Field Study 2 Learning Teaching Through Participating

Learning Experience 9: Introduction to Action Research

In your observations, you must have encountered problems in teaching-learning process. In all
these, it has been emphasized that you have a role in assisting your Cooperating Teacher by participating
in the different learning experiences. One of your roles as a student teacher is to help your CT do a
careful study on how the classroom problems will be avoided, minimized, or solved. Doing a careful
study and analysis of classroom problems will ultimately help improve learning outcomes. To be able to
do this, you are expected to observe keenly the major problems in the classroom, so you could do
something, or intervene within your capacity to address them.

Following are what many authors or experts define classroom-based action research.
● Action research is a form of self-reflective inquiry undertaken by participants in social and
educational situations to improve existing practices (Kemmis as cited by Hopkins, 1986; Nuñez
& Navarro, 2015).
● Gay (1966) defines action research as the process of solving practical problems through the
application of the scientific method (in Nuñez & Navarro, 2015)
● Action research is a systematic study to improve educational practices by groups of practitioners
by means of their own practical actions and reflections or consequences of their actions (Ebbut in
Nuñez & Navarro, 2015).
Some Concepts Common Among the Definitions
1. It is systematic study, a form of inquiry.
2. It is conducted in educational settings like classrooms or schools.
3. It aims to solve problems in education.
4. It aims to improve practices in education.
5. Applies reflection in analyzing the results.
Following is an example of a classroom-based action research material. Read through it.

Melinda is a student intern assigned to assist the Cooperating Teacher (CT) in a Grade 5
elementary science remedial class. Before this assignment, she has done classroom observations,
and she noticed that in many of the classes there was consistent occurrence of high-level noise.
In the present assignment, Melinda noticed the same thing. Almost always, noise was
created by any of the following: learners talking in their seats and not listening to the teacher,
doing other things apart from the assigned task; talking while going around the room; creating
unnecessary noise and movements like tapping their desks/tables, and the like. She wondered
what the possible reason could be why the learners are so noisy. She was more concerned that at
the end of a session, the learners almost always could not complete or finish the assigned tasks.
So, Melinda talked to her CT about her concern. She was advised to go to the library or
search the internet to get ideas on how to best deal with a situation of a similar nature. She found
from her readings that these behaviors might be attributed to the following:
1. Time and hour of the day the remedial session is conducted
2. Lack of understanding the learning materials
3. Difficulty in reading the material
4. Low motivation and interest
5. Low expectations of oneself
6. Simply not serious about the remedial session
7. Lack of guidelines for the conduct of the sessions
From the above possible causes, which among these would "best" explain the occurrence
of the problem, high level noise. Of the seven possible causes, she chose No. 7, lack of
guidelines in the conduct the sessions, because this is what she can validate. Previously, she
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observed that there was lack of order or structure in the way the remedial lessons were
conducted. She believed that if an action like setting guidelines and monitoring the remedial
lessons were implemented, the level of noise could be put to a minimum.
From her readings, she was able to deduce that with proper guidelines and monitoring of
the activities, the learners will be kept busy and feel Melinda believes that there will be better
chances for students learning outcomes to eventually improve.
After deciding and studying what specific course of action to take, her first step was to
inquire from her CT if there are existing guidelines in the conduct of the remedial sessions. She
found that there are no existing or specific guidelines for this remedial class. So Melinda with the
help of the CT and other student interns, developed the guidelines and the monitoring scheme for
the conduct of the remedial classes. After developing the guidelines, she brainstormed with her
co-student teachers to improve the materials, prior to final submission and approval to the CT.
After approval of the material from her CT, she sought permission to implement the
action for six sessions, among 12 pupils. For each remedial session, the following process were
observed:
1. Melinda read to the pupils the guidelines before the start of the remedial lesson proper.
2. While remedial session was going on, Melinda walked around and provided guidance to
each pupil.
3. Melinda helped each student who had difficulty with the task.
4. Melinda made sure that by the end of the session, she would have monitored what each
learner was doing.
While the action was being implemented, Melinda requested a co-intern to note down the
number of times, the pupils exhibited the following behaviors which she believed contributed to
the high-level noise occurring during remedial lessons: walking and talking around the room;
tapping desks with pencils/pens; doing things other than the assigned tasks; talking to seatmate
and the like. The observer was asked to use an observation sheet, which Melinda developed.
The following table shows the frequencies (f) of "noise" behaviors by pupils across sessions

