PDSA Model in Conducting Action Research. PDSA MODEL OF ACTION RESEARCH PLANDODO STUDY ACT Problem Research Questions Framework Research Design (1) (2)(3)(4)

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


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


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



PROFESSIONAL PROFILEEducational AttainmentMajor# of yrs in the service (teaching, non-teaching)Trainings attendedetc



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)


Settings:Classroom,

School,Division


TeachersParents

non-teaching staff




Setting:Classroom


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


Question 1

• Question 2

Question 3Question 4


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?


Setting:Classroom


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


Settings:Classroom,

School,Division


TeachersParents

non-teaching staff




Setting:School


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


• 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


• Learning Area Performance• Science Math• English Filipino• AP MAPEH• TLE EsP


improve learner services for advanced, least, lost, last to further increase learner attendance and performance for the remaining grading periods?


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


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


improve authentic performance and practices on performance evaluation


Relationship between the School Heads’ Profile and their RPMS and PASSA Performance and Performance Practices


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.


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



Class 1)





Action Research Questions



Class 1)





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)?


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

Documents

PDSA Model in Conducting Action Research. PDSA MODEL OF ACTION RESEARCH PLANDODO STUDY ACT Problem Research Questions Framework Research Design (1) (2)(3)(4)