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Modules in Action Research in Mathematics

I. WHAT IS ACTION RESEARCH?

Teaching is a craft. It’s both an art and a science, which is why great
teachers always experiment and makes tons mistakes. But how do you
learn what’s actually working? One option is action research.

Action research is based on the belief that the educator or practitioner

is the best judge of his or her teaching or practice. It helps the educator to
bridge the gap between theory and practice.

Several authors gave their views on action research. Some of

them are as follows:

Guskey (2000) – educational problems and issues are best identified

and investigated where the action is, i.e. at the classroom and school
level. By bringing research into these settings and engaging those who
work at this level in research activities, findings can be applied
immediately and problems can be solved more quickly.
Carr and Kemmis (1986) – define action research as a form of self-
reflective inquiry undertaken by participants-teachers, students or
principals-in-education situations in order to improve the rationality
and justice of:
 Educational practices
 The understanding of these practices
 The situations or institutions in which these practices are carried
out.
O’Brian (1998) – defines action research as learning by doing in
which a person identifies a problem, does something to resolve it, sees
how successful his or her efforts were, and if not satisfied to try again.
McNiff (1994) – states that action research when applied to
classroom is an approach to improving education through change, by
encouraging teachers to be aware of their own practice (reflective), to
be critical of that practice, and to be prepared to change it.
Ferrance (2000) – defines action research as a process in which
participants examine their own educational practice systematically and
carefully, using the techniques of research.
Fraenkel and Wallen (2010) – define action research as an activity
conducted by one or more individuals or groups for the purpose of
solving a problem or obtaining information in order to perform local
practice.

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ACTIVITY I

Do the following tasks religiously:

1. Make an article report about action research. Be sure to

include the why and how of conducting it.
________________________________________________________________________
________________________________________________________________________
___________________________________________________

2. Prepare a voice recording script on your own definition of

self-reflective inquiry. Give an example.
________________________________________________________________________
________________________________________________________________________
___________________________________________________

3. Demo teaching. Choose a topic in mathematics on how can the

concept “learning by doing” may be applied. ( only for 20 min.)
________________________________________________________________________
________________________________________________________________________
___________________________________________________

4. Panel discussion. Form 2 groups to discuss this question : Do

you think Action Research will be beneficial in teaching
mathematics? One group will cite situations supporting the
affirmative side while the other group will do the opposite.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________

5. Essay. Answer this question comprehensively: Why Should

Educators Conduct Action Research?( not less than 3
paragraphs)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________

II. WHY SHOULD EDUCATORS CONDUCT ACTION RESEARCH?

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The following are some meaningful reason why education

need to conduct Action Research:

To improve education practice in order to improve learning outcomes.

They need to learn how to identify and to solve systematically issues or
concerns that they experience or that they are confronted with so that
they can initiate reforms which are localized contextualized and
responsive to the needs of learners.

To respond to the call of 21 st century learning where learners’ talents

and potentials must be developed and honed in a learner-centered
school environment.

Educators can improve their own craft.

Educators can soon develop into transformational leaders who shall

initiate efforts for school-wide transformation.

When educators organized themselves to build up a small community

of research-oriented individuals at the school level, they collaborate to
significantly contribute to school improvement as advocates of
research-based or evidence-based programs and projects that benefits
the school’s stakeholders.

Educators who are involved in the conduct of action research are

engaged in deep and critical reflection which lead to a better
understanding of themselves and other people for a better humanity.

ACTIVITY II

Task:

1. Simulation/Role play. Form 2 groups to show your definition of

a learner-centered school environment condusive to effective teaching
-learning .
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________

2. Poster presentation: Show by means of a poster the difference

between the traditional learning environment and the 21st
century learning environment.
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________
____________________________________________

3. Puzzle making. Create a puzzle using the definitions for the

following terms as clues:

a) Localized -
________________________________________________________________________
________________________________________________________________________
_____________________________________________

b) Contextualized -
________________________________________________________________________
________________________________________________________________________
_____________________________________________

c) Responsive -
________________________________________________________________________
________________________________________________________________________
_____________________________________________

d) transformational
________________________________________________________________________
________________________________________________________________________
_____________________________________________

III. THE CONCEPTUAL FRAMEWORK OF ACTION RESEARCH IN

EDUCATION

A. What is a conceptual framework?

A conceptual framework is an analytical tool with several variation

and contexts. It is used to make conceptual distinction and organized
ideas.

