Appreciative Learning Approach:

An Approach for Learning

Based on Learners’ Potentials in
Research Writing
ALEXANDER M. MORRON JR
City of Bacoor Senior High School – Dulong Bayan
alexmrrn100283@gmail.com/ 09290779844/ 09452733415
 ABSTRACT
This study aims to investigate how appreciative learning approach affects the
ability of the learners in conducting research as a new pedagogical option using learners’
potentials and applying the amended 4D model of appreciative inquiry. The study
provides innovative approach in helping learners in the conceptualizing and
implementing research aligned to their strand. This study was beneficial to students,
teachers, school heads and interested parties in that look for new pedagogical approach in
teaching. In addition, the study used sequential explanatory mixed method in dealing with
data and analysis. Focused group discussion and appreciative learning approach were
used in the study. Moreover, it was revealed in the study that appreciative learning
approach as experiential learning utilizing learners’ experiences and potentials
significantly affects the research writing of learners at the end of the study. The
appreciative learning approach has been a positive force in the classroom both the
learners and teachers. It awakens the desire and nurtures the curiosity to create and
discover new possibilities that can enrich our existence in class and give it new meaning
and direction. This study focused on the use of appreciative learning approach in writing
quantitative research among senior high school learners for the School Year 2019 – 2020.
 INTRODUCTION

In the past decades, different approaches for improving the significance and
effectiveness of education implementation have been emerged. One guiding principle that
has gained almost universal acceptance among teachers is what is generally known as
experiential learning. Experiential learning is the process whereby the knowledge is created
through the transformation of experience. Knowledge results from the combinations of
grasping and transforming the experience. In addition, the experiential learning takes a more
holistic approach and emphasizes how experiences, including cognition, environmental
factors, and emotions, influence the learning process (Cherry, 2018).
Appreciative learning pedagogy is a pedagogical adaptation of appreciative inquiry.
Appreciative learning pedagogy trusts in, celebrates, and deliberately seeks out students’
experiences of success and moments of high energy and great pride. In the light of the
above-presented premises, it is a decision to determine the use of appreciative learning
pedagogy as an approach in learning research competencies among senior high school
learners by utilizing learners’ potentials and experience in research.
 RESEARCH QUESTIONS

Specifically, the study answer the following questions:

1. What is the level of research competencies of senior high school learners before and after
the utilization of appreciative learning approach in terms of:
1.1 identifying and formulating the research problem;
1.2 delineating the research phenomenon;
1.3 selecting research methodology;
1.4 interpreting and analyzing data; and
1.5 writing research report?
2. How significant is the use of appreciative learning approach in the research competencies
in the above mentioned variables?
3. What are the facilitating opportunities of learners after exposure to appreciative learning
approach?
 METHODOLOGY
The respondents of the study were the 104 Grade 12 ABM strand; 125 Grade 12 HE
strand; and 37 Grade 12 EPAS strand enrolled in quantitative research of Senior High
School Dulong Bayan, City Schools Division of Bacoor for the School Year 2019 – 2020. In
determining the research respondents, the study used the universal purposive sampling
scheme in determining the respondents of the study.
Universal purposive sampling scheme is a sampling scheme where the list of all
members of the population will be used relative to the set criteria of the study. This research
work used Sequential Explanatory Mixed Method Research Design. The design was
employed since it used quantitative design through gathering data of learners expose to
appreciative learning approach and qualitative design through focus group discussion on the
attitude of learners after exposure.
This study adapted the research questionnaire on the research competencies in
conducting research conducted by Morron (2018). To determine the level of research
competency of the students in the pre-test and post-test, weighted means and t-test
dependent means were used. On the other hand, narrative was used in the focus group
discussion on the facilitating opportunities after the exposure to appreciative learning
approach.
 RESULTS AND DISCUSSION
Table of Level of research competencies

Before After
Variables
WM VI WM VI

A. Identifying and formulating the research problem 2.23 LC 4.29 VC

B. Delineating the research phenomenon 2.16 LC 4.06 C

C. Selecting research methodology 1.14 NC 3.91 C

D. Interpreting and analyzing 1.83 LC 4.11 C

E. Writing research report 1.42 NC 3.78 C

Composite Weighted Mean 1.76 NC 4.03 C

 RESULTS AND DISCUSSION

Table of Level of research competencies

As illustrated in the table, it can be noticed that the level of research competencies of
senior high school learners before the utilization of appreciative learning approach was not
competent as supported by a composite weighted mean of 1.76.

On the other hand, after utilization of appreciative learning approach, the level of
research competencies of learners was revealed competent as supported by a composite
weighted mean of 4.03.

This implies that the utilization of appreciative learning approach enhanced the level of
research competencies of senior high learners on the competencies identifying and formulating
the research problem, delineating the research phenomenon, selecting research methodology,
interpreting and analyzing and writing research report.
 RESULTS AND DISCUSSION
Significant difference on the use of appreciative learning approach
School Year WM p Decision Interpretation
Before 1.76
0.013 Reject Ho Significant
After 4.03

As observed in the table, it can be viewed that the differences on the utilization of appreciative
learning approach in teaching research obtained a p-value of 0.013 which was lesser than the .05 level of
significance. Thus, a significant was established in the utilization of the appreciative learning approach.
This further means that the level of research competencies was improved significantly.

What are the facilitating opportunities of learners after exposure to appreciative learning
approach?
Learners feel confident and motivated to conduct research since valuing things that worth doing
from the perspective of the beholders (learners) as to skills acquired and competencies developed in
relation to the enrolled strand in the senior high school were considered as opportunities in writing
research.
 CONCLUSION
The level of research competencies of senior high school learners before and
after the utilization of appreciative learning approach was not competent to
competent in terms of identifying and formulating the research problem,
delineating the research phenomenon, selecting research methodology, interpreting
and analyzing and writing research report. This means that appreciative learning
approach does not view learners as lack of ideas.

Learners might be lack of skills and opportunities to think about their own
ideas, turning ideas into construct and decide their own destiny based on what they
believe in. Therefore, with the application of appreciative learning approach,
learners’ opinions will be the fundamental base for teachers to take actions
accordingly and prepare more opportunities for learners to act and making own
decisions.
REFERENCES

Acosta, A. S. & Douthwaite, B. (2005, January). Appreciative inquiry: An approach for learning and
change based on our own best practices. Retrieved from
https://www.researchgate.net/publication/46472551

Calmorin, L. & Camorin, M. A. (2012). Research methods and thesis writing (2nd ed.). Manila: Rex
Books Store, Inc.

Cherry, K. (2019, January). Experiential learning theory of David Kolb. Retrieved from
https://www.verywellmind.com/experiential-learning-2795154

O’Connor, D. (2000, August). Appreciative pedagogy: Constructing positive models for learning.
Journal of Management Education, 24(4), 474–483. DOI: 10.1177/105256290002400406

O’Connor, D. & Yballe, L. (2000, August). Appreciative pedagogy: Constructing positive models for
learning. Journal of Management Education, 24(4), 474-483.