Action Research - Maam Shayne Monilla
Action Research - Maam Shayne Monilla
Action Research - Maam Shayne Monilla
RESEARCH
SHAYNE M. MONILLLA
Teacher III
Kilicao Elementary School
SDO Albay
RESEARCH SEMINAR OBJECTIVES
1. Inculcate among the pre-service teachers the significance of
action research and how can research be of help in decision-
making and improve classroom issues and concerns;
2. Provide professional discussion in crafting action research for
the pre-service teachers; and
3. Gain a deeper understanding of the content, context, and nature
of action research.
2
Research, innovations and
inventions are the potent
tools to bring desirable
progress and improvement in
all walks of human life.
3
OUTLINE
1. Definition
2. Objectives
3. Types
4. History
5. Steps
6. Areas
7. Benefits
8. Implications
4
1
Definition of Action
Research
WHAT IS ACTION RESEARCH?
⦿ According to S.M. Corey, “Action research is the
research a person conducts in order to enable him to
achieve his purpose more effectively. A teacher
conducts research to improve his own teaching. A
school administrator conducts action research to
improve his administrative behaviour.”
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WHAT IS ACTION RESEARCH?
⦿ Good defined that “action research is the research
used by teachers, supervisors and administrators to
improve the quality of their decisions and actions”.
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WHAT IS ACTION RESEARCH?
⦿ Best described that “action research is focused on the
immediate application not on the development of
theory. It has placed its emphasis on a real problem,
here and now in a local setting.”
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WHAT IS ACTION RESEARCH?
⦿ Mouly stated that “on the spot research aimed at the
solution of an immediate problem is generally known
in education action research.”
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WHAT IS ACTION RESEARCH?
⦿ According to Jame Franseth, “action research is a
systematic examination conducted by individuals or
groups studying their own practices in search of sound
answers to unresolved problems in their work and
aimed at improvement in their own performance on
their own jobs.”
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WHAT IS ACTION RESEARCH?
⦿ Mac Grathe defined action research in this way “Action
research is organized, investigative activity, aimed
towards the study and constructive change of given
endeavour by individual or group concerned with
change and improvement.”
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WHAT IS NOT ACTION RESEARCH?
Action research is not usually comes to mind when we
hear the word “research”.
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WHAT IS NOT ACTION RESEARCH?
Action research is not problem-solving in the sense of
trying to find out what is wrong, but rather a quest for
knowledge about how to improve.
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WHAT IS NOT ACTION RESEARCH?
Action research is not about doing research on or
about people, or finding all available information on a
topic looking for the correct answers. It involves
people working to improve their skills, techniques, and
strategies.
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WHAT IS NOT ACTION RESEARCH?
Action research is not about learning why we do
certain things, but rather how we can do things better.
It is about how we can change our instruction to
impact students.
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Action Research – is a process of systematic,
reflective inquiry to improve educational practices
or resolve problems in any operating unit (i.e.
school, classroom, office)
DepEd Order No. 16, s. 2017, “Research Management Guidelines”
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DIFFERENCE BETWEEN FUNDAMENTAL AND ACTION RESEARCH
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DIFFERENCE BETWEEN FUNDAMENTAL AND ACTION RESEARCH
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3
Types of Action
Research
TYPES OF ACTION RESEARCH
Individual Research – is a research conducted by one
teacher to analyze a specific issue in the classroom. It
may seek solutions to problems of classroom
management, instructional strategies, use of
materials, or student learning.
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TYPES OF ACTION RESEARCH
Collaborative Research – involves two or more
teachers studying a topic. The topic may involve a
single classroom or a common problem shared by
classrooms. Typically, a group of students, larger than
just one class, are teste, and the results are analyzed,
interpreted, and adjusted.
26
TYPES OF ACTION RESEARCH
School-wide Research – is conducted from a problem
found within an entire school. The entire staff works
together through this research to study the problem,
implement changes, and correct the problem or
increase performance. Teams work together to
narrow the question, gather and analyze data, and
decide on a plan of action.
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TYPES OF ACTION RESEARCH
District-wide Research – far more complex and
utilizes more resources, but the rewards can be great.
Issues can be organizational, community-based,
performance-based or processes for decision-making.