It is described as a set of broad ideas and principles taken from

relevant fields of inquiry and used to structure a subsequent
presentation (Reichel and Ramey, 1987).

DIAGNOSING
Identifying/Defining
a Problem

SPECIFYING LEARNING ACTION PLANNING

Identifying General Findings Considering Alternative

Courses of Action

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EVALUATING
TAKING ACTION
Studying the Consequences
Selecting a Course of Action
of an Action

FIGURE 1: the conceptual framework of action research in education.

B. The Research Proposal/ Research Report

Table 2: Methodological Approach to the conceptual framework.

Parts of
an Action Parts of a Parts of
Research ACTION RESEARCH Research a
Paper MODEL (Susman 1983) Proposal Researc
(Fraenkel h
& Wallen Report
2010)
Format Steps
Introductio Diagnosing √ √
n Identifying/Defining a
problem
Action Planning √ √
Considering alternative
courses of action
Method Taking Action √ √
and Selecting a course of
Design action
Result Evaluating √
Studying the
consequences of an action
Conclusion Specifying learning √
Identifying the general
findings

The conceptual framework gives a researcher an overview on

how the five (5) steps in action research are integrated in the four (4)
parts of an action research paper.

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A researcher writes a research proposal after undergoing the first

three action research steps, but he or she writes a research report only
after completing all the five (5) action research step.

ACTIVITY III. Tasks:

1. Flow chart. Draw a flow chart showing the steps in a

research proposal.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

2. Research paper. Present a recent research paper conducted in

mathematics locally or internationally published . Using such
research paper point out the different steps of a Research Paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

3. Match column A with column B. Write the letters only.

A B

_____ 1. Diagnosing a. Selecting a course of

action

_____2. Action Planning b. Considering alternative

course of action

_____3. Taking Action c. Studying the

consequences of an action

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_____4. Evaluating d. Identifying general

findings

_____5. Specifying learning e. Identifying a problem

IV. THE METHODOLOGICAL APPROACH TO THE CONCEPTUAL

FRAMEWORK FOR ACTION RESEARCH

A. What is Methodology?

Research methodology is the specific procedure or techniques

used to identify, select, process, and analyze information about a topic.

Most frequently used methods include:

1. Observation/ participant observation

2. Surveys
3. Interviews
4. Focus Group
5. Experiments
6. Secondary Data Analysis/Archival Study
7. Mixed Methods (combination of some of the above)

Table 3: Below indicates the methodological approach to the

conceptual framework for action research.

Action Process Tools Essential Writing

Research Questions Process
Model
(Steps)

I.Diagnosing Problem 1.What is the Narrate how

Solving prescribe the gap
standard analysis
performance was
or behavior conducted
A.1.Gap
-identifying/ A.Identificati Analysis 2.What is the
defining a on of the current/actua Cite pieces
problem problem Assessment of l of evidence.
current performance,
practices, behavior or
performance, situation?
behavior or
situation based 3.What is the

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on standards. difference
between the
 Area or standard and
focus the
 Target current/actua
Group l
 Baseline performance,
data behavioral
 Pieces of situations?
Evidence

1.Which of
these gaps is
the most
relevant, the
most
important,
the most Narrate how
urgent, and the most
A.2. Critical the most important,
Thinking Tool doable? the most
urgent, the
1. What is 2.What are most
relevant? the reasons relevant
or pieces of and the
2. What is evidence to most doable
important support the among the
? decision? gaps was
determined.
3. What is
urgent?

