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Chapter 2

Review of Literature

This chapter presents the review of literature and studies considered

relevant in the present investigation. These were taken from books,

journals, unpublished and published studies. The literature provided the

researcher with support for this current study and these are arranged

thematically.

Legal Bases for Conducting Action Research

The Department of Education (DepEd) continues to promote and

strengthen the culture of research in basic education through its policy

development process, research agenda and policy and program

development and implementation. The Governance of Basic Education Act

of 2001 (RA 9155) mandated that the Department of Education enact

policies and mechanisms through which the delivery of quality basic

education may be continuously improved. Chapter 1, section 7 (5) includes

among the responsibilities of DepEd across all governance levels the

undertaking of “educational research and studies” that will serve as one of

the bases for necessary reforms and development.

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In order to motivate teachers to engage in research, the Department

of Education promulgated the Basic Education Research Agenda

(Department of Education Order No. 69, s. of 2016). This order makes

known the research priorities according to four themes, namely: Teaching

and Learning, Child Protection, Human Resource Development, and

Governance) and three cross-cutting themes (Gender and Development,

Disaster Risk Reduction and Management, and Inclusive Education).

Through the Basic Education Research Fund, Action Research that is

classroom-based or school/Community Learning Centers-wide in scope

with a 6-month duration may receive not more than 30,000.00 per

research.

Action Research Experiences with Pre-Service Teachers

Weiler (2007) worked with student teachers in Zimbabwe to

illustrate what happens when a reform is adopted but without support or

preparation. He highlighted the students’ success and failure. Interviews

and field notes were used as data and eventually coded according to

themes that emerged. The result showed accentuated in the incorporation

of any aspect of action research in their approach to teaching practice.

One of the four participants attempted to conduct the research but missed

the connection to reflecting on his own teaching. The second did turn in a

report but did not engaged in authentic research activities. The third
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learned to use the research process as a tool to improve teaching. Finally,

only the fourth was found to be the most successful.

The author also highlighted the reasons why most of the student

teachers wasn’t able to do integration of action research in teaching is that

it is difficult, complex and ambiguous and challenging. There is much

preparation needed as well as support for the student teachers to learn

the process.

This is supported by the findings of Kang (2007) who examined the

14 in-service teachers on learning from conceptual understanding through

action research. The elementary teachers were exposed to conceptual

change pedagogy through an in-service course. The notable findings about

the experience on the use of action research was considered a means to

evaluate science teaching methods and changing their teaching practices.

The result also showed that those teachers were sharing their goals,

problems and solutions as an essential working condition for their learning

through action research.

Davis, Clayton and Broome (2017) investigated the effects of novice

teachers’ responses to an action research project conducted during the

student-teaching semester. A qualitative approached was used initially

and complemented qualitative case studies. Three-step approach

qualitative data analysis was employed. The result suggested that the

development and conduct of action research in the classroom was

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appropriate and a useful skill for student-teachers to learn. The study also

suggested that prior alignment of expectations for an action research

project of the pre-service teachers is one of the ways to identify the way

the pre-service teachers see themselves as researchers. The authors also

noted that teachers must approach their work from the perspective of

researcher.

Action Research and the Teacher-Researcher

Lunenberg, Ponte and Van de Ven (2007) in their epistemological

exploration discussed to identify the reason why should teachers and

teacher educators conduct research in their own practices. One notable

finding was a gap between the perspectives about knowledge and

knowledge constructive interests, and the differences of opinion about the

teacher’s professional role.

The study of Davidson (2009) disclosed how teachers integrate

action research processes into their instructional practice. She observed

two participants in their school environments and interviewed prior to and

following the observational period. The result showed that the participants

demonstrated a broader application of action research processes that

transcended the use of action research solely as a research methodology.

Through the observation of their practice, it was evident that participants,

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to varying degrees, adopted an action research stance with regard to their

teaching.

Teachers who adopted an action research teaching stance

systematically and connectedly, engaged in reflection, questioned their

instructional methodology, and routinely seek ways to improve their

practice to effectively meet the learning needs of their students by

consulting other sources and using data to improve their practice.

Bonner (2012) explored the effects of participation in action research

on self-efficacy. There was a significant positive growth in three areas of

teacher self-efficacy (student engagement, instructional strategies, and

classroom management) as a result of conducting action research. She

pointed out three themes that emerged as a result of conducting research.

These are (a) developed confidence and competence in teaching

effectiveness through increased knowledge and acquisition of instructional

management and engagement strategies; (b) felt assured to encourage to

uphold higher expectations for themselves and their students, and; (c)

acquired sense of success through developing a mental “wittiness” of being

keenly aware of teachers’ and students’ needs and abilities. The result

clearly indicated that teacher participation in action research is a viable

approach to building self-efficacy and a potentially effective means for

professional development toward the goal of improving teaching and

student learning.
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A study was conducted by Lam (2016) investigated the different

ways what action research was as seen by the participants. There were five

ways identified, these were; (1) action research as merely aiming to teach,

(2) action research as helping the weakest children, (3) action research as

showcasing a teaching approach, (4) action research as processing data

for one’s own use, and (5) action research as evaluating children against

expectations.

