Course

LM01-PRED
Packet

10 2313

Learning Module

The Reflective
Teacher-Apprentice
Course Packet 10

Enhancing Teaching
Practice through Action
Research

Knowledge Area Code : PRED

Course Code : PRED 2313
Learning Module Code : LM0-PRED2313
Course Packet Code : LM0-PRED2313-10
FS2 Learning Module: The Reflective Teacher-Apprentice 1
 Course
Packet
LM01-PRED

10 2313
Course Packet 10

Enhancing teaching practice thru AR

Course Packet 10

Introduction
In this course packet, we will learn the important role of Acton Research to
improve the teaching practice. You are expected to work with this course packet
for 6 hours.

Objective
At the end of this learning packet, you are expected to value the role of AR in
matching problematic learning situations to probable action.

Observation/Participation Guidelines
1. In this course packet, we will have a flipped classroom model for
discussion of AR
2. Read the any of the following suggested readings:
a. Action Research by Anne Burns (2015)
https://www.researchgate.net/publication/282199978_Action_res
earch
b. DO 16, S. 2017 – Research Management Guidelines at
https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-
management-guidelines/
3. During face-to-face class, discover more about AR.
4. Pdf copy of the presentation that is going to be used by the faculty, along
with the video recording is going to be uploaded in the Gclass.
5. Develop an AR proposal
6. Reflect on the importance of AR in teaching practice.

FS2 Learning Module: The Reflective Teacher-Apprentice 2

 Course
Packet
LM01-PRED

10 2313
Activity Sheet 10
INSTRUCTION: Try to develop an action research proposal to improve the delivery of
learning in your resource/cooperating school. Use the template below.
Activity Sheet 10

Proponents:
Author:
Hilario, Marvin S.
Title:

ENHANCING ACADEMIC PERFORMANCE AND ATTENDANCE AMONG

GRADE 11 STUDENTS WITH INCENTIVE-BASED INTERVENTION

Context and Rationale:

Students that consistently attend school have a higher chance of academic success, hence
the attendance rate is crucial. If a significant portion of the class is consistently missing, it is
challenging for the teacher and the class to advance and develop their abilities.
Absenteeism, as defined by Merriam-Webster, is "chronic absence." It is the routine or
deliberate refusal to attend school in a learning environment. While every student is absent
from class for a number of days. Regular attendance at school is critical for a student's
academic and social development. Students who often miss class suffer from both
disadvantages. intellectually and socially. They hinder their academic advancement while
also missing out on important periods of peer growth and social engagement. Low self-
esteem, social isolation, and discontent might follow from this, which may have been the
initial cause of non-attendance.
Sadly, 100% attendance is hard to accomplish. Regardless of how engaging and well-
prepared the courses and instructional materials are, some pupils will inevitably miss out on
the day's events, whether they do so voluntarily or not (Murcia, 2015).

For administrators, teachers, parents, society, and students in particular, school

absences are a serious issue. Peer relationships are harmed by unwelcome absences, which
may lead to further absences. According to Malcolm et al. (2003), teachers identified the
negative effects of absenteeism on children as academic underachievement, difficulty making
friends, which could cause boredom and confidence loss, prolonged absences can have
negative effects on the child in the future, and absence students are most likely to drop out
of school before graduation.
The teacher's capacity to give the material to the class in a sequential and orderly manner
is also impacted by absence. All of the class's students' progress may be impacted by this. The
family of a persistently absent student, however, may also experience hardship. For a family
living in poverty, it can mean continuing the cycle of unemployment and poverty that may
run in the family. The disputes in families are also a result of this. When children of school
age are not in school, society as a whole suffers. These kids could loiter on the streets. They
turn to minor offenses like stealing other people's goods and stuff because they are bored and
have nothing better to do. Others could develop drug addictions or indulge in other

FS2 Learning Module: The Reflective Teacher-Apprentice 3

 Course
Packet
LM01-PRED

10 2313
hazardous habits.

In this study, the researcher would like to minimize this problem, if not eradicate it.
That is why the researcher will conduct action research to understand them better. He wanted
a more accurate analysis of why some of his students are perennial absentees, so he could
Activity Sheet 10

formulate plans, projects, and programs to minimize their absences. Also, the use of
incentive-based intervention to improve attendance and academic performance can be
perceived as beneficial among students. The attendance and academic performance
incentive-based intervention from the teachers include the following: positive comments,
positive note home to parents, extra time at the computer laboratory, homework pass, first-
in-line privileges, cookie or snack coupons, individual or team certificates, name on
“attendance wall” in the classroom, chance to act as teacher’s assistant and give pencils, pens,
stickers, bookmarks, and others.

