What is an Action

Research?
a process of systematic,
reflective inquiry to improve
educational practices or
resolve problems in any
operating unit (i.e. school,
classroom, office)
 ACTION RESEARCH PROPOSAL TEMPLATE
OLD
i. Context and Rationale
ii. Review of Related Literature
iii. Research Questions –
intervention discussed
iv. Scope and Limitation of the
Study
v. Methodology
a. Sampling
b. Data collection
c. Ethical issues
d. Plan for data analysis
vi. Action Research Work Plan
vii. Cost Estimates
viii.Action Plan
ix. References
NEW : DO NO. 16, S. 2017
i. Context and Rationale
ii. Action Research Questions
iii. Proposed Innovation, Intervention,
and Strategy
iv. Action Research Methods
a. Participants and/or other
sources of Data and information
- Scope and Limitation of the
Study, sampling
b. Data Gathering Methods -
ethics
c. Data Analysis Plan
v. Action Research Work Plan and
Timelines
vi. Cost Estimates
vii. Plans for Dissemination and
Utilization
viii.References
ACTION RESEARCH COMPLETION REPORT TEMPLATE
I. Title Page
ii. Abstract
iii. Acknowledgement
iv. Context and Rationale
v. Action Research Questions
vi. Innovation, Intervention, and Strategy
vii. Action Research Methods
a. Participants and/or other sources of Data and information
b. Data Gathering Methods
c. Data Analysis FINALIZED
d. Discussion of Results and Reflection - RRL
viii.Conclusion and Recommendation
ix. Action Plan
a. Action Research Work Plan and Timelines (still to attach)
b. Dissemination and Utilization
ii. References
iii. Financial Report
MINULTIMATE CHALLENGES:
A GRADE 9 PHYSICS
PROBLEM SOLVING
COMPETENCY
INTERVENTION

LOIDA A. BOSLAY
Proponent
 This action research determined
if the intervention MinUltimate
Challenges would improve the
physics problem solving skills
and overall competency of
Grade 9 learners of Tublay
School of Home Industries
Main.
School’s Situation: (TSHI
Main)
 Low Physics Grades (Grade 9)
 Decreasing trends in Science 9
grades
 The Process…

Post Test
DESIGN

Intervention
Only Control Pre-Test MinUltimate
Group Challenges
Design

-Total
enumeration
The Process

Data
Post Test Analysis Completion
Post -Mean Report
Intervention
Survey
 Name of Challenge Lesson/Topic Materials Needed Procedure
(4) dust pans, (4)
Uniformly Accelerated Motion –
“Mini Putt” plastic pitchers, packing Please refer to the video
Horizontal Dimension
tape clips on the blue prints
Uniformly Accelerated Motion - (40) CD’s, (4) pencils) of all the challenges
“Disco Drop” (4) blocks of wood
Dropping saved in the CD
Uniformly Accelerated Motion – -(4) ladles, (4) packs attached to this report
“Orders’ Up” Fita Biscuits
Throwing Up
-(4) Lawn Tennis balls, -Each group
(4) plastic Pitchers, representative has to
Projectile Motion: packing tape shoot the ball inside the
“Shoot Me”
Case 1 plastic pitcher 4 meters
away.

-(40) CDs, 2 heads

“Splitter” Projectile Motion : water melon,4 stools
“ Shoe Fly Shoe” Case 2

-(40) boxes corn cereals

“Snap,Crackle and (500g), 4 bowls Please refer to the video
Collisions
topple” clips on blue prints of all
the challenges saved in
- (1) roll yarn/string, 12
the CD in this proposal
small trash bins, (40)
“Drop Zone” Potential and Kinetic Energy pcs. Ping pong balls
ACTION RESEARCH
QUESTIONS
1.What is the post problem solving skill
level of the control and experimental
groups as to the following:

a. identifying the given;

b. identifying the required;
c. formula transformation and
d. arriving at the correct answer
 RESULTS:
35

30

25

20
Control
15 Experimental

10

0
S1 S2 S3 S4
CONCLUSIONS:
1. Both the control and experimental
groups have VHL in identifying the given
and in identifying the required. For
formula transformation(Skill 3), the
control group has low level while the
experimental group has high level. As
for the last skill, arriving at the correct
answer, the former has an AL while the
latter has HL;
2. What is the overall problem solving
competence of the control and
experimental group?
RESULT
120
108.5

100
91.1

80

60 Control
Experimental
40

20

0
Overall
 CONCLUSION:

2. The control group has

lower level of competence
than the experimental group
on formula transformation
and arriving at the correct
answer;
3.Is there a difference in the
post problem solving skill
level of Grade 9 students by
comparing the post test
scores of the control and
experimental groups?
CONCLUSION

3. There is a significant difference

between the control and experimental
group based on their mean scores in the
skills identifying the given, formula
transformation and arriving at the
correct answer. However, they do not
differ significantly in identifying the
required and in their over-all
competence.
4. What aspect of the
intervention can help the
learners improve their skills
and overall competence in
solving problems in physics?
RESULT:
Aspect f % Rank

1.part. In real 25 52% 1

science…
2.merely playing 9 19% 2
3.solving 7 15% 3
4. receiving prizes 5 10% 4
5. others 2 4% 5
 CONCLUSION
4. Participation in real science by
performing challenges related to
physics is found to be the most
helpful aspect of the intervention
which can improve the problem
solving competence of Grade 9
learners.
RECOMMENDATIONS:

