Special Workshop

2 hours x 3 days; with minimal fee; limited to 50 participants

Beginning the Action Research Inquiry



Maricar Prudente, Ph.D. 

Congress Chair, ARAL2021

De La Salle University – Manila


Socorro Aguja, Ph.D.            

Vice Dean of Graduate School

De La Salle Araneta University (DLSAU)

This seminar-workshop on Beginning the Action Research Inquiry will focus on the principles, characteristics, methodologies and ethics in the conduct of action research. Understanding the fundamental ideas of this research paradigm is emphasized to enable the proper and appropriate ways of carrying out this investigatory process, which basically comprise: (1) identifying the problem of practice, (2) developing and implementing an action plan, (3) collecting and analyzing data, (4) making decisions and (5) sharing the results. The role of reflection before, during and after the action research process will also be underscored. Principally, this seminar-workshop will involve lecture-presentations, discussions, reflective writing activities, presentation and critiquing of action research plans. It is hoped that each participant will be able to develop an action research plan that they can carry out to address selected problem/s of professional practice.



Dr. Maricar S. Prudente is presently a Full Professor 10 of the Science Education Department of De La Salle University-Manila. Professor Prudente completed her Ph.D. in Environmental Chemistry and Ecotoxicology in March 1999 at Ehime University under a Japan Society for the Promotion of Science (JSPS) Ronpaku Fellow Grant. As an educator, Dr. Prudente has served as administrator in various capacities at De La Salle University- Manila – as Academic Chairperson of the Science Education Department and as Research Director of the Lasallian Institute for Development and Educational Research (LIDER). Dr. Prudente has also served as a resource person, facilitator and coordinator in various seminars, workshops and training programs dealing with action research, environmental issues, science education, and technology integration. She is the Chairperson and Organizer of the Action Research Action Learning (ARAL) International Congress held annually at De La Salle University Manila. Currently her Google Scholar profile shows her total citations at 5006 and an h-index of 32, placing her among the top rank Philippine Scientists. Her involvement in research was recognized in 2015 when she was awarded the Lasallian Pillar of Excellence in Research by De La Salle University-Manila. Dr. Prudente was also the recipient of the 2015 Lifetime National Achievement Award of the National Research Council of the Philippines (NRCP). Prof. Prudente was recently recognized as the 2018 Outstanding Filipino JSPS Fellow in the field of Education by the Department of Science and Technology.

Dr. Socorro Echevarria Aguja is a Professor and the Vice Dean of the Graduate School at De La Salle-Araneta University. In recognition of her outstanding research works, Dr. Aguja was awarded by the National Research Council of the Philippines as the 2016 Lifetime Achievement Awardee in the field of research. She is currently involved in a number of international Action Research projects and has been training teachers on the conduct of Educational Action Research.

Regular Workshops

2 hours; FREE; limited to 30 participants for each WS):


Workshop 1:         ‘Doing Action Research in Language Education’

Facilitator:         Joahna Mante-Estacio, Ph.D.

De La Salle University – Manila

The two-hour workshop will review important Action Research concepts in the context of English Language Teaching. The participants should be able to conceptualize and brainstorm possible Action Research topics after inputs from the facilitator. It will attempt to cover topics such as setting Action Research objectives, and implementation strategies. The final segment of the workshop will be short presentation and feedbacking session on proposed AR topics and procedures among the facilitator and participants.



Ma. Joahna M. Estacio, Ph.D (Applied Linguistics) is an Associate Professor and currently the Assistant Dean for Advanced Studies and Research of the Bro Andrew Gonzalez, FSC- College of Education of De La Salle University-Manila.  She teaches English courses at the SHS and undergraduate level while handling Research Methods in ELT and Applied Linguistics, Qualitative Research Methods, Psycholinguistics, Language and Gender, and English Language Teaching courses at the Graduate level.  

She conducts teacher trainings, writes textbooks and teaching and learning modules, mentors students from the undergraduate to Doctoral levels, undertakes empirical studies published in various scholarly journals and publicly disseminated in national and international conferences on various topics such as  reading, literacy, teacher education, and Action Research in Education.


Workshop 2:        ‘A walkthrough on how to use online tools for Action Research’    

Facilitator:         Jhoanne Catinding-Orillo

De La Salle University – Manila

The workshop focuses on guiding educators and action researchers in choosing, installing and using online tools that can help them conduct, write and present their studies. The goal is to equip them with the free online tools that can be used to present lessons and gather data whether their students are part of synchronous or asynchronous classes. Also, the workshop intends to teach and guide action researchers in making their own online research library and embed it into Microsoft Word for easy referencing and generating bibliographies.  



Her name is Jhoanne Catindig Orillo, a graduate of Bachelor of Secondary Education Major in Physics and Technology at Philippine Normal University (2011) and Master of Science in Teaching Major in Physics at De La Salle University (2017). Currently, she is taking Doctor of Philosophy in Science Education Major in Physics and working her dissertation under the supervision of Dr. Maricar S. Prudente. Her research interests focus on educational action research, use of technology, and service learning.