This action study will be conducted in the context of identifying the reasons behind the
Grade 11 Technical Vocational and Livelihood (TVL- Food and Beverage) students at Balsik
National High School's tardiness. The researcher's top priorities include enhancing the four
students' attendance and academic performance because he serves as the section supervisor
for Grade 11 TVL. Utilizing a suitable intervention is one technique to enhance attendance
and academic performance, hence the incentive-based. Therefore, the goal of this study
project is to develop a plan that is supported by data in order to increase their attendance and
academic performance.

Action Research Questions/ Problem:

I. Action Research Question

This research seeks to document how to improve the attendance and

academic performance among the Grade 11 Technical Vocational and Livelihood
(Food and Beverages) students of Balsik National High School during the school year
2022 – 2023. Specifically, it seeks to answer the following questions:

1. What are the factors that cause absenteeism among Grade 11 TVL (Food
and Beverages) students?

2. What is the frequency of attendance among Grade 11 TVL (Food and

Beverages) students when grouped into:
2.1. before the incentive-based intervention, and
2.2. after the incentive-based intervention?

3. What is the academic performance of Grade 11 TVL (Food and Beverages)

students when data are grouped into:
3.1 before the incentive-based intervention, and

FS2 Learning Module: The Reflective Teacher-Apprentice 4

 Course
Packet
LM01-PRED

10 2313
3.2 after the incentive-based intervention?

4. Is there a significant relationship between incentive-based intervention and

attendance among the Grade 11 TVL (Food and Beverages) students?
Activity Sheet 10

5. Is there a significant relationship between incentive-based intervention and

academic performance among Grade 11 TVL (Food and Beverages)
students?

6. Is there a significant difference between attendance and academic

performance among the Grade 11 TVL (Food and Beverages) students?

Proposed Innovation, Intervention and Strategy

According to Balfanz (2012) asserts that a student's ability to achieve

academically at all levels depends on their attendance at school. According to
research, kids with strong attendance records are more likely than their
counterparts with bad attendance records to advance academically and
graduate. The development of crucial skills in the early grades, followed by
academic performance and graduation rates in middle and high school, are
the first areas where absenteeism at all levels can have a detrimental effect on
a student's long-term success.

The term "chronic absenteeism" is typically used to describe instances

in which students miss 10% or more of the school year. The National Center
for School Engagement claims that, despite modest variations in definitions,
the consequences of a kid skipping class are always the same. This is true
regardless of how truancy or absence is defined. According to a number of
studies, persistent absences typically result in significant academic issues
(Maynard, 2012).

There are many reasons why students miss class, some of which are
outside of their control. Chronic absenteeism is more common in minority,
male, and urban students, as well as those from low-income, single-parent,
and big homes. According to Johns Hopkins University research, for instance,
a student's absence from class may be caused by commitments or other
FS2 Learning Module: The Reflective Teacher-Apprentice 5
 Course
Packet
LM01-PRED

10 2313
circumstances, a desire to avoid activities or contacts at school or a lack of
effort on their part to get there.

Additionally, a student's prior absences from class might be a reliable

Activity Sheet 10

indicator of future absences. This finding indicates a potential need for

districts and schools to address absenteeism early in a student's academic
performance, as the National Center for Education Statistics points out that
"high school dropouts have been found to exhibit a history of negative
behaviors, including high levels of absenteeism throughout their childhood,
at higher rates than high school graduates." Teachers can pay more attention
to the indications of trouble or apathy to assist reduce absenteeism in the early
grades. According to several research, interventions that start in middle or
high school are less effective in increasing attendance than those that start in
elementary school (Railsback, 2012).

In general, preventative measures can address a variety of student

absences causes. In this study, the researcher will employ an Incentive-based
Intervention to raise the academic achievement and attendance rates of Grade
11 Technical Vocational and Livelihood (Food and Beverages) students of
Balsik National High School, Hermosa, Bataan.

Incentive-Based Intervention

According to the literature, using incentives to encourage student

attendance and academic success does not have to be expensive. Extra recess
time or homework passes, for instance, might be used as an effective
incentive. Students might urge their friends to attend class so that the entire
group benefits from the competition. As a result, class-wide incentives and
awards that stimulate friendly rivalry across classes also frequently prove to
be effective. Particularly, some examples of student attendance incentives and
rewards are provided by Attendance Works, a national and state program
advocating improved policies and practices around school attendance (Fryer,
2011).

