WRITING THE RESEARCH

PROPOSAL/ACTION RESEARCH
DO. No. 43, s. 2015
Objectives:
• Familiarize the basic parts of Action Research
based on DepEd Order No. s. 2016
• Understand the process/techniques in writing
each parts of action research
• Appreciate the easiest way of writing the parts of
the action research
 ACTION
RESEARCH
FRAMEWORK
PARTS:
ACTION RESEARCH PROPOSAL ACTION RESEARCH TEMPLATE

I. Introduction of the Research 1. Context and Rationale

III. Research Questions
IV. Scope and Delimitation
V. Methodology
A. Sampling
B. Data Collection
C. Ethical Issues
D. Plan for Data Analysis
VI. Timetable/Gantt Chart
VII. Cost Estimates
VIII. Plan for Dissemination/Advocacy
2. Research Questions
3. Scope and Delimitation
4. Methodology
A. Sampling
B. Data Collection
C. Ethical Issues
D. Plan for Data Analysis
5. Findings and Discussion
6. Conclusion and Recommendation
7. References
PARTS:

WRITING THE INTRODUCTION OR

CONTEXT AND RATIONALE
First Paragraph

• What is the study about? This is NOT THE

SAME as purpose of the study.
First Paragraph
Gender Equality is one of the main thrusts in the
Millennium Development Goals. A global monitoring
system for the attainment of Gender Equality is currently
based on equal-employment opportunity-index which
disregards other aspects of the issue. The study attempts
to explore other more comprehensive indices of Gender
Equality.
Second Paragraph
• What do other authors/literature say about the
topic?
• Begin this paragraph with the last thought of
the first paragraph.
Second Paragraph
Other indices for gender equality had been proposed in the past
Keynes (2009), Palmer (2010), Akaike (2011) but each of the
counterproposals focused on a different aspect of gender equality.
Keynes (2009) considered gender equality in home decision-making
processes; Palmer (2010) addressed the issue of gender biases in
educational institutions; Aikake (2011), noted the gender biases in
social situations. A comprehensive, albeit, encompassing index of
gender equality is yet to be discovered.
Third Paragraph

• What are the gaps in knowledge that need to

be addressed and are addressed in the study?

• Begin with the last thought of the second

paragraph.
Third Paragraph
It is evident from the cited studies that a comprehensive index for
gender equality has to take into consideration the
multidimensionality of a complex issue. In particular, a clear
definition of “gender equality” has to be made and from it evolve
a comprehensive indicator. Equality at home may not necessarily
translate into equality in the workplace nor in education
institutions but they do constitute parts of a more general
construct called “gender equality”. This is the primary focus of
the present study.
Paragraph 4:
• What is the significance of the study in moving
the frontiers of knowledge in the discipline?

• Begin with the last thought of paragraph 3.

Methods for generating indices of complex
phenomena are desirable from the point of view
of management and policy. They allow for more
scientific, albeit, efficient decision bases to
further specific goals and objectives. The study
significant to develop such methodologies and o
validate the methodologies in the field for both
management and policy use.
PARTS:
RRL:
Students who are healthy are more likely to be successful
in school, and success in school helps children and youth to
develop the knowledge, skills, and attitudes required to lead
healthy lives.
According to Averett and Stifel (2007), malnutrition affects
the cognitive functioning of children, in particular, the negative
effect of undernutrition. Perennial school absenteeism, behavioral
disturbances, delayed mental development and dropping out from
school were some of the most common offshoots of
undernutrition. This eventually affected their performance in
school causing failure to any subject area.
RRL:
In the study of Adelman et al. (2008), malnourished children
tend to have lower cognitive abilities when compared to well-
nourished children. Children also who do not get enough to eat are
likely to suffer from stunted growth and hindered mental
development, thus, affecting also their performance in school.
Good nutrition contributes to healthy growth and development,
chronic disease prevention, and influence strong school
performance among learners (Vinciullo, et. Al., 2009). Accordingly,
balanced nutritional intake is required for adequate biological
functioning, and any deficit or excess could lead to alterations that,
in turn, affect such complex brain functions as the cognitive
processes related to learning.
PARTS:
First Question

Profiling

• What is the Participation Level of identified

Grade 9 undernourished students in
Science?
Second Question

Deepening (Determining causes)

• What are the reasons affecting low

participation level of identified
undernourished Grade 9 students in
Science?
Third Question
Present Status (after intervention)

• What is the Participation Level of identified

Grade 9 undernourished students in
Science after implementing “Breakfast Ko,
Kinabukasan Ko” activity?
PARTS:
Scope and Limitation:
This research is delimited on the improvement of students’
participation rating in Science 9. Recipients of this study are twelve
(12) identified undernourished Grade 9 students of Madrid National
High School with low participation rating in Science 9.

