International Journal of Innovation Scientific Research and Review Vol. 05, Issue, 11, pp.5427-5434, November 2023 Available online at http://www.journalijisr.com SJIF Impact Factor 2023: 6.599 Research Article ISSN: 2582-6131 STATISTICS FOR TEACHERS‘ ACTION RESEARCH (STAR) MODULE : A DEVELOPMENTAL STUDY * Jacqueline P. Celiz, Roberto G. Sagge, Jr., Salvador P. Bacio, Jr. West Visayas State University, Philippines. Received 05 th September 2023; Accepted 06 th October 2023; Published online 30 th November 2023 ABSTRACT Action research is commonly used by practitioners and education specialists to evaluate and enhance their pedagogy and practice. This type 1 developmental research aimed to develop instructional material that could help teachers conduct action research. The method entailed using the Missouri Historical Society's (2003) document analysis guide to analyze previously published research regarding difficulties teachers faced while doing action research. Next, design and development of Statistics for Teachers' Action Research (STAR) module. Lastly, 30 teachers and 5 experts evaluate the adherence of STAR module to the elements of curriculum dimensions, namely, balance, articulation, scope, integration, continuity, and sequence using the instrument developed by Sagge and Bacio (2022).According to the findings, one of the challenges that instructors faced when doing action research was a lack of proficiency in statistical data analysis. The STAR module was created and one of its special features is that it contains screenshots of the step-by-step process of performing statistical computations in SPSS. Moreover, teachers and experts gave a “very high” adherence suggesting that the STAR module was highly approved by the evaluators, and no revisions were needed. Thus, STAR module is a material on which teachers can rely in terms of statistical data analysis to decrease the burden of doing educational and action research. Teachers can use this as a guide during their statistical data analysis. Other math instructors may utilize the research's output as instructional material, and it is recommended that its effectiveness be further evaluated. Keywords: statistics, action research, module, document analysis, curriculum design. INTRODUCTION The Philippine educational system is rapidly evolving as a result of a number of factors, including ASEAN integration, global competitiveness, globalization, the integration of ICT in teaching, and other key internal and foreign challenges. As the Department of Education implements its new K–12 programs in all basic education institutions in the Philippines, some crucial aspects should be considered, such as evidence-based policy, increased student achievement, improved curriculum, instruction, and assessment, teacher quality, and teacher professionalism (Abaya, 2017; Tindowen et al., 2017). Several critical considerations must be taken in order for basic education institutions to satisfy the demands of a world that is changing quickly. The need for action research in a traditional classroom environment in the twenty-first century is one of these characteristics (Chou, 2011; Hazelton et al., 2010). Therefore, in order to promote a research culture in schools and improve educational results for both local and global competitiveness, teachers must integrate action research into their daily work. The Department of Education (2017) defines action research as a form of systematic, reflective inquiry used to improve instructional practices or address problems in any operational unit, including the office, classroom, or school. The ideas of the reflective teacher and the teacher as the researcher are closely connected to action research. To do action research, one must take a rigorous, critical, and self-reflective look at their instructional conditions. It then aims to actively intervene in complicated situations to bring about changes and even increased the quality of teaching. Additionally, action research is in the hands of teachers, and the process of teachers reflecting on their teaching practices includes reflexivity, action, and *Corresponding Author: Jacqueline P. Celiz, West Visayas State University, Philippines. transformation (Burns, 2014). Action research has been shown to have positive effects on a variety of academic areas, including bettering teaching and learning, encouraging instructors to reflect on their practices, and fostering their professional development. Its most particular results are in the improvement of students’ academic achievement, the encouragement of positive behavior and values, and the development of life and survival skills (Burns, 2011; Dick, 2006; Taylor et al., 2013). In fact, the Department of Education launched and carried out a number of projects and programs to institutionalize action research in Basic Education. This includes the implementation of the DepEd No. 24 series of 2010 (Basic Education Research Fund), DepEd No. 13 Series of 2013 (Establishment of a Policy Development Process at the Department of Education), DepEd No. 13 series of 2015 (Revised Guidelines for the Basic Education Research Fund), DepEd No. 4 Series of 2016 which is the amendment to DepEd No. 43 Series of 2015, and DepEd No. 39 series of 2016 (Adoption of the Basic Education Research Agenda). In connection, the research output of teachers is still poor, despite the institutionalization of research in basic education and several Department of Education efforts and programs (Vinluan, 2011; Mapa, 2017; Kiley et al., 2005). In the division of Passi City in 2017, there were 242 secondary teachers, but only 7 were recorded by the division office, or 2.89%. In the academic year 2017–2018, 71 teachers from the Division of Iloilo, specifically 33 from elementary and 38 from secondary, did action research. However, this only represents only 0.46% of the Division of Iloilo's 15, 402 teachers, or 9,727 elementary school teachers and 5,675 secondary teachers. Moreover, in the study by Bacio et al., (2022), an informant stated that teachers do not know what statistical test to utilize in their studies. They are not used to using parametric or non-parametric methods like t-tests or ANOVA. Once they've used a certain tool, they expect to use it again when they conduct research in the future. The fact that so few teachers are conducting research is quite disturbing.