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Teachers are expected to engage in the praxis of educational reform, and one of the resurgent interests in the field of education is the conduct of action researches. In the Philippines and in many parts of the world, teachers are encouraged to perpetuate a culture of conducting action researches to improve the teaching and learning process. Considering the scant literature towards evaluation criteria for quality action researches, this exploratory-sequential mixed method study aims todoi:10.11591/ijere.v9i3.20626 fatcat:ehfyi3dmubgwtielos4qnuvn2i