By: SUSAN T. APAREJO, Ph.D.2015

Master Teacher II (GCCNHS)

*Action Research

in Classroom Setting

*Action Research •is the process through which teachers

* try out new strategies, *new program or curriculum *new policy *new plan

* new methods in teaching ( learning centered approach, behaviorist model, technology approach)

* discover new techniques in dealing with pupil’s behavior

( other than reward system, point system, appreciation scheme what other discovery you want to share and try)

* practices in teaching

*Action Research

* is a process in which practitioners examine their own educational practice systematically and carefully using the techniques of research. ( Action Research Hand-out,2000)

*Definition of Action Research by Famous

Researchers

*is undertaken in a school setting ( Bala, 2010)

* it is a reflective process that allows for inquiry and discussion as components of the “research” ( Fraenkel & Wallen,2007)

What is Action Research?

It is a research concerned with everyday practical problems ( but in research choose only one problem or do prioritizing ) experienced by teacher in his classroom, by administrator in his school, and by supervisor in his district or division. ( Elliot, 1981)

It is a term used to describe professionals studying their practice for improvement ( Action Research Guide, Queen University,1997)

*It is a research ( needs process, *theory, *methods,

*steps, *respondents, *tools or instruments , *data collection, *interpretation of data, *conclusion and* recommendation )

that addresses a specific, practical issue and seeks to obtain solution to a problem ( Crosswell, 2005).

*Purpose of Action Research for Practitioner

to GUIDE to CORRECT to EVALUATE decisions and actions done by teachers in school setting

in order to improve professional career being a * teacher,

* administrator,

*Purpose of Action Research

to SOLVE real problems experienced in school setting to IMPROVE

instruction and to INCREASE student achievement to DISCOVER

new technique, new method, new strategy, new policy, new plans and an innovative way

to SHARE new discovery to co-teachers, administrators, supervisors

*PURPOSE OF ACTION RESEARCH

*To OBTAIN information *To INFORM local practices or strategies

*To SHARE findings to co-teachers, supervisors, etc.

findings to co-practitioners*To IMPROVE

achievement , leadership, management, and supervision.*To EMPOWER

individuals to improve*To BRING changes and improvement

*To IMPACT CHANGE

*ABSOLUTE PURPOSE

* TO IMPROVE

*TO CHANGE

*Action Research Formula ( Aparejo/13)

• ? = Answer/s = Intervention/s = Results = Conclusion

*Difference Between Action Research and Formal Research

Action Research

Formal or Applied Research

Goal is to solve problem for local concern

Little training is required to conduct study.

To identify problem for local concern.

Carried out by practitioners.

Less rigorous For local applicability

To test theory, produce knowledge for wide pop.

Considerable Training is required.

To investigate larger Issues and

concerns Carried out by expert

researchers. More rigorous For general

applicability

*Essence of Action Research

*It is done within the context of the supervisor, principal and teacher’s environment. *Supervisor, principal and teacher may work alone on

these studies but with the help of other experts.*whole schools may decide to tackle a school-wide

study to address a common issue or problem.

*Practical Problems For Supervisors / School Principal/ School Head

•Teachers leaving class too often or setting down always ,texting & calling during class hours

•DAT, RAT and NAT Result•Low mean result in subject area assigned•Teachers’ cooperation•Teachers’ performance•School facility Improvement•Absenteeism of teachers, submission of lesson plans• Impact of new curriculum or program• Impact of New School Policy•Educational Needs

*For Supervisors / School principal/ School Heads•Mentoring program•Use of ICT among Teachers•K to 12 Implementation• Instructional innovation•Stress Management or Percentage of Stress

Among Teachers•Observation of Classes among Teachers •Parents Involvement in School Program/Meeting•School Cleanliness•Use of Lecture Method in Teaching

*For Supervisors / School principal/School Heads•Use of Logbook, Bondy Clock, Biometric to

