Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

GROUP 4

Ambanloc, Karen
Aquino, Jovelyn
Casillan,
At the end of this learning Cristy
activity, the FS students should be able to:
1. recall the different parts of an action research
Del Rosario, Laica
2. prepare and write an action research plan
Group Members:
3. submit the proposedManzon,
action research
Caerbyplan
Maynigo, Shaira
Navarro, Genelyn
Quinto, Jeya May
Samson, Eloisa
In your Field Study 1, you have learned that action research is a dynamic process that is categorized
under applied research. ItSoriano, Jolina
is focused on solving practitioners’ local problems wherein an action plan plays a
significant role in the execution
Verdey, Aila work (Johnson & Christensen, 2020). Yes, you heard and read it right
of such
- for a teacher’s life, conducting action research is an advocacy since the primary purpose of it is to improve
school
Course, Yearpractices BSED-SS
and solve
and Section 4A
classroom-based teaching and learning related issues to find applicable ways and
means to address existing or present issue that usually bother practitioners’ execution of their job. So, let us
Name now
of FSput
Mentor Dr. Creleah Menor
into practice the theories that you have learned by preparing an action plan that will serve as your
guide and frame of reference in doing
December Classroom-Based Action Research (CBAR).
26,2023
Date

Recall the different parts of the action research, then put into practice the ideas/ knowledge you have learned.
You can enrich your knowledge on how you go about preparing your action research plan by watching
“YouTube”, surfing credible online website, browsing and reading vital sources, eBooks, books, journals and
research publications. Please observe the following: (1) etiquette in doing activities; (2) proper
acknowledgement of references and sources; and (3) intellectual property rights.

Directions: Below are the parts of an action research. Prepare your research plan by describing
what you will do to come up with an excellent classroom-based action research.
Sample:

Parts Description of your plan

Situation
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Domain 1: Content Knowledge and Pedagogy
Based from the previous class observations, I will choose one class with
distinct characteristics and recall the challenges they encountered. From
those challenges encountered, the chosen scenario will serve as my
springboard in writing my CBAR.
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

II.Problem
Identification In problem identification, researchers will analyze potential causes through root
-Possible Causes cause analysis, enabling precise issue pinpointing and optimal solution
-Hypothesis formulation. Following this, they will craft a hypothesis, a specific claim guiding
the investigation's focus on variable relationships and predicting outcomes related
to the research question.

III. Generation of In effective problem solving, researchers emphasize generating alternative

Alternative solutions to address problematic situations or the research problem, expanding
beyond mere problem management.
Solution

Research objective, time frame and target participants are all included in the plan
IV. The Plan of of action. Research objectives play a pivotal role, demanding clarity, specificity,
Action measurability, and logical formulation to ensure the attainment of accurate
-Objectives solutions. The incorporation of a well-defined timeframe, supported by a detailed
-Time Frame timeline, facilitates the prioritization of tasks and establishes a baseline for
-Target Participants measuring progress or setting performance standards. Additionally, identifying
the target participant or population holds significance on multiple fronts: it
provides clear direction on research scope and objectives, defines the
characteristic variables of eligible individuals, and offers a framework for
determining sample size by considering the broader population or universe.

V. Presentation
and
Interpretation of
Data
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Domain 1: Content Knowledge and Pedagogy
The presentation of data is the process of organizing data into logical, sequential
and meaningful categories and classifications to make them amenable to study
and interpretation. Meanwhile, in the interpretation of data, this section answers
the question, "So what?" in relation to the results of the study. What do the results
of the study mean? This part is, perhaps, the most critical aspect of research. The
interpretation of data is designed to help people make sense of numerical data
that has been collected, analyzed, and presented
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FIELD STUDY 2

VI. Findings, This chapter contains the summary of findings, conclusions, and recommendations
Conclusions, regarding the study. The Results (also sometimes called Findings) section in an
empirical research paper describes what the researchers found when they analyzed
Recommendation
their data. The conclusion serves a dual purpose: firstly, to address the research
s question(s) posed in the introduction, irrespective of whether the findings align
with or challenge the initial hypothesis; and secondly, to elucidate the significance
of the research to readers upon completing the paper. It transcends a mere
summary by synthesizing key points and, when relevant, proposing new avenues
for future research. Notably, the analysis phase culminates in recommendations,
where the researchers articulate precise interventions or solutions derived directly
from the key findings unearthed through thorough data collection and analysis.