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4
History of Action
Research
HISTORY Saw again the emergence
The idea of using research in a of action research
“natural” setting to change the
way that the researcher In-service days (e.g. Professional inquiry
interacts with that setting was teacher staff by teachers (e.g. self-
traced back to Kurt Lewin development activities) study)
Kurt Lewin – credited for Action research was School-based site Teacher and school
coining term “action attacked as unscientific, inquiries (e.g.
research’ to describe
councils (e.g. school
little more than a common committees teacher-initiated
work that did not
separate the sense and the work of research studies)
investigation from the amateurs (McFarland &
action needed to solve Stansell, p. 15)
the problem
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5
Steps in Action Research
Steps in Action Research
1. Identification of problem area
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection
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Identify
the
Problem
Next Gather
Results Data
Evaluate Interpret
Results Data
Act on
Evidence
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Steps in Action Research
Interpret Data Act on Evidence
Depending upon the question, Using the information from the
teachers may wish to use data collection and review of
classroom data, individual data current literature, design a plan
or subgroup data. Some of the of action that will allow you to
data are quantifiable and can be make a change. It is important
analyzed without the use of that only one variable be
statistics or technical assistance. altered.
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Steps in Action Research
Evaluate Results Next Steps
Assess the effects of the As a result of the action
intervention to determine if research project, identify
improvement has occurred. Do additional questions raised by
the data clearly provide the the data and plan for additional
supporting evidence? If no, what improvements, revisions and
changes can be made to the next steps.
actions to elicit better results?
36
6
Areas of Action
Research
Areas of Action Research
⦿ Teaching Methods
⦿ Audio-Visual Aids
⦿ Home Assignment System
⦿ Discipline
⦿ Absentees and Latecomers
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Areas of Action Research
⦿ Problems of Teachers and Students
⦿ Problems of School Organization and Administration
⦿ Learning Problems
⦿ Adjustment Problems
⦿ Other Fields
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7
Benefits of Action
Research
Benefits of Action Research
1. Focus on school issue, problem or area of collective
interest
2. Form of teacher professional development
3. Collegial interactions
4. Potential to impact school change
5. Reflect on own practice
6. Improved communications
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8
Educational Implications
of Action Research
Educational Implications of Action Research
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Educational Implications of Action Research
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Educational Implications of Action Research
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Minimum Requirements
of the Research Proposal
DepEd Order No. 16, s. 2017, “Research Management Guidelines”
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ACTION RESEARCH PROPOSAL TEMPLATE
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
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References
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I. Context and Rationale
o Discuss the nature, extent and salience of research topic
o Elaborate the different aspects of research setting showing in
depth and critical analysis of the situation
o State the policy implications, benefits and limitations of the study
o Explain the need to conduct action research as a way to address
issue or improve the situation
o Show the educational relevance and timeliness of the problem or
issue
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I. CONTEXT AND RATIONALE
Numeracy skills refer to the ability to understand, practice and connect
mathematical ideas and knowledge to solve real-world problems. These include
the ability to understand fundamental operations in Mathematics. The K to 12
mathematics curriculum gives the learners access to the five content areas:
numbers and number sense; measurement and geometry; patterns and
algebra; and probability and statistics. Numeracy happens in the
mathematics learning area and connects their mathematics learning in and
out of school situations that require critical thinking and problem-solving skills
with desirable values and attitudes. The specific skills and processes to be
developed are: knowing and understanding; estimating, computing and
solving; visualizing and modelling; representing and communicating;
conjecturing, reasoning, proving and decision-making; and applying and
connecting. This study will focus on particular numeracy skills that need
major support.
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Numeracy can be defined as a proficiency, which involves confidence
and competence with numbers and measures. It requires an understanding
of the number system, a repertoire of computational skills and an inclination
and ability to solve number problems in a variety of contexts. Teachers
should know the key areas of numeracy in order to explore within their
subject the opportunities for extending and complementing numeracy
teaching and learning in mathematics lessons. All teachers have a
responsibility for promoting numeracy (UNRWA, 2013).
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II. ACTION RESEARCH QUESTIONS
The main purpose of this action research is to improve the
numeracy skill levels of Grade 4 Mathematics learners in Kilicao
Elementary School using the learning activity sheets that will be
developed.
More specifically, it seeks to answer the following questions:
1. What is the numeracy skill levels of Grade 4 Mathematics learners
before and after using the developed Learning Activity Sheets?
