Cours e

Pack et

10
LM01- PRED

231

Learning Module

The
Reflective Teacher-
Apprentice
Course Packet 10

Enhancing Teaching
Practice through Action
Research
Knowledge Area Code : PRED
Course Code : PRED 2313
F S 2 L e a r n i n g M o d uloed: eThe Refl:ective TeaLcMhe0r-P-ARpEpDre2n3t1ic3e
L e ar n i n g M o d ul e C 1
Course Packet Code : LM0-PRED2313-10
 Course Packet 10
Enhancing teaching practice thru AR

Introduction
In this course packet, we will learn the important role of Acton Research to improve
the teaching practice. You are expected to work with this course packet for 6 hours.

Objective
At the end of this learning packet, you are expected to value the role of AR in matching
problematic learning situations to probable action.

Observation/Participation Guidelines
1. In this course packet, we will have a flipped classroom model for discussion
of AR
2. Read the any of the following suggested readings:
a. Action Research by Anne Burns (2015)
https://www.researchgate.net/publication/282199978_Action_research
b. DO 16, S. 2017 – Research Management Guidelines
at https://www.deped.gov.ph/2017/03/20/do-16-s-2017-
research- management-guidelines/
3. During face-to-face class, discover more about AR.
4. Pdf copy of the presentation that is going to be used by the faculty, along
with the video recording is going to be uploaded in the Gclass.
5. Develop an AR proposal
6. Reflect on the importance of AR in teaching practice.

FS2 Learning Module: The Reflective Teacher-Apprentice 2

 Bataan Peninsula State University – Dinalupihan Campus

(Cooperating School)

“The Difficulties Encountered by Grade 2 Non-Reader Students in San

Ramon Elementary School’’

Action Research Proposal Presented to the College of Education

Bataan Peninsula State University
Dinalupihan Campus

Submitted by: ,

(FS
STUDENT)

Submitted to:
FS2 Teacher

January 27, 2023

FS2 Learning Module: The Reflective Teacher-Apprentice 3

INSTRUCTION: Try to develop an action research proposal to improve delivery of
learning in your resource/cooperating school. Use the template below.

Title:
The Difficulties Encounteredby Grade 2 Non-Reader Students in San Ramon
Elementary School

Proponents:

Context and Rationale:

We regularly read throughout our lives as part of our daily routine. People read for many
reasons, including educational and informational purposes as well as enjoyment and
amusement. The teaching-learning process for pupils includes reading extensively. Lack of
reading proficiency will make it challenging for students to understand ideas and concepts.
The Department of Education has put a lot of effort into supporting the growth of reading
skills among Filipino children through its several reading improvement initiatives.

Along with listening, speaking, and writing, there are four abilities that must be learned:
reading is one of them. Reading plays a significant part in language instruction to improve
the abilities that kids learn in speaking, listening, and writing (Maxom, 2009: 139).
Learning to read has an impact on learning to learn other abilities. Additionally, the children
must be able to develop their reading skills to the level required by the national curriculum.

The core of reading is comprehension, which is an active process of deriving meaning

from a section or a book (Durkin, 1993). As a result, understanding is crucial for students
who want to study. Reading methods and comprehension have a connection to one another.
Reading comprehension impacts reading strategies, and reading tactics influence reading
comprehension (Muijselaar et al., 2015). Additionally, Marissa Kelly (2019) underlined
how crucial reading comprehension is and how it cannot be overstated. Creating questions
before reading and responding to them afterward, reading aloud and monitoring,
encouraging cooperative talk, paying attention to text structure, taking notes or annotating
texts to create vocabulary lists, using context clues, using graphic organizers, and using the
PQ4R Method (Preview, Question Read, Reflect, Recit) are all effective reading strategies,
according to Kelly (2019).