VII. Reflections The bibliography, appendices, and curriculum vitae will be included by the
-Bibliography researchers at the end or latter chapter of this study. A bibliography lists sources
-Appendices used in a research paper, while appendices provide additional data and documents,
-Curriculum enhancing clarity for readers, Referenced in the text, appendices supplement the
main content and follow the bibliography. On the other hand, a curriculum vitae
offers background details about researcher, serving the purpose of providing
comprehensive information in a paper.

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Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Attention: Submit your proposed action research plan. Be guided with the following criteria: (1) substantive content; (2)
adherence to the standard procedure in the conduct of CBAR; and (3) clarity in the presentation of the plan
(organization and coherence of the plan)

Parts 1 2 3 4 5
Situation

Preliminaries
-Approval Sheet
-Acknowledgement
-Table of Contents
-Abstract
I.Introduction
-Background of the Study
-Significance of the Study
II. Problem Identification
-Possible Causes
-Hypothesis
III. Generation of Alternative Solution

IV. The Plan of Action

-Objectives
-Time
Rate Frame
the following parts based on the degree of difficulty you encountered in describing your plan: not
-Target Participants
difficult (1), fairly difficult (2), moderately difficult (3), very difficult (4), extremely difficult (5). Put a check
mark on the appropriate column corresponding to your answer.
V. Presentation and Interpretation of Data

VI. Findings, Conclusions,

Recommendations

VII. Reflections
-Bibliography
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-Appendices
Domain 1: Content Knowledge and Pedagogy
-Curriculum Vitae
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FIELD STUDY 2

(1) Do you consider your proposed action research plan beneficial in coming up
with an excellent CBAR? Justify

The proposed CBAR on enhancing reading skills and comprehension levels among Grade 9 students
is beneficial for several reasons. Firstly, it directly addresses a fundamental academic skill crucial for
overall educational success. Improved reading abilities can positively impact performance across
various subjects.
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Secondly, STUDY
focusing on 2a specific grade level, in this case, Grade 9, allows for a targeted intervention
Domain 1: Content Knowledge and Pedagogy
during a pivotal stage in a student's academic journey. This is particularly important as students
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Plan Execution
Directions: Below is the list of the parts of an action research. After preparing your action research plan, the next
step is to carry out your plan. Prepare the different parts of your CBAR based on what you have
planned. Focus only on the indicated parts. Other parts not included will be done/ accomplished during
the Internship period. The preliminaries and other parts will be included in your final write up.

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Part 1: Introduction
Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Reading also plays a vital role in ones’ success in school. It is one of the most important skills an
individual learner must need to master. It is a prerequisite of all learning areas. It serves as a gateway
for every learner to learn the different subjects because when a learner has a difficulty in reading, he/she
may encounter also difficulties in all subject areas. Researches have shown that there are many reasons
in the difference in the achievement level of the students. Luz (2007) stresses that many Filipino
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learners do not have the reading habit required in learning. As she noted, "The problem of non-reading
Domain 1: Content Knowledge and Pedagogy
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1.2 Significance of the Study

The study is beneficial to various individual who are deeply concerned about developing efficient
reading strategies to raise students' reading proficiency and comprehension levels. The following entities
will gain from the study's findings;
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Part II: Problem Identification

CHAPTER II
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PROBLEM IDENTIFICATION
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2.1 Possible Causes

Reading is a complex process as it involves “sensation, perception, comprehension, application and

integration”. It is the process of making and getting meaning from printed words and symbols.
Reading as a whole, is a means of communication and of information and ideas. Aracelo (1994) as
cited by Panerio (2008) reported that “85% of the things that people do involve reading”. Individuals
read street signs, advertisements, menus in restaurants and recipes from cook books, dosage of
medicine and others. Moreover, reading is the foundation of academic success and life learning. One
article from Philippine Star (2010) states that: “The undeniable fact remains that majority of Filipino
students do not possess the ability and motivation to read. Due to the fast-evolving world and
changing technology, it cannot be denied that sometimes reading is taken for granted”. Reading
comprehension is an essential component of reading that all students need to ensure success in both
academic and personal lives. Having a poor reading skills of the students is very common that every
teachers encounter in the class. This problem caused by many factors such as:
Lack of phonics instruction

The lack of phonics instruction can contribute to poor reading and comprehension skills because
phonics is a fundamental aspect of literacy development. Phonics involves the connection between
letters and their corresponding sounds, helping individuals decode words. When learners lack phonics
instruction, they may struggle to recognize and sound out words, impeding their ability to read
fluently.