4. What is
doable?

B.Identificati Problem Tree 1.What are Narrate the

on of the the possible process on
causes of Evidence-Based immediate, how the
the problem underlying immediate
and root process,
causes of the underlying
most causes and
relevant, root process
most where
important, identified
most urgent

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and the most

doable gap?

2.What are
the pieces of
evidence Cite pieces
presented? of evidence.

C.Identificati Opportunity 1.What are Narrate how

on of the Tree the possible possible
possible solutions to solution
solution to Evidence-Based the were
address the immediate, identified.
problem underlying
and root Cite pieces
causes of the of evidence
most
relevant,
most
important,
most urgent
and most
doable gap?

2.What
related study,
if any, can
support
proposed
probable
solutions?

II.Action A.Choosing A.Decision 1.Which of State the

Planning the best Making Model the root best
Considering possible solutions is solutions
alternative solution or the best that
proce strategy strategy that decided on
ss of B.Statement can be done as an
action of the to address intervention
problem Steps: the gap? to address
the gap,
1.Identification 2.What is the then state
C.Formulatio of the problem problem of the
n of (which strategy the study? problem,

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essential will be
Research applied?) 3.What are essential
Questions the essential research
2.Identification research questions
D.Formulatio of decision questions to and
n of criteria be hypothesis.
Hypothesis investigated? State the
3.Allocation of purpose
E.Statement weights to 4.What is the why the
of the criteria hypothesi? action
purpose and research is
significance 4.Development 5.What is the being
of the study of alternatives purpose and conducted.
who will
F.Specify the 5.Analysis of benefit from List down
scope and alternatives this study? persons/enti
delimitation ties who will
of the study 6.Selection of 6.Who are benefit from
an alternative included/not the study
included in and how
7.Implementati this study? they will
on of an benefit from
alternative it.

State who
are
included/no
t included in
the study.

III.Taking A.Selecting a Action Plan 1.What is the State and

Action Research template plan? define the
(Selecting a Design research
course of Statistical Tools 2.What are design and
action) B.Planning the methodolog
the Monitoring objectives? y including
Methodology Instruments the
3.What are statistical
C.Writing the Survey the steps tools/treatm
Action Plan Instruments that will be ent that will
Questioners undertaken? be used in
D.Planning Performance the study
and Tests 4.How will
Preparing Observation data be Describe
the Guide collected? the plan of
monitoring action
and 5.How will
Evaluation data be List down

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Instruments statistically chronologic

treated? ally the
E.Implement activities to
ing the Plan be
undertaken

Identify the
persons
involved,
specify
time,
sources
needed,

expected
output and
the
statistical
tools to be
used.

IV.Evaluatin A.Observatio Monitoring and 1.What are Present all

g studying n Evaluation the results findings
the Template after
consequenc B.Analysis implementing Present
es of an and Monitoring the action answers to
Action evaluation of instruments plan? essential
data research
Questionnair 2.How can questions
e the essential
Performance research
Test questions be
Observation answered?
Guide

V.Specifying Formulation 1.How can Conclude

Learning – of the findings how the
identifying Conclusions and findings can
the general from conclusions have an
findings Findings be impact on
meaningful the problem
and relevant and how
to the these can
researcher? be utilized
in the
course of

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work as a
teacher, a
school head
or a
supervisor.

Sample for each methodological tool used.

A. Gap Analysis

What should be? What is actual? What is the gap?

1. All 60 pupils Only 45 pupils are 15 pupils are none

must be readers readers
readers.

2. All 60 pupils Only 50 pupils are 10 pupils are

must be regular in attendance irregular in
present attendance
regularly.

3. All parents 40 parents come out 20 parents do not

must come regularly on cards out come regularly on
regularly in day cards out day
Cards out Day.

B. Critical Thinking Tool

Gaps Which is Which Which is Which Total Ran

the most is the the most is the k
importan most relevant most
t? urgent to your doable
? goal? ?

15 pupils 5 5 5 5 20 1
are none
readers.

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10 pupils 5 4 4 3 16 2
are
irregular
in
attendanc
e.

