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CBE 2 > ACTION RESEARCH > Flashcards

ACTION RESEARCH Flashcards

1
Q
  1. During the observing phase, researchers:
    A. Develop a new research design.
    B. Collect data to assess the impact of the intervention.
    C. Focus solely on student performance data.
    D. Disregard any unexpected observations.
A

B. Collect data to assess the impact of the intervention.

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2
Q
  1. Action research is NOT well-suited for:
    A. complex educational issues with multiple variables.
    B. Evaluating the success of a broad educational reform implemented nationwide.
    C. Identifying areas for improvement in a specific classroom setting.
    D. Refining an existing instructional strategy for better results.
A

B. Evaluating the success of a broad educational reform implemented nationwide.

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3
Q
  1. A key characteristic of action research is its focus on:
    A. Purely theoretical investigations.
    B. Solving practical problems in a specific educational setting.
    C. Generalizability of findings to a wider population.
    D. Developing new educational technologies.
A

B. Solving practical problems in a specific educational setting.

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4
Q
  1. One of the key benefits of action research is:
    A. It allows for the development of new curriculum standards for a nation.
    B. It provides a means for educators to challenge existing educational policies.
    C. It measures the overall performance of different schools for national comparisons.
    D. It supports the professional development of educators by encouraging self-evaluation.
A

D. It supports the professional development of educators by encouraging self-evaluation.

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5
Q
  1. Of the following questions, which one does not lend itself to action research in schools?
    A. How can academic content be presented so as to maximize understanding?
    B. How can teachers encourage students to think about important issues?
    C. How can parents become more involved in their child’s education?
    D. How did students in the nineteenth-century travel to school?
A

D. How did students in the nineteenth-century travel to school?

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6
Q
  1. The term “ACTION’ in action research implies that
    A. primary data are collected
    B. study leads directly to action
    C. teachers are directly involved
    D. study is scientific in nature
A

B. study leads directly to action

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7
Q
  1. A teacher wants to improve reading comprehension for 3rd-grade students through storytelling. In which part of the action research proposal should the teacher describe how this approach addresses the reading problem?
    A. Context and Rationale, explaining why reading comprehension is a critical issue
    B. Innovation Strategy, detailing how storytelling relates to the research question
    C. Data Analysis, specifying methods to measure changes in reading skills
    D. Action Plan, laying out the steps for implementing storytelling activities
A

B. Innovation Strategy, detailing how storytelling relates to the research question

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8
Q
  1. In action research, which technique is most useful for gathering detailed information about student experiences?
    A. Standardized tests with multiple-choice questions.
    B. Semi-structured interviews allowing for in-depth responses.
    C. Large-scale surveys with a limited number of answer choices.
    D. Reviewing existing student performance data from previous assessments.
A

B. Semi-structured interviews allowing for in-depth responses.

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9
Q
  1. Action research is particularly useful for:
    A. Testing the validity of grand educational theories.
    B. Identifying areas for improvement and refining instructional strategies.
    C. Advocating for sweeping educational policy changes at the national level.
    D. Comparing the overall performance of different schools and districts.
A

B. Identifying areas for improvement and refining instructional strategies.

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10
Q
  1. Action research promotes:
    A. Detachment and objectivity from the educational environment.
    B. Collaboration and reflection among educators involved in the research.
    C. Following a pre-determined research agenda without adaptation.
    D. Limited focus on practical applications within the classroom.
A

B. Collaboration and reflection among educators involved in the research.

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11
Q
  1. Action research is NOT well-suited for:
    A. Investigating complex educational issues with multiple variables.
    B. Evaluating the effectiveness of broad educational reforms.
    C. Identifying areas for improvement in a specific classroom.
    D. Refining an existing instructional strategy.
A

B. Evaluating the effectiveness of broad educational reforms.

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12
Q
  1. The cyclical nature of action research allows for:
    A. Refinement of the intervention based on ongoing reflection.
    B. A rigid adherence to the initial research plan.
    C. Limited opportunities for data collection.
    D. Disregarding any initial hypotheses developed.
A

