FS II Chapter 1

Lesson 1 Understanding Action Research
This lesson will guide you in understanding content knowledge, pedagogical knowledge, and
curricular knowledge. It will help you analyze the importance of content knowledge and its application to
teaching and learning.
The objectives of this lesson are the following:
 discuss the concept of action research;
 discuss the importance of action research to improve teaching and learning; and
 analyze action research done in a school.
Education Theory
Action research is a process of systematic inquiry into a self-identified teaching or learning problem
to better understand its complex dynamics and to develop strategies geared towards the problem’s
improvement (Hamilton and Zaretsky 1997). It is a disciplined process of inquiry aimed to develop solutions
to various issues and problems related to teaching and learning. It is a technique that guides every teacher
to systematically and critically reflect on different teaching and learning practices. Specifically, action
research is:
 a process of taking scientific action to improve teaching and learning;
 is typically designed and conducted by teachers who analyze data from their school and classroom
experiences to improve their own teaching and learning practice; and
 a type of applied research in which the teacher-researcher is actively involved in the process of
study.
Action research empowers every teacher to meet all challenges in the teaching profession related to
the implementation of the curriculum. It enables teachers to examine their teaching practices and
experiences in relation to an educational theory. In action research, the teacher is the doer of the action,
which means it is the teacher who plans, develops, and implements the research and at the end, takes
informed action to implement the purposes of the study.
Guided Practice
A. Preliminary Activity: Answer the following questions:
1. Does the school have a research agenda?
It is true that Christ the King College de Maranding has a research agenda that is essentially obligatory
of every graduating student. A research agenda is a strategy that centers on problems and concepts in a
segment of the field that the student has chosen. This is important for the growth and development of the
study.
2. What are included in the school's research agenda?
In addition to methodologies, best practices, and facilitating and hindering factors, the school's
research program is divided into five sub-themes: instruction, curriculum, learners, assessment, and
learning outcomes. By using instructional approaches, the teaching-learning process is enhanced.
3. Is there a policy for teachers to conduct action research?
152 FIELD STUDY II: A GUIDE FOR 21ST CENTURY STUDENT TEACHER
It follows that RA 9155 requires DepED to compel all school divisions to do research. The Department's
teaching and non-teaching staff are mandated to completely execute research in order to complete priority
improvement projects for upcoming referrals and adjustments.
4. What is the focus of their action research?
Case studies concentrate on a specific occurrence over a longer time span, whereas action research is
more concerned with resolving the current issue. While case studies aim to investigate, analyze, and
comprehend a particular phenomena or scenario, action research aims to solve a problem.
5. Is there available funding for this action research?
Yes, the government and corporations, through their research and development divisions, fund the
majority of research.
B. Analysis of Action Research (Excluded)

Examine the previous action research conducted by the teachers. Supply the information needed in the
table below:
Needed Information Date
How many action research are conducted each N/A
year?
How many teachers are doing action research? N/A
What are the topics of their action research? N/A
How many action research were published or N/A
presented in a conference?
How many action research were funded by the N/A
school or an outside agency?
C. Conduct an Interview. Ask the following questions: (research on Google)

1. Are you aware of the action research process?
Yes, I’m aware of action research process.
2. What prompted you to conduct action research?
Action research, in my opinion, assists us in discovering fresh information and fixing specific
issues. Beyond what I've learnt, it has motivated me to develop or learn new things. In addition, research
broadens instructors' pedagogical and subject-matter expertise, boosting their productivity and giving them
the capacity to consider various teaching materials.
3. What are your action research topics?
Here are some examples of action research:
 Flexible seating in 4th grade classroom to increase effective collaborative learning.
 Structured homework protocols for increasing student achievement.
4. Do you have enough time to conduct action research?

The action research for each instructor will be provided time, but it must be accomplished before the
deadline for passing it passes. Each person is taking this seriously for their own well-being and is not
merely doing it to fulfill a duty.
5. Are there incentives for teachers who conduct action research?
Teachers' participation in action research empowers women to decide on or put into practice
educational ideas and advances in the classroom. They could then reflect on how to develop effective
lesson plans as a result of this.
6. How did action research improve your teaching practices?
By being more authentic, developing their professional judgment, fostering a lively and dynamic
learning and teaching environment, expressing and building their trade knowledge, and recognizing and
admiring their own skill, educators can use action research to advance their careers.
7. How did action research enhance students' learning?

In the classroom, a teacher notices a problem and thinks about it. The teacher finds out why the
students are having trouble. The teacher gathers and analyzes data. The instructor suggests novel
approaches to try. The teacher examines the answer.
8. How did you disseminate the results of your action research?
Based on my research, there are two following ways to disseminate the results of your action
research:
 Presentation. Local, State, Regional, National, or International Conference.
 Web-based Contribution. Webinar.
Processing
Examine the data you have gathered. Answer the following questions:
1. Do the school and the teachers have a research culture?
Yes, the school and the teachers have researcher cultures since they will receive a prize and a
diploma; nevertheless, they must abide by the rules in order to win prizes.
2. Are the teachers aware of the process in conducting action research?
Each teacher is aware of the steps involved in conducting action research because they had the
chance to learn them while in college. Additionally, there is a software called Instructor of the Teacher that
can help teachers determine what research should be focused on.
3. How did action research improve the teaching and learning practices in the school?
In order to address certain issues in your classroom or institution, it enhances educational teaching and
learning processes. Your professional acquisition of knowledge, skills, and understanding will be supported
by connecting you with information sources and professional support networks. Action research helps
teachers better comprehend the reasons why they must create fresh approaches that will aid and motivate
pupils to learn more in the classroom. Apart from that, the school improves its curriculum and seeks for
potential issues that could improve learners learning opportunities.
4. What are the things that could be done to encourage the teachers to conduct action research?
I believe that in order to motivate educators to engage in action research, the issue must first be
identified. They will be motivated to hunt for a remedy if they can then identify the issue. Additionally,
encouraging students to conduct independent research is really beneficial. One of the things that will
motivate teachers to engage in action research is the prospect of an influence if they try to improve
problems in the community, especially those pertaining to community services.
Reflection
Write your reflection by completing the following questions:
 I realized that expert researchers have always been teachers and they are now. Research is a
process of knowledge generation that benefits both individuals and groups. Teachers bring their
expertise to the classroom, and by actively imparting the knowledge they have learned, they
contribute to the growth of a professional community and the intellectual development of the
students within it.
 I believe it is essential to provide students with a wealth of discoveries and specific information
about the teaching process to help them feel comfortable and enjoy studying. Because I am aware
that the best way for teachers to improve students' learning is through the use of effective teaching
methods rather than the strategies and approaches they employed in class. Through inquiry,
critical thinking, practical experiences, and group interaction, we are learning how to effectively
contribute to our educational community. As researchers, we are not merely doers. We take an
active role in our education.
 From now on, I am determined to encourage personal growth and development among people and
groups. Future teachers who participate in teacher research do so because they believe it
improves and broadens their teaching abilities and connects them with other educators who have
similar interests.
Lesson 2 Purposes of Action Research