20 4 3 5 2 14 3
parents
do not
come
regularly
on Cards
Out Day.

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E. Decision Making Models

Alternatives Decision Criteria

(Root
Solutions)
Criteri Criteri Criteria Criteri Total Rank
a a 3 a
1 2 4

1.

2.

3.

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F. Action Plan Template

Strategy: ________________________________________________________

Objective Activities Persons Time Resource Expecte Statistic

s Tools/Step Involve Fram s Needed d al Tools
s d e Output to Be
Used

G. Action Plan Monitoring an Evaluation Template

Strategy:_________________________________________________

Target Actual Output % Accomplishment Remarks

ACTIVITY IV. Complete the given tables below.

A. Gap Analysis

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Item What Should Be What is Actual What is the

Numbe Gap
r

1. Division MPS in Math Division MPS in Math

NAT must be 75%? NAT is 65%
2. All teachers must 50% of teachers
cover the courses did not cover
outline of the grade/ the courses
year level. outline.
3. 60% of the pupils are 40% of the
numerates pupils are not
numerates
4. Pupils must be 75% of the pupils are
numerates in the proficient only in
four fundamental addition and
operations subtraction
5. Teachers shall apply Teachers don’t
varied strategies and use varied
techniques in strategies and
teaching the lesson. techniques in
teaching the
lesson.
6. Only 50% of the 50% of the
teachers teach the teachers don’t
subject regularly. teach the
subject
regularly.

ACTIVITY V: Critical Thinking Tool

Direction: List down the six graphs found on Activity 4. Fill in the
table accordingly.

Item Gap Importan Urgen Relevanc Doabilit Tota Rank

Numbe s t t e to the y l
r Goal

1.

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2.

3.

4.

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ACTIVITY VII: Decision Making Model

Direction: list down the six viable solution you identified in the
opportunity tree. Which of the six solutions you will choose to
implement as a strategy, if you were the researcher? Score the
proposed solutions along the four criteria then rank them.
Decision Making Models
Decision Criteria
Alternativ
es Uniquene Impact on Relevanc Fund T R
(Root ss of Teachers e to the allotment or o a
Solutions) Strategy Performanc Goal of Appropriatio t n
e level the ns a k
Agency l
6 5 4 3

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V. AN EXAMPLE OF A STATEMENT OF THE PROBLEM

Statement of the Problem

Teachers are always considered as crucial factors in the attainment

of learning outcomes in the classroom. As such, if some pupils perform
below par in specific areas as reading, they still rely on the expertise of
their teachers to help them.
This study aims to present the effectiveness of teachers’ adequate
knowledge and utilization of remedial reading strategies on the number of
non-readers in English.
Specifically, this study seeks to answer the following questions:
1. What are the remedial reading strategies used by teachers to
decrease their non-readers in English?
2. How can teacher’s knowledge of remedial reading strategies be
described in terms of:
2.1 Level of proficiency;
2.2 Frequency of use; and
2.3 Utilization of appropriate remedial reading materials?
3. What is the effectiveness of teacher’s adequate knowledge and
utilization of remedial reading strategies on the number of non-

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AN EXAMPLE OF HYPOTHESIS

Null Hypothesis: There is no significant difference in the effectiveness of

teachers’ adequate knowledge and utilization of remedial reading
strategies and the number of non-readers in English.
Alternative Hypothesis: There is a significant difference in the
AN EXAMPLE OF
effectiveness STATEMENT
among OF PURPOSE
teachers’ adequate AND SIGNIFICANCE
and knowledge and utilization of
remedial reading strategies on the number of non-readers in English.