A. Refinement of the intervention based on ongoing reflection.

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13
Q
  1. Which of the following is LEAST aligned with the principles of action research?
    A. Focusing on a real-world issue in a specific context
    B. Seeking a collaborative approach with active participants
    C. Prioritizing broad theoretical applications over practical solutions
    D. Using a reflective process that adapts based on findings
A

C. Prioritizing broad theoretical applications over practical solutions

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14
Q
  1. Reflection in action research is most concerned with:
    A. Justifying the chosen research methods.
    B. Critically analyzing the effectiveness of the intervention.
    C. Reporting findings in a formal research paper.
    D. Moving directly to the next cycle without revision.
A

B. Critically analyzing the effectiveness of the intervention.

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15
Q
  1. Action research is most similar to which approach in educational research?
    A. Experimental research with control groups for broad application.
    B. Case studies that focus on a specific context and problem.
    C. Large-scale surveys with national samples for generalizability.
    D. Meta-analyses of existing research studies for broader understanding.
A

B. Case studies that focus on a specific context and problem.

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16
Q
  1. During the planning phase of action research, educators typically:
    A. Implement a pre-determined intervention.
    B. Collect data without a clear research question.
    C. Disseminate findings to a broad audience.
    D. Identify a problem or area for improvement
A

D. Identify a problem or area for improvement

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17
Q
  1. The primary purpose of action research is to:
    A. Create a single, universally applicable solution for all educational settings.
    B. Advocate for large-scale educational reforms at the national level.
    C. Contribute to continuous improvement within a specific educational context.
    D. Conduct historical analysis of past educational practices.
A

C. Contribute to continuous improvement within a specific educational context.

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18
Q
  1. Which of the following best aligns with the guidelines in DepEd Order No. 16, s. 2017 for conducting school-based research?
    A. Prioritizing research focused solely on improving teacher performance
    B. Ensuring the research includes ethical standards and adequate resources
    C. Limiting studies to short-term research for quick results
    D. Conducting research independently without school-level collaboration
A

B. Ensuring the research includes ethical standards and adequate resources

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19
Q
  1. Which of the following is not a characteristic of action research?
    A. it is focused on the immediate problems and their solutions
    B. it is concerned with the building of theories and principles
    C. it aims to improve the practices or work conditions
    D. it involves little efforts, resources and finances in comparison to fundamental researches.
A

B. it is concerned with the building of theories and principles

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20
Q
  1. Action research emphasizes the importance of:
    A. Detachment and objectivity in the research process.
    B. Large-scale data collection and statistical analysis.
    C. Reflection and critical self-evaluation by educators.
    D. Following a pre-determined research agenda without deviation.
A

C. Reflection and critical self-evaluation by educators.

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21
Q
  1. Action research findings are most likely to be shared with:
    A. Other educators within the same school or district.
    B. The general public through media outlets.
    C. Educational researchers at universities.
    D. Policymakers at the national government level.
A

A. Other educators within the same school or district.

22
Q
  1. Which type of research can be done for the solution of problem related to understanding of difficult concepts in class?
    A. fundamental research
    B. action research
    C. case study
    D. interaction analysis
A

B. action research

23
Q
  1. The acting phase of the action research cycle involves:
    A. Implementing the planned intervention or strategy.
    B. Reflecting on the research process.
    C. Analyzing data for statistical significance.
    D. Revising the research question based on initial findings.
A

A. Implementing the planned intervention or strategy.

24
Q
  1. Action research is most similar to which of the following research methods?
    A. Experimental research with control groups.
    B. Large-scale surveys with national samples.
    C. Case studies focusing on specific contexts.
    D. Meta-analyses of existing research studies.
A

C. Case studies focusing on specific contexts.

25
Q
  1. Which of the following is a similarity between action research and formal quantitative and qualitative research?
    A. Little formal training is required to conduct these studies.
    B. Intent is to investigate larger issues.
    C. They are very rigorous.
    D. Systematic inquiry is utilized.
A