2. Is there a significant difference in the numeracy skills of Grade 4
Mathematics learners before and after using the developed Learning
Activity Sheets?
3. What modifications may be introduced to further improve the
effectiveness of the developed Learning Activity Sheets?
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III. Proposed Innovation, Intervention and Strategy
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III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
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The numeracy assessment was administered to Grade 4 learners
of Kilicao Elementary School with the final rating of 74 and below and 75
and above in Mathematics. Through this, the numeracy skill levels of the
said learners were identified. Most of the numeracy skills tested fall under
the Need Major Support level. In response and support to this advocacy in
promoting better performance in Mathematics, addressing this emerging
problem revealed by this numeracy assessment is of utmost importance.
Thus, there is a need to implement a suitable instructional intervention and
strategy to improve the numeracy skill level of Grade 4 learners in
Mathematics. According to Lee, an instructional intervention is a program
or set of steps to help kids improve at things they struggle with.
Instructional interventions aimed at academics and focus on subjects like
reading or math. They are designed so that the school and teachers can
track child’s progress. This instructional intervention may include strategies
like activities to teach kids a skill or concept.
Proposed Innovation, Intervention and Strategy
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With distance learning, schools and teachers face a whole new set of
challenges as they aim to make learning equitable in this new normal. Teachers
should do something to meet the needs of the learners. In accordance with the
directive of the Office of the President that no face-to-face classes shall be held
until the vaccine for COVID-19 becomes available, the distance learning delivery
modalities (DLDM) shall be implemented this SY 2020-2021. As much as
possible, the primary learning resource that shall be used are the self-learning
modules (SLMs) developed by the regions for the implementation of the
Alternative Delivery Modes. Other learning resources like textbooks, learners’
materials, MELCs-aligned teacher-made videos, audio-lessons, modules, activity
sheets, interactive e-materials may supplement the required learning resource for
each learning delivery modality (DepEd Memorandum, DM-CI-2020-00162). In
addition, the Department of Education Memorandum, DM-CI-2020-0000 entitled
Clarification on the Use of the Most Essential Learning Competencies (MELCs)
and Other Related Issues stated in the fourth paragraph that the teachers shall be
tasked to prepare Learning Activity Sheets.
Proposed Innovation, Intervention and Strategy
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Thus, the researcher will utilize 15 researcher-made learning
activity sheets in Mathematics 4 to improve the numeracy skills of the
learners that fall in Need Major Support level. The developed Learning
Activity Sheets (LAS) in Mathematics 4 are based on the Most Essential
Learning Competencies (MELCs) issued by the Central Office relative to
the implementation of the new normal situation in education. The
different learning activities prepared are designed and aligned with the
numeracy skills needing major support across the five content areas in
Mathematics 4 Curriculum. Furthermore, the developed LAS followed the
template provided by the Department of Education.
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B. Data Gathering Methods
o Provide details of data gathering methods: the specific kinds
of data, how and when will they be collected and explain
why they are suited to the nature and purpose of the study
o Describe any research instruments (ex: test, scale, survey
questionnaire, checklist, interview guide) to be developed or
adopted
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B. Data Gathering Methods
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The instructional intervention will be implemented for 9 weeks including
the accomplishing and retrieval of LAS, home visitation and interview. Learners’
responses to the learning activity sheets will be monitored using the LAS Weekly
Progress Monitoring Template in order to look into the accurate effect of the
intervention. Intensive coordination with their class advisers and parents will be
done. Home visitation and interview will be conducted to obtain more data and to
closely monitor the participants of the study. The participants will be visited and
interviewed at home. They will also be monitored remotely through phone call and
messenger due to the restrictions related to safety health protocols implemented by
the COVID-19 Inter-Agency Task Force (IATF). This weekly monitoring and interview
will be done in order to ensure that the participants will answer the learning activity
sheets, to give necessary clarifications on certain Mathematical concepts and to
elicit opinions, feelings and experiences from them. The data that will be gathered
shall be used as feedback mechanism to reinforce positive behavior among the
participants and to strengthen communication to further hone their numeracy skills.