Positive remarks, encouraging notes to parents, extra computer time,

homework passes, first-in-line privileges, cookie or snack coupons,
individual or team certificates, names on the classroom's "attendance wall,"

FS2 Learning Module: The Reflective Teacher-Apprentice 6

 Course
Packet
LM01-PRED

10 2313
the opportunity to serve as a teacher's assistant, pencils, pens, stickers,
bookmarks, and other rewards are just a few of the incentives-based
interventions that teachers use to encourage attendance and academic
performance. In contrast, the school administration offers rewards for good
Activity Sheet 10

attendance and academic performance, such as recognition during morning

announcements, a certificate at a student assembly, school supplies, food
coupons redeemable in the canteen, food gift certificates for restaurants, an
ice cream or pizza party for the class, as well as a choice of donated goods like
movie tickets or gift certificates, travel, or other experiences.

Schools should refrain from praising "perfect attendance" and instead

encourage regular punctuality. A variety of techniques should be used to
acknowledge attendance because any lost class time might affect a student's
academic success. Programs that connect the intervention with incentives

Action Research Methods (indicate the Participants/ other source of data or information. Data
Gathering Methods, Data Analysis Plan)

This research will focus on the use of incentive-based intervention to

improve the attendance and academic performance of the Grade 11 TVL (Food and
Beverages) students for the school year 2022 – 2023. The records of their attendance
will be taken from March 2023 up to July 2023.

Participants:
Moreover, the questions on the causes of absenteeism will be based on the
Students at Risk of Dropping Out (SARDO) Form 1. The said research will start
in March 2023 after the second quarter of the school year up to July 2023 after the
third quarter exam. The researcher will employ a random sampling procedure. The
respondents are fifty (50) Grade 11 students from the Technical and Vocational
Livelihood Track specifically in the Food and Beverages of Balsik National High
School. Table 1 shows the number of respondents who will undergo the
intervention.

No. of Respondents
Before After
Grade 11 TVL
(Food and
Beverages)
50 50
FS2 Learning Module: The Reflective Teacher-Apprentice 7
 Course
Packet
LM01-PRED

10 2313
Data Gathering Procedures:
This research will employ a quantitative–descriptive method since the
objectives of the researcher are to determine the causes of absenteeism,
Activity Sheet 10

attendance, and academic performance results before and after the intervention,
and the significant improvement of attendance and academic performance.

Data Analysis:
The data gathered will be analyzed using the following statistical tools:

1. Frequency and Mean. These will be used to get the factors that cause
absenteeism among Grade 11 TVL (Food and Beverages) students.

2. Frequency. This will be used to get the frequency of attendance among Grade
11 TVL (Food and Beverages) students when grouped into:
2.2. before the incentive-based intervention, and
2.3. after the incentive-based intervention?

3. Mean. This will be used to get the academic performance of the Grade 11 TVL
(Food and Beverages) students when data are grouped into:
3.1. before the incentive-based intervention, and
3.2. after the incentive-based intervention.

4. Chi-square Test will be used to get the relationship between incentive-based

Intervention and attendance among the Grade 11 TVL (Food and Beverages)
students.

5. Chi-square Test will be used to get the relationship between incentive-based

Intervention and the academic performance among the Grade 11 TVL (Food and
Beverages) students.

6. T-Test will be used to get the difference between attendance and academic
performance among the Grade 11 TVL (Food and Beverages) students.

Work Plan and Timeline

Goal: To improve the attendance of Grade 11 students using an

incentive-based intervention program.

FS2 Learning Module: The Reflective Teacher-Apprentice 8

 Course
Packet
LM01-PRED

10 2313

Objective: To recommend actions to implement the incentive-based

intervention as an intervention to improve attendance in Balsik National
High School.
Activity Sheet 10

Action Details

ACTION
1. Figuring out the problem of
the learners. (December 20,
2022)
2. Choosing an appropriate
topic related to the problem.
(December 22, 2022)
DETAILS
The researcher identifies the common
problems that he encountered during his
field study.
The researcher selected a topic that can
showcase the problem and its intervention.

3. Creating a title about the The researcher created a title that fits the
chosen topic. (January 10, needs of the learners in their classroom
2023) setting.
4. Consulting the resource
The researcher asks the opinion of the
teacher for applicable title and
resource teacher if the title and the topic fit
topic. (January 11, 2023) the needs of the learners.
5. Planning of intervention for The researcher prepared interventions or
the research (January 13, 2023)
techniques to provide fixes for the issues
they ran across.
6. Completing the distributed The researcher gathered all the distributed
parts of the action research. parts and completed the action research.
(January 14 up to January 26,
2023)

Cost Estimates

An extensive list of the goods and their associated expenses is

provided. The expenses and items appropriately represent the action
research's financial requirements. The overarching plan takes into account
the proponent's ability to pay for project-specific costs that the researcher
will be responsible for.