D. Systematic inquiry is utilized.

26
Q
  1. A researcher wants to increase parental involvement in a school reading program. To best ensure the results are useful, what should the researcher do after completing the study?
    A. Publish the results in academic journals only
    B. Include the findings in a school report without further details
    C. Keep the study findings as part of the school’s private records
    D. Share the findings with teachers and parents with clear, actionable recommendations
A

D. Share the findings with teachers and parents with clear, actionable recommendations

27
Q
  1. Action research is focused on:
    A. Specific improvements within a particular classroom or school.
    B. Generalizable knowledge applicable to all educational settings.
    C. Historical analysis of educational practices.
    D. Legal challenges to educational policies.
A

A. Specific improvements within a particular classroom or school.

28
Q
  1. Action research means
    A. a longitude research
    B. an applied research
    C. a research initiated to solve an immediate problem
    D. research with socio-economic objective
A

C. a research initiated to solve an immediate problem

29
Q
  1. Action research is NOT well-suited for:
    A. Identifying areas for improvement in teaching practice.
    B. Developing new instructional materials for a specific topic.
    C. Refining an existing classroom management strategy.
    D. Evaluating the effectiveness of a national curriculum.
A

D. Evaluating the effectiveness of a national curriculum.

30
Q
  1. Action research can be used to:
    A. Evaluate the effectiveness of a national teacher training program.
    B. Improve student engagement in a specific lesson plan.
    C. Measure the national learning gap in mathematics.
    D. Develop a new curriculum framework for all schools in a district.
A

B. Improve student engagement in a specific lesson plan.

31
Q
  1. Action research is most effective when:
    A. It focuses on purely theoretical investigations of educational concepts.
    B. Educators collaborate and reflect on the research process and its findings.
    C. It adheres to a rigid research plan without any room for adaptation.
    D. Its findings are directly generalizable to a wider population.
A

B. Educators collaborate and reflect on the research process and its findings.

32
Q
  1. Action research is a valuable tool for:
    A. Testing the validity of educational theories.
    B. Promoting continuous professional development for educators.
    C. Advocating for educational policy changes at the national level.
    D. Comparing the performance of different schools.
A

B. Promoting continuous professional development for educators.

33
Q
  1. A teacher observes low student engagement during math classes. To effectively address this issue using action research, what should be their first step?
    A. Introduce a new teaching strategy as soon as possible
    B. Define the specific problem by observing student behaviors
    C. Review and analyze recent student grades to identify trends
    D. Ask other teachers about their engagement strategies
A

B. Define the specific problem by observing student behaviors

34
Q
  1. Following an intervention in student engagement, the researcher finds no significant improvement. Which action aligns best with the reflective nature of action research?
    A. Report the results without further analysis
    B. Conduct another intervention immediately with a different approach
    C. Reconsider the intervention based on possible overlooked factors
    D. Conclude the research and switch to a different topic entirely
A

C. Reconsider the intervention based on possible overlooked factors

35
Q
  1. A teacher is researching how student feedback might influence curriculum decisions. Which data collection method would best suit this objective in action research?
    A. Use prior standardized test scores to evaluate student performance trends
    B. Collect anonymous surveys from teachers on student academic challenges
    C. Hold focus groups with students to discuss their perspectives on the curriculum
    D. Gather academic performance records across different grade levels
A

C. Hold focus groups with students to discuss their perspectives on the curriculum

36
Q
  1. Action research is important because it allows educators to:
    A. Develop entirely new educational theories.
    B. Evaluate the effectiveness of national testing programs.
    C. Investigate and address specific problems within their classrooms.
    D. Compare student achievement data across different countries.
A

C. Investigate and address specific problems within their classrooms.

37
Q
  1. Action research often utilizes:
    A. Large, pre-determined samples of participants from different schools.
    B. Small, targeted groups of participants directly involved in the research.
    C. Data collection methods requiring significant financial resources.
    D. Research designs that are time-consuming and complex to implement.
A

B. Small, targeted groups of participants directly involved in the research.

38
Q
  1. Action research findings are valuable because they:
    A. Are directly applicable to all educational settings without modification.
    B. Provide practical insights for educators seeking improvement in their practice.
    C. Can be used to hold national policymakers accountable for educational outcomes.
    D. Offer definitive proof for the effectiveness of specific educational theories.
A