AN EXAMPLE OF STATEMENT OF PURPOSE AND SIGNIFICANCE

Purpose and Significance of the Study

This action research aims to present the effectiveness of teachers’
adequate knowledge and utilization of remedial reading strategies on the
number of non-readers in English. As such, the following will benefit from
the study.
School Heads. They can use the results of this study to craft a school
readingEnglish
programTeachers.
that will They will be
address made
pupils whoaware that an adequate
are diagnosed as non-
knowledge of a variety of remedial reading strategies will
readers. They will also eventually realize the importance of providing be a significant
factor in addressing
motivation and supportthe problem who
to teachers of non-readers
take charge ofin remedial
their respective
reading
classes.
classes. They will also realize that remedial reading strategies should be
partnered with appropriate instructional materials to ensure optimum
Researcher. She will be able to find out the effectiveness of
results.
teachers’ adequate knowledge and utilization of remedial reading
Pupils.
strategies to They will be of
the number thenon-readers
ultimate beneficiaries especially
in English. Then, those
she can who
devise
are experiencing
annual readingfocused
training programs difficulties. They will
on remedial be that
reading givenwillremedial
benefit
both teachers and pupils.

AN EXAMPLE OF STATEMENT OF THE SCOPE AND DELIMITATION OF

THE STUDY

Scope and Delimitation of the Study

This study will cover the teachers of Grades III to VI pupils who are
diagnosed as non-readers based on the PHIL-IRI Pre-Test Results for
School Year 2014-2015. These teachers and pupils are from the different
public elementary schools in the Division of Angeles City.
Meanwhile, the fourteen remedial reading strategies that are
included in this study are selected from an array of strategies based on
their appropriateness to the reading levels of Grades III to VI pupils.

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For the Methods and Design of your Action Research, you will be selecting a
course of action to address your identified gap/problem. This is actually the
third phase of Susman’s model. In the preparation of your action plan, you
may follow these given steps:

1. List down all the activities that will answer the three research
questions;
2. Arrange the activities chronologically;
3. Transfer the activities in the Action Plan Template, and;
4. Determine your objectives, persons involved, time frame, resources
needed, expected output and statistical tools. The Action Plan
Template completes the Action Research Proposal.

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AN EXAMPLE OF A NARRATIVE FOR METHODS AND DESIGN

Every Child a Reader Program (ECARP) is an initiative to directly address

the thrust of the Department of Education to make every Filipino child a
reader by the third year of schooling. Its goal is to enable elementary grade
pupils to communicate and access a variety of information in oral and written
forms through effective reading instruction.
However, Phil-IRI results showed that there are still 679 pupils from
Grades III-VI who are classified as non-readers in the division. Based on
analysis, one significant way to address this problem is to equip English
teachers with adequate knowledge of remedial reading strategies.
To systematize the procedure, the researcher, in her capacity as
Education program Supervisor in English, will schedule the administration of
the Phil-IRI Pre Test and the submission of results to the Division Office so that
she can specify the number of non-readers per grade level and per school.
Then, a survey form will be prepared, validated (by experts and Grade II
Teachers) and finalized. The accomplished survey form will provide the
researcher with an inventory or list of remedial reading strategies used by
teachers to decrease non-readers in English. A questionnaire will also be
prepared, validated and finalized to describe teachers’ knowledge of remedial
reading strategies in terms of level of proficiency (Below Basic, Basic,
Proficient, Highly Proficient), frequency of use (Never, Sometimes, Often,
Always) and utilization of appropriate remedial reading materials.
After tallying and interpreting the results by using frequency and mean,
the researcher will hold a meeting with the elementary school heads in order
to orient them about the title, coverage, objectives and significance of the
study to the division’s thrust to decrease the number of non-readers in
English.
In order to arm English teachers with adequate remedial reading
strategies to help them address the needs of their non-readers, a training will
be conducted. At the end of the training, they will be required to submit an
Action Plan on Remedial Reading for their respective schools. The said Action
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Plan will be the basis of the researcher during her observation on the conduct
of remedial reading in elementary schools. She will also conduct on-the-spot
reading test to randomly-selected pupils (Grades III-VI) as her way of
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VI. THE PROCESS OF WRITING AN ACTION RESEARCH PAPER

A. Comparison of Research Proposal and Research Report

A research proposal communicates a researchers’ plan for a study. A

research report communicates what was actually done in a study and what
resulted. The essential difference between a research proposal and a
research report is that a research report states what was done rather than
what will be done and includes the actual results of the study. Thus, in a
report, a description of the findings pertinent to each of the research
hypotheses or questions is presented, along with a discussion of what the
findings of the study imply for overall knowledge. A research proposal makes
use of the future tense of the verb because of its very nature, a proposal. On
the other hand, a research report is written in the past tense because it
describes what you did as a researcher. For both proposal and research
report, the third person of the pronoun is used.