FS2 Learning Module: The Reflective Teacher-Apprentice 9

 Course
Packet
LM01-PRED

10 2313
ACTIVITY ESTIMATED COSTS
1. Creation of materials for intervention ₱ 200.00
research and implementation (1 ream of
bond paper; A4)
Activity Sheet 10

2. Permanent marker (10 pcs) 10(30) = ₱ 300.00

3. Notebook, stenographer (50 pcs) 50(30) = ₱ 1500.00
4. Travel Expenses ₱ 200.00
5. Postage ₱ 200.00
6. Internet (postpaid subscription) ₱ 1500.00
7. Printing and Binding ₱ 1000.00
8. Food Expenses ₱ 1000.00
9. Expenses related to research ₱ 2000.00
TOTAL ₱ 9400.00

Plans for Dissemination and Utilization

The researcher aims to disseminate and utilize the research with the
full support of the School Principals through existing mechanisms such as:
Learning Action Cell (LAC). The LAC session may be maximized by
sharing the result of ongoing and/or completed research. This may serve as
input for teachers in improving the attendance of the students.
In-Service Training (INSET). The training design may include
discussions on research results and how this can be utilized.
College of Supreme Government (COSG). Research results and
proposed action can be presented during school planning and monitoring
activities.
School Report Card (SRC). Interventions made as a result of action
research may be included in SRC.

References:

Casing, I. (2019). Improving Attendance and Academic Performance

Among Grade 12 Students through Incentive-Based Intervention.
Retrieved January 27, 2023, from
https://www.researchgate.net/publication/344463059_Improving_
FS2 Learning Module: The Reflective Teacher-Apprentice 10
 Course
Packet
LM01-PRED

10 2313
Attendance_and_Academic_Performance_Among_Grade_12_Stu
dents_through_Incentive-Based_Intervention
P. (n.d.). The Importance of Being in School: A Report on Absenteeism in
the Nation’s Public Schools | Everyone Graduates Center.
Activity Sheet 10

Retrieved January 27, 2023, from

https://new.every1graduates.org/the-importance-of-being-in-
school/
Allan and Roland Fryer, B. M. (n.d.). The Power and Pitfalls of Education
Incentives. Retrieved January 27, 2023, from
https://www.brookings.edu/research/the-power-and-pitfalls-of-
education-incentives/
Maynard, R. (2017, August 12). Indicated Truancy Interventions for
Chronic Truant Students: A Campbell Systematic Review.
Retrieved January 27, 2023, from
https://journals.sagepub.com/doi/abs/10.1177/1049731512457207
L. (2022, June 14). Action Research on Student and Pupil Absenteeism in
School. Retrieved January 27, 2023, from
https://owlcation.com/academia/action-research-on-student-
absenteeism
Practical Research 2 (Quantitative) - Lorimar Academix. (n.d.). Retrieved
January 27, 2023, from https://lorimaracademix.com/practical-
research-2-quantitative/
Railsback. (2004, June). INCREASING STUDENT ATTENDANCE:
Strategies From Research and Practice. Retrieved January 27,
2023, from.

FS2 Learning Module: The Reflective Teacher-Apprentice 11

 Course
Packet
LM01-PRED

10 2313
Assessment 01
INSTRUCTIONS: Reflect on the Role of AR in the improvement of teaching and learning.
Answer in 100-200 words
Assessment 01

Teachers can use action research to reflect on what they want to improve, learn
about what others are doing in the field, and experiment with practice in a safe
environment. Participants in this hands-on program will learn how to use classroom-
based research to improve teaching and learning. It ensures that teachers are kept up
to date on any changes that occur, particularly those affecting their service delivery
approaches, guaranteeing that learning is maintained up to date with changing times
and methods of learning such as cooperative learning. Conducting research in the
classroom is extremely beneficial to the growth of teaching and learning. Without
disrupting class time, anything from effective evaluation to behavior management can
be the subject of in-depth research

