CAGAYAN STATE
UNIVERSITY
Tuguegarao City, Cagayan, Philippines
EDU 302
ADVANCED
EDUCATIONAL
RESEARCH AND
STATISTICS
ACTIVITY 2:
CASE ANALYSIS ON GOOD
RESEARCH MANAGEMENT
PRACTICE
Submitted by:
MR. JEF-JEF ANAGARAN
PhD Student
Submitted to:
PROF. GILBERT C. MAGULOD JR., PhD
Graduate School Professor
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
Characteristics of a Good Researcher and Research Management
In 2016, the Department of Education (DepEd) issued DO 39 titled “Adoption
of the Basic Research Agenda,” aimed at guiding the agency and its stakeholders
in conducting research, as well as in utilizing research results to help our DepEd’s
planning, policy, and program development anchored on its vision, mission and
core values.
The DO states that the Research Agenda shall build on gains from existing
research, generate new knowledge on priority research areas, focus DepEd's
attention on relevant education issues, and maximize available resources for
research within and outside the Department.
In its quest to uphold quality education, DepEd aspires to implement data-
driven programs and evidence-based policies through sound and relevant
evidence from in-depth research and thorough analysis.
Since then, the education department has demonstrated its unrelenting
commitment to bettering the quality of education in the Philippines with strong
mandate on the crucial role of research in the management and administration of
the basic education system. In fact, various initiatives had been introduced to
strengthen and intensify research in the agency.
Various research initiatives, such as the Basic Education System Reform
Agenda (BESRA) and the establishment of the Research, Innovation, and Policy
Evaluation Secretariat (RIPES) in 2003 were among of them.
DepEd, according to the order, created the Policy Research and
Development (PRD) Division, whose task is to conduct, support and manage
empirical studies, under the Rationalization Plan as a mechanism to promote and
oversee the vertical and horizontal conduct of education research.
As a response to the transitioning from the Millenium Development Goals
(MDG) to Education For All (EFA) initiative to the Sustainable Development Goals
(SDG) and Education 2030, DepEd implemented major reforms in the basic
education system through the K to
Figure 1: Conceptual Framework of the Basic Education Research Agenda 12 Program.
The Research Agenda
highlights emergent priority
themes centered on the
improvement of the quality and
delivery of basic education in the
Philippines. Consistent with its
vision, mission, and target
outcomes, DepEd’s research
agenda identifies critical
knowledge gaps and formulate
response to pressing concerns that
are besetting the country’s basic
education.
While the themes generally support DepEd’s overall mandate, each theme
has unique contributions to the Department’s target outcomes and mission.
EDU 302 I Child
For instance, Advanced Educational
Protection directly Research
enhances the and
access outcome, Statistics
while 1
Teaching and Learning squarely impacts on the quality of education.
In the same manner, the identified themes dovetail with the Department’s
mission, particularly its four key stakeholders. Teaching and Learning
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
Articulating specific study areas, the research agenda seeks to: (1) Build on
gains from existing research; (2) generate new knowledge on less explored but
priority fields of basic education; (3) systematically focus DepEd’s attention on
relevant education issues; and (4) maximize available resources for research within
and outside the Department.
The DO underscored that four research themes or basic education topics
were identified based on a review of the
01 TEACHING AND LEARNING Agency’s policies and programs, survey
of literature, and nationwide
consultations with representatives of
02 CHILD PROTECTION DepEd central and field offices.
It is expected that the findings
RESEARCH generated from each theme will fuel
THEMES HUMAN RESOURCE
evidence-based actions that
03 DEVELOPMENT strategically support the attainment of
the Department’s vision and mission, as
well as target outcomes of ensuring: (1)
04 GOVERNANCE access to complete basic education; (2)
quality education; and (3) effective,
transparent, and engaging governance of basic education (DO 174).
Llego, M. (2024), in his study titled “Advancing Education Through Research:
An Analysis of DepEd’s Research Management Guidelines,” explained that DepEd
has implemented Research Management Guidelines (RMG) to foster and
strengthen research practices in basic education.
According to him, said guidelines, established through the DO No. 16, s. 2017,
and later amended by DO No. 26, s. 2021, provide a comprehensive framework to
monitor research initiatives across all levels of the education system.
The RMG aims to enhance grants management processes, strengthen the
link between research and educational practices, and improve research
dissemination, utilization, and advocacy (Llego, M., 2024).
DepEd, in its ongoing
effort to strengthen
evidence-based policy
development, is providing
funding to eligible
proponents from National,
Regional, Schools' Division
Offices, and public
elementary and secondary
schools nationwide. This
funding comes from the
2015 General Appropriation
Act - Basic Education
Research Fund (GAA-BERF)
and future allocations.
DepEd Order 43, s. 2015
EDU 302 I Advanced Educational Research and Statistics 2
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
outlines guidelines for the BERF, including application, utilization, and reporting
processes.
BERF supports local research aligned with DepEd’s priority areas such as
curriculum development, teaching methodologies, student well-being, inclusive
education, and disaster preparedness. It encourages collaboration among
educators, academics, and policymakers to enhance educational quality.