According to the National Reading Panel's report (2000), phonics instruction is crucial for early
reading success. The report emphasizes the importance of systematic and explicit phonics teaching to
enhance decoding skills, spelling, and ultimately reading comprehension. Without a solid foundation
in phonics, individuals may face challenges in recognizing words accurately and understanding the
meaning of texts.

Limited vocabulary
Limited vocabulary can significantly impact reading and comprehension skills, creating obstacles for
individuals
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FIELD efforts2 to understand and engage with written texts. A substantial body of research
Domain 1: Content Knowledge and Pedagogy
supports the idea that a robust vocabulary is integral to proficient reading and comprehension.
 One key aspect is the role vocabulary plays in word recognition. According to Nation's research (2001),
Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

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 Activity 1 – Writing an Action Research Plan

FIELD
LackSTUDY 2
of motivation or interest
The lack of interest or motivation can significantly contribute to poor reading and comprehension
skills, and this phenomenon is well-supported by various studies in literacy research.

Guthrie and Wigfield's research (2000) emphasizes the motivational aspect of reading, stating that
individuals who lack interest or motivation are less likely to engage deeply with texts. Motivation is a
key factor in driving sustained reading practice, and when it is lacking, individuals may approach
reading tasks with reluctance or disinterest, hindering their ability to invest the necessary mental effort
for comprehension.

Deci and Ryan's Self-Determination Theory (1985) further highlights the importance of intrinsic
motivation in the learning process. When individuals are intrinsically motivated, they engage in
activities for the inherent satisfaction they derive from them. In the context of reading, a genuine
interest in the material promotes sustained attention and active cognitive processing, fostering better
comprehension. Conversely, a lack of intrinsic motivation may lead to superficial Moreover, Eccles
and Wigfield's Expectancy-Value Theory (2002) suggests that individuals are more likely to engage in
activities when they perceive them as valuable and expect success. If reading is perceived as
uninteresting or lacks perceived value, individuals may be less motivated to invest the effort required
for effective comprehension.
Lack of conducive environmental home
According to the University of Nebraska-Lincoln study, findings indicate that 58.65% of the 104
respondents identified a non-conducive home environment as the primary factor impeding their
studies. Additionally, 16.35% mentioned a lack of novels or fiction in the school library, while
13.46% cited a scarcity of reading materials at home. Notably, a significant majority of respondents
expressed the belief that an unsupportive home environment adversely affected learning. It is worth
noting that the home environment serves as the cornerstone for early literacy, influencing children's
positive attitudes, self-concept, and reading skills. Conversely, disorganized and chaotic environments
can lead to anxiety and stress, inevitably impacting students' learning outcomes negatively.

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 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Statement of the Problem

This research aims to pinpoint the underlying reasons for students' insufficient reading comprehension and
skills, assess the effectiveness of diverse strategies in improving students' reading capabilities, and
cultivate the knowledge, skills, and experiences necessary for students to become proficient and
enthusiastic readers. Specifically, the study addresses the following research questions:

1. What is the demographic profile of the students?

➢Age
➢Gender
2. Is there a significant impact of teachers’ reading strategies on students' reading progress?
3. What are the causes of having a poor reading skills and comprehension of the students?
4. How does a teacher deal to students with low level of reading skills and comprehension?
5. How can effective reading strategies be established to reduce the number of students with poor reading
skills and comprehension?

Research Hypothesis

From the problem stated above, the following hypotheses were formulated:
H¹: Is there a notable distinction in implementing successful reading strategies to enhance students'
reading skills and comprehension levels
Having effective effective reading strategies has a positive effect on students’ reading skills and
comprehension.

Ho: Is there a lack of notable distinction in implementing effective reading strategies to enhance both
students' reading skills and comprehension levels?
None of the effective reading strategies is able to increase the learners' reading skills and
comprehensive.

