Online Research Training for Improving Public School Teachers’ Action Research Competencies
DOI:
https://doi.org/10.46328/ijres.5353Keywords:
Action research, Competency, Template, TrainingAbstract
Public school teachers have low research competencies, which contributes to poor action research production. Furthermore, few studies have been conducted to improve the action research competencies of public school teachers in the Philippines. As a result, this study improved the action research competencies of public school teachers through online research training, including research templates, coaching, and mentoring sessions. A practical action research method was used, with sixty-four public school teachers freely participating in and completing a five-day training program. Action research competencies were assessed before and after training using a validated questionnaire developed by field specialists, and semi-structured interviews were performed to elicit feedback. Statistical analyses such as median, interquartile range, Wilcoxon signed-rank test, and rank biserial were performed using Jamovi (v 2.4.14), while interview transcripts were analyzed thematically. The findings revealed that participants' action research competencies improved, as evidenced by a statistical difference between before and after participating in the online research training. However, suggestions were made, including extra writing time for peer review exercises, face-to-face training with more examples of each section of research articles, and a longer proposal presentation period. As a result, twelve action research proposals were presented to their supervisors for feedback. The study was conducted in one location and focused solely on public school teachers. Therefore, DepEd authorities may continue to improve public school teachers' action research competencies through online or in-person research training to generate more action research addressing educational problems in the classroom.
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