ACTION RESEARCH

FOR CONTINUOUS
IMPROVEMENT
THE NAVOTAS NATIONAL HIGH SCHOOL EXPERIENCE
 Importance of Research
◦ Based on DepEd Order 39, series of 2016,
research is an important aspect of evidence-
based decision and policy-making. It ensures
continuous improvement and sustains
organizational effectiveness.

◦ In the context of Navotas National High School,

research specifically action research is a means
to generate instructional interventions to uplift
students’ achievement levels and a tool to
create solutions that will improve school
practices and processes.
THE DEVELOPMENT OF NNHS ACTION
RESEARCH FESTIVAL

• Conceptualization and soft

launching – Dec. 28, 2015
• Participated in by thirty two
teachers

Initial plan and

matrix
February 02, 2016 Follow-up
Division Capacity Building on Action
Research – March 16-18, 2016

The school Technical Working

Group received a training in the
Division-initiated workshop on
Action Research.
April 20, 2016 – TWG Training on the
Kumilos Action Research Model
 June 6-10, 2016: Intensive Action
Research Training for 136 teachers
 ACCOMPLISHMENTS
1. The Training matrix on the Intensive Workshop on
Action Research was designed based on the result
of the needs analysis questionnaire.
 ACCOMPLISHMENTS
2. Opening Program was graced by the no other than the School Division
Superintendent, Dr. Romulo Rocena and SGOD Chief, Ms. Gemma Villaluna.
Their presence was considered a gesture of support to our program.
 ACCOMPLISHMENTS
3. The school was able to get external partners who are experts on
educational research. Ms. Katy Caragay, research director of
Habi Education Lab gave a lecture-workshop on qualitative data
analysis and research methodology.
 ACCOMPLISHMENTS
4. 130 teachers received
intensive training on
developing an action
research project proposal.
Thirty two teacher quality
circle groups were formed
as teachers by area of
specialization per year level
worked collaboratively to
formulate research
questions, develop
interventions and create
work plans that pertain to
their chosen research focus.
 ACCOMPLISHMENTS
5. Thirty two (32) quality Action Research Proposals were
presented. The teachers expressed commitment to execute
their designed work plans this school year 2016-2017.
 ACCOMPLISHMENTS
6. Teachers have been
capacitated to develop
intervention projects that are
aligned to the priority
improvement areas of the school.
Collaboration and synergy of
ideas are evident as teachers work
together to plan, design and refine
their outputs.
 DIVISION OF CITY SCHOOLS, NAVOTAS CITY

NAVOTAS NATIONAL HIGH SCHOOL

June 27, 2016

Mr. Marco D. Meduranda

Project Proponent 15
17 groups of teachers per
learning area by grade
level or a total of 70
faculty members
attended the activity.
 Dr. Maria Cristina Robles gave
a short pep talk to ease the
nervousness of the presenters.
She also underscored the value
of Action Research in the
continuous improvement of
NNHS. She thanked as well the
participants for their
engagement in the project.
Science Group

Dr. Robles led the

processing of outputs to
further refine and focus
the action research
project of the Science
group. These teams
explored the use of
Strategic Intervention
Materials and
Collaborative Learning
Techniques to improve
July 15, 2016 – Assistance from CS
Foundation
July 28 – Action Research Proposal
Presentation
August 5-7, 2016: Proposal Presentation and Training on
Data Collection Analysis
 1st NNHSARF Timetable
ACTIVITY Date
Implementation of the
approved action
August - November
research project
proposal
Presentation of findings
December 8, 2016

Grand Culminating
Activity:
Action Research
Conference and January 20, 2017
Publication of the 1st
NNHS Action Research
Journal
 THE LEVELS OF RESEARCH SELF-
EFFICACY AND ANXIETY OF PUBLIC
HIGH SCHOOL TEACHERS FOR
ENHANCED RESEARCH CULTURE
Navotas National High School
Introduction
◦In line with the Basic Education Research
Agenda as stated in DepEd Order 39, s. 2016,
Navotas National High School is intensifying and
institutionalizing action research as a tool for
evidence-based instructional decision-making
and a means to carry out the continuous
improvement program of the Department of
Education.
◦ To work this out, the school needs to
determine the levels of the
teacher’s research self-efficacy
and research anxiety, two
important constructs that need to
be understood to ensure that the
faculty will be provided with
meaningful and relevant capacity-
building and professional
development training that will
equip them with essential
knowledge, skills and attitudes
about action research.
A growing literature has
documented the importance of
research self-efficacy in the
research training of students (Gelso
and Lent, 2000). In general, self-
efficacy term represents one’s
confidence in being able to
perform a given behavior.
According to self-efficacy theory, if
people believe that they have the
ability to complete successfully a
given behavior, then they are more
likely to engage in that behavior
(Phillips and Russell, 1994).
◦The term self-efficacy was soon extended to research
domain. Forester et al. (2004) defined research self-
efficacy as one’s confidence in successfully performing
tasks associated with conducting research (e.g.,
performing a literature review or analyzing data).
◦ On the other hand, research anxiety
refers to the characteristics which a
student perceives as discomforting,
to the extent that productivity may
be reduced (Higgins and Kotrlik,
2006). In the academic domain,
research has demonstrated strong
relationships among various
dimensions of self-efficacy and
anxiety (Shelton and Mallinckrodt,
1991; Griffin, no date).
◦ In order to design meaningful and
relevant capacity-building program on
action research for teachers, the
researchers examine these constructs
of research self-efficacy and research
anxiety. It is hoped that the findings of
this study will provide substantial inputs
in the development of the training
design that aims to enhance the
school’s over-all research culture.
 Research Questions
The main purpose of this study is to determine the levels of research self-efficacy and research anxiety of teachers in
a public secondary school in Navotas. Specifically, it will seek to answer the following questions:
1. What is the level of research self-efficacy of junior high school teachers in terms of the following dimensions:
a) Data Collection
b) Data Analysis
c) Research Integration
d) Technical Writing
2. Is there a significant difference between the level of research self-efficacy of male and female junior high school
teachers?
3. What is the level of research anxiety based as revealed by the _______ scale in terms of the following dimensions:
a) Fear of libraries
b) Fear of writing
c) Fear of statistics
d) Fear of Conducting Research
e) Fear of Research Language
f) Fear of Research Courses
g) Perceived Utility and Competence
 Methodology
◦ This study will involve 136 permanent teachers of Navotas National High School for school year 2016-2017.
◦ A researcher-made questionnaire will be developed to ascertain the level of research self-efficacy while a
standardized instrument created by Onwuegbuzie (2013) will identify the level of research anxiety of the
teachers. Focus-group discussion will also be utilized to validate findings of the quantitative
◦ A t-test will be used in determining the significant difference between the research self-efficacy and research
anxiety levels of male and female teachers.
◦ Implications will be drawn to develop programs that will further enhance the research culture of the school
and this hopefully will promote evidence-based instructional decision-making practices of teachers.