This lesson will guide you in understanding the purposes of conducting action research
Specifically, the objectives of this lesson are the following
discuss the purposes for conducting action research and
analyze the purposes of action research done in a school.
Education Theory
Action research can be participated by an individual teacher or a group of teachers who has a
common concern in the field of teaching and learning. It provides an opportunity for professional
development and collaboration. There are several purposes of action research that could be read in several
references and could also be observed among teacher researchers.
 It allows teachers to understand the nature of educational issues and problems.
 It helps teachers propose solutions to educational issues and problems.
 It develops teachers to become empowered reflective practitioners.
 It creates progress on school priorities.
 It develops a research culture among teachers.
 It develops professional collaboration among teachers.
 It helps teachers to develop curricular and instructional innovations.
 It builds a professional culture in school.
 It provides an opportunity for teachers to improve their teaching skills. It responds to the learning
needs of students.
Guided Practice
A. Interview some teacher-researchers using the following questions. Summarize their responses and write
them on the space provided after each question.
1. Who influenced you to conduct research?
The person who influenced me to conduct research is my instructor who will always be there to
guide me on how to be a fellow professional someday. And as well as my thesis partner my
parents and friends, who will always be there to accompany me to reach our goals in life.
2. What prompted you to conduct research?

Prompted me to conduct research how do educational research provides a vast landscape of
knowledge on topics related to teaching and learning, curriculum and assessment, students’
cognitive and affective needs, cultural and socio-economic factors of schools, and many other
factors considered viable to improving schools.
3. What was your experience when you conducted your first research?
Although conducting research can be difficult, nothing is more worthwhile that having a significant
impacts on people’s lives.
4. How do you disseminate the results of your action research to others?

I am usually succinct and describe all of the study's findings in plain, basic English, as well as
explain any educational jargon, so that other teachers may comprehend its relevance and how to
interpret this crucial development.
5. How does the research help you as a future teacher?
Action research enables me to consider what I want to change, investigate what others are doing in
the field, and experience doing something constructive in the classroom. This practical is regarded
as training support because it improves my ability to teach and learn through classroom-based
research.
6. What are the lessons you learned from your research experiences?
I understood that, even if it's an essential step in our development as college students, we
shouldn't just submit our papers for compliance. We should be aware of our life's constraints and
top priorities, I also discovered. Most importantly, I learnt how crucial it is to fully comprehend both
the inside and outside of our paper and to master it so that you can respond to any questions that
are posed to you about it. One of the things I've learnt from doing action research is that paying
attention to the invisible things will disclose things that are beyond reality.
B. Interview the principal using these questions. Write his/her answers in the space below.
1. How did action research improve the research culture of the teachers?
The development of teaching and learning depends on classroom research. An in-class research
project can examine anything without interrupting class time, from successful evaluation to
problematic behaviors.
2. What are the positive benefits of action research to your school?
Action research can help teachers focus on a particular area of practice that they want to enhance.
Each literation has a set of questions and a time limit. Natural quiet periods are so kept for
reflective contemplation and planning.
3. How did action research develop school performance?
Action study enables teachers and administrators to develop a better understanding of what takes
place in their classroom.
4. How did action research improve the quality of students' learning?