Wood (2017) purposely conducted a study to reflect some of the

professional and practical challenges through an action research project

in different approaches to teaching English literature in a year 9 secondary

classroom. The researcher used narrative approach on the account of

some of the challenges face by one emergent researcher whilst carrying

out educational research. In the participation of classroom-based

research, the finding stated clearly that the research was empowering

since one is challenged to scout and makes improvements in one’s

classroom practice in response to student feedback. The author also added

that conducting action research was rewarding for it reinvigorates the

teaching practice.

Action Research and Pedagogical Growth

In the study conducted by Bilgili (2005), it revealed that conducting

action research helped the teachers provide personal and professional

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growth that brought effective and meaningful change in their teaching

practices. The teachers benefited both personally and professionally even

when the guidelines in the action research process taught were having

different guidelines.

Fazio and Melville (2008) explored the views and actions of four

science teachers participating in a collaborative action research project.

To describe and analyze the development of these teachers, a qualitative

study approach was used. From the iterative and reflective process, the

teachers proceeded to implement curricular changes and reflect again on

their modified curricular practices. The participants expressed confidence

due to the experience of the project.

Teachers felt more capable to deal with curriculum challenges. In

addition, the teacher exhibited positive characteristics such as the ability

to engage in biographical and collaborative reflection and support;

processing a theory-practice stance; empowered to engage in future critical

reflections and novel practices; and the ability to problematize science

curriculum. The authors added that the advantage of having teachers’

volitional engagement in the collaborative action research was that there

was an acceptance of teaching a problematic and willingly adapted extant

curriculum practices or new practices and have finally identified isolating

aspects within the teaching profession.

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Sivadge (2005) conducted an observational case study as a research

design collected data on the implementation of the professional

development program, teacher action research and its impact on teachers

and students. The researcher used focus interviews using the instrument,

Measuring Levels of Use of the Innovation. It revealed changes in teaching

practices and student learning and also provided data on what a facilitator

of an action research professional development might anticipate during

implementation. The outcome revealed teachers’ perceived changes in

their behaviors. They described themselves as deliberate practitioners,

informed consumers of research, and improved communicators. Teachers

perceived changes in their students’ learning as goal-directed and

improved as a result of action research practices. Findings clearly

demonstrated the research-based factors that support the design and

implementation of an action research plan: (a) action researcher practices;

(b) teamwork, goal-setting, and data analysis; (c) the resource of time; and

(d) support of administrators and colleagues.

Warren, Doorn, and Green (2008) scrutinized how teachers in a

graduate program were affected by conducting action research. Through a

scale of student attitudes and a qualitative approach to identifying student

perceptions of teacher-researchers, the authors employed mixed methods

approach. In the quantitative portion, the 73 participants completed a

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semantic differential scale that examined their attitudes in regard to

“teaching, research, teacher-researcher, and professional development.

The analysis of the interviews indicated that majority of the

participants were surprised by the nature and extent of change that had

appeared though their experience with action research. Participants

gained an insight on “who and what needed to change. The researchers

also found out that participants realized the necessity and responsibility

of being agents and participants noted their increased knowledge of

curriculum and instruction. In addition, participants accentuated that

they had stronger interpersonal relationships through collaboration with

students and colleagues.

In the analyses of the focus groups, the research reports, and

interviews, it was found out that teachers value changes in the reflective

life. Also, there was a heightened awareness in their risk-taking, self-

concept as professionals, professional relationships, knowledge as power,

and change in teaching strategies. The overall result of the semantic

differential indicated that the view of the participants towards action

research as a more active process. Similarly, in the qualitative portion of

the study, the researchers found that with regards to professional

development, there was an obvious change when it comes to expertise,

identity, and relationships. The participants perceived themselves as more

reflective and also value the opportunities to grow professionally.

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Romanowicz (2010) studied the teachers who were enrolled in a

master of natural science program for high school science teachers who

were ask to complete a one year action research study. One of the

objectives of the study was to figure out the ways in which the research

experience affected individual teacher-researchers. One of the notable

findings showed that the action research experience changed the teachers

in fundamental ways. It provided teachers with a framework for deepening

their understanding on how students think, challenging their traditional

wisdom about teaching and learning, building their confidence in their

abilities and have renewed commitment to teaching as a vocation.