According to Torrevillas (2008), the English competence of Filipinos is declining for the
following reasons: the educators' English proficiency, which includes not just language
instructors but also other teachers who teach various disciplines. Due to a shortage of
teachers in some schools, there are some instances where the teachers of the subject are not
English majors or do not have the training required to develop the necessary competencies.
Another aggravating factor is the elimination of English as a language of instruction with
the implementation of K–12 Basic Education, where mother tongue is used from
kindergarten through grade 3, and English is introduced in grade 1's second semester.

FS2 Learning Module: The Reflective Teacher-Apprentice 4

 Additionally, the researcher observed that the Filipino students' weak reading abilities
were a result of the following circumstances and factors: family backgrounds and way of
life. The family members of some students, notably their parents, are not proficient readers.
This implies that they are unable to help their children learn to read at home since they are
illiterate themselves. Additionally, due of their busy schedules, parents are unable to
monitor their kids' progress at home or at school. It is thought that students from large
households are more likely to struggle with reading. Their financial situation prevented
them from attending school regularly because of things like helping their parents make
ends meet, caring for their younger siblings, needing to work extra hours, and other things;
as a result, students frequently miss class, which has a significant impact on how well they
read.

Action Research Questions/ Problem:

This study aims to make an action plan for the difficulties encountered by non-reader
grade 2 students in San Ramon Elementary School.
Specifically, it seeks to answer the following questions:

1. What is the level of reading comprehension of grade 2 pupils?

2. Why pupils in grade 2 was still non-reader?

3. How pupils in grade 2 will be helped by the teacher to address difficulty in learning
to read?

4. How pupils in grade 2 improves their reading comprehension?

Proposed Innovation, Intervention and Strategy

The research will use descriptive correlational method of research. The goal of the
research is to describe the nature of a condition as it exists at the time of the study and to
explore the causes of the particular situations. This action research will utilize triangulation
method as a date gathering procedure through survey questionnaire, observation, interview,
and field notes.

FS2 Learning Module: The Reflective Teacher-Apprentice 5

 The proposed strategy aims to address the need to improve the identification
and achievement of learning objectives for elementary students by providing them
with interactive, relevant, and engaging activities and projects. The use of
technology- enhanced activities and projects, such as AR and VR, can make
learning more interesting and fun, which can help to increase student motivation
and engagement. Furthermore, teacher professional development will help
educators to design and implement activity-based learning activities that are aligned
with the curriculum and tailored to the needs and abilities of individual students.
Finally, regularly assessing student progress and adjusting instruction as needed
will help to ensure that students are able to achieve the learningobjectives.

Action Research Methods (indicate the Participants/ other source of data or

information. Data Gathering Methods, Data Analysis Plan)
The descriptive correlational research methodology is being using in this action
research. Description, recoding, analysis, and interpretation of existing situations are all
part of descriptive research. The major objectives are to define a condition's nature as it is
at the time of the research and to investigate its causes. Data for this action research
project are gather using the triangulation technique using survey questions, observations,
interviews, and field notes.

The respondents of this study are the selected 20 grade 2 non-reader students of San
Ramon Elementary School.

This action research will be conducted at San Ramon Elementary School, Dinalupihan
Bataan.

The data collection tool for this action research will be a self-made questionnaire with
four main sections.
The respondents' profiles are included in Part I. The items in Part II will be used to
assess the respondents' level of reading proficiency. The issues that the student
respondents face when learning to read will be covered in Part III. Part IV will focus on
questions that show the causes of the respondents' students' non-reading and irritation
levels.

FS2 Learning Module: The Reflective Teacher-Apprentice 6

 Work Plan and Timeline

Here is a general work plan and timeline for a study on "The Use of
Activity Based Learning in identifying suitable learning objectives for Elementary
Students":

Literature Review: 2 weeks

Research and review existing literature on activity-based learning, learning
objectives, and elementary education.
Identify gaps in current research and formulate a research question and hypothesis.

Ethical Approval and Recruitment: 2 weeks

Obtain ethical approval from the relevant institutional review board.
Identify and recruit participating schools and teachers.

Data Collection: 6 weeks

Administer pre-tests to measure students’ current level of knowledge and

understanding of the learning objectives.