It seeks solutions to issues like student growth, classroom management, and motivation. In
addition, pupils will be motivated to participate in class activities if teachers employ or supply a
variety of them. Teachers can improve in the future by learning more about their students,
colleagues, and themselves through the research process.
5. What curricular and instructional innovations were developed as a result of action research?
A teaching strategy called action research must be used to enhance teaching and learning
procedures. Action research has been used in many fields to increase the caliber of education by
better understanding complex societal issues. Finding viable remedies for the defects in current
practice that have been discovered is the first step in the creative action research cycle.
C. Analyze sample action research in school. Read each action research carefully. Select at least five
action research. Identify the purposes of each research.
Title of Action Research Purposes
“Vocabulary Proficiency among Grade 9 learners The main purpose of the study is to find out the
at Christ the King College de Maranding” level of vocabulary proficiency among forty eight
Grade 9 at Christ the King College de Maranding.
“Level of Awareness and Degree of Acceptance of This study was conducted to determine the
the Vision, Mission, Goals, and Objectives” awareness of the stakeholders regarding the
vision, mission, goals, and objectives of Christ the
King College de Maranding, and how it is being
disseminated and accepted by the stakeholders.
“Domino: An approach to Learning Trigonometric This study aimed to develop the student’s
Ratios of acute Angles” performance to learning Mathematics by using
games, reduce the anxiety, develop physical,
intellectual, and spiritual to promote commitment of
the school, provide quality education and develop
relationship with their classmates.
“Linguistic Intelligence among the Second Year The researchers agree to investigate and find out
Bachelor of Elementary Education Students in the level of linguistic intelligence of the Second
Christ the King College de Maranding Year Bachelor of Elementary Education Students
in Christ the King College de Maranding.
“Integration of reproductive Health education in The main objective of the study was to find out
Senior High School Curriculum.” the significant of the RHE in senior high school
curriculum to aware our young people in the
modern world, this study lead to the parents,
teachers, youth and leaders in our society
regarding the current issues in every locality
specially in the productive Barrio of Maranding.
Processing
Questions Answers
1. How many action research aimed to A teaching strategy called action research could be
improve the curriculum content? used to enhance the way curriculum material is
taught and learned.
Action research has been used in many fields to
improve quality of life by better understanding
complex societal issues.
2. How many research aimed to improve The goal of this research was to help you identify
instruction? solutions to specific challenges that arose in your
classroom or institution. Support professional
knowledge, skill, and understanding learning.
Connect you with knowledge sources and
professional support networks.
3. How many action research aimed to Action research enhances collaboration among
improve students' behaviour and students and encourages self-reflection. Make it
motivation? possible for people to succeed.
4. How many research aimed to improve Because action research provides qualitative data,
teaching practices? it can be used to improve teaching methods by
adjusting curriculum content, delivery, and
instructional procedures. Action research aids in
the implementation of well-informed change.
5. How many action research were done These are the joint research projects I've done
collaboratively? based on my findings. Improving student learning,
individual professional practice, professional
development, and combating professional isolation
are all things that need to be addressed.
Collaborative. Action Research is a key component
of a methodology for improving public services in
Scotland.
6. How many action research were According to my research, there are a lot of
disseminated in conferences, seminars, or disseminated research papers in conferences. The
publications in journals? Equality in the Foundations of Education has been
published in a journal, and there have been other
studies that have been conducted.
7. What percentage of teachers are doing According to my research, around 40.5 percent of
action research? instructors have undertaken classroom action
research 2-5 times, and approximately 7% of
teachers have implemented classroom action
research 6-8 times.
8. How many teachers think that research There are 101 percent of research that are
are helpful? beneficial in giving knowledge to individuals. These
can significantly aid in the advancement of
educational attainment in society.
Do you think action research helped develop a culture of excellence among teachers and students? Explain
your answer.
Yes, in my opinion, action research can foster a culture of excellence because teachers can use it
to enhance their practices by reflecting on them, developing their professional judgment, fostering a more
vibrant and active teaching and learning environment, articulating and expanding their subject-matter
expertise, and recognizing and appreciating their own expertise.
Reflection
 I realized that the goal of action research is to better understand the circumstances in a given
community, institution, or classroom in order to determine how to improve student learning there.
Action research ensures that a workable solution is found for every social problem as a result. It
comprises a teacher undertaking research on bot his or her current activities and potential courses
of action to pursue in order to improve them. Determine whether or if there is a workable solution to
an issue by conducting action research.
 I believe it is essential to in order to foster reflective teaching and thinking, put instructor in control
of their craft, and for them to stress the connection between practice and student accomplishment,
it is important for teachers to be knowledgeable about research.
 From now on, I am determined to use the research process, discover stuff. Due to the fact that it
offers information that is grounded in reality and is necessary for the growth of any issues or
problems we may face.
Lesson 3 Selecting Topics and Questions for Action Research
This lesson will guide you in selecting good topics and questions for action research which you can
do when you become a professional teacher. Specifically, the objectives of this lesson arethefollowing:
 discuss the criteria for selecting good topics and questions for action research;
 identify good topics and questions for action research; and
 analyze topics of action research done in a school.
Education Theory
Conducting action research becomes more interesting if the topics and research questions are
mentally engaging . Many research failed because the topics are irrelevant and the questions are invalid.
Some research also do not reflect an educational issue that needs an immediate response. Thus teacher-
researchers should know how to select good topics and develop good research questions based on the
topics selected.
Pattersonet al. (1993) suggested that teacher-researchers should keep a research journal.
 Set aside 10 minutes to write a reflection at the end of each day.
 At the end of two weeks, read your journal, look for significant ideas and themes that could be
done for research.
 Brainstorm a list of things thatyouwould like to investigate.
 Review the list and write the first draft of your question.
 Write a paragraph of supporting rationale for your question.
 Reflect on your question.
The Alberta Teachers' Association (200) also suggested the used of affinity charting for collaborative action
research:
 Brainstorm issues of concern or interests relating to your educational context. Record each item on
a separate note.
 Group your items using affinity charting. Place the most diverse statements on the tablein a row.
Place items that have a common theme or focus in each column.
 Review and reflect on the placement. Do some items fit better in a different column?
 Develop a draft research question that reflects the key issue in each column.
 Choose the question that interests you the most and is possible to study.
In selecting the research questions, the following suggestions could be considered by the teacher-
researchers:
 The questions should not be answerable by yes or no.
 The questions could provide opportunities for deeper exploration and reflection on educational
issues.
 The questions should reflect the variables mentioned in the research title.
 The data needed to answer the questions are accessible.
 The questions can be studied within the time frame set for the action research.
 The question should focus on understanding issues and providing solutions.
Examples of research questions:
 How does the Four-Pronged Approach improve the reading comprehension of Grade Il pupils?
 What are the participation of parents and other stakeholders in the implementation of the school
reforms?
 What indigenous knowledge could be integrated in science?
Guided Practice
A. Preliminary Activity. Examine all the available action research conducted within the past two years. Write
the titles and the research questions for each title in the table below.
Title of Research Research Questions
“Vocabulary Proficiency among Grade 9 learners 1.What is the socio-economic profile of learners in
at Christ the king College de Maranding” terms of.
1.1 gender;
1.2 family monthly income;
1.3 reading materials available at home; and
1.4 language used at home?
2. What are the problems encountered and coping
mechanisms
adopted relative to vocabulary proficiency?
3. What is the level of vocabulary proficiency of
respondents?
4. Is there a significant relationship between the