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 Activity 1 – Writing an Action Research Plan

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Part III: Generation of Alternative Solution

CHAPTER III
GENERATION OF ALTERNATIVE
SOLUTION

This section introduces a potential alternative solution aimed at addressing the problem at hand.
Reading comprehension is a complex skill that has not been naturally acquired by all students, and
teachers can enhance students’ reading comprehension by implementing different research-based
reading comprehension strategies (Gersten, Fuchs, Williams, & Baker, 2001; Mahdavi & Tensfeldt,
2013; Pressley, 1998; Swanson & De La Paz, 1998; Osborn & Lehr,1998). According to the report
issued by The National Reading Panel (2000), teaching reading comprehension of students plays a
significant role in helping them to improve their overall academic performance and not only in the
reading area. Every Student’s Succeeds Act (ESSA) requires teachers to satisfy the literacy needs of
all students, including those who have disabilities, especially those whose reading skills are below
grade level. Meeting these needs requires teachers to provide students with intensive, supplemental,
accelerated, and explicit intervention and support in literacy (International Literacy Association,
2016).

This discussion delves into a comprehensive exploration of reading strategies that have garnered
support from research, emphasizing their efficacy in bolstering students’ reading comprehension. And
these includes the following:

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3.1 Collaborative Strategic Reading

Collaborative strategic reading is another strategy that has been widely used to improve students’
reading comprehension. It encourages students’ engagement in reading activities to extend their own
learning and enhance the learning of their peers by working in small heterogeneous cooperative
groups and engaging in peer discussion (Klingner, Vaughn, Boardman, & Swanson, 2012; Klingner,
Vaughn, & Schumm, 1998; Klingner & Vaughn, 1999). Its main aim is “to teach students four
specific comprehension strategies they can use with all informational and expository texts they read”
and to assist them in developing strategic techniques for comprehending a text (Liang & Dole, 2006,
p. 7). Collaborative strategic reading method consists of a set of four cognitive strategies that students
as a cooperative group engage with before, during, and after reading a text. The first strategy is
“preview”. In this phase, students are required to activate their previous background knowledge,
make a prediction, and brainstorm about the given topic before they start the reading process. The
second strategy is “click and clunk”, a self-monitoring activity during reading. In this phase, students
have an opportunity to manage their understanding by writing down all words, sentence, and phrases
that are unfamiliar to them or difficult to be understand (clunk). They also write down words,
concepts, phrases, and sentences that are familiar to them and can be easily understood (click). After
students identify “click and clunk”, they will work together as a group to re-read each clunk and try
to gain meaning from the context. Through that group activity, students have an opportunity to learn
from one another through discussing all the identified clunks and try to figure them out. The third
strategy is “getting the gist”. In this phase, students engaging in a specific activity while reading in
which they analyze and synthesize the important information of each paragraph as well as restate its
main idea. The fourth strategy is “wrapping-up”. After students complete the reading activity, they
start to generate questions about the text. Students within a cooperative group have an opportunity to
ask their questions and respond to their groups questions. The students close their group debate by
exchanging significant ideas and information from the text (Boardman et al., 2016; Klingner,Vaughn,
Boardman, & Swanson, 2012; Klingner & Vaughn, 1999).

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3.2 Self-Questioning

Self-questioning is an affective metacognitive reading strategy developed to develop reading

comprehension in all students with and without learning disabilities across different grade levels. It is
an intervention reading approach that requires students to actively engage in the reading process by
frequently stopping and asking themselves several questions about the reading in order to monitor
their own comprehension and meaning construction of the text. Asking questions while involved in
the reading process provides students with an opportunity to think about what they are reading, be
active and independent readers, and be able to appropriately reflect on their reading (Mahdavi &
Tensfeldt, 2013; National Reading Panel, 2000; Rosenshine, Meister, & Chapman, 1996; Rouse,
Alber-Morgan, Cullen, & Sawyer, 2014; Taylor, Alber, & Walker, 2002;). Although self-questioning
has been proven to improve reading comprehension for all students, it may take various forms.There
are two forms to generate questions while implementing a self-questioning strategy in order to
increase students reading comprehension: Student-generated questions and teacher generated
questions. Generally, a self-questioning strategy requires students to develop their own questions
during and after the reading process. Requiring students to generate their own questions and answers
to them allows students to monitor their comprehension, locate important information, better
understand the text, and retain knowledge that they gained from the text. However, the low reading
abilities of some learners, including at risk students and students with learning disabilities, may
negatively impact their ability to create their own questions while reading. Therefore, teachers may
decide to provide them with a list of questions to use during and after the reading in order to direct and
facilitate their reading comprehension. Overall, the student-generated question method is mostly used
with students without disabilities, while teacher-generated question is used with students with
disabilities (Rouse, Alber-Morgan, Cullen, & Sawyer, 2014; Swanson & De La Paz,1998; Taylor,
Alber, & Walker, 2002). Regardless of the form that self-questioning may take, teachers should select
the most appropriate form based on their students’ learning abilities and explicitly teach it to them.