She was a JHS and SHS teacher at Immaculate Conception Academy, San Juan, from 2011-2014 and a JHS, SHS and International Baccalaureate Diploma Program (IBDP) Standard and Higher Level Physics Teacher at Xavier School, San Juan, from 2014-2017.


Workshop 3:        ‘Analyzing Qualitative Data in Action Research’        

Facilitator:         Jonna Marie Lim, Ph.D.

St. Scholastica’s College, Manila

The pandemic forced us to learn and engage in relatively new practices in teaching and learning to continue the education of our students during these extraordinary times. These unprecedented changes in schools have made action research more relevant than ever. In the two-hour workshop, the participants will be equipped with competencies that they need to analyze qualitative data in action research. The workshop will use a dataset on online instruction from on-going action research and MAXQDA as a tool for data analysis. 



JONNA MARIE A. LIM, Ph.D., served as the Editor-in-Chief of the Journal of Action Research (JAR) of St. Scholastica’s College, Manila for five years before her appointment as High School Principal of the said institution. She is a BSE Major in English graduate of Philippine Normal University and holds a Ph. D. in Applied Linguistics and an M.A. in Teaching English Language from the De La Salle University, Manila where she currently teaches part-time in the Graduate School of the Department of English and Applied Linguistics. At present, she is working on the completion of a research grant from the Private Education Assistance Committee (PEAC) & Inteligente Publishing to carry out an action research on the implementation of the 5E Instructional model in an online learning set-up. 


Workshop 4:        ‘ARAL: Statistics in R for Action Researchers’        

Facilitator:         Rommel L. Bunuan, Ph.D.

University of Texas at Austin, USA

This workshop will introduce some of the basic statistical techniques and visualization features of R for non-quantitative researchers. R is a statistical programming language similar to SPSS and SAS. However, R is free and is increasingly being used by many applied researchers including those in linguistics, psychology, sociology, and education. The workshop will specifically demonstrate the features of R Studio with a focus on running basic scripts to generate descriptive statistics and publication-ready plots for reports and presentations useful for applied researchers.  



Dr. Rommel L. Bunuan is currently the Strategic Performance Monitor at the Workforce Institute, San Jose Evergreen Community College District (WI-SJECCD) in San Jose, CA. Before migrating to the United States, he taught economics at the University of Santo Tomas for 10 years. He holds a master’s degree and a doctorate in Educational Psychology with a focus on Quantitative Methods from the University of Texas at Austin. His research interest is focused on the application of statistical methods (experimental designs, multilevel models, mediation models, single-case experimental designs, and meta-analysis) in the analysis of educational, behavioral, and social science data. Dr. Bunuan has presented several papers at Division D (Measurement and Research Methodology) of the American Educational Research Association (AERA) and was a co-author of the paper published in the journal of Teaching and Teacher Education which was recognized in 2013 with a Distinguished Research Award in Teacher Education by the Association of Teacher Educators (ATE) in the United States. Dr. Bunuan has published in peer-reviewed and high impact international journals in education including the Review of Educational Research, The Journal of Experimental Education, International Journal of Social Research Methodology, and Scholar-Practitioner Quarterly: A Journal for the Scholar-Practitioner Leader.


Workshop 5:        ‘The Role of Reflection in Action Research’

Facilitator:         Pauline Anne Therese Mangulabnan

            Fukui University, Japan

How can teachers transform their inquiry and practice into action research? How can teachers document their practice and reflections? Furthermore, how can researchers analyze teacher’s written practice-based action research? Japanese schools produce a research bulletin as part of a school’s research. Though written individually, these research bulletins contain results of collaboration and reflections of teachers within the practice. This webinar introduces an aspect of Japanese reflective lesson study often left out in literature -- practice records. These records are designed to document the practice and the reflection, which contributes to (a) cultivating one’s professional capital, and (b) promoting public education. The last part of the webinar will focus on how research can support teachers’ reflective writing and analyze them by exploring exemplars of practice records written in the Philippines and Japan. 



Pauline is currently a specially-appointed assistant professor at the Department of Professional Development of Teachers, University of Fukui, Japan. She is also a Ph.D. candidate at the Graduate School of Humanities and Sciences, Nara Women’s University. Her research theme is ‘Writing Reflective Practice Records as a Means for Collaborative and Reflective Inquiry,  Practice-based Knowledge Creation, and School-based Professional Development: Writing Towards Professional Development.’ She obtained her bachelor’s degree and master units from the Science Education Department, De La Salle University, and her Master of Education from the University of Fukui. She is currently involved in the working group of the OECD Education 2030 project, a researcher of OECD-JAPAN Innovative School Networks, JICA and African Knowledge Co-Creation Program. Her current personal research projects are an online pedagogical collaboration between Filipino and Chilean teachers and grass-root lesson studies in Lipa and Sarangani. She has given lectures and training on math education, reflective lesson study, and building school-based learning communities in different countries such as Malawi, Uganda, Singapore, Myanmar, South Korea, and Malta. She is a proud Lasallian educator committed to educating minds, touching hearts and transforming lives, and sharing things she is learning in Japan. And she believes that teachers always do ordinary things in an extraordinary way.