1. Games or challenge-based learning

should be adapted as one of the
innovations,interventions and strategies
for learners to improve their skills and
overall competence in solving word
problems in math and science;
 2. Physics teachers should employ
approaches and strategies in
teaching concepts which
encourage active participation and
involvement of the learners and
these learners would be more
motivated to learn and improve
their skills and academic
performance as well.
3. Teachers in physics or even in math
should not only teach problem solving
merely by rote memory of equations or
formulae but also by providing learners
with chances to enjoy while relating
concepts with real life experiences and
activities.
Context and Rationale

 Science curriculum covers a wide

range of fields. One of its essential
major areas of study includes physics
which deals with the application of
mathematical techniques and
numerical data to solve problems.
With this field, worldwide, there is no
doubt that problem solving is always
integrated in Physics education.
 Abdullah(2006) stated in his
study that it has become
increasingly difficult to teach
physics as until now, there has
not been a single effective
general methodology of
physics problem solving.
 Problem solving skill is still a great
component of education in spite of the
fact that today’s learners prefer
experimental activities. According to
Adawan (2010) as cited by Tayao
(2013), problem solving is of vital
importance in day to day activities and
should be given emphasis in school for
it is where students are trained to
think reflectively rather than accepting
conclusions subjectively.
 Many students are observed to
experience difficulty as they
encounter physics problem solving.
Relevant strategies and teaching
strategies and innovations resulting
from action and even basic
researches are deemed necessary to
continuously be developed by
Science teachers.
 It is for these reasons that the
researcher conducted a study on
how to improve the problem
solving ability of learners through
the use of an intervention which is
based from a popular ABS-CBN
game show “Minute to Win It”.
 The learners, specifically the
experimental group, had
undergone physical challenges
copied from the said game show.
These challenges were related
with concepts in physics.
 Furthermore, these challenges
served as springboards for
discussion which made the
learners feel that they are part of
the learning process, through
drawing them in as participants
and facilitating discussion.
Action Research Questions

 This study found out if the

intervention “MinUltimate
Challenges” would improve the
Physics problem solving skill level
and overall competence of Grade
9 learners. Specifically, it sought
to answer the following questions:
What is the post problem solving
skill level of the control and
experimental as to the following:

–a. identifying the given;

–b. identifying the required;
–c. formula transformation and
–d. arriving at the correct answer
Is there a difference in the problem
solving skill level of Grade 9 students by
comparing the post test scores of the
control and experimental groups along:

–a. identifying the given;

–b. identifying the required;
–c. formula transformation and
–d. arriving at the correct answer
What is the overall problem
solving competence of the
control and experimental group
after the intervention?
Is there a difference in the
overall problem solving
competence of the Grade 9
students by comparing the post
test scores of the control and
experimental groups?
What aspect of the intervention
can help the learners improve
their skills and overall
competence in solving problems
in physics?
Participants and/or other
sources of Data and
Information
 This study was conducted at Tublay
School of Home Industries Main
located at Acop, Caponga, Tublay,
Benguet during the First Semester of
school year 2017-2018. This study
covered one quarter, specifically
second quarter.
 The participants were the two
(2) sections of the Grade 9, a
total of ninety-eight (98)
participants. The study utilized
simple random sampling
(fishbowl technique) in
determining the control and
experimental groups.
Data Gathering Methods

 This study utilized the Quantitative

Method. This study specifically
used the Posttest Only Control
Group Design.
Data Analysis

 The study used the descriptive

statistics specifically the Mean
(parametric) in the treatment of post-
test of the Control and Experimental
Groups. The participants’ responses on
the post intervention questionnaire
were analyzed using the frequency,
percentile and rank.
 Discussion of Results and
Reflection
Table 1.Skill level and overall competence level of the
respondents in solving Physics problems
Skill Control Experimental
Mean QD Mean QD

Identifying the 27.67 HL 32.22 HL

Given
Identifying the 28.90 VHL 29.90 VHL
required
Formula 14.31 LL 22.54 HL
Transformation
Arriving at the 18.60 AL 23.92 HL
correct Answer
Over all 89.48 AL 108.58 HL
Competence
Table 2. Summary on the responses of the
experimental group on what aspect/element of
the intervention they found most interesting

Aspect/Element f % Rank

1. participating in real science 25 52% 1

by performing the challenges
related to physics
2. merely playing a game 9 19% 2
3. solving word problems 7 15% 3
4. receiving prizes for doing the 5 10% 4
challenges
5. Others 2 4% 5
No. of respondents = 50 No response = 2
Conclusions

 1. Both the control and experimental

group have high level in identifying the
given and very high level in identifying
the required. For the third skill which is
formula transformation, the control group
has low level while the experimental
group has high level. As for the last skill
which is arriving at the correct answer,
the former group has average level while
the latter has high level.
 2. The control group has lower level of
competence than the experimental
group on formula transformation and
arriving at the correct answer.
 3. The overall skill level of the control
group is average level of competence
while the experimental group high
level.
 4. The control group has a lower level
as to overall skill in problem physics
problems than the experimental group.
 5. The aspect participation in real
science by performing challenges
related to physics is found to be the
most helpful aspect which can improve
the problem solving competency of
learners in physics
RECOMMENDATIONS

 1. Game or challenge-based
learning should be adapted as one
of the innovations, interventions
and strategies for learners to
improve their skills and overall
competence in solving word
problems in math and science.
 3. Teachers in physics or even in
math should not only teach
problem solving merely by rote
memory of equations or formulae
but also by providing them with
chances to enjoy while relating
concepts with life experiences and
activities.