Classroom-Based Action Research (CBAR) is vital in preparing pre-service teachers to address classroom challenges, yet it is often difficult to learn and implement effectively. To address this, the study developed the Pre-Service Teacher Classroom-Based Action Research (PST-CBAR) Workbook using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. During the analysis phase, a needs assessment identified three root causes of CBAR difficulties: gaps in research skills, challenges in scheduling and research settings, and misalignment among research components. In response, the design phase produced the PST-CBAR Research Instruction Framework, anchored in Design Thinking to address research misalignments and in Scaffolding to support skill development. Guided by this framework, the development phase created the PST-CBAR Workbook, structured into seven parts corresponding to the research phases. Expert evaluation confirmed the workbook’s content validity (average = 3.95, agreement = 90%), authorizing pilot testing. In the implementation phase, pre-service teachers pilot tested the workbook in conducting their CBARs. Thematic analysis of their research journals indicated that the workbook enhanced reflective practice, supported systematic research processes, and promoted practical application of skills. Despite logistical and skill-related challenges, participants demonstrated resilience and learning gains. Finally, in the evaluation phase, pilot testers rated the workbook highly in terms of adequacy (M = 3.89, SD = 0.30), coherence (M = 3.91, SD = 0.29), appropriateness (M = 3.86, SD = 0.35), and usefulness (M = 3.91, SD = 0.29). These results highlight its potential to strengthen research proficiency and advance teacher education.

Authors:
Jose Mari Calamlam, Philippine Normal University, Philippines
Josephine Calamlam, Philippine Normal University, Philippines

About the Presenter(s)
Mr. Calamlam is currently an Assistant Professor at the Faculty of Science, Technology, and Mathematics (FSTeM) of the Philippine Normal University (PNU) – Manila.

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