ACTION RESEARCH - HO 1

https://www.teacherph.com/action-research-education/

Action research involves taking actions to improve teaching and learning practices and collecting
data to measure the impact of those actions. 

Researchers who use this approach believe that it is the best way to ensure that the needs of
students are being met.

Table of Contents
 What Is the Purpose of Action Research in Education
 Why Action Research Is a Preferred Method of Inquiry in Education
 How Does Action Research Differ From Other Research Methods
 How Does Action Research Work
 What Are the Benefits of Action Research for Teachers and Students
 What Examples of How Action Research Has Been Used to Improve Teaching and Learning
Practices
 What Are the Challenges Associated With Action Research
 What Are the Limitations of Action Research
 How Do You Get Started In Action Research
 Conclusion
What Is the Purpose of Action Research in Education

The purpose of action research in education is to improve teaching and learning by taking a
collaborative, reflective, problem-solving approach to investigating classroom practice. Action
research involves cycles of planning, implementing, observing, and reflecting on changes made
to improve practice.

Why Action Research Is a Preferred Method of Inquiry in Education

There are several reasons why action research is becoming more popular in education:

1. It is an inclusive process that allows all stakeholders to be involved in the research. This
includes teachers, students, administrators, and even parents.
2. It is a very effective way to get feedback from teachers and students about what is
working and what needs improvement.
3. It helps build educators’ shared understanding of teaching and learning.
4. It allows teachers to reflect on their practice and learn new strategies for improving
student outcomes. 
5. It is focused on practical solutions to real problems faced by educators.
6. It has been found to be particularly effective in professional development contexts. Many
teacher education programs now require their students to complete an action research
project as part of their degree.
 7. It is more effective than traditional research methods, which often fail to address the
unique needs of specific groups.
8. It is a cyclical and recursive process, which means that it allows for constant reflection
and improvement.
How Does Action Research Differ From Other Research Methods

One of the main differences between action research and other research methods is that action
research focuses on solving specific problems. It is also designed to be interactive so that
researchers can get feedback from those impacted by their work. This makes it an effective tool
for changing schools and other educational settings.

How Does Action Research Work

Action research is a cyclical process that involves four steps: planning, action, observation, and
reflection. 

During the planning stage, researchers identify a problem or question they would like to
explore. They then develop a plan for how they will go about investigating this question. 

The action stage is when the research takes place. It involves conducting experiments, changing
teaching practices, or collecting student data. 

The observation stage is when researchers collect data about what is happening during the
action stage. This data can be used to measure the impact of the actions taken and determine if
they successfully achieved their goals. 

The reflection stage is when researchers analyze the data collected during observation and
discuss what they have learned. It allows them to change their plan and continue with the cycle.

What Are the Benefits of Action Research for Teachers and Students

There are several benefits of using action research in education, including the following:

1. It helps teachers to become more reflective practitioners. Through reflection, teachers can
learn new strategies for improving student outcomes.
2. It helps teachers to develop a shared understanding of teaching and learning. This can
lead to collaboration among educators and improved communication between teachers
and students.
3. It is a collaborative process that encourages teamwork and builds relationships among
educators.
4. It allows teachers to try new ideas and see how they work in practice.
5. It encourages teacher-student dialogue about learning and helps students become more
engaged in their education.
6. It promotes professional development among educators.
 7. It is a cyclical process, so researchers can continue to refine their practices based on the
feedback they receive.
8. It can lead to positive changes in the classroom and the school.
What Examples of How Action Research Has Been Used to Improve Teaching and Learning
Practices

One example of how action research has been used to improve teaching and learning practices is
using portfolios. A portfolio is a collection of student work used to assess their learning
progress. Portfolios can track students’ development over time and identify areas where they
need assistance. They are also used to evaluate the effectiveness of teaching practices.

Another example is the use of formative assessments. Formative assessments are tests

throughout the school year to measure students’ understanding of a topic. They help teachers to
determine which concepts students understand and which ones they need more help with. They
are also used to adjust teaching strategies based on students’ needs.

Action research can also be used to improve instruction for English Language Learners
(ELLs). ELLs are students who are new to English or who are not yet proficient in the language.
Instruction for ELLs should be differentiated based on their level of proficiency. Additionally, it
should be tailored to meet their individual needs. Action research can help educators to identify
the best ways to teach ELLs and help them to achieve success in school.

What Are the Challenges Associated With Action Research

There are also some challenges associated with Action Research, including the following:

1. It can be time-consuming, especially if researchers are working alone.

2. Finding the resources needed to implement action research projects can be difficult.
3. Getting buy-in from stakeholders, including administrators, teachers, and students, can be
challenging.
4. Not all research projects will yield positive results, discouraging those involved.
There are also some challenges associated with action research that can be difficult to overcome:

1. It can be challenging to get everyone on board with the changes being made. This is
especially true if the changes are controversial or involve significant changes to the status
quo.
2. It can be difficult to measure the impact of actions taken, especially in the short term.
This can make it hard to determine whether or not the changes positively impact students.
These obstacles, however, can be overcome by following a few simple steps:

1. Ensure that everyone involved in the research process understands why the changes are
being made and what they hope to achieve.
2. Collect data regularly and track progress over time. This will help to determine whether
or not the changes are having a positive impact on students.
 3. Be willing to adapt and change course if necessary to achieve desired results.
Action research is a powerful tool that can help to improve teaching and learning practices.
However, it is important to be aware of the challenges associated with this type of research to
overcome them. 

