COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER

EDUCATION
Expected Output
Write Shop on Classroom-Based
Action Plan
Narration on the Methods

Action Research and Design Section.

Method and Design

November 26, 2022

01 Field Study 2 03

Method and Design

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER

EDUCATION

Outline Selecting a course of action to address the identified gap/problem.

This is the third phase of Susman's Model. You will do the following:
01 Introduction to Method and Design
1. list down all the activities that will answer the three research

02 Taking Action - Selecting a Course of Action questions

03 Writing the Narrative for Method and Design 2. Arrange the activities chronologically
3. Transfer the activities in the Action Plan Template
04 Group Activity: Crafting the Action Plan 4. Determine your objectives, persons involved, timeframe,

resources needed, expected output and statistical tools.

02 03
Taking Action - Selecting the
COLLEGE OF TEACHER EDUCATION COLLEGE OF TEACHER EDUCATION

Course of Actions
Reviewing the Statement of the Problem
1. What are the remedial reading strategies used by the teachers to decrease their

non-readers in English?
2. How can teacher's knowledge of remedial reading strategies be described in

terms of: What are the target

a. Level of Proficiency;
b. Frequency of Use; and
activities to be done to

c. Utilization of appropriate remedial reading materials answer the SOP? CUSTOMIZED

3. What is the effectiveness of teacher's adequate knowledge and utilization of

remdial reading strategies on the number of non-readers in English?

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1. Possible Actions to be undertaken 2. Arranging the Activities Chronologically

To specify the non-readers of English from Grades III to VI 1. To specify the non-readers of English from Grades III to VI
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To determine the remedial teaching strategies used by teachers to COLLEGE OF TEACHER

2. To determine the remedial teaching strategies used by teachers to EDUCATION
EDUCATION
reduce non-readers in English reduce non-readers in English
To describe teacher’s knowledge of remedial teaching strategies in 3. To describe teacher’s knowledge of remedial teaching strategies in
terms of: terms of:
Level of Proficiency a. Level of Proficiency
Frequency of Use b. Frequency of Use
Utilization of Appropriate Reading materials c. Utilization of Appropriate Reading materials
To orient the school head on the scope of the study 4. To orient the school head on the scope of the study
To arm English Teachers (Grades III to VI) with adequate remedial 5. To arm English Teachers (Grades III to VI) with adequate remedial
reading strategies to help them address the needs of their non- reading strategies to help them address the needs of their non-readers
readers 6. To look into the effectiveness of teachers’ adequate knowledge and
To look into the effectiveness of teachers’ adequate knowledge and utilization of remedial reading strategies on the number of non-readers
utilization of remedial reading strategies on the number of non- 06
in English
readers in English 07
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3. Transfer the Activities to Action

4. Determine your objectives, persons involved,

Plan Template timeframe, resources needed, expected output and

statistical tools.
ACTIVITY
RESOURCES
STATISTICAL TOOL

PERSONS
TIMEFRAM
EXPECTED

OBJECTIVE/ TARGET TASKS/STEPS NEEDED TO BE USED

INVOLVED E OUTPUT

08 09

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Writing the Narrative for Method and

Design However, Phil-IRI results showed that there are still 679
This part reveals the

pupils from Grades III to Grade VI who are classified as

concrete

non-readers in the division. gap/problem.

The Every Child a Reader Program (ECARP) is an initiative to The introductory

directly address the thrust of the Department of Education paragraph discusses

to make every Filipino child a reader by the third year of the context of the
Based on the analysis, one significant way to address
This part discuss the

study.
schooling. Its goal is to enable elementary grade pupils to this problem is to equip English teachers with adequate
identified solution to

communicate and access a variety of information in oral knowledge of remedial reading strategies. answer the problem.
and written forms through effective reading instruction.

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COLLEGE OF TEACHER

EDUCATION
To systematize the procedure, the researcher, This part narrates
Then, a survey form will be prepared, validated This part narrates

in her capacity as Education Program the actions to be

(by experts and Grade II Teachers) and finalized. the actions to be

Supervisor in English, will schedule the taken in Step 1. taken in Step 2.

The accomplished survey form will provide the
administration of the Phil-IRI Pre Test and the researcher with an inventory or list of remedial
submission of results to the Division Office so reading strategies used by teachers to decrease
that she can specify the number of non-
non-readers in English.
readers per grade level and per school.

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COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER

EDUCATION
A questionnaire will also be prepared, This part narrates
After tallying and interpreting the results by using This part narrates

validated and finalized to describe teachers' the actions to be

frequency and mean, the researcher will hold a the actions to be

knowledge of remedial reading strategies in taken in Step 3. taken in Step 4.

meeting with the elementary school heads in
terms of level of proficiency (Below Basic, order to orient them about the title, coverage,
Basic, Proficient, Highly Proficient), frequency objectives and significance of the study to the
of use (Never, Sometimes, Often, Always) and
division's thrust to decrease the number of non-
utilization of appropriate remedial reading
readers in English.
materials.

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The said Action Plan will be the basis of the researcher

COLLEGE OF TEACHER
This part

EDUCATION
In order to arm English teachers with This part narrates
during her observation on the conduct of remedial narrates the

adequate remedial reading strategies to help the actions to be

reading in elementary schools. She will also conduct on- actions to be

them address the needs of their non-readers,
training will be conducted. At the end of the
training, they will be required to submit on
Action Plan on Remedial Reading for their
respective schools.
taken in Step 5. taken in Step 6.
the-spot reading test to randomly-selected pupils
(Grades 111-V1) as her way of validating the Phil-IRI Pre
Test Results. After the administration of the Phil-IR1 Post
Test, the researcher will prepare a Division Reading
Profile which will show whether there is a decrease in
the number of non-readers after English teachers have
been equipped with adequate knowledge of remedial
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reading strategies.

Thus, this study will use the descriptive The last part
COLLEGE OF TEACHER

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EDUCATION
method and t-test of correlated samples, at narrates the

0.5 level of significance, in order to evaluate statistical tool to be

Group Activity
used.
the effectiveness of teachers' adequate
knowledge and utilization of remedial reading
strategies in reducing the number of non- Create an Action Plan that will answer

readers. your Statement of the problem.

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Expected Ouput COLLEGE OF TEACHER

EDUCATION

COLLEGE OF TEACHER

EDUCATION
1. Checked and Revised Copy of the Action

Plan
2. Narration on the Methods and Design

Section.

THANK YOU
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