ACTION RESEARCH PROPOSAL

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DOCUMENT NO. VERSION NO. REVISION NO. DATE:

1.1 0.2 5 January 2021 Page 1 of 7

ACTION RESEARCH PROPOSAL TEMPLATE

LEAD PROPONENT TAGUINOD, SOLOMON A.
MEMBER NAVARRO, GIRLIE R.
MEMBER ADRALES, EDNA B.
TITLE OF
RESEARCH
DIVISION BIÑAN

Context and Rationale

Within the thick of the Coronavirus crisis our decision as teacher remains a
similar. In step with our Department of Education Secretary Leonor Magtolis Briones,
that education should continue whether or not self – pace or virtual and even with or
without physically going to school just to attend a class. This statement is the
Department of Education response to Covid-19 pandemic. Covid-19 or the
Coronavirus unwellness is associate degree communicable disease caused by a
newly discovered corona virus. As a matter of truth as of nowadays there is no
specific vaccines or treatments for the aforementioned Coronavirus unwellness. With
this, everybody ought to take care particularly in coping with others and that we have
to be compelled to follow the health protocol.

This situation gives rise to the so-called blended learning. It is a style of

education in which the learners learn with the help of interactive tools and online
flatforms as well as traditional face-to-face teaching concept. This minimizes the
face-to-face contact of the teacher to the students to prevent the spread of the
Covid-19.

`As a teacher in handling mathematics subject, it will be a challenge to teach

the said subject area with minimal face-to-face interaction with the students. In fact,
Mathematics is one of the subject area that the students find harder. As a matter of
fact, in the traditional 5-day face-to-face teaching, no one can deny the pressing
problem of the students’ low performance in the subject. So what more if we will
lessen the number of days that they are in the school to learn the lessons. Although
we will have a module for the students to learn the subject when they are at home,
lessening the face-to-face interaction with the students means lesser time for me to
explain the lessons to them. This also means a limited time for them to ask questions
regarding their queries and difficulties with the subject. This problem gives me the
idea of strengthening the use of Reflection Journal in Mathematics.
DATA PRIVACY NOTICE: Data and information in this form are intended exclusively for the purpose of this activity. This will be kept by the
process owner for the purpose of verifying and authenticating identity of the participants. Serving other purposes not intended by the
process owner is a violation of Data Privacy Act of 2012. Data subjects voluntarily provided these data and information explicitly
consenting the process owner to serve its purpose.
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The Reflection Journal in Mathematics will be one of my tools in assessing the

students if they are really learn the lesson and what difficulties they encounter
regarding the lesson. As stated in the study of Burns 2005, p.31 that the insights we
gain by making assessment a regular part of instruction enable us to meet the needs
of the learners who are wishing for mind challenges and to give some interference to
those learners who find harder. Furthermore, the Journal will be used by the
students to practice what they have been learning and personalizing it through their
journal writing. This will also allow me as a teacher to understand and respond to
students’ thinking and identify things that they have difficulties.

This action analysis was conducted to work out if the ‘’Reflection Journal in
Mathematics’’ can facilitate the teacher to assess students’ learning and learning
difficulties in Mathematics, so as to enhance the students’ performance within the
aforementioned subject particularly throughout Covid-19 pandemic or during the
time of distance learning.

Action Research Questions

This research analysis want to investigate and answer the following questions:

1. What is the degree of the students’ performance in Mathematics when they are
not using Reflection Journal?
2. What is the degree of the students’ performance in Mathematics when they are
using Reflection Journal?
3. Is there a significant difference between the students’ performance in
Mathematics when they did not use the Journal compare to when they did use
the Journal?
4. How does the reflective journal significant affect the learning performance of
the students in mathematics?

Proposed Innovation, Intervention and Strategy

Primarily the aim of the study was explained to the respondents and also the
researchers asked their permission to answer questions in the queries within the
questionnaire or interview guide. He conjointly privy the respondents that the data
they provided was just for the study purpose. Consequently, the researcher used the
data from his respondents only for the study purpose. Considering this reality, any
communication with the persons involve were gathered at their voluntarily consent
without forcing and threatening the personal and institutional wellbeing. In addition,
the researcher ensured confidentiality by making the respondents unnamed.

Action Research Methods

A. Participants and/or other Sources of Data and Information

In this study, the researcher will utilize the purposive sampling technique to
determine if the ‘ reflection journal in Mathematics will help the teacher to assess
students’ learning and learning difficulties in Mathematics as their basis to enhance
the students’ performance in the said subject especially during Covid-19 pandemic.
In this technique, one hundred percent (100%) population frame of sixty – six (66) of
the Grade 2 pupils of Dela Paz West Elementary School for this school year 2020 –
2021 are all part of the study and participated as respondents. Likewise, it is the
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purpose of the researcher which is to prevent pupils from feeling rejected; hence, all
will be part in the survey process. Adanza, et.al (2009) explained that a purposive
sampling technique is a technique where the researcher selects a particular group or
groups based on certain criteria of purposes or variables. It is a sample selected by
the researcher which in his judgment is a representative sample.