Monitor Attendance of Teacher•Loading of Teachers’ Schedule/Exodus of

Teacher•Use of Instructional Materials•Monitoring and Delegation of Authority•Community Linkage•Stakeholders Cooperation•Community Projects•Teaching / Learning Styles of Teachers•Teachers Professional Development

*For Supervisors / School principal/ School Head•Lack of Classrooms, Lack of Teachers•Lack of Textbooks, Manuals for Teachers and

Children•Seminars and Trainings for Teachers•The Implementation of Time On Task•Teachers’ Benefits•Reading and Science Camp, Math Trail and others•Teacher’s Financial Problem•Child Friendly Environment•Time Management/ Promptness in Report

Submission•Respect to Authority

*For Teachers in their classrooms•Poor Hygiene of children•Absenteeism of children•Learning styles of children•Poor Study Habits•Poor Reading Ability•Behavioral Problems•Disruptive Behavior•Tardiness of children•Teaching strategies•Students Nutritional Status ( students w/o

breakfast)

*For Teachers in the classroom

*Truancy among students*Parent Involvement*Low Achievement Rate*Oral Participation*On- time Project Submission*Failure Rate of children*Feeding Program Among Malnourished Children*Dealing with Exceptional Children*Drug Addiction Problem*Attentiveness of Children During Class Hours*Multitude of Activities and Program of DepEd

*For Teachers in the classroom

*Cheating inside the Classroom*Lying *Bullying *Teachers’ Treatment among Children*Disrespect to Authority*Flag Ceremony Attendance*Pupil/ Students’ Daily Responsibility*The Use of Television *Giving of Daily Assignment *Parent’s Tutoring of their children at home

*Types of Action Research

*An action research can involve

1) A single Action Research *Supervisor, *administrator,

* principal or * teacher

investigating an issue in his or her * classroom,

*department or school. • It can also be called Individual Action research usually focuses

on • *a single issue in the classroom, school, district or division.

2) Collaborative Action Research – includes as few as

*two or group of supervisors, *principals or teachers working on a common problem or issues

*or a team of Supervisors * and others focusing on a school- or district-wide issue.* * a group of teachers or administrators, principals working on a common problem*Ex. NAT Result

3)District-wide research is far more complex and utilizes more resources. Issues can be

a) organizational,b) community-based, c) performance-based, d) or processes for decision-making

. A district may choose to address a problem common to

several schools.

*Action Research Cycle by Gerald Susman

(1983)

*Steps in Action Research

*Identify the research Problem or Question*Obtaining the necessary information to answer questions*Analyzing and interpreting data*Developing a Plan of Action*Feedback Result*Analysis and Interpretation

*Action Research Cycle

*Stephen Kemmis has developed a simple model

of Action Research

*InterventionsRemedial Reading ProgramBeat Box ReadingHygienic Coordinator ImplementationSearch for Model ClassroomGiving of Incentive, Benefits, Service Project LEARN, Love Math, Alam Ko,

Maksa, etc.Bondy Clock, Log Book, BiometricDesign Program, Seminar, TrainingFeeding Program, Mentoring ProgramFree Sakay Sa Umaga ( for late comers)Others of your discovery

*Possible Interventions*Home visitation

*Feeding program*One-on-one consultation*Reading Remediation or Remediation*“Libre Sakay sa Umaga”*Parents’ Visitation*Letter sending invitation*Linkage to parents*Using new approaches, methods of teaching or teaching strategies *First Friday Mass

*Conduct training and seminar*Orientation program*Guidance counselor time*Securing of admission slips*Excuse letter signed by parents or guardians*Delegation of tasks*Team teaching*Buddy Teachers Scheme*Using technology ( cellphone, computer)*Conduct of meeting

*Tools used in Action ResearchNAT, DAT, RAT ResultsSchool Achievement RateFailure/ Drop Out RateDaily Attendance RecordReading Level ResultsBMIAdmission SlipPortfolio Test ResultsObservation Records

*Question/ s*Why my student/s is/ are always absent?*Why my pupil/students are always late?*How to make my pupils/students read?*How to make my students become responsible in their daily tasks?*Why my pupils/students do cutting classes?*How many of my pupils/ students are victims of bullying?*What is the effect of broken home to my pupils /students?

