Background and Purpose: This study examined the self-perceived competence in action research components of basic education teachers in Cebu City as one form of identifying their challenges in doing AR. The results aimed to provide baseline information for the planned professional development program.   Methodology: It employed a sequential explanatory design (QUAN→qual). It is characterized by collecting and analyzing quantitative data in the primary phase and then by collecting and analyzing qualitative data. There were 166 teachers who participated in the online survey. These teachers previously underwent professional development programs in designing AR projects, and two-thirds did an AR. Using their responses, they were grouped through a hierarchical clustering technique to create distinct groups of teachers sharing the similarity of competence or needs in the AR components. The cluster analysis yields four groups. Eventually, eight teachers were interviewed regarding their responses, which means two teachers represented each cluster.   Findings: For very few teachers in cluster one (n=4), they regard selecting AR topic, planning the project, analyzing and presenting data, and integrating ethics as areas of non-difficulty while integrating technology, reflecting on AR, and communicating results as areas of difficulty. For the majority of the teachers belonging in cluster 2 (n=76), cluster 3 (n=37), and cluster 4 (n=49), all AR components are regarded as difficult, indicating all are critical areas for professional development. Contributions: A conventional way of conducting needs assessment of teachers’ competence in AR as a basis for professional development program is done through calculating the mean and standard deviation per AR competence or skills of all teachers participating in a survey. However, this method disregards the individual professional needs of teachers as it presents the general level of competence in each skill set. The professional needs may vary from one teacher to another. Thus, this study presents a novel way of examining teachers’ needs in AR by using cluster analysis to homogenously group participants according to the similarity of their responses or professional needs. This gives key reference points on which AR skills need to be improved for teachers belonging to the same group when planning a teacher development program in AR.   Keywords: Action research, competence, in-service teacher, professional development, teacher research.   Cite as: Cortes, S. T., Pineda, H. A., & Geverola, I. J. R. (2021). Examining competence in action research of basic education teachers in Cebu city, Philippines.  Journal of Nusantara Studies, 6(2), 202-230. http://dx.doi.org/10.24200/jonus.vol6iss2pp202-230

The Philippine Qualifications Framework (PQF) directs the Commission on Higher Education (CHED) to lay out policies, standards, and guidelines for higher education academic programs, and help basic education teachers by providing them with appropriate professional development (PD) programs. One of the programs referred is training them to reflect on their professional practices by means of action research (AR). However, issues concerning impact evaluation of these PD programs have been raised. This study thus aims to develop a valid and reliable self-report scale to measure competence of teachers in conducting an AR project as one of the tools for impact evaluation. To do so, a scale called TCAR was developed according to constructs of Johnson's (2008) Model of AR. The validity and reliability of the scale were established by examining responses of 166 AR practitioners who are teachers from basic education program. Factor Analysis was performed and confirmed the hypothesized model of AR of which the percentage of variance explained by the scale is 78.161. It retained 54 items which are distributed in seven subscales generated, namely: analyzing and presenting AR data, reflecting on and communicating results, planning an AR project, integrating ethics, selecting topic for professional growth, integrating technology in writing literature, and integrating technology in analyzing data. The Cronbach's alpha was also computed as a measure of internal consistency for the whole scale which results to .988. Thus, findings of this study provide significant evidence for the validity and reliability of TCAR.

The instrument that assesses teachers’ competence on AR methodology is limited. Thus, it is one of the issues concerning evaluating the effectiveness of a professional development program on designing AR projects. It is difficult to determine how much and what teachers have learned in a course or training. Thus, this cross-sectional study aimed to evaluate further the validity and reliability of the Teacher’s Competence in Action Research Questionnaire, a seven-factor instrument previously proposed by Cortes, Pineda, and Geverola (2020). This self-report scale was not subjected to confirmatory factor analysis, had less sample size, and had homogenous participants. In the present study, 450 participants, both pre- and in-service teachers and from different teaching specializations, answered the survey. The data were analyzed using the confirmatory factor analysis method through the Maximum Likelihood approach. Four model fit indices recorded satisfactory results (CFI = 0.890; TLI = 0.884; RMSEA = 0.072; SRMR = 0.039), thus, supporting the seven-factor scale. The standardized factor loading, composite reliability, average variance extracted, and Cronbach’s alpha coefficient/s of the entire scale and within subscales also provide evidence of the convergent validity and reliability of the scale. There may be an issue in the discriminant validity of the scale, but the conceptual distinctions of each factor as supported by theoretical foundation and arguments provide a principal reason for retaining all the items and factors.

