Original Article

A participatory action research (PAR)-influenced mentoring program for graduate students

Authors:
Marie Paz E. Morales¹, Caesar P. Palisoc¹ , Ruel A. Avilla², Jovito C. Anito Jr.³, Levi E. Elipane¹, Thaddeus Owen D. Ayuste², Benilda Ramos-Butron², Emil C. Alcantara⁴, Randy D. Sagun⁵, Racidon P. Bernarte⁵, Felixberto M. Mercado⁶, Maribel D. Ganeb⁷, Milano O. Torres⁸, Raquel A. Gonzales⁹ and Nica A. Casilla^10
1Graduate Teacher Education Faculty, College of Graduate Studies and Teacher Education Research, Philippine Normal University Manila 1000, Philippines
²Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University Manila 1000, Philippines
³College of Education, Jose Rizal Memorial State University, Dapitan City, Zamboanga del Norte, Philippines
⁴Batangas State University, Batangas City, Batangas, Philippines
⁵Polytechnic University of the Philippines, Manila, Philippines
⁶Manuel S. Enverga University Foundation, Lucena City, Quezon, Philippines
⁷Andres Bonifacio Integrated School, SDO-Mandaluyong, Philippines
⁸Graduate School, Bicol State College of Applied Sciences and Technology, Naga City, Camarines Sur, Philippines
⁹Bacoor National High School, Bacoor City, Cavite, Philippines
¹⁰College of Graduate Studies and Teacher Education Research, Philippine Normal University Manila 1000, Philippines

ABSTRACT

The study described a mentoring program of a state-funded research and its effects on research and reflective practices to graduate students. Participatory Action Research (PAR), designed as a methodical and program framework, engaged nine mentors (researchers of a state-funded research) and 29 graduate students (purposively invited) to training-based mentoring (workshops and field work), small group mentoring (within research cells), and peer mentoring (field work and software-aided coding analysis). Observations, mentors’ narrations, and reflection journals extracted the experiences of the participants on the mentoring program. These reflections revealed that mentors and mentees learned many skills in the mentoring program. They had transformed challenges and difficulties (time management, field work) into learning episodes leading to reflection-in-action and reflection-on-action. They realized the importance of the theory-practice-reflection paradigm in all research endeavors. Hence, PAR-influenced mentoring helped develop their research skills. However, low engagement of the others may be due to time aspect, which may be looked into in a replicated study.

Keywords: collaborative practice and action, learning episodes, reflective-practitioner, research skills

^{Available Online: 22 March 2022}

How to Cite:
Morales MPE, Palisoc CP, Avilla RA, Anito Jr. JC, Elipane LE, Ayuste TOD, Ramos-Butron B, Alcantara EC, Sagun RD, Bernarte RP et al. 2022. A participatory action research (PAR)-influenced mentoring program for graduate students. The Palawan Scientist, 14(1): 1-10. https://doi.org/10.69721/TPS.J.2022.14.1.01

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License