • Efficiency
Scenario A classroom teacher noticed that there
is more classroom interaction when students are grouped by dyads or triads. She/He thought of designing a teaching experiment to further his/her claim that students in dyads/triads perform better in English for Grade VI.
The teacher has two Grade VI classes.
Typical Framework forExperimental Research
Strategy 1(control/traditional for
Class 1)
Strategy 2(students in
dyads/triads forClass 2)
English VI GradesDuring the Third Grading Period
VocabularyCorrect UsageVerbal AnalogyIdentifying ErrorsReading Comprehension
Typical Framework forExperimental Research
Strategy 1(control/traditional for
Class 1)
Strategy 2(students in
dyads/triads forClass 2)
English VI GradesDuring the Third Grading Period
VocabularyCorrect UsageVerbal AnalogyIdentifying ErrorsReading Comprehension
Action Research Questions
Typical Framework forExperimental Research
Strategy 1(control/traditional for
Class 1)
Strategy 2(students in
dyads/triads forClass 2)
English VI GradesDuring the Third Grading Period
VocabularyCorrect UsageVerbal AnalogyIdentifying ErrorsReading Comprehension
in the pre-test and posttest
Question 1 What are the mean grades of the
pupils in Grade VI English using the traditional strategy and the experimental (with dyads/triads) strategy during the pre-test and posttest?
Question 2 Is there a significant difference in the
(a) pretest, (b) posttest, (c )gain performance in English VI of the students in the traditional strategy and in the experimental strategy (dyads/triads)?
Question 3 What plan of action should be done to
further increase the English VI grades of the students?
Reminders in Using Experimental Research
There should be 2 or more classes Ideally, only 1 teacher should teach those classes. Develop lesson plans highlighting the distinct difference of the
strategies to be used– Cover the same competencies– The same grading period
It helps to get their IQ to moderate the initial difference of the classes.
Hide professionally the experiment to students and their parents Conduct pre-test and posttest at the same time and venue Teacher’s behavior in class must be the same throughout. Avoid the Hawthorne effect