By taking the steps outlined above, researchers can ensure that they can make the most of action
research and its potential benefits.

What Are the Limitations of Action Research

This method is effective for meeting the needs of students, but there are some limitations to
consider.

One limitation of action research is that it can be time-consuming. Researchers often have to
collect and analyze data on their own, which can take a significant amount of time. Furthermore,
taking action and then measuring the impact of those actions can also be lengthy.

Another limitation of action research is that it can be expensive. To measure the impact of
changes made in the classroom, researchers often need to purchase or rent equipment and pay for
software licenses or subscriptions (e.g. IBM SPSS Statistics, Microsoft Excel).

Finally, action research can be challenging to implement. It requires a certain level of expertise
and can be difficult to carry out without proper training.

How Do You Get Started In Action Research

If you are interested in using action research, there are a few things you need to know. 

First, it is essential to understand that action research is a process, not a product. It takes time and
effort to complete a successful action research project.

Second, you must clearly understand the problem or question you want to investigate. This
should be something you are passionate about and think can make a difference in the lives of
your students.

Third, you need to be willing to take action. One of the key characteristics of action research is
that it involves taking real-world actions to improve teaching and learning practices. This can be
challenging, but it is also exciting and rewarding.

Finally, you must be prepared to collect data and measure the impact of your actions. This is
essential for documenting the success of your project and sharing your findings with others.
If you are ready to start using action research in your classroom or school, many resources are
available to help you get started. The best place to start is with your school’s division office.
They can provide information on how to get started and connect you with other educators who
are also interested in using action research.

READ:

DepEd Research Management Guidelines

DepEd Action Research Topics and Sample Titles

Teacher Quality as a Key Factor Influencing Student Learning Outcomes

DepEd Supplemental Research Guides and Tools

DepEd School Research Manager Duties and Responsibilities

In addition, several books and articles can help you learn more about action research. These
resources will provide an overview of the process and give you some practical tips for getting
started.

BOOK:

Action Research an Essential Writing Guide for Teacher and Would Be Teachers by Darwin D.
Bargo, Ed.D., Ph.D.

With these things in mind, you can start your journey toward becoming an action researcher
today.

Conclusion

As educators, we must constantly look for ways to improve our teaching and learning practices.
Action research is a great way to do that, as it allows us to take steps to improve student
outcomes and then collect data to measure the impact of those actions. 

It would be best if you considered using this approach in your work, as it is the best way to
ensure that students get the most out of their education.
 How to Cite this Article

Llego, M. A. (2022, August 28). Action Research in Education: What You Need to Know.
TeacherPH. Retrieved August 28, 2022 from, https://www.teacherph.com/action-research-
education/

DepEd Research Management Guidelines

by Mark Anthony Llego
The DepEd Research Management Guidelines (RMG) provide guidance in the management and
conduct of research initiatives at the national, regional, schools division, and school levels to
further promote and strengthen the culture of research in basic education. This policy also covers
instructions for eligible DepEd employees in availing of research funds.

March 20, 2017

DepEd Order No. 16, s. 2017

Table of Contents
 DepEd Research Management Guidelines
 Research Management Guidelines
o Rationale
o Scope of the Policy
o Definition of Terms
o Policy Statement
o Research Management Guidelines
 Research Committees
 Research Management Cycle
o Fund Sources
o Special Provisions
 VII. RESEARCH PARTNERSHIPS
o Monitoring and Evaluation
o Effectivity Transitory Provisions
o References
 DepEd Order No. 16, s. 2017
 DepEd Research Management Guidelines

To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. In support of the Department’s policy development process, research agenda, and policy
and program development and implementation, the Department of Education (DepEd)
continues to promote and strengthen the culture of research in basic education. DepEd
hereby establishes the Research Management Guidelines (RMG) to provide guidance in
managing research initiatives in the national, regional, schools division, and school
levels. The enclosed policy also improves support mechanisms for research such as
funding, partnerships, and capacity building.
2. This policy which is built on the gains in evidence-based decision-making from various
education reforms or initiatives shall strengthen the culture of research in the Department.
In addition, it improves the fund-sourcing mechanisms, and reinforces the link of
research to education processes through research dissemination, utilization, and
advocacy.
3. This issuance repeals DepEd Order (DO) No. 43, s. 2015 and DO 4, s. 2016 and other
issuances, rules and regulations, and provisions which are inconsistent with this policy.
These provisions shall be rescinded or modified accordingly.
4. Immediate dissemination of and strict compliance with this Order is directed.

ATTY. ALBERTO T. MUYOT

Undersecretary
Officer-in-Charge

Research Management Guidelines

Rationale

The Governance of Basic Education Act of 2001 (RA 9155) mandates 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 policy development.
To promote an environment of evidence-based decision-making, DepEd has made strides in
instituting research and its utilization in policy and program development. DO No. 13, s. 2015
established a systematic policy development process in the Department, promoting evidence-
based policy formulation supported by research studies. To provide financial support to the
conduct of research in the field, DO No. 43, s. 2015 and DO No. 4, s. 2016 set guidelines on the
use of the Basic Education Research Fund (BERF). This policy outlined a clear framework for
the implementation of a grant-awarding facility that had been underutilized since the issuance of
DO No. 24, s. 2010 which originally made such grants available. To put focus on these research
initiatives, DO No. 39, s. 2016 promulgated the Basic Education Research Agenda, which makes
known the research priorities of the Department across four themes (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).