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3.3 Peer-assisted Learning Strategy

Peer-assisted learning strategy is another evidence-based strategy that is beneficial for increasing
reading comprehension for all students, including those who have learning disabilities. It is a
commonly known instructional method used to enhance students’ reading comprehension through
engaging in a peer-tutoring activity. In this method, teachers pair a skilled reader with an unskilled
reader and allow them to cooperatively engage in different reading activities that are designed to
improve reading comprehension. When implementing this strategy, teachers assign each student with a
specific role to play, either tutor or tutee, while engaging in pre-structured reading tasks and activities.
Students in each group have an opportunity to exchange the roles while working together on the
reading activity. By allowing students to exchange roles, both tutor and tutee have an opportunity to
practice the same responsibility that their partner will learn and practice the required skills to
effectively perform the pre-structured reading activity. Each pair cooperatively works together for at
least four weeks before they are paired with different classmates.

3.4 Build vocabulary

The more words a student knows, the easier it will be to recognize them in reading. Teaching
vocabulary is also helpful for spelling skills. Teachers can provide a glossary alongside a text or pre-
teach key terms before the reading begins. As learning words in context provides additional depth in
meaning, teachers might also consider providing instruction on contextual guessing.

3.5 Graphic Organizers

Graphic organizers are useful in the sense that “a picture is worth a thousand words” (Sam & Rajan,
2013). It is a visual model that has been used to organize, classify, and rearrange textual information in
a very simple way that makes it easy to remember and understood (Dye, 2000; Kim et at., 2004;
Liliana, 2009; Muniz, 2015). That organization can be done through the “use of lines, arrows, and a
spatial arrangement that describes text content, structure, and key conceptual relationship” (Darch &
Eaves, 1986, p. 310).

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Representation of information through the graphic organizer can take different forms, such as semantic
maps, concept maps, flowcharts, Venn diagrams, web, framed outlines, and story mapping (Bromley,
Irwin-DeVitis, & Modlo, 1995; Dexter & Hughes, 2011; Kim, Vaughn, Wanzek, & Wei, 2004; Kim,
Vaughn, Wanzek, & Wei, 2004). Although graphic organizers may take different forms, their common
goal is to facilitate the students’ understanding through visualizing textual information. They benefit
students in several ways. First, graphic organizers help students to make a connection between their
previous knowledge and the new information in order to facilitate their understanding (Sam & Rajan,
2013). Second, they provide students with a visual presentation that clarifies and explains the
relationship between ideas and concepts (Anders, Bos, & Filip, 1984; Bos, Anders, Flip, & Jaffe, 1985,
1989; Darch & Eaves, 1986; Darch & Gersten, 1986; Sam & Rajan, 2013). Third, they provide students
with a framework that organize their thinking in order to avoid any perceptual errors that may emerge
through the reading process and recall information (Boon, Burke, & Fore, 2006; Boon, Burke, Fore, &
Hagan-Burke, 2006; DiCecco & Gleason, 2002; Sam & Rajan, 2013). Fourth, graph organizers help
students to better comprehend textual information through making a prediction about the text, making
inference, checking their understanding while reading, and remembering major information provided by
the author (Chang, Sung, & Chen, 2002; DiCecco & Gleason, 2002; Kim, Vaughn, Wanzek, & Wei,
2004; Pang, 2013; Sam & Rajan, 2013). Graphic organizers also help students to gain meaning of
complex vocabulary (Anders, Bos, & Filip, 1984; Bos, Anders, Flip, & Jaffe, 1985, 1989; Sam & Rajan,
2013). Finally, graphic organizers can be used at any stage of reading process (Darch et al., 1986;
Simmons, Griffin, & Kameenui, 1988; Sam & Rajan, 2013). Chang et al. (2002) pointed out that “among
the numerous reading strategies, graphic strategies are one of the few approaches that can be applied at
the preview stage before reading, during the reading process itself, and at the stage after reading”.