FS2 Learning Module: The Reflective Teacher-Apprentice 7

 Implement the activity-based learning intervention in the classroom.
Collect data throughout the implementation of the intervention
through observations, interviews, and document analysis.
Administer post-tests to measure students’ learning and understanding of the
learning objectives.

Data Analysis: 4 weeks

Analyze the collected data to determine the effectiveness of the activity-

based learning intervention in identifying suitable learning objectives for
elementary students.
Synthesize the results of the study.

Feedback: 2 weeks

Share the results of the study with the teachers, students, and stakeholders
and collect feedback.

Writing and Submission: 4 weeks

Write up the study in the format of a research paper or dissertation and

prepare for submission.

Total time: 20 weeks.

It's important to note that this is a general timeline and the actual time it
takes to complete the research project may vary depending on specific research
design and other factors. Additionally, depending on the specifics of the research
design, it may be appropriate to have a pilot study, which would add extra time to
the timeline.

Item Cost
Estimate
Research Materials 150
Unleaded Gasoline for Vehicle 200

FS2 Learning Module: The Reflective Teacher-Apprentice 8

 Printing and Binding 700
Token of Appreciation 250
Total 1,300

Plans for Dissemination and Utilization

Item Plan
Final Thesis Submit the final thesis to the university
for review and evaluation.
School or district Share the findings of the study with
school or district officials, such as the
principal, curriculum coordinators, or
special education directors, to gather
feedback and explore potential
implementation opportunities.
Classroom Presentation Present the findings of the study
to classmates and instructors to
gather feedback and generate
discussion around the topic.
Parent-Teacher Meeting Share the findings of the study with
parents during a parent-teacher meeting
to educate them about activity- based
learning and its potential benefits for
elementary students.
Online Platform Share the findings of the study on an
online platform, such as a blog or a
website, to reach a wider audience and
generate discussion and engagement
around the topic.
Total Disseminating the study results
to different audiences

FS2 Learning Module: The Reflective Teacher-Apprentice 9

 References:
Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015), Learning disabilities: From
identification to intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/

Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole is more than the parts.
Annals of Dyslexia, Retrieved on: June 29, 2016, Retrieved from:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0074061
Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children Have Difficulty
Learning to Read? What Can Be Done About It? Retrieved on: June 29, 2016, Retrieved
from: http://www.education.gov.sk.ca/reading-difficulties-disabilities

MacInnis, Eric., 2015, Teaching Students with Reading Difficulties and Disabilities,
Retrieved on: June 29, 2016, Retrieved from:
http://www.wrightslaw.com/info/read.disability.lyon.pdf

Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for the developmental
dyslexias (Reading Disability), Retrieved on: June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm

FS2 Learning Module: The Reflective Teacher-Apprentice 10

 Assessment 01
INSTRUCTIONS: Reflect on the Role of AR in the improvement of teaching and learning.
Answer in 100-200 words

Augmented Reality (AR) technology has the capability to transform teaching and
learning by enabling immersive and dynamic learning experiences to learners. AR enables
students to comprehend and engage with abstract ideas in ways that traditional techniques
like textbooks or lectures cannot. This can lead to better comprehension and retention of
the subject.

AR can also be used to tailor the learning experience by presenting students with
varying levels of information and activities according on their particular needs and skills. This
can assist educators accommodate kids' different learning styles and needs, which is a huge
difficulty.

In conclusion, the use of augmented reality (AR) technology in teaching and learning
can improve student knowledge, retention, and engagement while also offering teachers
with additional features to adapt instruction and suit varied learning requirements.
However, it is vital to emphasize that AR is not a magic wand; it is simply another tool in the
teacher's toolbox, and the technology's usefulness will be determined by how effectively it is
implemented into the curriculum and education.