Implementation of the said policies brought about a renewed vigor in the conduct of research,
solidifying the Department’s thrust towards evidence-informed policies and programs. While
there are marked changes in the perception of research, implementation challenges also surfaced
from regular feedback and the conduct of policy review of the BERF Guidelines. Apart from
issues arising from availing of and implementing the BERF, concerns primarily centered on
improving research management at every governance level.

As we strengthen the culture of research in the Department, this policy seeks to build on the
gains from the abovementioned reforms by establishing a framework for the management of
research initiatives at all levels of governance. The said framework intends to improve the grants
management process for BERF and other possible fund sources, and reinforces the link of
research to education processes through research dissemination, utilization, and advocacy.

Scope of the Policy

The Research Management Guidelines (RMG) provide guidance in the management and conduct
of research initiatives at the national, regional, schools division, and school levels to further
promote and strengthen the culture of research in basic education. This policy also covers
instructions for eligible DepEd employees in availing of research funds.

Definition of Terms

For clarity and consistency, the following frequently used terms and phrases in this document
will be construed as follows:

1. Action Research – is a process of systematic, reflective inquiry to improve educational

practices or resolve problems in any operating unit (i.e. school, classroom, office)

2. Basic Education Research Fund (BERF) – is a grant provided by the Department of

Education to support education research in aid of evidence based policy formulation.
3. Conflict of interest – refers to situations in which financial or other personal considerations
may compromise a researcher or research manager’s professional judgment in evaluating,
conducting, or reporting research.

4. Cost Sharing – refers to funding a portion of the estimated through another fund source

5. Culture of Research – is the regular exercise of systematic inquiry to improve program and
policy development and implementation

6. Education Research – is the “scientific field of study that examines education and learning
processes and the human attributes, interactions, organization, and institutions that shape
educational outcomes”2

7. Fraud – is a deliberate form of deception intended to result in financial or personal gain

8. Grant – an amount provided by DepEd or any organization/government agency for the

purpose of conducting research

9. Grantee – refers to an individual or group who has received a research grant and is
conducting a research project

10. Lead Proponent – refers to an individual who will directly coordinate with the secretariat on
administrative and financial matters of the approved research

11. Plagiarism – is intellectual theft, i.e. presenting and/or claiming another’s work as your own
without appropriate recognition by way of referencing and citation.

12. Proponent/s – refers to an individual or group that submitted a proposal for a research grant

13. Referencing – is citing the authors or documents used in the research proposal and research
report.

14. Research Manager/s – is an individual/office that oversees research initiatives (i.e. call for
proposals, evaluation, tracking of progress) at their respective governance levels

15. Research Proposal – is a document which provides the details of a proposed study (i.e.
research purpose and methodology, estimated cost, work plan)

Policy Statement

DepEd hereby establishes the Research Management Guidelines to provide guidance on the
research management processes, and the roles and responsibilities of research managers in the
central, regional, schools division offices, and schools. This policy also further improves the
mechanisms in availing of and utilizing available resources for research, as well as related
initiatives with external stakeholders.

Research Management Guidelines

Research Committees

Research Committees will be set up at each governance level to provide guidance on research
directions, particularly in aligning such initiatives with the national and local Basic Education
Research Agenda. The Committees will spearhead the call for proposals, evaluation, approval,
and grant of available funds for research proposals, partnerships, and dissemination of results.
Below are the composition, roles, and responsibilities of the committees per governance level.

National Research Committee (NRC)

The National Research Committee (NRC), established through DepEd Order 43, s. 2015, will
continue to assume oversight responsibilities over research management at the Central Office.
Specific responsibilities of the NRC are the following:

1. Provide guidance in the development, review, evaluation, and updating of the Basic Education
Research Agenda;

2. Approve research proposals from bureaus, services, and those endorsed by the Regional
Research Committee (RRCS) which cover at least two regions;

3. Approve proposed research initiatives and research-related activities in the Department;

4. Forge partnerships with academic and research institutions on education research initiatives
and projects;

5. Resolve emerging issues on the management and conduct of education research;

6. Recommend the release of research funds based on monitoring and evaluation reports,
including but not limited to the BERF;

7. Ensure that cost estimates fall under the existing accounting and auditing rules and
regulations; and

8. Provide feedback to the Executive Committee (ExeCom) on research initiatives.

The composition of the NRC will be as follows:

Chair: Undersecretary for Planning and Field Operations

Co-Chair: Undersecretary for Curriculum and Instruction

Members:

Director, Planning Service

Director, Bureau of Education Assessment
Director, Bureau of Human Resource and Organizational Development
Director, National Educators Academy of the Philippines
Director, Finance Service – Budgeting and Monitoring

For invitation: Director of concerned bureau or service depending on the research topic

Secretariat:

Policy Research and Development Division, Planning Service (PS-PRD)

To facilitate the evaluation and approval of research proposals, Committee members may
designate permanent alternates to represent them during NRC meetings, in case of unavailability.

