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Conducting - Action Research
Conducting - Action Research
Conducting - Action Research
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Reflect on your experiences and identify the most critical problem that affects your students’
learning
Explain the intervention and cite literature that supports /validate the strategy to be
used
The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool:
Contextualized and Localized Instructional Learning Material with seven (7) lessons
where its objectives are based on the least mastered skills. The development of the IM
anchors the simplified process of ADDIE Model which follows: Phase I –
Preparation, Phase II – Development, Phase III – Validation, Phase IV – Try-Out.
Methodology
* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.
* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which
will be utilized this study:
In developing the instructional learning material, the concept of ADDIE will utilize
where:
Phase I- The preparation stage involves administering the pretest using the teacher-
made test validated by the Grade 8 teachers. It will use to determine the least mastered
skills of the Grade 8 OHSP learners. The contents and components of the MAD Tool:
Contextualized and Localized IM will base on the result of the pretest.
Phase II – The development stage involves the following phases; deciding on the
format of the module, the process of writing the module and the initial revisions
needed to improve the first draft of the module.
Phase III – In the validation stage, English teachers (peers and experts) will ask to
assess the module in terms of its objectives
Plans for Dissemination and Utilization
The results of the study will be presented and disseminated during learning action
cells, teacher’s quality circle, conference after the study and will be presented through
infographics which will be part of the initiatives of the school administrators and the
subject area teachers.
Conclusion
Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they
can do well; ensure opportunities for student’s success by assigning tasks that are either too easy
nor too difficult; help students find personal meaning and value of the material; and help students
feel that they are valued members of a learning community.
Reflection
Sample of Reflection
As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the
end of this long, winding tunnel is finally in sight. I found the process of conducting an action
research project very complex and often overwhelming. However, at the same time, I found it to
be extremely enlightening and rewarding.
REFERENCES
Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn
and Bacon.
Borg, W. (1981). Applying educational research: A practical guide for teachers.New York:
Longman.
Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia:
Deakin University Press.
Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA:
Association for Supervision and Curriculum Development.
Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and
knowledge. New York: Teachers College Press.
Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College
Press.
Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.
source: SDO Las Pinas
INITIAL STEPS
IN CONDUCTING AN
ACTION RESEARCH
STEP 1:
MAKING THE COMMITMENT TO INQUIRY
A professional stance
A way of learning about your classroom
A way of learning about yourself as a teacher
Using the 5whQ
Possible questions:
Why do the boys in my class….?
I am perplexed by________________________________________
I am really curious about __________________________________
Step 2:
Read, Research, Reflect
Framing a good question
Avoid yes or no questions
A good question is
free of educational jargons,
What happens to the quality of student writing when I implement peer editing in
my English classes?
How does the use of computers affect the student writing process in my class?
What happens to student understanding of specific geometrical concepts when I incorporate
exploratory exercises into the teaching of geometry in my classroom?
What happens to students’ academic performance in the classrooms when the school observes
the heterogeneous system during cooperative learning activities?
Conducting a Literature Review
(Holly, Arhar, and Kasten ,2005)
Step 3:
Make changes or try a new idea
What are you going to do?
Step 4:
Evaluate and Reflect
How can you be sure that your conclusions are fair and accurate?
Step 5:
Improve or amend your practice
How will I do things differently?