learners profile and the level of vocabulary
proficiency?
5. What implications can be derived1 based on the
result of the study?
“Domino: An approach to Learning Trigonometric 1. What are the pre-test scores in the Traditional
of Acute Angles” and Domino
2. What are the post test scores in the Traditional
and Domino groups?
3. What are the pretest and post test scores both
in the Traditional and Domino groups?
4. Is there significant difference between the
pretest scores in the Traditional and Domino
groups?
5. Is there significant difference between the post
test scores in the Traditional and Domino groups?
6. Is there significant difference between the
pretest and post test scores both Traditional and
Domino groups?
7. What seminar-workshop can be designed based
on the results of the study?
“Completeness and Efficiency of Crime Laboratory 1. What is the profile of the Christ the King College
Equipments in Christ the King College de de Maranding Criminology
Maranding: Proposal for development”
1.1. Instructors in terms of:
1.2. length of service; and
1.3. laboratory experience?
2. What is the profile of the Christ the King College

de Maranding Criminology
2.1. Students in terms of:

2.2. year level; and
2.3. laboratory experience?
3. What are the assessment of the respondents on
crime laboratory equipments in terms of:
3.1. completeness and efficiency?
3. Is there a significance of the relationship

between the profile of the respondents and
assessment on crime laboratory equipments in
Christ the King College de Maranding?
4. What proposal may be drawn for development

base to the result of the study?
“Effects of Traffic Congestion to Students and 1. What is the profile of the employees in terms of;
Employees of Christ the King College de
Maranding” 1.1. age;
1.2. gender; and
1.3. occupation?
2. What is the profile of the college students in

terms of:
2.1. department; and

2.2. year level?
3. What are the effects of traffic congestion in

terms of:
3.1. mood swing;

3.2. affect health;
3.3. cause of stress; and
3.4. cause of tardiness?
4. What would be the possible implementation

program can be drawn based on the results of the
study?
“Climate change: An explication from the Young 1. What is the socio-economic profile in terms of:
Minds” 1.1 age;
1.2 gender;
1.3 grade level;
1.4 religion; and
1.5 family backgrounds?
2. What are the environmental observations on air,
land, and water?
3. What are the explications of the young brains on
climate change on air, land, and water?
socio-economic profile and the explication of the
young minds?
environmental observations and the explication of
the young minds?
6. What sample lesson plan can be designed
based on the results of the study?
B. Interview the teacher-researcher using these questions. Summarize and write their answers in the space
below.
a. How did you select your topics for action research?

Worried that I may get lost in the study process because of a tangle of interests, obligations, and
objectives. Based on prior experience, examining one component of your profession may reveal
other related parts that you may find fascinating.
b. What prompted you to embark on these topics?
Their research title is EDUCATING PUPILS DURING THE COVID-19 PANDEMIC: PARENTS'
POINTS OF VIEW, They choose this topic for they believe that the resources are available and the
topic was on trend-which was everybody can relate.
c. How did you select the questions for your action research?
According to her, they select the questions in relation to the topic that they’ve chosen. They also
tried trial and error, possibly they check the right term to put in a question.
d. How long did you conduct your action research?

It took almost 10 months for them to conduct their research.
e. What challenges and problems did you encounter while conducting your action research?
She said, that financial is the main problem they encountered. It is indeed important that in
conducting research you should have enough time, provide great effort, and more money to spend
for printing aspects and many more.
Processing
1. Do the topics reflect the educational issues and problems encountered in school?
Yes, a number of the issues mentioned above occur frequently in the classroom, which is why it is
critical for instructor to be one of the topics.
2. Are the research questions aligned with the research topics?
Yes, there is a gap between the research questions and the issue in some ways, because the
study issue is more sophisticated than the title.
3. What could be done to help teachers improve topic selection and the development of good
research questions?
With action research, you may gain the benefits of classroom study while avoiding the limitations.
You’re probably performing research right now, whether you recognize it or not. Every time you
adjust a lesson plan or try a new method with your ids, you’re attempting to figure out what works.
Reflection
 I realized that themes for teacher action study are generated through regular classroom
interactions, learning, and personality. Different learning styles, behavioral issues, and choosing
the best evaluation strategy are just a few of the obstacles that teachers face in the classroom.
Action research is one of a teacher's most effective tools since it reveals the greatest solutions.
 I believe it is essential to the teachers that they can use specific themes that allow them to reflect
on what they want to improve, find out what others are doing in the industry, and experiment with
practice in a supervised setting. This practical training will help participants use classroom-based
research to enhance teaching and learning because it enables teachers to shift from ineffective,
antiquated teaching strategies to more contemporary ones that meet students' needs. In order to
ensure teachers' professional development, it is crucial.
 From now on, I am determined to be aware of the things that interest me in terms of discovering
what works and what doesn't as a teacher. Despite my best efforts, I won't be able to conduct a
controlled study. I should try something new in order to learn some fresh tactics for making things
better and teaching more successfully.
Lesson 4 Action Research Process
This lesson will guide you in understanding the process involved in conducting action research.
Specifically, the objectives Of this lesson are the following:
 discuss the process for conducting action research and
 evaluate the process of different action research done in a school.
Education Theory
The action research process can be described as a series of five interrelated processes.
Planning
Identifying Action Acting
Reflecting Observing
Planning
 Identifying the topic
 Write a good introduction or rationale for the study
 Identify 'he research questions
 Write the literature review
 Plan the methodology, data gathering procedure, and data procedure
 Identify the research participants
 Develop the research tools that will be used
Acting
 Implementing the research plan
 Collecting data
 Reflecting on the process and making necessary revisions
Observing
 Analyze results
 Collating findings
 Discussing and providing interpretation of the results
Reflecting
 Evaluating the process
 Reflecting on the findings
 Developing recommendations for improvement
Identifying Action
 Sharing the findings with colleagues
 Planning actions for the recommendations
 Implementing recommendations
Outline for the Action Research Report