The NRC Secretariat will deliver the following:

1. Organize, coordinate, and document meetings of the committee;

2. Conduct initial screening of submitted proposals for compliance with submission guidelines;

3. Aid NRC members in recommending proposals for approval as per the criteria and scoring
template (Annex 4) ;

4. Liaise with academic and research institutions in the conduct of the research;

5. Provide technical assistance to researchers on the conduct of their studies; and

6. Prepare complete staff work in support of the committees’ functions as needed.

Regional Research Committee (RRC)

The Regional Research Committee (RRC), established through DepEd Order 43, s. 2015, will
continue to manage research initiatives at the regional level.
The RRC has the following roles and responsibilities:

1. Provide directions on research initiatives through the national and local Basic Education
Research Agenda, and other identified priority research areas in the region;

2. Evaluate and approve research proposals and other related research initiatives from the region
and schools divisions, in particular, proposals to be funded under BERF or any other fund source
lodged in the region;

3. Confirm school research proposals endorsed by the Schools Division Research Committee
(SDRC) unless the committee finds major issue(s) in the SDRC-approved research proposals (i.e.
finance/cost estimates, among others)

4. Forge partnerships with academic and research institutions on education research initiatives
and projects;

5. Resolve emerging issues on the management and conduct of research;

6. Recommend release of regional research funds;

7. Provide feedback to the Regional Executive Committee on approved, ongoing, and completed
research;

8. Ensure that cost estimates fall under the existing accounting and auditing rules and
regulations; and

9. Endorse appropriate research proposals for consideration as national level proposals to the
NRC.

The RRC will be composed of the following:

Chair: Assistant Regional Director (ARD)

Co-Chair: Chief of Policy, Planning, and Research Division (PPRD)

Adviser: Regional Director

Members:

Chief of Curriculum and Learning Management Division (CLMD)

Chief of Education Support Services Division (ESSD)
Chief of Human Resource Development Division (HRDD)
Chief of Quality Assurance Division (QAD)
Chief of Field Technical Assistance Division (FTAD)
Chief of Finance Division

By invitation: Legal officer and/or focal person of concerned functional division I learning area I
program

Secretariat: Policy, Planning, and Research Division (PPRD)

To facilitate the evaluation and approval of research proposals, Committee members may
designate permanent alternates to represent them during RRC meetings, in case of unavailability.
In addition, the region may form a Technical Working Committee (TWC) which will conduct
initial technical evaluation of proposals prior to the RRC evaluation.

The RRC Secretariat will deliver the following:

1. Organize, facilitate, and document meetings of the Committee;

2. Conduct initial screening of submitted proposals for compliance with submission guidelines;

3. Aid RRC members in recommending proposals for approval as per the criteria and scoring
template provided in Annex 4;

4. Liaise with academic and research institutions in the conduct of the research;

5. Provide technical assistance to researchers on the conduct of their studies;

6. Conduct periodic monitoring on research initiatives in the schools divisions, and schools
within the region;

7. Prepare periodic reports on accomplishments related to regional research initiatives and fund
utilization; and

8. Prepare complete staff work in support of the Committee’s functions as needed.

Schools Division Research Committee (SDRC)

The Schools Division Research Committee (SDRC) will assume the responsibilities of research
management at the schools division level. The SDRC will have the following roles and
responsibilities:
1. Provide directions on research initiatives through the national and local Basic Education
Research Agenda, and other identified priority research areas in the division;

2. Evaluate and approve research proposals and other related research initiatives from the schools
and community learning centers (CLCs) to be funded under BERF;

3. Evaluate and approve research proposals and other related research initiatives within the
schools division to be funded by other fund sources;

4. Forge partnerships with academic and research institutions, government agencies, and other
DepEd offices on education research initiatives and projects;

5. Prepare and submit reports to the RRC on all research initiatives conducted in the division
from all fund sources;

6. Resolve emerging issues on the management and conduct of research

7. Ensure that cost estimates fall under the existing accounting and auditing rules and
regulations; and

8. Endorse approved school level proposals to the Regional Office for confirmation and release
of funds under BERF.

The composition of the SDRC is as follows:

Chair: Assistant Schools Division Superintendent (ASDS)

Co-Chairs: Chief, School Governance and Operations Division Chief, Curriculum

Implementation Division Adviser: Schools Division Superintendent (SDS)

Members: SEPS, Planning and Research CID Representative/s based on requirement for the
evaluation

Representative from Finance Unit

By invitation: Focal person of concerned division / learning area / section I program Secretariat:
School Operations and Governance Division (SGOD)

To facilitate the evaluation and approval of research proposals, Committee members may
designate permanent alternates to represent them during SDRC meetings, in case of
unavailability.
The SDRC Secretariat will deliver the following:

1. Organize, coordinate, and document meetings of the Committee;

2. Conduct initial screening of submitted proposals for compliance with submission guidelines;

3. Aid SDRC members in recommending proposals for approval as per the criteria and scoring
template provided in Annex 4;

4. Liaise with academic and research institutions government agencies, and other DepEd offices
in the conduct of the research;

5. Provide technical assistance to researchers on the conduct of their studies;

6. Conduct periodic monitoring on research initiatives in schools and community learning

centers (CLCs) within the division;

7. Prepare periodic report on accomplishments related to division research initiatives; and

8. Prepare complete staff work in support of the Committee’s functions as needed.

Research Management Cycle

Call for Research Proposals

The National and Regional Research Committees will spearhead the periodic call for research
proposals in their respective areas at least once a year, or as deemed necessary by the committee
and/or the funding source. Calls for proposals will be made in view of maximizing the efficiency
of the process, and use of the funds. The SDRC, in coordination with the RRC, will assist in
wide dissemination of the call for proposals in schools. The Secretariat at all levels will conduct
dissemination and capacity building activities on the preparation of research proposals and
funding opportunities.

