Universal Journal of Educational Research Vol. 7(8), pp. 1787 - 1794
DOI: 10.13189/ujer.2019.070817
Reprint (PDF) (261Kb)


Teachers' Conception and Difficulties in Doing Action Research


Darin Jan Tindowen 1,*, Joy Guzman 2, Domer Macanang 3
1 Center for Social Innovation, Local Knowledge and Educational Research, University of Saint Louis, Tuguegarao City, Philippines
2 Department of Junior High School, University of Saint Louis, Tuguegarao City, Philippines
3 School of Education, Arts, and Sciences, University of Saint Louis, Tuguegarao City, Philippines

ABSTRACT

This study was conducted to describe the conceptions and difficulties of Junior High School teachers in the conduct of action research. A combination of quantitative and qualitative types of research was utilized in the study involving 60 teachers in the Junior High School department. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students' learning. Furthermore, teachers have difficulties in the conduct of action research especially literature search, presentation and publication of results, and data collection. Finally, four major themes emerged as the major issues and challenges of teachers in the conduct of action research, which are additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge in the conduct of action research.

KEYWORDS
Action Research, Conceptions and Difficulties, Junior High School Teachers

Cite this paper
Darin Jan Tindowen , Joy Guzman , Domer Macanang . "Teachers' Conception and Difficulties in Doing Action Research." Universal Journal of Educational Research 7.8 (2019) 1787 - 1794. doi: 10.13189/ujer.2019.070817.