*Why my pupils/ students go to school untidy? without homework ? project?*Why pupils/students are sleepy during class hour? *How to make my class enjoyable and interesting?*What are the learning styles / M.I of my pupils / students?*How to make my parents get involve in school activities and in education of their children?*How to address the behavior problem among children in my class?*Note: Avoid asking questions answerable by “yes” or “no”.

*How to make my pupils master the skills in mathematics?*Why my pupil can not comprehend a very simple sentence, paragraph or story?*How to improve the Division Achievement Rate of my pupils in my class?*How to increase the periodical examination result of my pupils in English or in Math?*What is the best strategy in teaching English?, Math, Filipino? or Reading?*What is the best innovation to make my classroom clean?*How to make my pupils come to school very early?

*How to get the answer to your question/s?

*Use checklist, questionnaire or teacher-made questionnaire * interview*observation list*Journal *anecdotal report*Use daily record *Reading result*Attendance sheet

* Observation of Students in Reading (Aparejo, 2011)

During spelling time, there were many spelling faults they committed. Such as

“theme” spelled “ then”; “ devices” , “divide”; “ narrative” , “ narrated”; “ over”, “

ober”; “ contribute” , “ controlde” ; “canteen”, spelled differently like “ cantine”,

”coulten”, “ cantain; “School” is spelled “ scool”; “ friend” is spelled “ fined”, “

bought”, “ bught”, “ Thursday”, “tursday”; “juice” , “ juece”; “Sunday”’ “

sanday”; “ballpen”, “pulpen”; “today”, “tody”; “ classroom” , “clasrom”; “coffee”’

“coffei”; “ ice cream”, “ ice krim” ; “soft drink” , “ supdrink”.

* Observation of Students in Reading (Aparejo, 2011)

*The respondents mannerisms while they struggled in reading

were; scratching their heads , move feet sideways and alternately

moved left and right , dropping up and down the palms, scratching

head with fingers or palm and when encountering difficult words, the

said respondents would their head, tapping the left and right finger in

the air, nodding head invertedly, swaying body as if he is drank,

moving whole body left and right, moving whole body forward and

back, holding belt of the pants, holding left and right hands alternately,

holding nose, and others. Only four ( 4 ) from the respondents who

read without movement or mannerism in reading.

*Simplest way to write an introduction.

*Define the key term*Find at least 3 books or 3 or more authors to give definitions of key term or*Browse from the internet the theory or definition of key term*Example key term from question and from title is “ learning styles”

* IntroductionThe Problem

Keefe (1979) defines learning styles as the “composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.”

Stewart and Felicetti (1992) define learning styles as those “educational conditions under which a student is most likely to learn.” Thus, learning styles are not really concerned with what learners learn, but rather how they prefer to learn.

There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best through a combination of the three types of learning styles, but everybody is different. Although most people use a combination of the three learning styles, they usually have a clear preference for one. Knowing and understanding the types of learning styles is important for students of any age. It is advantageous for students to understand their type of learning style early on so that homework and learning may become easier and less stressful in the future. Although it may be tempting to stick with what works, it's important to practice and train the other types of learning styles early on so that, as he grows, the child can utilize the other types just as effectively (http://www.learningrx.com/types-of-learning-styles-faq.htm).

*  

*State the problem that you encounter giving reason/s why this is your study. *In this phase, you are going to mention your school or classroom and the problem you have encountered.

As an English Teacher of diverse Grade IV pupils of City Central School one of the biggest elementary school in Cagayan de Oro City, the researcher felt frustrated of herself of teaching using the so called ``one-size fits all’ instruction. Given the fact that this is the norm in the Philippine Educational System, she could always defend herself by saying she already performed the duties she ought to do. But realizing that she could do something to help her pupils learn better motivated her to conduct this research. She is much aware that she is facing diverse pupils’ everyday and she could address their needs. So she decided to focus her research to only one aspect of learning that is, improving pupils’ performance in group works using diversified activities in her English lessons.