Proponents will be given one (1) month after the posting of call for proposals to submit the
intended study. The research proposal will be submitted in either hard or electronic copies to the
appropriate research committee. The requirements are as follows:

1. Application form and endorsement of immediate supervisor of the proponent (Annex 1);

2. Research proposal (Annex 2); and

3. Anti-plagiarism and absence of conflict of interest declaration (Annex 3)

Evaluation of Proposals

a. Initial Screening

The respective Secretariats will conduct initial screening of submitted proposals against the
eligibility requirements. Proposals falling under the following conditions will not be further
evaluated, and will immediately be returned, with technical inputs, to the proponents:

1. Incomplete documentary requirements as prescribed during the call for proposals;

2. Conflict of interest in personal and professional aspects, which may influence the impartiality
of the parties concerned, whether the proponent or the research manager;

3. Non-conformance to research ethics;

4. Exceeding the maximum amount of research grant with no provision for cost-sharing;

5. Non-alignment of research topic with the national and local Basic Education Research
Agenda; and

6. Cost estimates not within the existing accounting and auditing rules and regulations

The Secretariat will duly inform the proponent of the results from the initial screening. The
proponents who passed the initial screening shall then be endorsed to the respective research
committees for a more rigorous evaluation.

For researches that will involve Indigenous Peoples (IP) learners, Indigenous Cultural
Communities (ICCs), Indigenous Knowledge Systems and Practices (IKSPs), and Indigenous
Learning Systems (ILSs), the Secretariat shall conduct a discussion with the recognized
community representatives or elders in IPEd implementation from the community/ies to be
involved in the research to validate the proposal’s compliance with the ethical requirements
discussed in Section VI.C of this document.

b. Committee Evaluation

The secretariat shall prepare the completed staff work for the research committees prior to the
evaluation of the proposals.

The research committee shall evaluate the proposals using the criteria and scoring template as
attached in Annex 4. At any point in the evaluation process, the committee may contact the
proponent for clarifications through the most cost-efficient means.
For researches that will involve IP learners, ICCs, IKSPs, and ILSs, the committee may contact
recognized community representatives or elders from the communities to be involved in the
research to clarify any concerns related to the conduct of the research.

To qualify for approval, the proponent must have a minimum score of 70%. The research
committee shall provide comments, if any, to the proposals, for consideration of the proponent
prior to the implementation of the research.

The RRC may endorse a research proposal to the NRC if the study covers more than one region,
and is relevant to policy formulation at the national level.

iii. Notification of Results

Once the research committee has evaluated the proposal, the secretariat will send a notification
letter of the results (Annex 5) to the proponent.

For approved proposals, the secretariat will conduct an orientation to brief the proponents on the
requirements, roles, and responsibilities of both the researcher and the concerned committees.

For disapproved proposals, proponents are encouraged to resubmit their proposals for
consideration once they incorporate the comments from the previous evaluation. Technical
assistance may be provided by the secretariat.

iv. Progress Monitoring

The Secretariat shall track the progress of all approved researches based on the approved work
plan, and provide technical assistance as needed. As research managers, the NRC, RRC, and
SDRC will conduct random visits to the locations of research, and discuss with the researchers
the status of their studies.

School heads and Division ALS coordinators will track the progress of approved researches in
their respective schools and CLCs.

v. Technical Assistance

Technical assistance will be provided by the research managers to the researchers based on the
feedback from the progress monitoring. PRD-PS, PPRD-RO, and the SGOD will assist the
researchers, if needed or as requested, at any point during the research implementation.

vi. Provision on Changes and Extension

Request for Changes in the Research – Any deviation from the original and approved research
proposal must immediately be communicated to the Secretariat.
For modifications on the research design of the same research topic, the researcher must write a
letter to the relevant research committee detailing the changes made. The research committee
will evaluate the changes for their approval. The approved research topic cannot be changed by
the researcher at any point during the study.

Cost implications due to changes will not be granted with additional DepEd funds, unless
another funding source is available for this purpose. Cost sharing arrangements, if applicable,
should be explicitly indicated in the proposal (Annex 1).

Request for Extension – In the event that the grantee sees the need for an extension, a letter of
request for extension with justification must be submitted to the chair of the relevant research
committee. Valid reasons for extension such as, but not limited to, illness of the researcher,
occurrence of disasters, and other extenuating circumstances will be decided by the Committee.
The request for extension will be approved, provided there will be no additional cost to DepEd.
The researcher will be allowed only one request for extension. The duration of the extension will
be assessed and decided by the Research Committee. Granted extensions will not exceed one (1)
year.

In cases where unforeseen circumstances force the cessation of the implementation of the
research, the researcher shall write a letter to the Research Committee with justification and
documentary support.

vii. Submission and Acceptance

Completed research (Annex 6) must be submitted to the research committees. The Secretariat
will conduct technical evaluation to determine the acceptability of the output. Submitted outputs
with additional requirements, comments, and recommendations will be returned for revision.
This will be outside the research work plan.

In addition, for accountability and reproducibility of research, researchers will submit an

executive data set in an accessible file format (i.e. Microsoft Excel file). Final approved outputs
will be submitted in soft (PDF copy) and hard copies to the committee secretariats.

viii. Dissemination and Utilization

Dissemination and utilization of research results are crucial in the achievement of learning
outcomes, and improve teaching-learning and governance processes in schools, SDOs, ROs, and
CO. Research managers, in collaboration with the researchers, will take measures to ensure the
dissemination and utilization of research results in various settings across governance levels.
Further, researchers will disseminate and discuss their research results and recommendations in
the area/office/governance level where the study was conducted, preferably attended by the
respondents. Research managers will provide a venue to actively disseminate results from
completed research studies, and encourage everyone to analyze, consider, and incorporate these
results in their practices.
The region and division may organize research conferences, research forums, and policy forums
to gather education researchers to share their research findings, gather new inputs and research
ideas, and discuss policy options based on research results. Further, research managers may also
publish research journals and bulletins for wider dissemination, and as a potential archival
mechanism for completed research.