A 50-day regular feeding session through “Breakfast Ko,

Kinabukasan Ko Program” was given to 12 identified undernourished
children from September 5 – October 15, 2015. Their attendance was
checked and monitored regularly in every feeding session as well as
their daily participation in every science activity. Their participation
rating for the second quarter was used as basis for the analyses of
results.
PARTS:
Sampling:

The purposive sampling was used in this research

since all students that need immediate attention were
picked. Analysis as to who were the respondents to be
selected was done based from the causes that emerged
during the data triangulation.
PARTS:
Data Collection:
This action research used the descriptive method. Data
collection was based on students’ and their Participation Rating
for the first quarter. Four (4) sources of data were used to
generate viable target-respondents for appropriate actions. Their
nutritional status records bases on their body mass index (BMI)
and their grades in their class participation, an observation with
field notes to keep records of their responses in class activities
and an interview to supply authentic reasons for their actions or
inactions. These data were triangulated and confirmed primary
causes of their problem.
PARTS:
Ethical Issues:
Prior to the provision of the intervention program, the
parents as well as the identified students were called in a special
meeting. The results of their participation rating were presented
and the planned intervention also was being introduced. The
parents with their children were given orientation as to how the
intervention goes through and the agreements that both parties
defined on the whole duration of the intervention process. Both
parents and students are aware of their responsibilities including
timelines and targets. Consent and commitment signing was also
done after the meeting to ensure responsibility and responsive
action toward the agreement.
 (for proposals only)

Objectives Activities Time Persons Cost Remarks

Frame Involved Estimates
(for proposals only)
(for proposals only)
(for proposals only)
PARTS:

VI – Results and Findings – discuss the results and

findings of the actions taken. Present comparative
results of previous a performance to present
performance
Results and Findings:
Table 1. No. of Students and their Participation Rating in Science 9

71-74 75-79 80-84 86-up N = 32

5 11 7 9 32
The table shows the number of students who are classified as
undernourished. Out of 32 students, 5 students are on the beginning level
which is classified as failing students. 11 students are on the developing
level, 7 on the approaching proficiency and 9 on the Proficient up to the
Advanced level. The table further shows that most undernourished students
perform slow and participate less on their class activities. If not given
attention, student might repeat a grade level due to failure to perform and
participate class activities.
Results and Findings
Table 2. Causes of Undernutrition based on interview transcript
Eat Breakfast
No Breakfast to Do not like to
but Food is Skip Breakfast N = 16
Eat Eat Breakfast
not Nutritious
4 8 3 1 16
The table shows the reasons why students have low performance rating in
Science 9. 8 students claimed that they have no breakfast to eat and yet
they go to school. 4 students said that they have eaten their breakfast but
the food taken was not nutritious. 3 students do not like to eat while the
other 1 skips breakfast. Out of 16, 12 students were picked with almost
closer reasons. If these students were not given proper nutrition, they
continue to become week and less participative in the class.
Results and Findings
Table 3. Performance Rating of G-9 Students after intervention
Participation Rating Participation Rating
Students
(First Grading) (Second Grading)
A 75 76
B 73 75
C 71 76
D 74 77

The table shows the performance rating of G-9 Science students before and after the
Breakfast Ko, Kinabukasan Ko Program. It is shown in the table that there is an
increase of students’ participation rating after the intervention. It is very clear that
students’ performance rating increased from beginning level on the first quarter to
developing level on the second quarter. Supported by Kassier, S. and Veldman, F.
(2013), poor nutrition can leave students’ poor performance in school. In Alaimo’s et
al. (2001) stand, children who do not get sufficient meals are more likely to repeat a
grade. Proper breakfast can enhance students’ psychosocial well-being and school
academic performance. With proper nutrition, students’ performance in school can
be improved.
PARTS:

VII – Conclusion and Recommendation

Make general statements out from the findings of
the study.

• Based on the findings, there is an increase of

students’ participation level through regular
feeding. Thus, nutrition is an essential factor for
students learning. The failure to stabilize
students’ nutritional needs leading t
undernourishment eventually leads to poor
performance in schools
RECOMMENDATION
Make recommendations as suggestive as possible
focusing on what might be the next step
(suggestions).

• On this case, there may be a comprehensive and

sustainable feeding program for identified
undernourished students to help them perform better in
school. A cohesive partnership design may be
encouraged to the school and its sponsors as well as its
stakeholders to sustain feeding programs for students
with nutritional needs
PARTS:

VIII – List of References – provide in text of

work and reference list using APA Model
Questions/Clarifications
Thank You…