* The researcher’s interest of this instruction is from Grade IV

Jacinto in Manuel Lugod Central School. It was noticed that some

pupils show interest with graphic animation presentation or just

by the presence of computer in the class which when

incorporated during the discussion captivates attention and

activates class participation even more. The thought of

incorporating MAI would be valuable in connecting pupils’

experiences to classroom instruction. The effectiveness of MAI on

student outcomes has yet to be determined especially through

the use of indigenized multimedia instruction ( Torreon, 2015).

*Sa Mataas na Paaralang Sekondarya ng Syudad ng Gingoog na tinatawag

na Gingoog City Comprehensive National High School, Dibisyon ng

Gingoog City, nababahala ang Manaliksik sa mga ipinapakita na kawalang

kawilihan ng mga mag-aaral ngayon sa asignaturang Filipino. Para sa

kanila, mas mabuti pang pag-aralan ang ibang asignatura dahil mas

kinakailangan at mahirap intindihin. Sabi nila madali lang ang asignaturang

Filipino kay sa iba kaya isinasantabi muna nila. Dahil dito nakaligtaan na

nilang gawin ang kanilang mga takdang gawain, mga proyekto at iba pang

gawain na may kaugnayan sa asignaturang ito dahil mas binigyan nilang

halaga ang ibang asignatura ( Montalban 2014).

*The researcher is one of the Literacy Facilitator in Alternative Learning

System ( ALS ) in South District, Division of Gingoog City. He was in

distress that he found that majority of students who took the ALS

known as Accreditation & Equivalency ( A & E ) Test for promotion

purpose failed in composition writing. Even though the medium that is

being used during the essay writing test in ALS is Filipino or Tagalog,

still the examinees found hardship in developing their words into a

composition. His observation motivated him to find out the causes of

students failure to learn writing and to find the best strategies to teach

these students with the use of new writing scale evaluation skills in

checking the said composition – the rubrics ( Galleros, 2015).

*Action research was originally conceived as an adult education program influenced by the work of Eduard Lindeman, Kurt Lewin, John Dewey, and Jean Piaget. A second branch of action research, participatory action research, emerged about 5 years later guided by the sociological work of William Foote Whyte. Participatory action research focused less on democratic processes and egalitarian decision making and more on understanding organizational problems through the eyes of the participants

*Ethics in Research*Ensuring confidentiality of the research data*Respect the intellectual rights* Make sure that the relevant persons, committees and authorities have been consulted*All participants must be allowed to influence the work; those who do not wish to participate must be respected.

Student’s NName code Dyslexia Dyscalculia Dysgraphia

Gen.AverageGrades

Male

1.Naruto 1 mild x mild 76

2. Naruto 2 severe x x 79

3. Naruto 3 mild x mild 79

4. Naruto 5 x mild x 84

5. Naruto 5 mild mild mild 77

6. Naruto 6 mild mild mild 79

7. Naruto 7 severe severe severe 75

How to formulate title of your Action Research?

1. First go back to your question. *Ex. Why my students are always absent?2. Think of possible alternative/ actions or intervention.

Home Visitation, Use of Cellphone in contacting parents, Use of Letter to inform parents about absenteeism of their children.3. Possible Title: “Absenteeism Among Grade 8 Students: The Home Visitation Intervention”

*English and Values

1. The Impact of World Walls in Improving the English Reading Fluency of Grade 7 Students at Risk of Drop-outs.2. Integrating Beat Box Reading and Jazz Chants for English Language: From Learning- to- Read to Learning-to- Learn3. The iPod Touch-Supported Repeated Reading in Developing Oral Reading Fluency Among High School Students 4. Violence Exposure Among Broken Home Students: The Role

of Classroom Adviser in Molding Trust and Self-esteem5. The Use of ABC in Intervening Disruptive Behavior Among