3.6 Story-mapping

Story-mapping is another evidence-based reading strategy that has been widely used to enhance
students’ reading comprehension. It is one of the reading strategies that can be used before during, and
after the reading process for different purposes in order to facilitate students’ comprehension of a text.

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For example, using the strategy before reading encourages students to activate their previous
background knowledge about the topic, organize their discussion, and write some elements about the
text. While using story-mapping during the reading process can help students direct their attention and
continue identifying and writing relevant information about the text. Finally, using story-mapping
after reading can help students to review and confirm their understanding of the text (Boulineau, Fore,
Hagan-Burke, & Burke, 2004; Kirylo & Millet, 2000). Although storymapping as a reading
intervention can be used at any stage of reading process, it should be effectively taught modeled for
students for best results.

3.7 Shared Reading

Shared reading is part of a suite of practices the teacher can use to support the teaching of reading. It
is located at the higher end of teacher support in the Gradual Release Model (Duke and Pearson,
2002). Initially, the focus of the reading is on meaning and enjoyment. Once understanding is
established, the teacher can reread the text to explicitly demonstrate reading strategies and engage in
problem solving using meaning, structure and visual information. Shared reading usually involves the
whole class and the teacher reading an enlarged text (for example, a big book, website projected via
the interactive whiteboard or large-screen tv) that is beyond the level students can read by themselves.

Shared reading provides opportunities for the teacher to:

• expand vocabulary

• read fluently, with expression and confidence

• promote pleasure and enjoyment with texts

Demonstrate decoding and comprehension strategies

• demonstrate how to use meaning, structure and visual information cues to assist reading

• teach phonics and phonemic awareness

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Shared reading is a strategy that can support the teaching of the Big Six elements of reading:

• oral language

• early experiences with print

• phonological awareness

• phonics

• vocabulary

• fluency and comprehension.

3.8 Building Healthy Parent-Teacher Relationships to Boost Student Reading Ability

Schools and teachers alone seldom help students achieve their full academic potential. This is not
an indictment of schools and teachers. Rather, this is a fact of child development. Students’
personal investment in and interest for learning, for example, are influenced by parental messages
(Bempechat, 1998; Coleman, 1987). Therefore, the approach for interacting with families is
characterized by focusing on the importance of the relationship and establishing meaningful co-
roles for the partners. Working as partners is a way of thinking about how to create constructive
connections between parents and teachers. Forming connections means developing an intentional
and ongoing relationship between teachers and parents that is designed to enhance children’s
reading and learning, and to address the obstacles that impede it. It requires delivery of the right
message: “that mutual respect and interdependence of home, school, and the community are
essential to children’s development” (McAfee, 1993, p.21). Both parents and teachers have an
important role to play; their roles do not replace but rather complement and reinforce the other’s
role, thus providing the student with a consistent message about reading and learning. Thinking of
parents and teachers as “partners” refers to this mutual effort toward a shared goal. It also implies
shared responsibility of parents and teachers for supporting students as learners (Christenson &
Sheridan, 2001).

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Part 4: The Plan of Action

CHAPTER IV
THE PLAN OF ACTION

4.1 Objectives of the Study

The main purpose of this study is to determine and establish different strategies to increase the reading
skills and comprehension level of diverse students.This action research specifically aims to;

1. identify the root causes inadequate reading comprehension and skills among diverse students.
2. evaluate the effectiveness of various strategies to enhance students’ reading skills and comprehension.
3.foster the development of knowledge, skills, and experiences necessary for students to become proficient and
enthusiastic readers

4.2 Time Frame

This is the amount of time of the study, spanning its beginning to the end. An essential tool for analyzing the pattern
over a given duration is a timeframe. The study will be conducted out in 2023–2024 academic year. The action
research project consists of five strategies/activities and will run for approximately sixteen weeks of research.

4.3 Target Participants

The primary objective of this research is to improve student's deficient reading comprehension and competence
levels. Lilimasan National High School will be the premises of this study. The sample size for the present study
consisted of 50 face-to-face courses that will be observed at Lilimasan National High School, with teachers and
grade 9 students serving as respondents. Using surveys and questionnaires to collect data, this study employs a
descriptive research methodology.

4.4 Action Plan

Considering literacy has a significant connection to a person's working life, it can improve one's quality of life
(Organization for Economic Cooperation and Development [OECD], 2008). Academic accomplishment and literacy
are directly correlated. Therefore, providing people with strong literacy

People are able to understand and critically analyze what they read is one of the most crucial objectives of education
in the modern day (Grove & Hauptfleisch, 1982; Moreillan, 2007). Helping learners who struggle with reading
requires the use of reading intervention tools. Teachers can help these students improve their reading skills.

