Blending the Principles of Participatory Action Research Approach and Elements of Grounded Theory in a Disaster Risk Reduction Education Case Study

Abstract

This paper presents an exemplar of blending the principles of participatory action research and elements of grounded theory in a disaster risk reduction education case study. It illustrates and describes a modified methodological approach that was used during the needs’ assessment and analysis phase of a multiphase study on teaching of disaster risk reduction in science among public schools in Biliran Province, the Philippines. The approach was conceived upon considering the overarching aim of the study which is the effective, efficient, inclusive, and proactive teaching of disaster risk reduction in science, the complex nature of the disaster risk reduction education, and the multiple stakeholders involved in disaster risk reduction among public schools. Results revealed that the modified methodological approach provided a co-learning environment for both participants and researchers, created an opportunity to maximize participation toward generating knowledge, prioritizing problems, and conceptualizing solutions, strengthened the data collection and analysis process, hence ensuring quality in the entire research process, and addressed the participation issues pointed out in grounded theory studies. The modified methodological approach may be relevant and applicable to similar studies that are complex and emerging like the teaching of disaster risk reduction in science.