Wood and Govender (2013) in their study engaged 10 schools and

24 school leaders in an action research project. The project used action

research as approach and engaged school leaders to explore their own

learning and development. This was formed as part of a larger Integrated

School Improvement and Development project for socially and

economically challenged schools. The authors adopted a qualitative design

and data were taken from semi-structured, face-to-face interviews. The

analysis revealed that with action research, there was a transformation on

the way the participants perceived their thinking and subsequent practice,

they learnt how to lead in a democratic and inclusive manner, and there

was improvement in school functioning and climate.

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Vaugn and Yanowitz (2009) studied 49, 184 teachers to develop a

scheme that researchers and educators can use to predict characteristics

of teachers who are engaging in research. They noted that teachers in the

contemporary era were expected to be more than just providers of

information. Teachers were encouraged to be reflective practitioners in

order to better guide their students. To make this more meaningful,

teachers may use research-based pedagogy in the teaching-learning

process. It is therefore important that teachers should look into what is

positively influencing the learning of students.

An action research training was provided to teachers by Gnechten

(2011) to create a cohort of action research teachers within the school.

When the cohort voluntarily joined with other teachers interested in action

research and participated in a professional learning community (PLC), the

teachers applied the professional literature and used data to inform their

instruction. Also, teacher collaboration was enhanced and teachers

examined instructional practices.

Li (2008) tracked the developmental process of 60 teachers as they

went through action research and collaborative teamwork in a video

production project on simulated teaching. The study used a video record

instead of a questionnaire and videos were recorded during sharing

sessions, workshops and the final video product collected in the school-

based development project. One specific question focus on what aspects

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of teacher knowledge were mobilized in action research. The result

strengthened the teachers’ construction of cognitive structures to explain

events after watching ‘models’ of good performance and facilitated self-

reflection in practice. The action research and reflection had enabled the

teachers to operate across the boundaries of their own professional

settings and the histories of their professional background and to use

common strategies on a set of common problems.

On the other hand, Volk (2009) examined graduates of a Bachelor of

Education program to determine the extent to which these graduates

continue to conduct action research in their teaching profession. The

participants were subjected to action research trainings as part of the

curriculum in the undergraduate degree. A structured telephone interview

was conducted with those having more than one year of teaching

experience. Surprisingly, it was found out that since there were a lot of

hindrance, teachers were not participating in action research anymore.

Majority of the responses from the participants for not conducting action

research was the lack of time. The author also added that teachers had a

narrow definition and understanding of action research.

In the phenomenological study of Meiner (2016), changes

experienced by the teachers may include variations in their teaching

practice, professional development, collegial relationships, and leadership

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roles. The development of personal control was an essential quality of

effective teachers.

Johansson and Thorsten (2017) analyzed the experiences in terms

of the challenges of teacher-researchers who engaged in research on the

learning study approach. They sought answers on how can the teaching

experience influence, and become an asset, in the research process and

what challenges do teachers face when they enter the research practice.

Variation theory was their theoretical framework. Themes were used in

answering in each question.

Themes that came out from the first question were choosing and

identifying research problems; planning and conducting research

questions; analyzing research lessons and students’ learning; and process

of self-reflection. The second themes that answers the second question

through: teaching as an object of research; to use and develop theories;

and communication and review in research. The findings of this study

accentuated that teachers be both teacher and researcher simultaneously.

It is therefore vital that teachers should also learn the skills of the research

practice while making good use of experiences from the teaching practice.

In a local study, Macabago (2017) ascertained teachers’ motivation,

attitude, perceived capability, and level of difficulty in action research and

their relationships. He studied 263 public elementary school teachers

where he used stratified random sampling. He used a descriptive research

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design utilizing and utilized a teacher-made questionnaire along with

focus group discussion and interview guide, and observation were used.

The findings showed that teachers conduct action research because of

personal reward as the prime motivation. In addition, teachers have

favorable attitude towards research and regarded it as useful and relevant

to their profession. On the other hand, time and resources contributed to

their lack of confidence in their capability and teachers find the entire

action research process to be highly difficult. The study further revealed

that there was a moderate and significant relationship between teacher’s

motivation and their perceived capability.

The reviewed literature and studies had provided insights for the

researcher in this research. As a teacher-researcher, the researcher found

the review significant and relevant. The lived experiences in the conduct

of action research among public high school teachers have provided

impact in the research capabilities of teachers. The researcher realized

that the experiences of teachers in doing research lies in the ways on how

the teachers understand and perceived the part of the action research

process.

Difficulty arises whenever the teachers were given so much task and

holds other non-teaching related task. With these notions, teachers get

discouraged from pursuing research because that would be an additional

burden on their part. With these notions, still teachers took the initiative
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in preparing a proposal, despite their limited knowledge and skills. It is

important that teachers need more training, workshops, and seminars to

cope with these problems.

This study is different from other studies since it focused on the

lived experiences in the conduct of action research among public high

school teachers. The researcher sought to find out the various experiences

of teachers in terms of their difficulties and the challenges/problems in

the action research process.