Workshop 6:        ‘Mindfulness for Well-being’

Facilitator:         Sterling M. Plata, Ph.D.

            De La Salle University, Manila

This webinar provides strategies for dealing with stress and preventing burnout among teachers and school leaders in the midst of the pandemic.  It is anchored on the principles of mindfulness. 



Dr. Sterling Plata is a burnout survivor, so her mission is to help employees and organizations to develop powerful strategies to balance wellbeing, happiness, and productivity.  Dr. Plata is the first Filipina with an international certification in Workplace Mental Health Leadership from Queen’s University (Canada) and School Mental Health Leadership (UK). She is an Associate Professor at De La Salle University. She is also a member of the Pi Gamma Mu International Honor Society in Social Sciences and the Philippine Association of Professional Speakers. 


Workshop 7:        ‘Integrating Augmented Reality Applications in Online

Learning Environments’

Facilitator:         Rholeo O. Virata

St. Scholastica’s College, Manila

Technology in education has evolved over the decades and has provided more opportunities for e-learning tools such as Augmented Reality (AR) to find its way into the pedagogy of teachers. Augmented Reality is one of the emerging technologies in education and educators all over the world have been discovering its potential in improving student learning in all subject areas. Through 3D visualizations, manipulations, gamified approach, experiment simulations, AR is becoming more known as a new generation teaching and learning tool. In this discussion, we will explore the documented effects of AR in improving students’ motivation, engagement, mental models and conceptual understanding in their subjects especially in online learning settings. We will look at techniques and processes in which AR can be maximized to play a role in improving your synchronous and asynchronous activities through discovery learning for science, math, language and other subjects. We will familiarize with some common AR learning resources available and work on sample lesson building and tech-integration discussions. 



Mr. Rholeo Virata is an Assistant Professor at St. Scholastica’s College Manila. He has recently completed his final requirements for the program PhD in Science Education, major in Physics at the De La Salle University Manila. He received his Master’s degree in Science Education major in Physics also from the De La Salle University Manila.

He has extensive experience in conducting classroom-based research, action research and school administration policy research. He has presented many of his works in various conferences in the Philippines and abroad. In 2019, he published two articles on integration of technology in education in the proceedings of the IC4E 2019: 10th International Conference on E-Education, E-Business, E-Management and E-Learning in Tokyo, Japan. One of these articles was on teachers and students’ perceptions on the use of augmented reality tools in teaching chemistry, which later on became the foundation of his PhD dissertation on the effects of augmented reality teaching tools on students’ mental models and conceptions in physics. His research interests include physics education, emerging technology in education, teaching & learning in higher education, and school administration and policies among others. Cite his articles here: ,


Workshop 8:        ‘Conducting Action Research in Science Teaching and Learning’

Facilitator:         Syafiq Mat Noor, Ph.D.

            University of Lincoln, United Kingdom


Action research is a method for teachers to evaluate and make changes to their professional practice, through evidence and reflection. Meanwhile, science education research has commonly focused on two main areas: i) students’ conceptual understanding of scientific concepts, and ii) students’ attitudes towards and engagement with science. In this workshop, the teachers/participants will be exposed to the processes of conducting action research aligned with science education to improve their teaching practices. The workshop will discuss how science teachers can: i) identify issues in the context of their classroom practices, ii) develop interventions based on science education research evidence, iii) design research methods and implement their interventions, and iv) report on their action research studies.



Dr. Syafiq Mat Noor is a Post-Doctoral Research Associate (Science Education) in the School of Education, College of Social Science, University of Lincoln, United Kingdom. He is currently working for the half million pound research called ‘Research 2 Practice’, funded by the Wellcome Trust. This collaborative science education research project working in partnership with the University of Roehampton, Kyra Research School and School-centred Initial Teacher Training (SCITT) centres. The project seeks, through consultations with teachers, to develop packages of evidence-informed teaching materials that illustrate the most effective way of teaching various aspects of science, identified by the teachers as being problematic. Before joining the University of Lincoln, Syafiq worked as a Postdoctoral Research Fellow (STEM Education) for the ‘Funds of Knowledge’ project in the School of Education and Social Work, University of Dundee. He completed his PhD in Science Education at the renowned education institution in the world, UCL Institute of Education (IOE), under the supervision of Professor Michael Reiss. His PhD research focused on improving the pedagogical practices of teaching inquiry in school science, using a classroom action research study. Syafiq’s research interests lie in the field of science curriculum development, pedagogy and assessment, with a particular interest in the pedagogical approach of ‘nature of science' and 'scientific inquiry’. He has an interest in supporting science teachers to enhance science teaching using an inquiry approach, with a view that this pedagogical approach is at the heart of teaching and learning in science. He is also passionate about integrating research and classroom practices, and promoting teachers’ engagement with research. He seeks to inculcate a research culture in schools to advocate change, and to close the gap between research and practice.