Noise Behaviors RS1* RS2 RS3 RS4 RS5 RS6

1. Taking and walking around the room 8 8 6 5 4 2

2. Tapping desks with pen 5 4 4 2 1 0

3. Talking to seatmate 8 7 7 6 4 3

4. Doing things other thana assigned task 7 5 6 6 3 2

5. Creating unnecessary noise 5 6 6 5 2 1

*RS = Remedial Session

Melinda studied the data, and she came up with the following findings and analysis:
a. There is a decreasing trend in the "talking and walking around the classroom" noise
behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the occurrence
of the other "noise" behaviors was also noted. It may be because, with close monitoring,
the learners were kept busy with the tasks and did not have the time and opportunity to
make noise.
b. The learners were able to complete their assigned task at the end of the session. It used to
be that they were not able to do so within the time given them. Besides, with monitoring
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and guidance on difficult tasks, perhaps the pupils understood better what they were
working on, and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during the
conduct of remedial lessons. This is due to the decrease in the number of distracting
behaviors of the learners from Day 1 to Day 6.
After analyzing these observations or data, Melinda concluded that the action and the
implementation of the use of guidelines and monitoring pupils in the remedial sessions had a
positive effect. The immediate effect is the decrease of noise level in the classroom. This is so
because the action (monitoring and using guidelines) led to the decrease of incidence of "noise"
behaviors of the students which is creating unnecessary noise during remedial lessons.
As expected by Melinda, monitoring students' activities in remedial sessions had a
positive effect on learners' behavior. Melinda expects that the effects of monitoring will
eventually lead to improved learning outcomes, as for example, finishing the assigned tasks at
the end of the session.

After reading an example of a classroom-based action research, answer the following questions.
Expound and discuss your answers.
1. What exactly is the classroom problem that Melinda wanted to help address or solve?
High noise level

2. What processes helped Melinda to think of the possible causes why a problem exists?
She was advised to go to the library or search the internet to get ideas on how to best deal
with a situation of a similar nature.

3. What processes helped Melinda to think of an action, which if implemented, will help
address or solve the classroom problem?
She observed that there was lack of order or structure in the way the remedial lessons
were conducted. She believed that if an action like setting guidelines and monitoring the
remedial lessons were implemented, the level of noise could be put to a minimum.

4. What exactly was the action that Melinda wanted to implement?

Setting guidelines and monitoring the remedial lessons

5. What was the expectation of Melinda regarding the effect of the action she wanted to
implement?
Melinda believes that there will be better chances for students learning outcomes to eventually
improve.

6. What processes did Melinda employ to find out if her expectation regarding the effect of the
action is confirmed?
- Melinda read to the pupils the guidelines before the start of the remedial lesson proper.
- While remedial session was going on, Melinda walked around and provided guidance to each
pupil.
- Melinda helped each student who had difficulty with the task.
- Melinda made sure that by the end of the session, she would have monitored what each
learner was doing.

7. What are the results of the implementation of the action?

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a. There is a decreasing trend in the “talking and walking around the classroom” noise
behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the occurrence
of the other “noise” behaviors was also noted. It may be because, with close monitoring,
the learners were kept busy with the tasks and did not have the time and opportunity to
make noise.
b. The learners were able to complete their assigned task at the end of the session. It
used to be that they were not able to do so within the time given them. Besides,
with monitoring and guidance on difficult tasks, perhaps the pupils understood
better what they were working on, and consequently became motivated to finish
their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during
the conduct of remedial lessons. This is due to the decrease in the number of
distracting behaviors of the learners from Day 1 to Day 6.