In addition, the region and division may utilize completed researches to improve learning
outcomes and governance processes in their respective areas. Evidence should be heavily used in
the development of policies, frameworks, programs, and projects; strategic, operational, and mid-
term plans; training programs; and instructional materials, to mention a few governance
strategies.

With full support of school heads, teachers will disseminate and utilize their research through
existing mechanisms such as, but not limited to, the following venues:

 Learning Action Cells (LACs). The LAC sessions may be maximized by sharing the
results of ongoing and/or completed research. These may serve as input for teachers in
their respective teaching-learning strategies.
 In-Service Training (INSET). The training design may include discussions on research
results and how these can be utilized.
 School Governing Council (SGC). Research results and proposed actions can be
presented during school planning and monitoring activities.
 Enhanced School Improvement Plan (eSIP) / Annual Implementation Plan (AIP) –
Research results may be incorporated in the SIP. School planning activities may bring
forth possible research topics. These may also be plotted as research initiatives in the SIP
and AIP.
 School Report Card (SRC). Interventions made as a result of action results may be
included in the SRC.

ix. Archival

PRD-PS, in close collaboration with PPRD-RO and SGOD, will set up mechanisms to archive all
completed education researches, along with other relevant documents, such as the data sets used
during the study.

x. Monitoring and Evaluation

Apart from the progress monitoring of the researches being conducted, PRD-PS, PPRD-RO, and
the SGOD shall conduct monitoring and evaluation of the entire research management cycle
within their respective areas to continuously improve the management of research. Feedback will
be communicated through M&E platforms in their respective governance levels.
Fund Sources

i. Basic Education Research Fund (BERF)

This fund will support education research initiatives in the Department such as, but not limited
to, funding for approved education research proposals of DepEd employees, capacity building,
research dissemination and utilization, policy development, technical support, and monitoring
and evaluation.

1. Allocation

All regions will be provided with funds to support the approved proposals and conduct of related
activities. BERF will be managed by the PPRD-RO.

Seventy-five percent (75%) of the allocation will be exclusively used to fund research proposals
from the region, schools division, and schools. The remaining twenty-five percent (25%) will be
used for research-related expenses such as, but not limited to, capacity building, research
dissemination activities, and representation fees for research conferences, among others.

Depending on fund availability, additional funds will be released to regions which have utilized
eighty percent (80%) of the initial allocation, as reflected in the region’s utilization report.

2. Scope and Allocation of Research Proposals

Research proposals must be in line with the Basic Education Research Agenda (DO 39, s. 2016).
Other research topics not covered in the agenda but are deemed a priority in the region, schools
division, or school may also be considered. The table below outlines the maximum amount of
grants per research proposal, depending on the scope of the research.

DURATION OF
SCOPE MAXIMUM AMOUNT
RESEARCH

Research that is nationwide in

Not more than PhP
National scope or covering at least two Maximum of 1 year
500,000.00 per research
regions

Research that is region-wide or

Not more than PhP
Region covering at least two divisions/ Maximum of 1 year
150,000.00 per research
division-wide.
 Research that is division-wide,
Not more than PhP
Division districtwide, or covering at least Maximum of 1 year
150,000.00 per research
two schools.

(Action) Research that is

Schools / Not more than PhP Maximum of 6
classroom based or school/CLC-
CLCs 30,000.00 per research months
wide in scope.

Personnel from the school, schools division, and region may submit a research proposal that is
nationwide in scope, provided that the conduct of research will not interfere with their regular
functions in their respective schools and offices.

Offices may also submit action research proposals which aim to improve office operations. The
amount and duration of these researches will be similar to that of school/CLC-level researches.

3. Eligibility of Proponents

All regular / permanent employees, teaching, teaching-related, and non-teaching personnel of the
DepEd National Office, regions, schools divisions, and schools are eligible to avail of the
research fund, provided they meet the following eligibility criteria:

a. proponents are regular I permanent teaching or nonteaching personnel of the Department of

Education;

b. proponent/s have no pending administrative case;

c. proponent/s have not yet availed of the grant for the given year; and

d. there is a maximum of three (3) research team members for group proposals;

While members are treated equally in the proposal, lead proponents will be appointed to liaise
with the secretariat on administrative and financial matters.

4. Eligible and Non-Eligible Activities and Expenditures

The research committees shall ensure that the expenses detailed in the research proposal are
appropriate and necessary in the conduct of research. Measures must be taken to ensure that the
funds are maximized so more proposals will be covered.

For BERF grantees, the research fund will be utilized for the following activities:
a. Expenses related to the implementation of the approved research proposals which include, but
are not limited to, the following:

Supplies and materials;

Domestic travel expenses;

Communication expenses;

Reproduction, printing, and binding costs;

Food and other incurred expenses during conduct of research (surveys, FGDs); and

Other expenses related to the conduct of research not listed in the non-eligible expenditures

b. Expenses related to research dissemination

Specifically, the research fund will not be used for the following expenses:

a. Equipment;

b. Software;

c. Salary, overtime pay or honorarium for resource persons, statisticians, and other service
providers

d. Utilities;

e. Office rental; and

f. All overseas travel and all items not included in the approved research proposal

Research funds to be managed by the Central and Regional Office may also be utilized for the
following:

a. Capacity building of the evaluators of research proposals and fund managers from the national,
regional, and schools division offices;

b. Development of database system for education research;

c. Representation fees of research grantees for research conferences;

d. Progress and results monitoring of research implementation;

e. Development and publication of research journals and bulletins of DepEd-initiated research;

f. Other initiatives and activities related to research which are deemed appropriate by the
National and Regional Research Committees;

Use of the 25% research support fund lodged at the RO should prioritize capacity-building and
local dissemination of research results.