This is the format for preparing the manuscript for action research.
Introduction
 What is the background and rationale of the study?
 What was the research question?
 What is the significance of the study?
Review of the Literature

 What do other research say about the topic?
 What theories support the proposed action research?
Methodology
 What is the research method used?
 Who are the research participants or samples?
 What are the research tools used?
 Where did you conduct the research?
 What are the data gathering procedures?
 How did you analyze the data?
Results and Conclusions

 What are the answers to the research questions?
 What is the interpretation of the results?
 What conclusions can be made based on the findings?
Implications and Recommendations

 What lessons are learned from doing this study?
 How can this study be useful to other teachers and schools?
 What actions can you recommend based on the results of the action research?
Guided Practice
A. Preliminary Activity. Analyze previous action research. Look at the alignment between the following parts
of the research.
Research Topics Research Questions Methodology Data Needed
“Vocabulary 1.What is the socio-economic This study used the Findings
proficiency among profile of learners in terms of. descriptive- revealed: the
Grade 9 learners at 1.1 gender; correlational research socio-
Christ the King 1.2 family monthly income; design and used economic
College de 1.3 reading materials available at frequency and profile of
percentage, and chi- respondents:
Maranding” home; and
square as the statistical majority of
1.4 language used at home? tools to have an them are
2. What are the problems accurate interpretation female;
encountered and coping of the data. majority have
mechanisms income
adopted relative to vocabulary ranging from
proficiency? P30,000 and
3. What is the level of vocabulary above;
proficiency of respondents? majority have
4. Is there a significant relationship dictionary as
between the learners profile and the reading
material
the level of vocabulary
available at
proficiency? home; and
5. What implications can be derived1 majority used
based on the result of the study? the mother
tongue as the
language
used at home.
“Domino: An 1.What are the pre-test scores in The research method The
Approach to learning the Traditional and Domino employed in this study was schematic
Trigonometric ratios the Quasi-Experimental diagram
of acute Angles” 2. What are the post test scores in Design. The results showed shows the
the Traditional and Domino that there were significant illustrations
differences between the
groups? of the
statistical analysis of Pretest
and Post test scores through interplay of
3.What are the pretest and post students' t-test for traditional the
test scores both in the Traditional group. For the Domino independent
and Domino groups? group, there were significant and
differences between the dependent
4.Is there significant difference statistical analysis of Pretest variables,
between the pretest scores in the and Post test scores through and the
Traditional and Domino groups? students t-test for the output of the
Domino Group in favour to study. First,
5. Is there significant difference the Post test. the
between the post test scores in independent
the Traditional and Domino variables
groups? show the
pretest in the
6. Is there significant difference Traditional
between the pretest and post test and Domino
scores both Traditional and Groups. The
Domino groups? dependent
variables
7. What seminar-workshop can be show the
designed based on the results of the post-test in
study? the
Traditional
and Domino
Groups.
Lastly, the
output
centered to
the seminar-
workshop
based on the
results of the
study. The
variables
which are in
the boxes
signify
distinct
features from
each other
and the
presence of
the arrows in
different
directions
indicate the
flow of the
study.
“Solid Waste 1. What is the socio-economic  The researcher used The number
Management: profile of the respondents? the descriptive of
Knowledge, Attitudes, research design respondents
Practices, and 2. What are the knowledge,  The respondents of needed by
Environmental attitudes, and practices of the the study was the the
Concerns” respondents on solid waste household of Purok 3 researchers
management? Raw-an Point, Baroy to complete
Lanao del Norte this study
3. What is the level of  The research tools were 30
environmental concerns of the used was students of
respondents? questionnaire to each section;
gather the data two sections
4. Is there a significant needed were needed
relationship between the level  They conducted the to come up
of knowledge, attitudes, and study in Purok 3 Raw- with a
concerns on solid waste an Point, which lies atmeaningful
management and the level of the humble town of results and
environmental concerns? Baroy Lanao del really
Norte determine
5. Is there a significant  They prepared letters the exact
relationship between socio- for approval prepare contribution
economic profile and the level the questionnaires of GSP to
of environmental concerns? then make validations learning
 They collected the polygons of
6. What advocacy program can questionnaire thenthe target
be drawn based on the make analizations subjects.
findings? and interpretations Thus there
were a total
of 60
subjects on
both
traditional
and GSP
groups.
“Bullying: The Christ 1. What is the demographic  The researchers use There were
the King College de profile of bullies and bullied in the descriptive 30
Maranding Case” terms of: correlational design respondents
1.1. age;  They selected grade from each
1.2 gender; and 5 and 6 pupils of level needed
1.3 grade level? christ the King by the
College de Maranding researchers
2. What are the factors or as their respondents to complete
causes of bullying as revealed  They prepared survey this study.
by the following: questionnaires for the
2.1 bullies; and data gathering
2.3 bullied? procedures
 They conducted their
3. What is the usual place and study at Christ the
time of bullying as attested by King College de
the following: Maranding,
3.1. bullies; and Maranding Lala
3.2. bullied? Lanao del Norte
 They decided to
4. What is the level of bulling conduct a survey,
acts in terms of: prepare the letters for
4.1. emotional; approval, then
4.2. verbal; and conducted the survey
4.3. physical? and made validations
 The researchers and
5. Is there significant relationship interview student
between the demographic behavior manifested.
profile and the level of bullying After retrieval of data,
acts? this lead researchers
to analyzed evaluated
6. Based on the findings of this and interpreted
study, what orientation results of the data
program can be developed? gathered
“Climate Change: An 1.What is the socio-economic This chapter presents the The
Explication from the profile in terms of: research methods used in involvement
young minds” 1.1 age; the study. It also of the pupils
1.2 gender; discusses the research in the school
1.3 grade level; design, research activities
1.4 religion; and environment, subjects, about climate
1.5 family backgrounds? research instruments and change was
their validity, data very crucial
2. What are the environmental gathering procedures, and of gathering
observations on air, land, and the statistical treatment of data to
water? the data. display
results of the
3. What are the explications of the study. To
young brains on climate change start the
on air, land, and water? gathering of
data, the
4.Is there a significant relationship researchers
between the socio-economic decided to
profile and the explication of the have a
young minds? survey, and
then the
5.Is there a significant relationship researchers’
between the environmental prepared
observations and the explication of letters for the
the young minds? approval and
conduct a
6. What sample lesson plan can survey to the
be designed based on the results students to
of the study? develop
different
questions
that included
the
educational
participation
of students.
After
constructing
questions
there was
validation.
Moreover,
the
researchers
made a
Sample
lesson Plan
to test the
knowledge of
the if they
really
understand
what Climate
Change all is
about.
B. Evaluate a sample action research based on the following criteria:

