Republic of the Philippines

Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

QUEZON DISTRICT RESEARCH COMMITTEE

I. Introduction:
District of Quezon is part of Fourth Congressional District in the Province of Quezon. It comprises eleven elementary schools. One of these is the
central school namely Quezon Elementary School. There are also seven monograde schools namely Pedro Cabangon Elementary School, Guinhawa
Elementary School, Cometa Elementary School, Maria Febrer Maningas Elementary School and Teofilo Olivera Elementary School. The district has three
multigrade schools, Sabang Elementary School, Del Pilar Elementary School and R. Sasot Elementary School.

Secondary school in our district is composed of four public highschools with Junior and Senoir High Program namely Joel B. Arquiza National
Highschool, Evaristo R. Macalintal Memorial National Highschool, Cesar C. Tan National Highschool and Pablo D. Maningas National Highschool. Quezon
Central Institute is the only private school with complete elementary and secondary school.

The district is also composed of only one private school namely Quezon Central Institute.

Each school has the common vision and mission for their respective school. They also have common problems to be solve. To nurture and develop
learning for the welfare of the students is the goal of DepEd. They find different strategies and intervention to make the learners improve learnings. The
Department of Education finds solution for the common problems of the school. One of the solution that DepEd implemented is by making Classroom-based
Action Research.
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

Classroom-based action research with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements
resulting from the outcomes of the investigations provides not only a viable, but also valuable, professional development alternative. Following the
development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more
meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work
for their  students in their  classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are
both discussed. Recommendations for administrative support focusing on training, availability of time, collaboration, and incentives for classroom-based
action research are also provided.

Classroom-based research, also known as Teacher Action Research, is the kind of practical, get down in the dirt research that educators can use to
improve student learning. It is not focused on getting published (although classroom-based studies may be published) but rather on improving student
learning. Some people call this "Action Research" because the focus is more on the actions you will take to improve things rather than on developing highly
technical research methods.

The term classroom-based research does not refer to a specific methodology or topic so much as it refers to a way of thinking. The goal is to use a
well thought out process to collect data that can help you answer questions. For example classroom-based research could help you answer questions such as:

 What skills do my students enter my class with?

 What are my student's perceptions of what they will learn in my class and how do those perceptions affect how well they perform?

 From my student's perspective how does a person's cultural background affect his or her learning styles?
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

 Is culture a factor in my class that relates to student performance?

 Can I improve student learning by implementing a new approach to teaching a particularly complex topic?

II. General Objectives:

a) Increase innovations/researches through the development of new learnings/insight applicable to better the delivery of services and learning
outcomes/outputs.

b) Strengthen Research Management in all the districts of 4th District of Quezon.

c) Invigorate teacher researchers’ skills in the conduct of more relevant researches and studies that build partnership and project implementation
among schools d) Enhance organization’s research environment e) Develop research training/education opportunities for teaching and non-teaching
personnel
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

III. Production:
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

Areas of PPA’s Specific Strategies Time Budge Human Material Success Risk
Concern Objectives Frame t and Resources Resources Indicators
its
source
Quezon Conduct 1. Face to face September NA Quezon NA 100% of the Intendance/
District Meeting Meeting 6, 2021 District Quezon District nonparticipatio
Research Quezon 2. Crafting Research Research n of Quezon
Committee District Matrix Committee Committee and District
Face to Face Research and PSDS Consultant will Research
3. Creation of
Meeting Committee to Technical
Consultant participate in the Committee and
formulate Working Group meeting PSDS
action plan for Committee Consultant
CY 2021
4. Creation of
online
communication
letter for the
virtual training on
AR

5. Crafting of
Training Design
for the training
for AR
Planning

Survey On Conduct Submit ESAT September NA All teachers in ESAT Form All 11 Negative
Research Survey on form of all 13, 2021 the district elementary,4 feedbacks in
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

Prepared by:
MA. ROSANNA O. OLINO MEDEL A. CALUSIN
Elementary In-Charge Secondary In-Charge

LEDUVINA M. MACALINTAL
District Research Chairperson- School Head In-Charge

Noted:

SYLVIA H. BULFANE
Public Schools District Supervisor