5. Release and Liquidation of Funds

BERF is output-based. The release and liquidation of funds are dependent on the submission and
acceptance of the grantee’s deliverables. Once the deliverables are accepted by the research
committees and submitted to the Budget and Accounting Divisions, the approved amount will be
released to the grantee. The Secretariat will inform the grantee when the funds are released. The
allotted amount will be released to the grantee through the most cost-efficient means.

Submission of the deliverables as indicated in the table below will serve as liquidation
documents.

Deliverables and Documentary

Scope Tranche Percentage
Attachments

Inception Report

Data collection instruments

First Tranche (Mobilization
National 40%
Fund) Certificate of Acceptance for the
deliverables

Copy of MOA

Second Tranche 40% Data collection activities

Data analysis

Initial findings

Certificate of Acceptance for the

 deliverables

Copy of MOA

Final Report

Certificate of Acceptance from the

Last Tranche 20% National or Regional Research
Committees

Copy of MOA

Tranches only apply for proposals costing PhP5,000.00 and above. The approved full amount
will be released to the grantee upon submission of the Work Plan and the MOA.

Scope Tranche Percentage Deliverables

Work Plan

First Certificate of Acceptance for the

Schools/ CLCs 80%
Tranche deliverables

Copy of MOA

Final Report

Certificate of Acceptance from

Last
20% the National or Regional
Tranche
Research Committees

Copy of MOA
6. Submission of Deliverables

To facilitate the release of funds, grantee/s will submit their deliverables to the secretariat as
indicated in their approved work plan. The secretariat will review the submitted documents, and
send completed staff work to the concerned research committee for the issuance of the letter of
acceptance.

ii. OTHER FUND SOURCES

Research initiatives using other fund sources will follow the research management procedures in
evaluating and approving research proposals. This will follow the usual government accounting
and auditing rules and regulations. Other fund sources include, but are not limited to, local funds
and the Special Education Fund (SEF), as stipulated in Section 4.1.4.1 of the Joint Circular (JC)
No. 1, s. 2017 of DepEd, DBM, and DILG.

For fund sources outside the SEF and BERF, special concerns and provisions may arise
depending on the stipulations in the agreement between DepEd and the funding institution.

Special Provisions

A. EXECUTION OF MEMORANDUM OF AGREEMENT

To ensure accountability, all researches receiving funding from DepEd or other sources must
execute a Memorandum of Agreement (MOA) which contains the conditions and details of the
grant as agreed between the grantee and the funding source/s. Annex 7 is a sample template of
the MOA. The costs for travel for such appearances may be charged to the approved budget for
the research proposal.

The research must commence within five working days upon the signing of the MOA.

B. OWNERSHIP AND AUTHORSHIP OF THE RESEARCH PAPER

The grantee/s will be the sole author of the research. However, the study funded under BERF
will be co-owned by the author/s and DepEd. Written permission from the National and Regional
Research Committees is required if the research will be presented in research conferences,
forums, and other related events, or be published in research journals and bulletins. Also, in these
presentations or publications, the researchers must duly acknowledge the funding source/s for the
study.

C. RESEARCH ETHICS
Conducting research often requires interaction with various people and communities. Education
research in particular heavily focuses on learners and their immediate environment. Thus,
researchers shall observe the highest ethical standards. Similarly, research managers shall uphold
ethical principles in evaluating and implementing research proposals to protect our learners and
communities. This includes ensuring confidentiality in handling data of respondents and
providing consent forms where necessary. Further, anyone found to have violated research ethics
will be blacklisted from availing of any other research grant mechanism in the Department.

In support of this, the Department will establish a Research Ethics Committee (REC) and issue a
corresponding policy on evaluating compliance to research ethics. This is to ensure protection of
respondents to basic education research.

In the interim, researchers will refer to the DepEd Child Protection Policy (DO 40, s. 2012) as
reference for interacting with learners. Further, for researches that will involve IP learners, ICCs,
IKSPs, and ILSs, researchers will adhere to the rights-based approach and the principles of
inclusion, participation, and empowerment as stipulated in the National IPEd Policy Framework
(DO No. 62, s. 2011). Should the research directly discuss or focus on the IP community’s IKSPs
and ILS with information directly generated from the community, the study shall properly
recognize the community/ies where the research was undertaken as co-author and co-owner of
the research. Permission from the concerned community, through its recognized community
representatives or elders involved in IPEd implementation, needs to be sought if the research will
be presented in research conferences, forums, and other related events, or be published in
research journals and bulletins. A copy of the study and subsequent publications featuring the
study shall be given to the said community representatives.

The principles of free, prior and informed consent, and the recognition and protection of
communal intellectual and cultural property rights (Annex 9) will also be meaningfully
considered and adhered to throughout the research process.

D. PLAGIARISM AND FRAUD

The research proponents are required to observe the highest standard of ethics during the
preparation and implementation of the research proposals. They will ensure that the research
proposal and final report submitted are original works. Appropriate referencing and citation must
be included in the research proposal and final report.