Parts of the Research Comments
Introduction
 Are the background and rationale clear The study’s opening raise questions in the minds
and logical? of the readers, indicating what the study is about.
 Is there enough theoretical background

provided for the action research?
 Do the research questions reflect the The research questions reflect on the variables of
variables based on the topic? the study.
 Is the study significant?
Review of Literature and Studies
 Is there enough study to support the  Yes! There is, the RRL and RRS are extremely
research? valuable for the study because the author may
 Does the study include findings of use them to back up their claims with evidence
previous research? from previously published studies.
 Is there a logical presentation of literature The study, according to each author, cannot be
and studies? deemed a duplicate of another study.
 Is there no plagiarism?
Methodology The researcher employs proper research
 Is the methodology appropriate for the methodologies that take considerations into
study? account when dealing with his or her subjects.
 Does the study observe ethical While conducting the study, the tools and research
considerations in dealing with the research processes must be followed in order for the results
participants? to be valid.
 Are the research tools validated?
 Are the data collection procedures clear?
 Is the data analysis procedure valid?
Results of the Study
 Is the presentation of results logical and The study is predicted to produce a positive
based on the research questions? outcome that corresponds to the study’s statistical
 Is the statistical analysis valid? findings. Before the study is completed, each of
 Are the results triangulated with the review the studies used by the author is thoroughly
of related literature and studies? examined.
Conclusions and Recommendations
 Are the conclusions supportive of the  Yes!
results?
 Are the recommendations made based on  Yes! It was.
the results of the study?
 Are the recommendations helpful for  Yes!
solving educational issues?
Processing
Examine the data you have gathered. Explain your answers to the following questions:
1. Did the action research done follow the standard format?
Yes, the action study was carried out by the teacher in accordance with the
2. Are the teachers aware of the standards to be followed in conducting action research?
Yes, teachers are aware of the standards because they ensure that they held accountable for what
happens in the classroom. Aligning learning to standards also ensure that a higher level of learning
is achieved, as well as guiding teachers through the evaluation process and keeping them on track.
3. What could be done to help teachers improve the way they conduct action research?
They must look into and research the primary issue at hand. They must first conduct a survey to
learn more about specific problems that both their co-workers and the students are facing.
Identifying the subject matter that should be the focus of any form of research.
Reflection
 I realized that action research is a continuous, cyclical and systematic process of reflecting,
evaluating, and improving the quality of professional practices and methodologies that are specific
to a field or immediate environment. Action Research, seeks localized strategies for specific
issues, providing answers that impact and enhance all the people involved in the research. Action
Research seeks to close the culture gap and close the distance between scientist and practitioner.
It's simply a component of participatory research that involves the practice of ongoing
improvement.
 I believe it is essential to conducting research as a teacher gives you the chance to examine the
success of a particular method of instruction, the creation of a curriculum, or your pupils' learning,
enabling you to make improvements over time. In other words, by utilizing an interactive action-
and-research method, practitioners are able to learn more about what they and their students
actually do in the classroom, as opposed to just what they believe they are capable of. In doing
this, it is intended that both the teaching and learning that take place in the classroom would be
better adapted to the requirements of the learners.
 From now on, I am determined to do an inspiring job with my future students because it might be
helpful to express one's thoughts verbally in order to analyze the facts that affect one's thinking and
behaviors. The majority of the time, teachers are instructed in effective teaching techniques or at
the very least how to interact with pupils. As a result, teaching is actually rather standardized or
uniform among teachers.
Lesson 5 Using Action Research to Improve Teaching and Learning Practices