Late Comer Students in Senior High School Program6. Strengthening Religious Christian Belief Among Secondary

Students Through First Friday Mass and Religious Instruction

*Math

1. Spatial Visualization as Mathematics Learning Strategy in Developing Mathematics Achievement Among 8th Grade Students

2. Math Autobiographies Among Learners: Basis in Designing Motivational Activities in Eliminating Math Anxiety

3. Improving the Mean Score of NAT through the Use of Tablet-Based Math Instructions

*Arapan

*Mantle of the Expert Inquiry Approach: Integrating Dramatic Inquiry and Visual Arts in Social Studies*Developing Social Studies Critical Thinking Skills Through

the Use of Video Games*Cast from the Past: Using Screencasting in the Social

Studies Classroom to Improve Students’ Engagement*The Graphic Organizer Strategy: One Teacher's Approach

to Integrating Writing and Remembering Facts in the Social Studies Classroom

*TLE

Understanding TLE Teachers Risk Aversion to Technology: Basis for Technology Counselling and Technological Acquiring Skills Seminar

Linkage With Local Craftmen and Experts in Training STVEP Students in their Chosen Field of Expertise: A Perspective of Community and School Linkage Program

Students Technological Skills in Priority Slots for Applying Jobs After Graduation

*Mapeh

*The Boys Scouts and Girls Scout Trainings in Inculcating Responsibility Among Teachers and Students*The BMI Assessment in Determining the Health Status Among High School Students: Basis for “Sabaw Ng Bayan” Health Care Intervention Program*Sports Club and Glee Club Integrations in MAPEH Subject in Developing Sports and Musical Skills Among Dropout At Risk Students

*YOUR TIME/YOUR TASK

1. Identify the problem in your classroom or a problem in school setting under your area of expertise ( ex. Absenteeism, tardiness, nutritional status)2. Formulate question from your chosen problem.( Note: DO NOT COPY WHAT HAS BEEN GIVEN AS EXAMPLE MAKE YOUR OWN)3. Think of possible Intervention 4. From the problem, formulate title of your research.

* References

Aparejo, S. ( 2013 ) The Formula of Action Research in the Classroom.Aparejo, S. ( 2011 ) Specific Learning Disabilities in a Self-Contained Classroom. A Reading Remediation Program Galleros, P. ( 2015 ) COMPOSITION WRITING IN ALTERNATIVE LEARNING SYSTEM ( ALS ): THE EFFECTIVENESS OF

THE USE OF WRITING PROCESS AND RUBRICS IN TEACHING AT SOUTH DISTRICT, GINGOOG CITY DIVISION. A Thesis Study at Capitol University.

Keefe, J. W. (1979) Learning style: An overview. NASSP's Student learning styles: Diagnosing and proscribing programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles.

Montalban, L ( 2014 ). MGA ESTRATEHIYA SA EPEKTIBONG PAMAMARAAN SA PAGTUTURO AT ESTILO NG PAG-AARAL NG MAG-AARAL NG ASIGNATURANG FILIPINO : GABAY SA PAGGAWA NG MAKABAGONG KAGAMITAN SA PAGTUTURO NG ASIGNATURANG FILIPINO

Pinatil, S. ( 2014 ) DIFFERENTIATED INSTRUCTION IN ENGLISH: A DESIGN FOR VALUING DIVERSE LEARNING

STYLES AMONG GRADE V-CESIUS PUPILS

OF CITY CENTRAL SCHOOL. A thesis Study at Capitol University.

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Torreon, N. ( 2114). THE EFFECTS OF INDIGENIZED MULTIMEDIA-ASSISTED INSTRUCTION IN THE GRADE IV PUPILS’ ACADEMIC PERFORMANCE IN SCIENCE AND HEALTH. A thesis Study at Capitol University.

What is Action Research? http://oldweb.madison.k12.wi.us/sod/car/cardo.html retrieved on