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Step 1: Identifying a problem Area

Our initial action was to determine the issue, after which we chose a focal area. We defined the problem and gave a
description that was appropriate for the given situation. We are meticulously organizing to avoid false starts and
challenges encountered during carrying out the study.

Step 2: Gathering Relevant Data

The second step we did in the action research process was data gathering, which was crucial since it helped us
make decisions. This step seeks to precisely understand what's going on in the by applying a range of data sources
in the classroom. At this point, we determine the most relevant information to acquire and the best way to present it
on the topic of inquiry.

Step 3: Interpreting Data

We first gathered and arranged the relevant data before doing an analysis of the data to determine the major
themes.

Step 4: Acting on Evidence

The fourth step we completed was creating a plan of action based on the information we learned from data
gathering, interpretation, and a thorough examination of recent literature.

Step 5: Evaluating Results

The assessment of all the research findings constituted the fifth phase. To find out if any progress had been made,
we closely examined the results. Are there any glaring indications of advancement in the data? If not, how can we
change our strategy to improve the outcome?

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Phases of the Objectives (List Task Persons Involved Resources (what Timeframe (by Success
Action Plan of Goals) or who can help when you need Indicator
you complete the to complete the
task) task)

I. Identifying a To identify the Determine the Teachers Laptop, 1-2 weeks Not yet
Problem Area problem and root causes of the Cellphone, finished/
Grade 9 students
select an area of problem by Internet N/A
focus. collecting Connection,
information. Group members,
Teachers and
Ensure the
Students'
problem is
Participation
contained and
(Grade 9)
does not get
passed to the
next process step.

II. Gathering To collect data Collecting data, Teachers Laptop, 3-5 weeks Not yet
Relevant Data regarding i.e., observation, Cellphone, finished/
Grade 9 students
students' poor interview and Internet N/A
reading skills document review Connection,
and Group members,
comprehension. Teachers and
Students'
Participation
(Grade 9)

III. Interpreting To draw Gathering all Teachers Laptop, 6-8 weeks Not yet
Data inferences from relevant data, Cellphone, finished/
Grade 9 students
the collected develop findings, Internet N/A
facts after an develop Connection,
analytical and or conclusions, and Group members,
experimental develop Teachers and
study. recommendations Students'
Participation

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

(Grade 9)
FIELD STUDY 2
IV. Acting on To design a plan Generate a list of Teachers Laptop, 9-13 weeks Not yet
Evidence of action to work actions required Cellphone, finished/
Grade 9 students
out what is to address the Internet N/A
effective and root cause and Connection,
what is not. prevent problem Group members,
from getting to Teachers and
others. Students'
Participation
(Grade 9)

Assign a
timeline to each
action.
Status actions to
ensure
completion.
Implement action
plan to address
the root cause.
Verify actions
are completed.

V. Evaluating To determine Monitor and Teachers Laptop, 14-16 weeks Not yet
Results whether or not a Collect Data. Cellphone, finished/
Grade 9 students
process has Internet N/A
Assess your
achieved a goal Connection,
research findings.
or yielded the Group members,
desired result Analyze the Teachers and
strengths and Students'
weaknesses of Participation
solutions. (Grade 9)

Provide feedback
for further
improvement of
students' reading
skills and
comprehension

Figure 1. Action Plan of the Study

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Using one adjective, describe your experience as a group in accomplishing the

activity in general and in writing the four parts, from introduction to the plan of
action, of your classroom-based action research in particular. Why did you choose
that adjective?

Efficiency characterizes our group, evident in our adept handling of classroom-based action
research. The collaborative construction of each segment, spanning from the introduction to the plan
of action, unfolded seamlessly as we prioritized transparent communication, leveraged individual
strengths, and adhered to a systematic approach. Our dedication to efficiency not only ensured the
effective achievement of research goals but also facilitated a smooth navigation through the
intricacies of the project. This chosen adjective encapsulates our unwavering commitment to
resource optimization, underscoring our collective endeavor to maximize the impact of collaborative
efforts for a more robust outcome.

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy
 Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

E- PORTFOLIO FOR FIELD STUDY 2

Domain 1: Content Knowledge and Pedagogy