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C. Data Analysis Plan
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All the data gathered during pre-test and post- test, LAS weekly
progress monitoring, home visitation and interview will be tabulated and
analyzed to see the effectiveness of the intervention and strategy in
improving the numeracy skill levels of the participants. T-test was will be
used in determining if there is a significant difference between the results
before and after the implementation of the “Developed Learning Activity
Sheets in Mathematics” intervention.
Moreover, the data to be gathered from the weekly monitoring,
home visitation and interview to the participants will be used as inputs to
the modifications to be introduced to further improve the effectiveness of
the developed Learning Activity Sheets in Mathematics.
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V. ACTION RESEARCH WORK PLAN AND TIMELINES
Gantt Chart
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Gantt Chart
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VI. Cost Estimates
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COST ESTIMATES FORMAT
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VII. Plans for Dissemination and Utilization
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VII. PLANS FOR DISSEMINATION AND UTILIZATION
The findings of the study will be cascaded to fellow teachers during
School or District Learning Action Cell sessions for possible adoption of the
intervention and strategy employed. As stated in the policy statement of DepEd
Order No. 35, s. 2016, a Learning Action Cell is a group of teachers who engage
in collaborative learning sessions to solve shared challenges encountered in the
school. One of the objectives of this policy is to improve the teaching-learning
process that will lead to improved learning among the students. LAC session may
be planned, designed and implemented to discuss the results of this research.
Consistent with the key features of K to 12 Basic Education Program, this could
be included in the topics during LAC sessions. Conducting a LAC session is a
good avenue for this dissemination. As DepEd Order No. 16, s. 2017 mentions
that LAC sessions may be maximized by sharing the results of ongoing/or
completed research. These may serve as input for teachers in their respective
teaching-learning strategies. The table shows the details of the activities to be
undertaken:
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Training Design on School-Based LAC Session on Improving the Numeracy Skill Level of
Grade 4 Learners Using the Developed Learning Activity Sheets in Mathematics
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To further disseminate the findings of the study, the researcher will
present the significant findings in conferences and Homeroom Parent-
Teacher Association meetings, through communication letters, and any
other ways of disseminating the information. With these, the findings of
the study may be utilized in the decision-making process, policy
formation, curriculum innovation and education program design not only
in Grade 4 but in all levels of basic education.
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APA Format
Book: Author, A.A.. (Year of Publication). The Title of work. Publisher City, State:
Publisher.
Example: Finney, J. (1970). Time and again. New York, NY: Simon and Schuster.
82
APA Format
Newspaper: Author, A.A.. (Year, Month Date of Publication). Article title.
Magazine Title, pp. xx-xx.
Example: Rosenberg, G. (1997, March 31). An electronic discovery proves an
effective legal weapon.The New York Times, p. D5.
Website: Author, A.A.. (Year, Month Date of Publication). Article title. Retrieved
from URL
Example: Simmons, B. (2015, January 9). The tale of two Flaccos. Retrieved from
{link}
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FORMATTING
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The Developed Learning Activity Sheets in Mathematics 4
The developed learning activity sheets is composed of the
following parts:
• Title of the Activity
• Background Information for Learners
• Most Essential Learning Competency with Code
• Directions
• Activities
• Guide Question
• Rubric for Scoring
• Reflection
• References for Learners
• Answer Key
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86
87
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Developed LAS in Mathematics 4
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Developed LAS in Mathematics 4
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Developed LAS in Mathematics 4
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Minimum Requirements of
Completed Research Report
DepEd Order No. 16, s. 2017, “Research Management Guidelines”
93
COMPLETED ACTION RESEARCH TEMPLATE
I. Title Page
II. Abstract
III. Acknowledgment
IV. Context and Rationale
V. Innovation, Intervention and Strategy
VI. Action Research Questions
VII. Action Research Methods
a. Participants and/or Other Sources of Data and Information
b. Data Gathering Methods
c. Data Analysis Plan
VIII.Discussion of Results and Reflection
IX. Action Plan
X. References
XI. Financial Report
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Embrace
Action Research
Improve classroom practice with
action research….and tell the story
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THANK
YOU!
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REFERENCES
DepEd Order No. 16, s. 2017, “Research Management Guidelines”
https://www.slideshare.net/lady_han/action-research-14056026?from_action=save
https://www.slideshare.net/baeskjh/action-research-75596304
https://essaypro.com/blog/research-paper-format
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