This lesson will guide you in understanding how teachers can use the results from action research
to improve their teaching and learning practices. Specifically, the objectives of this lesson are the following:
 analyze different results from action research and
 plan how to utilize results from action research to improve teaching and learning practices.
Education Theory
Any action research is useless if it is not used to influence or improve teaching and learning
practices in school. The teacher researchers should also ensure that the results of their action research is
disseminated properly to other teachers and schools. Like in any other research, the results and
recommendations from action research should be translated into positive strategies or actions that will be
utilized to improve curriculum and instruction, enhance school policies, improve teaching practices, and
develop a positive school environment.
In the Philippines, it is important to guide teachers in making valid decisions based on research
and data. Action research should empower educators in improving their teaching performance and
developing a culture of lifelong learning. It is necessary for teachers to know that action research is not just
a bureaucratic requirement for promotion and recognition and awards. Action research should significantly
transform the academic culture of the school by allowing more innovations and professional collaborations.
Guided Practice
A. Analyze the results of the previous action research conducted in the school. Identify the
recommendations made and what actions were done in relation to the recommendations.
Title of the Study Recommendation Action Take
“Vocabulary Proficiency among The following recommendations A tool for learning various topics
Grade 9 learners at Christ the were formulated based on the is a vocabulary. Reading
King College de Maranding” findings and conclusions of the comprehension is a must for
study: students, thus having a large
vocabulary and learning more
1.The School Administrators, shall information will be beneficial.
develop and improve their curriculum Students also have a
through the result of the entrance responsibility to put out their best
examination per grade level upon effort and work hard in class.
enrolment to determine the level of
Additionally, students are
vocabulary proficiency of their pupils.
They will also conduct an orientation required to read more and more
to the teachers on how to deal pupils in order to expand their
having a low vocabulary proficiency vocabulary and become more
based on the results of the entrance skilled in it.
examination.
2. When evaluating the students low

vocabulary competency, the English
teacher shall plan for an intervention
through peer tutoring or remedial
reading within the class.
3, As it relates to current
generation’s trends, the student
will assess their vocabulary
strength using a new
methodology. Students overall
English proficiency and the
development of a nice linguistic
intuition both improved greatly
when they were exposed to a
multimedia environment.
1. “Domino: An approach to The traditional and Domino
Learning Trigonometric 1. The school Administrators, Groups were shown to be very
Ratios of Acute Angles” will be having initiative on effective at raising the student’s
planning a seminar-workshop academic achievement,
on using games in teaching according to the study’s findings,
mathematics. which led to the conclusion that
2. The mathematics teachers, there was a significant difference
may use games to teaching between the pre-test and post-
mathematics because test scores through the students
through using games the test. It is intended that the
ST
174 FIELD STUDY II: A GUIDE FOR 21 CENTURY STUDENT TEACHER
teachers will be able to seminar workshop to study acute
increase their effectiveness of angle trigonometric ratios would
transmitting knowledge to take place.
many empty minds.
3. The community, will
cooperate in the activities that
could improve their critical
thinking skills, and provide
them knowledge on solving a
problem.
4. The students, will use games
in a proper way that they
could have a good
relationship with other.
2. “Geometers Sketchpad: Its 1. That, the School Seminar-workshop on the
Contribution to Learning Administrators may consider Geometers’ Sketchpad
Polygons” the result of this study to
serve as a basis for
curriculum development and
improvement. So that they
can realize that they must
have to develop a curriculum
that a student having hard
time in engaging to the world
of Mathematics was
addressed
2. Provided every material

needed for each classroom in
a school for the development
of teaching-learning process.
3. That, the Mathematics

Teachers may note that, in
this study, the use of GSP in
the teaching-learning process
enhanced students'
knowledge of mathematical
identities such as in polygons
and get more confidence with
the subject. With this effect,
the Mathematics teachers
may reduce the stress of
thinking whether or not the
majority of their students
learned a lot from the subject.
4. That, the Students may find

that the results can provide
them with better ideas all
about polygons. It was not
only that their learnings about
polygons were improved, but
they learned with a lot of
excitement and joyfulness
with the subject. It reduced
their fear of the subject since
in this study the researchers
utilized technology as apart of
the teaching-learning
process.
5. Technology is part of the lives
of most teenager students
nowadays. Technology has
been the source of their
learnings and discoveries for
many times. In this study, the
use of technology in the
classroom is highly
recognized and useful
especially in the process of
knowing the basic operations
in the Geometer's Sketchpad.
The researchers were certain
that the students became
more involved in the process
of learning polygons and as
well as Mathematics.
6. That, the Future Researchers
may use this study as a
baseline for their future study
if they wish to widen the idea
of integrating technology into
Mathematics teaching.
7. That, the significant
difference between the
pretest and posttest scores of
the GSP group may serve as
a supporting data for the
realization of the study.
8. That, the significant

difference between the
posttest scores of both in the
Traditional and GSP groups
may serve as an
enlightenment to the readers
and as well as to those who
wish to broaden this study.
9. That, the statement of Nordin

et al. (2010) in which he
emphasized that teachers
must be able to intelligently
improvise teaching when and
where necessary, may serve
as a guideline for teachers in
Mathematics where they use
innovative ways in teaching
the subject in order to make it
more engaging.
10. That, the statement of Gray

(2008), the GSP provides
students with a different view
of math. Math, with GSP,
may cease to be a set of
established procedures to
follow blindly and instead
becomes a continual process
of discovery. Teachers may
use GSP in the classroom in
order to lead students toward
thinking empirically about
Mathematics.
11. That, the proposal seminar-

workshop on the Geometer's
Sketchpad be materialized
3. “Bullying: The Christ the 1. That, the school administrator Proposed Orientation Program
King College de Maranding may provide support to Through a Symposium
Case” teacher in terms of bullying,
guiding students to be able
prevent anti bullying in the
classroom. Especially in the
lower class;
2. That, the teachers may know

the common place, time to
when and where bullying
usually happened as well as
the factors and causes of
bullying. They may note the
different tips or guides on
how to prevent bullying within
or outside the classroom;
3. That, the community may

know or must be aware what
bullying really is and that this
bad attitude can be avoided,
for the benefit of the children
not do this in school or
anywhere. The community
should be harmonious since
this is the second place
where children can acquire
and build their attitude;
4. That, the parents may attend

parent-teacher meetings in
school for them to know the
present behavior of their
child. May somehow read
book or attend seminars on
"Parenting a Child" to
minimize bullying in school,
community or even on their
house;
5. That, the students have

access to a range of effective
community resource that
respect their rights and
fostering mutual
supportsystem by developing
a network of respectful and
supportive adults and raising
public awareness and
mobilizing the community
around the issue of bullying
prevention;
6. That, the future researchers

will serve this study as a
guide and reference to
conduct a similar study;
7. That the significance on the

relationship between the level
bullying act may itemotional,
verbal and physical to the
demographic profile like their
age, gender and grade level
should be given impact to
constituents in school to
lower the number of bullies
and bullied;
8. That, according to Bulach

