Expanding the horizons of educators on action research writing

Santiago, Cecilia S and Mata, Viverly E and Mendoza, Maria Krisvie Abigale F and Asuncion, Julieta A (2025) Expanding the horizons of educators on action research writing. World Journal of Advanced Research and Reviews, 26 (3). pp. 957-974. ISSN 25819-615

This extension project aimed to enhance teachers’ capability in conducting classroom- based action research. The objectives further included profiling teacher participants, assessing their proficiency in action research writing, identifying improvements in their written outputs, and evaluating perceived difficulties before and after training sessions. Using a mixed-methods approach, this extension project integrated quantitative analysis of pre- and post-test written outputs with qualitative insights from selected teacher participants. The initial phase involved distributing survey questionnaires to gather data on participants' demographics, teaching experience, and prior research engagement. The findings revealed a predominantly female cohort with diverse teaching backgrounds and no prior experience in classroom-based action research. During the subsequent experimental phase, significant enhancements in teachers' written outputs post-training were observed, particularly in articulating problem statements and interventions. However, challenges persisted in data gathering writing skills. The evaluation of action research outputs identified strengths in various components, including rationale development, problem context analysis, proposed interventions, research questions, data analysis plans, and work plans. These findings indicated areas for improvement, suggesting opportunities to enhance the quality and effectiveness of research studies within DepEd. The training intervention successfully bolstered participants' skills and confidence in specific aspects of action research writing, such as hypothesis formulation. Nonetheless, challenges in selecting a focus, establishing context and rationale, and preparing questionnaires showed minimal change post-training, suggesting these areas require more tailored interventions. Overall, this study underscores the critical importance of targeted training interventions in enhancing teachers' action research capabilities within educational settings. It highlights the need for ongoing refinement of training approaches to address persistent challenges. The findings suggest that while the training was effective in improving certain research skills, a more nuanced approach is necessary to fully address the complexities of action research writing.