Background and Purpose: Urban agriculture (UA) has become an even more attractive option for food security and safety brought by the spread of COVID-19 which causes global health crisis. However, studies examining the perceived values, challenges, and needs towards urban agriculture are very limited and this does not exempt even the context of Cebu City in the Philippines. In this regard, this study aimed to assess the problems and prospects concerning urban agriculture in the aforementioned City. The purposes are to propose action plans and offer insights in designing and implementing food and agricultural programs and policies in the planned participatory action research (PAR) for sustainable urban agriculture.   Methodology: This study used Kemmis and McTaggart’s (1988) Model of Action Research. The use of this research method is an essential approach towards constructing sustainable developments of urban agricultural systems. However, only the planning stage was accomplished in this phase of action research of which it employed sequential explanatory research design. There were 509 household representatives in this stage of the study who participated in an online survey, 217 and 292 were from the north district and south district, respectively. Subsequently, each district had five representatives who were subjected to interviews to explain the quantitative results.   Findings: Results indicate that Cebuanos positively perceives the social, economic, health, environmental, and aesthetic values of urban agriculture. However, the presence of urban agriculture in the metropolitan is only from moderate to nonexistent due to lack of space or designated area. In addition, the participants disclosed a lack of training and capital or funding, thus further disengaging them from adopting urban agriculture. Nonetheless, the majority (n=463) expressed willingness to be trained in urban agriculture if given the opportunity.   Contributions: This study provides key points as to how urban agriculture can be promoted. These include designating some portions of public and privately unused lands as “urban agriculture areas”. In addition, financing institutions may also allocate small subsidies for marginally low-income families as their starting capital for urban agriculture activities. Finally, universities, non-government, and government agencies in the agriculture sector may train Cebuanos in backyard and rooftop gardening being the widely accepted urban agriculture form.   Keywords: Action research, perceived challenges, perceived needs, perceived values, urban agriculture.   Cite as: Cortes, S. T., Bugtai, V. H., Lampawog, E. Q., Sadili, C. B., Agero, A. D., Ramas, C. B., … Lorca, A. S. (2022). Understanding the issues of citizen participation.  Journal of Nusantara Studies, 7(1), 264-291. http://dx.doi.org/10.24200/jonus.vol7iss1pp264-291

Anchored on Evans’ professional development (PD) model, this study aimed to develop, implement, and evaluate a professional development program on designing participatory action research (PAR) projects for basic education teachers. The teachers are from Junior and Senior High School teaching English, Mathematics, and Science. The PD program consisted of ten in-person training sessions and virtual consultations which happened in between training on AR problem conceptualization and methodology for a 14-week period. Using the mixed-methods sequential explanatory (QUAN à qual) design, the study started with a professional needs assessment participated by 18 teachers from a secondary school as a basis for the planned PD program. The teachers underwent training sessions to develop a group or participatory AR proposal as evidence of their professional growth and program outcome. At the end of the program, the English, Mathematics, and Science teachers, respectively, developed and presented their AR proposals on the (a) design and evaluation of a gamified-based instruction towards improving vocabulary skill, (b) video-based instruction in teaching basic concepts of probability, and (c) investigating the effect of contextualized learning materials in developing students’ conceptual understanding of atoms. The post-assessment results, supported by interviews, revealed that the teachers displayed behavioural, attitudinal, and intellectual developments in AR. Based on the Department of Education’s criteria for evaluating PAR proposals, all three proposals were rated acceptable for implementation by a panel of evaluators. In conclusion, the PD design and evaluation framework were important factors that enabled the participating teachers to transform their AR competencies toward developing PAR proposals for improving teaching and research in their schools.

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Understanding the social-ecological dynamics of freshwater ecosystem is critical for effective planning and sustainable use of the resource. The study aimed to determine the socio-demographic profile, anthropogenic activities, water utilization of the residents, and waste disposal practices along the Sapangdaku River. Here, we examined water utilization, waste disposal practices and their corresponding impact to health, and environmental attitudes of riverside dwellers (n=120) in Sapangdaku River by using a standardized social health and environmental attitudes survey, respectively. Results show that while river water is still largely used for bathing and backyard farming, its known function as (a) disposal area of human and animal waste, (b) quarry site for pebbles and sand and (c) laundry area significantly decreased in recent years. Responses revealed that occurrence of very common ailments such as cough, gastroenteric problems and skin problems are partly associated to poor river water quality. In terms of people’s environmental attitude, ecocentrism is both positively correlated to environmental movement activism (r=0.445, p=0.000) and human utilization of nature (r=-0.275, p=0.006), putting prime value on the sustainable use of river water that provides benefit to the community. Similarly, environmental movement activism and human utilization of nature (r=-0.327, p=0.001) indicates willingness to participate in environmental activities, hence supported by their decision not to use their environment unfavorably. These findings suggest that community’s concern for the river water resulted to increased participation in various strategies to better maximize the use of the river for various purposes. However, efficient management and restoration of river quality require a holistic view of the problem.