FS2 Learning Module: The Reflective Teacher-Apprentice 11

 Post-test
Self-Assessment
INSTRUCTION: Rate your readiness to the teaching profession through the
following items where 5 is highest and 1 is the lowest.
Self-Evaluation Criteria Rating
1 I completely understand the demands of the teaching 5 4 3 2 1
profession. ✓
2 I am confident that I have the personal qualities of a ✓
professional teacher.
3 I am confident that I have the competence that schools ✓
expect from of a beginning teacher.
4 I understand the importance of action research in ✓
improving the teaching practice.
5 I could develop an action research proposal to improve ✓
the teaching practice.
6 I could design a safe and conducive learning ✓
environment for students whether it be in face-to-face or
flexible setting.
7 I could plan routines and classroom procedures to ensure ✓
efficient classroom operations.
8 I could write a lesson plan that takes into consideration ✓
students’ diversity and contexts.
9 I could select the most appropriate instructional ✓
resources based on context and needs.
10 I could develop and organize of instructional materials to ✓
facilitate learning.
11 I could select and design assessment FOR, AS, and OF ✓
learning.
12 I am confident that I could facilitate effective learning ✓
delivery.
13 I could interpret scores correctly for meaningful ✓
reporting.
14 I understand that a teacher will always be a learner and ✓
hence, I should possess the growth mindset.

FS2 Learning Module: The Reflective Teacher-Apprentice 12

 Learner’s FeedbackForm
Section : BEEd-4B Faculty :

Schedule: Tuesday (7:30am-11:45am)

Course Packet :10 Code : PRED 2313 Title : Field Study 2

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.

 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or
lost?
There is no portion in this course packet that I feel struggling.

Did you raise your concern to you instructor?  Yes  No

If Yes, what did he/she do to help you?

If No, state your reason?

because we have all been given the details, we will need to fill out in the course
packets.

How do you want it to be enhanced?

There is no part in this is course packet should be enhanced because all
because all the important details can be found in the course packet.

FS2 Learning Module: The Reflective Teacher-Apprentice 13

 Evaluation Form
Resource Teacher Evaluation Form

INSTRUCTION: Kindly rate the performance of the FS student during FS 2

(Limited Participation and Teaching Assistantship). In this course, the FS student is
not expected to engage in full participation to the FS schools. They are only expected
to assist the Resource Teacher in teaching and learning activities for at least 1 ½ hour
per week for the whole semester.
Scale Descriptive Rating Qualitative Description
5 Outstanding The performance almost always exceeds criteria.
4 Very Satisfactory The performance meets and often exceeds the
criteria.
3 Satisfactory The performance meets criteria.
2 Fair The performance needs some development to
meet criteria.
1 Poor The FSS fails to meet criteria.

CRITERIA RATING
1. Attends to tasks in the Field Study School 5 4 3 2 1
Attendanc

with punctuality.
✓
2. Reports to the Resource Teacher regularly for ✓
1 ½ hour per week.
e

3. Comes to class, well-groomed and prepared ✓

for the responsibilities.
4. Demonstrates proper behavior in the ✓
presence of learners, teachers, parents, and
other stakeholders.
Personality

5. Maintains good working relationship with ✓

Resource Teacher and other FS students.
6. Upholds the dignity of the college and ✓
university in all actions.
7. Accepts comments and suggestions from the ✓
resource teacher for the improvement of self.
Criteria

8. Exhibits the willingness to learn. ✓

9. Shows commitment in all activities. ✓

FS2 Learning Module: The Reflective Teacher-Apprentice 14

 References

CHEd (2017). Commission on Higher Education Memorandum Order No. 78, s. 2017.
Policies, Standards, and Guidelines for the Bachelor of Technology and livelihood
Education (BTLEd)

CHEd (2017). Commission on Higher Education Memorandum Order No. 80, s. 2017.
Policies, Standards, and Guidelines for the Bachelor of Physical Education (BPEd)

DepEd (2017). Department of Education Order No. 16, series of 2017. Research
Management Guidelines

Lucas, M. R. D., Borabo, M.L., Bilbao, P.P., Corpuz, B.B. (2021). Field Study
Participation and Teaching Assistantship. Lorimar Publishing, Inc.

Code of Ethics for Professional Teachers.

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

FS2 Learning Module: The Reflective Teacher-Apprentice 15