Abstract
Action research (AR) plays a vital role within an institution, enabling educators to reflect and assess their own practices. Given its significant impact, this study was conducted to evaluate the activities undertaken from the development, implementation, and evaluation of the Research Capability and Productivity (ReCaP) Building Program. ReCaP is composed of a series of webinar-workshops that provide opportunities to acquire knowledge, tools, and necessary skills to conduct AR. Employing an action research design with a mixed-methods approach, this study includes N1 = 26 volunteer educators who attended the webinars and N2 = 260, colloquium attendees. Furthermore, the study uses the Perceptions on Action Research Questionnaire (PARQ) to assess educators' views on AR, researcher-made tools to gather feedback on the conduct of each program session, and to assess the program's culmination, the colloquium. Findings show that PARQ is a reliable instrument to measure the AR views of educators and is useful in developing AR training programs. ReCaP has also demonstrated the value of the Plan-Do-Study-Act (PDSA) cycle as a research paradigm. Additionally, the commitment and passion of the participants in completing the program, along with the positive colloquium feedback, affirm that ReCaP can enhance the research capabilities of educators and foster a research-oriented community. These results are instrumental in establishing the ReCaP framework, ensuring the long-term sustainability of the program.
Author Information
May Maricel Biares-De Gracia, La Salle Green Hills, Philippines
Janel Concepcion Cruz-Cinches, La Salle Green Hills, Philippines
Paper Information
Conference: SEACE2025
Stream: Professional Training
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Gracia M., & Cruz-Cinches J. (2025) Promoting Action Research Through a Sustainable Research Capability and Productivity (ReCaP) Building Program: A Mixed-Methods Study ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 357-372) https://doi.org/10.22492/issn.2435-5240.2025.31
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.31
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