FS2 Learning Module: The Reflective Teacher-Apprentice 12

 Course
Packet
LM01-PRED

10 2313
Post-test

Self-Assessment
Post-test

INSTRUCTION: Rate your readiness to the teaching profession through the following items
where 5 is highest and 1 is the lowest.
Self-Evaluation Criteria Rating
1 I completely understand the demands of the teaching 5 4 3 2 1
profession.
2 I am confident that I have the personal qualities of a /
professional teacher.
3 I am confident that I have the competence that schools expect /
from of a beginning teacher.
4 I understand the importance of action research in improving /
the teaching practice.
5 I could develop an action research proposal to improve the /
teaching practice.
6 I could design a safe and conducive learning environment for /
students whether it be in face-to-face or flexible setting.
7 I could plan routines and classroom procedures to ensure /
efficient classroom operations.
8 I could write a lesson plan that takes into consideration /
students’ diversity and contexts.
9 I could select the most appropriate instructional resources /
based on context and needs.
10 I could develop and organize of instructional materials to /
facilitate learning.
11 I could select and design assessment FOR, AS, and OF /
learning.
12 I am confident that I could facilitate effective learning delivery. /
13 I could interpret scores correctly for meaningful reporting. /
14 I understand that a teacher will always be a learner and hence, /
I should possess the growth mindset.

FS2 Learning Module: The Reflective Teacher-Apprentice 13

 Course
Packet
LM01-PRED

10 2313
Learner’s Feedback Form
Name of Student: HILARIO, MARVIN S.
Program : Bachelor of Secondary Educatiom Major in General Science
Learner’s Feedback Form

Year Level : 4th Year Section: BSED 4- SCIENCE

Faculty : FACULTY OF EDUCATION
Schedule : FRIDAY

Course Packet : 10 Code : PRED 2313 Title : The Reflective Teaching

Apprentice

How do you feel about the topic or concept presented?

√ I completely get it. I’m struggling.

I’ve almost got it. I’m lost.

In what particular portion of this course packet, you feel that you are struggling or
lost?
None so far.

Did you raise your concern to you instructor? Yes √ No

If Yes, what did he/she do to help you?

If No, state your reason? I don’t have any concer.

To further improve this course packet, what part do you think should be enhanced?
I think it is better to include more explanation and references.

How do you want it to be enhanced?

It can be enhanced by adding some information and refrences in every course
packet.

FS2 Learning Module: The Reflective Teacher-Apprentice 14

 Course
Packet
LM01-PRED

10 2313
Evaluation Form
Resource Teacher Evaluation Form

Resource Teacher Evaluation Form

Evaluation Form

Name of FS Student: HILARIO, MARVINS S.

Name of Resource Teacher: MRS. EVANGELINE D. TALA
INSTRUCTION: Kindly rate the performance of the FS student during FS 2 (Limited
Participation and Teaching Assistantship). In this course, the FS student is not
expected to engage in full participation to the FS schools. They are only expected to
assist the Resource Teacher in teaching and learning activities for at least 1 ½ hour per
week for the whole semester.
Scale Descriptive Rating Qualitative Description

5 Outstanding The performance almost always exceeds criteria.

4 Very Satisfactory The performance meets and often exceeds the

criteria.

3 Satisfactory The performance meets criteria.

2 Fair The performance needs some development to

meet criteria.

1 Poor The FSS fails to meet criteria.

CRITERIA RATING
1. Attends to tasks in the Field Study School 5 4 3 2 1
Attendance

with punctuality.
2. Reports to the Resource Teacher regularly for √
1 ½ hour per week.
3. Comes to class, well-groomed and prepared √
for the responsibilities.
4. Demonstrates proper behavior in the
presence of learners, teachers, parents, and
√
other stakeholders.
5. Maintains good working relationship with √
Personality

Resource Teacher and other FS students.

6. Upholds the dignity of the college and √
university in all actions.

FS2 Learning Module: The Reflective Teacher-Apprentice 15

 Course
Packet
LM01-PRED

10 2313
7. Accepts comments and suggestions from the √
resource teacher for the improvement of self.
Criteria

8. Exhibits the willingness to learn. √

9. Shows commitment in all activities.
Evaluation Form

FS2 Learning Module: The Reflective Teacher-Apprentice 16

 Course
Packet
LM01-PRED

10 2313
References

CHEd (2017). Commission on Higher Education Memorandum Order No. 78, s. 2017.
References

Policies, Standards, and Guidelines for the Bachelor of Technology and livelihood Education
(BTLEd)

CHEd (2017). Commission on Higher Education Memorandum Order No. 80, s. 2017.
Policies, Standards, and Guidelines for the Bachelor of Physical Education (BPEd)

DepEd (2017). Department of Education Order No. 16, series of 2017. Research Management
Guidelines

Lucas, M. R. D., Borabo, M.L., Bilbao, P.P., Corpuz, B.B. (2021). Field Study Participation and
Teaching Assistantship. Lorimar Publishing, Inc.

Code of Ethics for Professional Teachers.

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

FS2 Learning Module: The Reflective Teacher-Apprentice 17