8. What are the conclusions deduced from the classroom-based action research?

- As expected by Melinda, monitoring students' activities in remedial sessions had a

positive effect on learners' behavior. Melinda expects that the effects of monitoring
will eventually lead to improved learning outcomes, as for example, finishing the
assigned tasks at the end of the session.
Field Study 2 Learning Teaching Through Participating

Learning Experience 10: Searching Problems for Classroom-based Action Research

This learning experience introduces you to the field of classroom-based action research as a
process that helps in the solution of classroom problems. Specifically, it aims to make you understand the
basic concepts about action research, and later, the processes that you may undergo to carry out a
classroom-based action research.

Participation
Make a list of the classroom problem you have observed.
1. A student’s frequent crying
2. Students who won’t talk or participate
3. Poor reading comprehension of students
4. Students low performance in science specifically in physics
5. Frequent absences from classes.

Select one situation which you think you would be able to identify as classroom problem based on
your experience. Describe the circumstances regarding the problem.
A student’s frequent crying. I already asked ma’am Edna about why that student is always crying but she
too, do not know why. Maybe because there is a bully in their room, or a personal problem, or what.

Do you think that this problem needs a solution? If yes, give your reason.
Yes. Not only it affects his social life but his academics too.

If not, what will happen if the problem is not solved?

He will continue to cry and it will affect his academics and social life.

Earlier it was mentioned that for a single problem, there could be many possible actions to consider and
finally select what specific action to take. To decide on the most appropriate action to solve the problem,
following are some questions you can consider as guidelines:
a. Is the action doable? Can it be done within a reasonable period of time?
b. Is the action the “best” or the “most appropriate”? will the action benefits all students or a
majority of them?
c. Is the action in keeping with educational or pedagogical principles?
d. Does the action have a sound theoretical basis?
Following are hypothetical examples of classroom problems. Notwithstanding careful study, write the
action you believe is the best or the most appropriate, for that problem. Consider the question guides
above.

Classroom Problem Suggested Action to Solve the Problem

1. Learners’ low performance in science Try different teaching approach.

2. Poor reading ability Vocabulary should be taught. Because kids with

low comprehension frequently have limited
vocabulary skills and understand less of what they
hear, it is beneficial to teach new word meanings
using multimodal tools such as graphic
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organizers, visuals, and mnemonics.

3. Misbehaving students (shouting at the top Establish classroom rules. Consult with the
of their voices) students and avoid too complicated and lengthy
lists of what not to do. These guidelines should
especially target bad behaviors that interfere with
engagement and learning.

4. Frequent absences from classes Let them know that if a student is missing two
days in a row or more than a set number of days
in a given period of time without a valid reason,
the student's name is marked or, worse, the
student is immediately dismissed.

5. Students not paying attention to the Implement the reward system. Whoever
teacher participate or recite will be given points or snacks
at the end of class hours.

6. Students sleeping in class Try different teaching approach.

Reflection
1. Together with your Cooperating Teacher and co-student teachers, discuss and list down situations
considered as classroom problems which could be solved by applying an action. Discuss,
identify, and share what actions to take to solve the problems.
Here’s a list of the classroom problem I have observed.
 A student’s frequent crying
Whatarie, a grade 7 hope student, always tears for unknown reasons that even his
adviser could not understand. If such action is taken, it is preferable if we go to the
parents and have a counseling session to address why he is continually sobbing.

 Students who won’t talk or participate

Students may not engage in class for a variety of reasons. It might be
introversion, shyness, cultural differences, peer pressure, a negative prior experience, or a
lack of knowledge and interest. Individuals in the various groups mentioned will require
quite different educational methodologies. For example, requiring everyone to make at
least one remark will benefit a student who secretly wants to engage but is terrified of the
consequences from others. In this case, the student may tell her peers, "I detest it when
the professor makes us remark or else we lose points in class." Having a supportive
classroom atmosphere and asking students to speak in small groups before replying to the
entire class may be significantly more useful for a shy student.
When it comes to all students speaking out in class, the most important element
to consider is creating a safe environment that encourages student to take risks. Students
who do not participate in class discussions or look hesitant to react to queries are not
always introverts. A student may be reluctant to speak out in class for a variety of
reasons, and encouraging such individuals to engage requires first discovering why they
are not speaking up.