Training objectives include
familiarizing participants with DepEd
Order 43, clarifying the role of National
and Regional Committees as research
managers, and building capacity in
research ethics and policy use. Eligible
proponents must focus their research
on improving education access, quality,
and governance.
The RMG outlines a
comprehensive research management
cycle using a structured approach to the
entire research process. The 2021
amendment introduced important
changes to this cycle:
1. Call for Research Proposals:
• Announce research opportunities and solicit proposals.
• May be conducted virtually/remotely (2021 amendment).
2. Evaluation of Proposals:
• Initial Screening: Secretariat reviews proposals for basic requirements and
alignment with priorities. Proposals with online/remote data gathering
prioritized (2021 amendment).
• Committee Evaluation: Proposals passing the screening are evaluated
using criteria from Annex 4 of DO 16, s. 2017, which can now be done virtually.
3. Notification of Results:
• Proponents are informed of proposal outcomes with feedback for both
accepted and rejected submissions.
4. Progress Monitoring:
• Regularly track approved projects to ensure adherence to timelines and
objectives. Virtual monitoring is now allowed (2021 amendment).
5. Technical Assistance:
• Provide support to researchers throughout the process, with remote
assistance now available.
6. Submission and Acceptance of Research:
• Completed research is reviewed and accepted by the relevant committee,
with online submission now allowed.
7. Dissemination and Utilization of Results:
• Research findings are shared with stakeholders and used to inform policies.
Virtual dissemination is permitted (2021 amendment).
8. Archival of Research:
• Completed research is systematically stored and made accessible for future
reference and meta-analysis.
EDU 302 I Advanced Educational Research and Statistics 3
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
With strong research culture, DepEd, through its Basic Education Research
Fund (BERF), aims at fostering research to improve educational practices, as well
as address pressing challenges at the grassroot level. BERF supports teachers and
school administrators in conducting studies that enhance education quality.
Strategic planning ensures the effective use of BERF by aligning research
with national education goals, building capacity, using technology, collaborating
with stakeholders, and monitoring projects. The research must align with the Basic
Education Research Agenda (BERA), which is regularly updated to address issues
like curriculum reform (K-12, MATATAG), teacher development, education access,
student welfare, and learning outcomes.
DepEd ensures BERF-funded research drives actionable and impactful
improvements in policy and practice.
In terms of collaboration, RMG encourages partnerships with a broad range
of stakeholders to enhance research quality, broaden perspectives, and ensure
practical relevance. As stipulated in the guideline, the agency may initiate
collaborations to the following to pool resources and expertise:
1. State Universities/Colleges and Other Academic Institutions
Strengthening research’s academic rigor, DepEd may partner to
states, universities, colleges, and other academic institutions to seek
academic expertise, research methodologies, and research inquiry
skills.
2. Development Partners and International Organizations
Collaboration with international organizations (like UNICEF, World
Bank) brings global perspectives, best practices, and additional
resources. These partnerships help address educational challenges
through shared knowledge and funding support while ensuring
alignment with international education goals and frameworks.
3. Non-Government Organizations and Civil Society Organizations
NGOs and CSOs bring grassroots-level insights and practical
solutions. They often have deep community engagement and can
help ensure that research focuses on real-world issues affecting
marginalized and underserved communities that promote inclusivity
and equity in education.
4. Other Government Agencies and Local Government Units (LGUs)
Working with government agencies and LGUs fosters stronger
coordination in addressing local education needs. LGUs can provide
localized data and resources which ensure that research outcomes
are applicable at the community level and support educational
development that aligns with local priorities.
5. Indigenous Cultural Communities
Partnering with ICCs ensures that research is sensitive to the cultural
needs and values of indigenous groups. It allows for the integration
EDU 302 I Advanced Educational Research and Statistics 4
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
of indigenous knowledge systems and practices into educational
policies and programs that promote culturally relevant and inclusive
education for all learners.
Guided by this multi-stakeholder approach, RMG attains its purpose in
enriching research outputs with more robust and inclusive results that can be used
for informed policy and educational improvements.
In order to boost its research productivity, DepEd, through its regional and
division offices, conduct capacity building to ensure the sustainability of research
initiatives within the education sector.
Specifically, the Schools Division Office (SDO) of Cagayan has been
conducting division-wide intensive research training and workshops to all teacher-
researchers.
With strong emphasis on leveraging the skills
and knowledge of teachers on research, various
training programs have lined up, such as research
planning conference, action plan making, clustered
trainings of technical working groups (TWGs),
among others.
These activities, on the other hand, are
stipulated on the RMG: (1) training programs for
research committee members on proposal
evaluation and research management; (2)
workshops on research methodologies, data
analysis, and academic writing for potential
researchers; and (3) mentoring programs pairing
experienced researchers with novice investigators.
EDU 302 I Advanced Educational Research and Statistics 5
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
Underscoring the
importance of technology
integration, SDO Cagayan also
integrated the technology use
in the research management
process. Probably this drastic
move will make research
activities more efficient,
accessible and manageable.