The proponent is required to submit an anti-plagiarism declaration (Annex 2) attesting to the

originality of the research study. Any act of fraud and plagiarism will be dealt with accordingly.
Further, anyone found to have committed plagiarism will be blacklisted from availing of any
other research grant mechanism in the Department.

E. FAILURE TO COMPLETE THE RESEARCH PROPOSAL

The letter of approval and MOA will include a provision that, in the event that the research
proponent/s fail to complete and submit the deliverables, the research proponent/s will be
required to return the total amount of the research grant s/he received during the course of the
implementation.

VII. RESEARCH PARTNERSHIPS

To engage external stakeholders in promoting and strengthening the culture of research in the
Department, the NRC, RRC, and SDRC will collaborate with research and academic institutions
on various research initiatives. It is ensured that mutual benefit and reinforced collaboration shall
arise from these partnerships.

A. POTENTIAL RESEARCH PARTNERS

The NRC, RRC, and SDRC may partner with the following institutions:

i. State universities/colleges and other academic institutions – Universities and colleges

which would want to work with the Department may be tapped for potential collaborations and
research activities. Advantages of these partnerships include access of the institution to our
researchers, as well as a deep understanding of the context of the region or the division by the
academic institution.

ii. Development partners – Most development partners with focus on the basic education sector
have research arms that are willing to assist DepEd researchers. Tapping them to cooperate on
research initiatives will give researchers different perspectives based on experiences from the
field and the development sector.

iii. Non-Government Organizations (NGOs) and Civil Society Organizations (CSOs) –

NGOs and CSOs in the basic education sector are also involved in research initiatives to
appropriately target their interventions in schools. DepEd may harvest relevant practices and
experiences upon entering into a partnership with them.

iv. Other Government Agencies / Local Government Units (LGUs) – Some government

agencies and LGUs have established mechanisms and facilities in promoting research within
their sector. Forging partnerships with these agencies may help develop best practices on
research management and implementation.

v. Partnerships with Indigenous Cultural Communities (ICCs). The National IPEd Policy

Framework (DO 62, s. 2011) encourages ICCs to take the lead in doing research that will inform
and guide IPEd implementation (e.g., researches on IKSPs, ILSs, community history).

B. AREAS FOR PARTNERSHIPS

i. Capacity building – DepEd may partner with institutions in providing technical assistance and
capacity-building activities for research committees, education managers, school heads, teachers,
and other DepEd personnel. This may be done through formal training or through apprenticeship
in the research projects of the institution. DepEd may also share best practices with partner
institutions.

ii. Resource sharing – DepEd and the partner institution may share resources from their
respective databases which may help DepEd researchers in completing their research. Research
partners may also utilize the researches owned by the Department.

iii. Research grants and funding – Partnerships may also explore the possibility of providing
grants for DepEd researchers. This will expand the opportunities of DepEd to conduct research
with funding support from external sources.

iv. Research collaboration – DepEd and partner institutions may embark on research projects
together, with team members coming from both DepEd and the partner institution. This will also
serve as capacity building for DepEd personnel. Further, cost sharing may be explored in the
conduct of research by both institutions.

C. MEMORANDUM OF AGREEMENT WITH PARTNERS

To officially engage the identified partner institutions, a Memorandum of Agreement (MOA)

will be drafted detailing the terms and conditions of the partnerships, as well as the roles and
responsibilities of involved parties. The DepEd Secretary, Regional Director, and the School
Divisions’ Superintendent, as head of their respective levels, will be the signatory of the MOA,
together with the head of the partner institution.

Complete staff work will be prepared by the secretariats of the research committees to ensure
that the concerned parties are committed to achieving the goals of the partnership.

Monitoring and Evaluation

PS-PRD, PPRD-RO in close collaboration with the Quality Assurance Division (QAD) in the
Regional Office, and the SGOD at the division level will conduct structured monitoring of the
research management processes and research initiatives at the national, regional, division, and
school level. They will provide feedback for the improvement of the whole policy.

Further, PRD-PS with PPRD-RO will conduct an annual review of the effectiveness and
efficiency of the policy in achieving its objectives. After three (3) years, PRD-PS will conduct a
policy review for the revision of this policy. Feedback from the M&E will be reported during the
Program Implementation Review (PIR).
Effectivity Transitory Provisions

All current available funds will be under the Research Management Guidelines. Under the
Program Expenditure Classification (PrExC), BERF will be sourced from the Policy and
Research Program (PRP) of the Department beginning 2018. Immediate dissemination and
compliance with this Order is directed.

References

DepEd Order No. 13, s. 2015, Establishment of a Policy Development Process at the Department
of Education

DepEd Order No. 43, s. 2015, Revised Guidelines for the Basic Education Research Fund
(BERF)

DepEd Order No. 4, s. 2016, Amendment to DepEd Order No. 43, s. 2015

DepEd Order No. 39, s. 2016, Adoption of the Basic Education Research Agenda

DepEd Order No. 40, s. 2012, DepEd Child Protection Policy

DepEd Order No. 62, s. 2011, Adopting the National Indigenous Peoples (IP) Education Policy
Framework

American Educational Research Association, retrieved from http://www.aera.net/About-

AERA/What-is-Education-Research

Cohen, L., Manion, L., & Morrison, K (2011). Research methods in education (7th ed.) New
York, NY: Routledge

Office of Ethics and Compliance, University of California, San Francisco, retrieved from
http://coi.ucsf.edu/

DepEd Order No. 16, s. 2017

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