 Poor reading comprehension of students

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When students are listening or reading, the instructor must teach a variety of vocabulary,
thinking processes, general language knowledge, and reciprocal teaching, allowing them
to take charge of their learning and begin to reflect on their cognitive process.

 Students low performance in science specifically in physics

Use different teaching style

 Use a comprehensive
approach to teaching to
personalize your
 child's learning experience

 Frequent absences from classes.
Let them know that if a student is missing two days in a row or more than a set number of
days in a given period of time without a valid reason, the student's name is marked or,
worse, the student is immediately dismissed.
Field Study 2 Learning Teaching Through Participating

Learning Experience 11: Writing a Classroom-Based Action Research Proposal

A proposal has to be written up before implementing action research. An action research
proposal is in itself a plan detailing out the processes to implement it. The research proposal is
sometimes called the research plan. This is important to ensure efficiency and orderliness in carrying out
a classroom-based action research.
MODELS AND GUIDE IN CONDUCTING ACTION RESEARCH
1. MCNIFF & WHITEHEAD, 2006 (ADAPTATION)
OBSERVE Identify the problem
1. Based on observation, what problematic situations prevail in the
classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
principles, I learned before the problem anchored?

REFLECT Reflect (Reflection continues all throughout the process.)

1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone?

PLAN Plan an action research strategy

1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period?

ACT Take an action

1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get based on the data?

EVALUATE Use findings

1. Where do I apply results to improve practice?
2. Are my findings worth sharing?

MODIFY Move to another cycle

1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?

2. NELSON, 2014 MODEL

OBSERVE Identify the problem
1. Based on observation, what problematic situations prevail in the
classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
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principles, I learned before the problem anchored?

REFLECT Reflect (Reflection continues all throughout the process.)

1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?

PLAN Plan an action research strategy

1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period?

ACT Take an action

1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get based on the data?

3. DEPED 2017 MODEL

I. CONTEXT AND Identifying the problem
RATIONALE
1. Why am I doing this?
II. ACTION RESEARCH
2. What is the background of my action research?
QUESTION
3. What problem/question am I trying to solve?
4. What do I hope to achieve?

III.PROPOSED Proposed plan

INNOVATION,
1. what do I plan as a solution to the problem I identified?
INTERVENTION AND
(describe)
STRATEGY
2. what innovation will I introduce to solve the problem?
(describe)
3. what strategy should I introduce? (describe)

IV.ACTION RESEARCH Plan of action research

METHODS
1. Who are to participate? (my students, peers, myself)
a. Participants and other
2. What are my sources of information? (participants)
sources of data and
information 3. How shall I gather information?
b. Data gathering 4. How I analyze my data/information?
methods
c. Data analysis plan

V. ACTION RESEARCH Action research plan

WORK PLAN AND
1. What should my work plan contain? (target, activities,
TIMELINES
persons involved, timeline, cost)
2. How long will I conduct my intervention? (for reliable
results, 8 to 12 weeks)
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VI.COST ESTIMATES Action research cost (consider also the maximum cost if
externally funded like DepEd, LGUs, NGOs or personal)

VII. PLAN FOR Sharing results

DISSEMINATION AND
1. How will I share the result of my action research?
UTILIZATION
(publish, present, flyers, LAC sessions)
2. Can I collaborate with other teachers to continue of
replicate my study?

VIII. REFERENCES References

1. What reading materials and references are included in
my review of literature?

Task
Develop your own research proposal. You will do this together with your groupmates. You may open the
link below. It shows you a sample of an action research proposal. You may also search other samples of
an action research proposal.
https://www.researchgate.net/publication/
351617547_ACTION_RESEARCH_PROPOSAL_TEMPLATE