B. Data Gathering Methods

The researcher distributed the questionnaires via online communication

(using zoom/Google platforms). The researcher was granted access to participants’
first marking period grades by the school principal to conduct this action research.
On the other hand the researcher conducted their online interviews using the zoom,
facebook, GSuite and other internet platforms as their way of getting the response of
their respondents to determine if the reflection journal in Mathematics will help the
teacher to assess students’ learning and learning difficulties in Mathematics as their
basis to enhance the students’ performance in the said subject especially during
Covid-19 pandemic. And with that, the result of their interview and response to the
questionnaire (via Google forms) will be the basis of the study.
A survey, developed by the researcher, was distributed to the actual
respondents in a total of 44 Grade 6 pupils enrolled in Pacita Complex 1 Elementary
School.

C. Data Analysis Plan

The data was analyzed and treated statistically in order to answer the
questions in this study and able to test hypothesis set. As applied, the
statistical tools used are:
1. Percentage- was used to determine the frequency of responses or
perceptual assessment of the respondents.
Formula:

Where: P= percentage
f = frequency
N= total number of respondents

2. Weighted Mean -This average weighted mean shall be used to present

the descriptive statistics of the study on commonality of response chosen from
a set of option.

Formula:
Where: X = computed weighted mean
fx =the sum of frequency and the option
N = number of cases
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3. Pearson r Correlation Coefficient. The Pearson product moment correlation

coefficient is used to assess if the reflection journal in Mathematics will help the
teacher in assessing students’ learning and learning difficulties in Mathematics, so
as to enhance the students’ performance in the said subject especially during Covid-
19 pandemic
The statistical formula for computing the Pearson r is:

Where:
r = the Pearson r correlation coefficient
x = the independent variable
y = the dependent variable
∑ xy = the summation of the products of x and y
∑x = the summation of x
∑y = the summation of y
∑ x2 = the square of summation of x
∑ y2 = the square of summation of y
n = the number of pairs

The quantitative interpretation of the degree of linear relationship existing

shown in the following range of values.

Range of Descriptive Interpretation

Values
+ 1.00 Perfect positive(negative relationship)
+ 0.91 – 0.99 Very high positive(negative relationship)
+ 0.71 – 0.90 high positive(negative relationship)
+ 0.51 – 0.70 moderately positive(negative
relationship)
+ 0.31 – 0.50 low positive(negative relationship)
+ 0.01 – 0.30 negligible positive(negative relationship)
+ 0.00 No correlation

The weighted mean and adjectival description were utilized to determine

the answers to the problems of the study. The Pearson Product Moment
Coefficient of Correlation r was used to test the hypotheses on the significant
relationships of the different variable in the study.

4. The null-hypothesis were tested with t-test.

The T Test also known as the Student's T test in the name of its creator
"Student". T test was use to collate two different set of values. It is normally
pertained on a small set of data. T test is normally pertained to normal
distribution which has a small set of values. This test collate the mean of two
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samples. T test uses means and standard deviations of two set of values to
make a comparison. 
The computed t-values shall be compared with Tabular t-values at five (5) percent
level of significance.

The formula of the equations which shall be use are:

Action Research Work Plan and Timelines

ACTIVITIES Month Month Month Month Month Month

Shade the corresponding month per 1 2 3 4 5 6
activity
Add rows if necessary
1. Submission of the
Proposal
2. Crafting and
reproduction of the
instrument/
questionnaires to be used
in data gathering
3. Administer Survey

4. Checking and gathering

data
5. Interpretation/ Revision
of the final research
outputs
6. Binding of the final
research output
7. Final Defense

8. Results Dissemination
(seminar-forum)
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Plans for Dissemination and Utilization

DISSEMINATION Month Month Month Month Month Month
ACTIVITIES 1 2 3 4 5 6
add rows if necessary

1. Submission of the
Proposal
2. Crafting and reproduction
of the instrument/
questionnaires to be used in
data gathering
3. Administer Survey

4. Checking and gathering

data
5. Interpretation/ Revision of
the final research outputs

REFERENCES

DM 144, s. 2017 – Supplemental Research Guides and Tools

August 29, 2017-DM 144, s. 2017 – Supplemental Research Guides and Tools

 DM 144, s. 2017 – Supplemental Research Guides and Tools | Department of

Education (deped.gov.ph)

DO 16, S. 2017 – RESEARCH MANAGEMENT GUIDELINES

References: DepEd Order: Nos. 43, s.2015; and 4, s. 2016
DO 16, s. 2017 – Research Management Guidelines | Department of Education
(deped.gov.ph)

Public Education's Response to the Coronavirus (COVID-19) Pandemic (ncsl.org)

DO_s2020_017.pdf (deped.gov.ph)
Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment
Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta
Assessment Consortium, 2003), p. 4. Used with permission from Ruth Sutton Ltd.
Types of Classroom Assessment (Assessment) (learnalberta.ca)

Adanza, E. (1995). Research methods: Principles and applications. Manila: Rex

Book Store.
SOLOMON A. TAGUINOD

SUBMITTED BY: GIRLIE R. NAVARRO

(Signature over printed name)

EDNA B. ADRALES
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