(1979), bullying is one of the
leading causes in violence in
schools today therefore
educators should make every
attempt to model positive
character behaviours such as
forgiveness, sympathy and
kindness; and
9. That, the proposed

orientation through a
symposium be materialized.
A letter should be made to
invite a speaker for this
particular event.
4. “Climate Change: An Giving children proper
Explication from the young 1, The School Administrators may understanding, comprehension,
Minds.” further enhance and update their concern, and awareness of
in service training as venue for thoughts concerning climate
faculty development. change can help them develop
into the next generation of adults.
The findings of the degree of
environmental observations were
as follows: air and land were
strongly agreed, water was
partially positive, and
environment protection was more
highly prioritized.
B. List school programs that were developed as a result of the action research.
School Programs
C. List the titles of action research that were disseminated to other teachers and schools.
Title of Action Research Type of Dissemination
(Presented in a faculty meeting
presented in a conference or published)
 “Climate Change: An Explication from the Published
young minds”
 “Solid Waste Management: Knowledge, Published
Attitudes, Practices, and Environmental
Concerns
 “Geometers Sketchpad: Its Contribution to Published
Learning Polygons
 “Bullying: The Christ the King College de Published
Maranding Case
 Domino: An Approach to Learning Published
Trigonometric Ratios of acute Angles.”
Processing
1. Are the results of the action research fully utilized for school improvement?
Yes, action research in education is the use of a range of evaluative, investigative, and analytical
research techniques to identify organizational, academic, or instructional shortcomings or
difficulties and help teachers come up with workable solutions to solve them swiftly and effectively.
2. Are the results of the action research disseminated to teachers and other schools?
For me, yes the results of action research initiatives should be shared. One common method for
sharing the procedure and results is the written word. This post discusses how to "write up" an
action research project.
3. What could be done to help teachers utilize and disseminate results of their action research?
The dissemination of action research project outcomes is essential. The written word is a popular
way to spread the information about the procedure and findings. This entry talks about how to
"write up" an action research project. It then discusses how to write up action research for peer-
reviewed publications.
Reflection
 I realized that making an action plan will help the issue be resolved quickly. To put the suggested
action into effect, it must be addressed and guided. Therefore, the action plan needs to be feasible.
Data gathering, analysis, and drawing conclusions from the results are required for the research
since it assesses student performance. Evaluating instructor performance also requires these
same skills.
 I believe it is essential to take more ownership of our own education and decisions. In study or
action plans, teachers may encounter a variety of scenarios that they must learn how to handle.
For the particular strategy adopted, there should be a set of precise and effective objectives.
Teachers are in a unique position to review, evaluate, and enhance their teaching approaches, so
they can find ways to assist all students in academic improvement. Teachers investigate new
concepts in the classroom at this step of the process and assess them. After that, the teacher can
determine whether the new behavior is productive and spread it to others.
 From now on, I am determined to give me additional time to develop my research abilities.
Everything needs to line up. The school should be able to adapt as a result of a proper action plan
being implemented and the proper justification. I worked in healthcare consulting before I started
teaching because it takes a lot of creativity, thoughtfulness, and perseverance to succeed as a
teacher. I cherished that aspect of teaching. However, it varies from computer science difficulties in
that teaching problems are coarser and poorly structured.

FS II Chapter 1

Uploaded by

Copyright:

Available Formats

You might also like

FS II Chapter 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS II Chapter 1

Uploaded by

Copyright:

Available Formats

Lesson 1 Understanding Action Research

B. Analysis of Action Research (Excluded)

C. Conduct an Interview. Ask the following questions: (research on Google)

4. Do you have enough time to conduct action research?

7. How did action research enhance students' learning?

Lesson 2 Purposes of Action Research

2. What prompted you to conduct research?

4. How do you disseminate the results of your action research to others?

4. How did action research improve the quality of students' learning?

Examples of research questions:

4. Is there a significant relationship between the

2. What is the profile of the Christ the King College

2.1. Students in terms of:

3.1. completeness and efficiency?

3. Is there a significance of the relationship

4. What proposal may be drawn for development

2. What is the profile of the college students in

2.1. department; and

3. What are the effects of traffic congestion in

3.1. mood swing;

4. What would be the possible implementation

a. How did you select your topics for action research?

d. How long did you conduct your action research?

Identifying Action Acting

Outline for the Action Research Report

Review of the Literature

Results and Conclusions

Implications and Recommendations

B. Evaluate a sample action research based on the following criteria:

 Is there enough theoretical background

Lesson 5 Using Action Research to Improve Teaching and Learning Practices

2. When evaluating the students low

2. Provided every material

3. That, the Mathematics

4. That, the Students may find

8. That, the significant

9. That, the statement of Nordin

10. That, the statement of Gray

11. That, the proposal seminar-

2. That, the teachers may know

3. That, the community may

4. That, the parents may attend

5. That, the students have

6. That, the future researchers

7. That the significance on the

8. That, according to Bulach

9. That, the proposed

You might also like