In a world where digital
solutions are increasingly the
norm, research cycle has also
revolutionized on several
areas like research
management and project
execution. In the 2021
amendment, the following
should be observed: (1)
development of online
platforms for submitting, tracking, and evaluating research proposals; (2) creation
of virtual spaces for committee meetings and evaluations; (3) utilization of digital
tools for remote data collection and analysis; (4) implementation of online systems
for progress monitoring and technical assistance; and (5) development of virtual
platforms for research dissemination activities.
Along ethical standards, policy on research ethics and integrity is also in
place. The RMG places significant emphasis on maintaining high ethical standards
in educational research, particularly when working with vulnerable populations
such as learners and marginalized communities.
One of the key provisions is the establishment of a Research Ethics
Committee (REC). The REC is assigned to oversee the ethical aspects of research
projects. This committee is responsible for reviewing research proposals, ensuring
they adhere to ethical guidelines, and addressing any ethical concerns that may
arise during the research process.
Another key provision is the adherence to the DepEd Child Protection Policy.
The guideline states that all research involving children must strictly comply with
DepEd’s Child Protection Policy (DO 40, s. 2012). This ensures that the rights and
well-being of child participants are safeguarded throughout the research process.
The RMG also outlines specific protocols for research involving Indigenous
Peoples and Indigenous Cultural Communities, in line with the National IPEd Policy
Framework (DO 62, s. 2011). These provisions aim to protect indigenous knowledge
systems and ensure that research activities respect and benefit these
communities.
In terms of preventive measure on plagiarism and fraud, the guidelines
include strict measures to maintain academic integrity and prevent research
misconduct. This includes requirements for originality checks and declarations of
conflicts of interest.
EDU 302 I Advanced Educational Research and Statistics 6
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
On continuous monitoring and evaluation, several activities are undertaken
to do regular oversight on the research management. RMG’s key aspects include:
1. Annual Reviews of the
Research Agenda
To maintain relevance, the
RMG mandates annual
reviews of the research
agenda which ensure that it
reflects the current
educational priorities. This
process allows for the
incorporation of emerging
issues, changes in policy, and
shifts in national or global
educational trends.
2. Regular Assessment of Research Impact on Policies and Practices
The SDO, through the Strengthened Implementations through
Research Innovation and Bolsters (SIRIB) Cagayan researchers,
highlights the need for regular assessments of how completed
research has influenced education policies and practices.
3. Evaluation of Research Dissemination Strategies and Uptake of
Findings
The guidelines also prioritize the evaluation of dissemination
strategies which ensure research findings reach the appropriate
stakeholders and are utilized effectively.
EDU 302 I Advanced Educational Research and Statistics 7
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
In SDO Cagayan, these practices have been constantly observed as the top
management urge all teachers to conduct their researches or action researches in
their respective stations, as this allows them to solve problems and issue that they
are experiencing.
The Planning and Research Unit (PRU) of the SDO has been a staunch
supporter in knowledge development through research, with greater focus on
giving technical assistance to teachers in terms of evaluation of research proposals
and completed researches for publication.
In fact, capacity building for Division Research Technical Working Group
(DRTWG) also underwent series of trainings and workshops to leverage their skills
and expertise.
In an effort to make SDO Cagayan as a research hub in Region 02, the top
management has intensified its efforts to convince teachers to write their research
proposals and action researches in a bid to build a strong research culture not only
in the division level but also in the school level.
Interestingly, research is also included as one of the key indicators in the
IPCRF of the master teachers, as well as one of the set criteria in the merit and
promotion guidelines.
The PRU, together with the SIRIB Cagayan Researchers, have been doing
roundtable discussions and school-to-school visits to allow teachers to present
their proposals and review their manuscripts to produce quality and impactful
research studies.
All approved action researches and studies are published in the SIRIB
Journal for information dissemination and result utilization.
EDU 302 I Advanced Educational Research and Statistics 8
CAGAYAN STATE
UNIVERSITY
GRADUATE SCHOOL
Tuguegarao City, Cagayan, Philippines
REFERENCES
DepEd Order No. 13, s. 2015, Establishment of a Policy Development Process at the
Department of Education
DepEd Order No. 43, s. 2015, Revised Guidelines for the Basic Education Research
Fund (BERF). Retrived from https://www.deped.gov.ph/2016/01/28/basic-education-
research-fund-berf-highlights/
Deped Order No. 39 s. 2016, Adopting of the Basic Education Research Agenda.
DO_s2016_039.pdf (deped.gov.ph)
Department of Education. (2017). Enclosure to DepEd Order No. 16, s. 2017. Retrieved
from https://www.deped.gov.ph/wp-content/uploads/2017/03/DO_s2017_016.pdf
Llego, M. (2024). Advancing Education Through Research: An Analysis of DepEd’s
Research Management Guidelines. Retrieved from
https://www.teacherph.com/deped-research-management-guidelines-analysis-
implementation-impact/
Llego, M. (2024). DepEd Research Management Guidelines. Retrieved from
https://www.teacherph.com/deped-research-management-guidelines/
EDU 302 I Advanced Educational Research and Statistics 9