B. Provide practical insights for educators seeking improvement in their practice.

39
Q
  1. Which of the following assumptions does not underlie action research?
    A. Teachers and other education professionals have the authority to make decisions.
    B. Teachers and other education professionals want to improve their practice.
    C. Teachers and other education professionals can and will engage in systematic research only if they are given adequate time and additional pay.
    D. Teachers and other education professionals are committed to continued professional development.
A

C. Teachers and other education professionals can and will engage in systematic research only if they are given adequate time and additional pay.

40
Q
  1. Which of the following is not an advantage of action research?
    A. It can improve educational practice.
    B. The results are widely generalizable.
    C. It can be carried out by an individual teacher in a classroom.
    D. It can build up a small community of research-oriented individuals within a school.
A

B. The results are widely generalizable.

41
Q
  1. Action research is typically characterized by:
    A. Collaboration between educators and stakeholders.
    B. Large-scale data collection and statistical analysis.
    C. Detachment and objectivity from the research setting.
    D. Limited focus on practical applications.
A

A. Collaboration between educators and stakeholders.

42
Q
  1. A teacher aims to understand the role of digital tools in student learning. Which data collection method would be most effective in action research for this purpose?
    A. Collecting student feedback on their experiences using digital tools
    B. Comparing the overall performance of students in different schools
    C. Observing teachers’ digital tool usage across classrooms
    D. Reviewing the academic literature on digital learning trends
A

A. Collecting student feedback on their experiences using digital tools

43
Q
  1. In planning an action research study, why is it important to develop a work plan with timelines?
    A. To stay on schedule and meet goals within each stage of the project
    B. To meet district and school-level requirements for research timelines
    C. To showcase organization skills and impress stakeholders
    D. To ensure the research aligns with external academic schedules
A

A. To stay on schedule and meet goals within each stage of the project

44
Q
  1. Action research involves a cyclical process of:
    A. Literature review, hypothesis testing, and data analysis.
    B. Long-term observation of educational trends.
    C. One-time surveys of student opinions.
    D. Identifying a problem, taking action, reflecting on results, and refining.
A

D. Identifying a problem, taking action, reflecting on results, and refining.

45
Q
  1. Of all threats to internal validity that researchers must be mindful of protecting against, which threat should action researchers especially be aware of?
    A. instrumentation decay
    B. data-collector bias
    C. maturation threat
    D. history
A

B. data-collector bias

46
Q
  1. Action research can be used to:
    A. Develop new curriculum standards for a nation.
    B. Improve student engagement in a specific lesson.
    C. Measure the national learning gap in mathematics.
    D. Evaluate the effectiveness of a national teacher training program.
A

B. Improve student engagement in a specific lesson.

47
Q
  1. Action research is typically conducted by:
    A. University researchers studying schools.
    B. Educators reflecting on their own classrooms.
    C. Government agencies monitoring educational standards.
    D. Standardized testing companies developing new assessments.
A

B. Educators reflecting on their own classrooms.

48
Q
  1. Action research in education is primarily concerned with:
    A. Developing new educational theories.
    B. Investigating and solving problems in educational practice.
    C. Evaluating the effectiveness of national education policies.
    D. Comparing educational systems across different countries.
A

B. Investigating and solving problems in educational practice.

49
Q
  1. A school is concerned about the high turnover rate among teachers. The principal plans to conduct action research to understand the causes. Which method would most effectively include teachers in the research process?
    A. Require all teachers to complete a survey on job satisfaction
    B. Develop a research committee with teacher representatives to explore the issue
    C. Schedule individual meetings with teachers to discuss their concerns
    D. Conduct observations on teachers’ interactions with students and staff
A

B. Develop a research committee with teacher representatives to explore the issue

50
Q
  1. Which is not a characteristic of Participatory Action Research?
    A. it intends to empower individuals and groups
    B. it emphasizes collaboration
    C. it intends to result in social change
    D. it is not subject to political pressures
A

D. it is not subject to political pressures

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