B. The Major Sections of a Research Proposal

The main body is the largest section of a proposal and generally includes
the problem to be investigated (including the statement of the problem or
question, the research hypotheses and variables, and the definition of
terms); the review of the literature; the procedures (including a description
of the sample; the instruments to be used, the research design, and the
procedures to be followed; a description and a justification of the statistical
procedures used); and a budget of expected costs.

All sections of a research proposal or a research report should be

consistent with one another. For a sample Research proposal refer to
Appendix A.

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C. The Parts of an Action Research Paper

The Conceptual Framework in this book adopted from Fraenkel and

Wallen (2010) presents the essential parts of a research paper which are
most appropriate for action research in education. The parts of an action
research report are given below:

CHAPTER 1

Introduction – This part communicates your intentions as a

researcher. It makes clear the purpose of the intended study and its
justification.

A. The Problem and Its Background

To write this part, you narrate how you used the steps and the tools
that were presented in Chapter 2 by answering the following questions:

1. What issues and concerns did you gather and collect from external
and internal assessment?
2. What is the prescribed standard performance or behavior?
3. What is the current/actual performance, behavior or situation?
4. What is the difference between the standard and the current/actual
performance, behavior or situations?
5. Which of these gaps is the most relevant, the most important, the most
urgent and the most doable?
6. What reasons or pieces of evidence support the decision?
7. What are the possible immediate, underlying and root causes of the
most relevant, most important, most urgent and the most doable gap?
8. What are the pieces of evidence presented?
9. What are the possible solutions to the immediate, underlying and root
causes of the most relevant, most important, most urgent and most
doable gap?
10. What related study, if any, can support the proposed probable
solutions?
11. Which of the root solutions is the best strategy that can be
implemented to address the gap?

B. Statement of the Problem

1. What is the problem of the study? Re-state the strategy into a

problem statement by describing who is affected, supported causes
of the problem, the objective of the improvement, and the

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intervention that will be initiated to improve situation or address the

issue, concern or problem.

C. Research Questions

1. What are the specific questions that when answered would lead to
the right investigation method for the problem? What information
will you gather to answer the problem of the study?

D. Hypothesis

1. What is your educated guess as an answer to the problem or what is

your tentative answer to each research question? How do you
expect the strategy to impact or affect the problem of the study?

E. Significance and Purpose of the Study

1. Why is the problem being investigated? Why is the strategy being

implemented or being tested for effectiveness? Who will benefit
from the study? How will student, teachers, school heads,
supervisors, officials or education system benefit from the results of
the action research?

F. Scope and Delimitation

1. Who are included in this study? Who are not included in the study?
2.
CHAPTER 2

Methods and Design – This part provides a step-by-step plan for

conducting the study. To write this part of an action research paper, you
must narrate the process of selecting a research design and methodology
and designing an implementation plan by answering the following questions:

1. What research design and method will you use?

2. What programs, projects, activities or tasks will you do to implement
the strategy?
3. What are your objectives in conducting programs, projects, activities
and tasks?
4. How will you collect, treat, analyze and interpret data?

CHAPTER 3

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Results – This Chapter presents the results and findings that you
gathered from observation, interviews, data analysis and interpretation. To
write this part of an action research paper, you must answer the following
questions after the Action Plan is implemented:

1. What results came after implementing the action plan?

2. Provide answers to the research questions based on the results and
findings.

CHAPTER 4

Conclusions – This part states your general findings and based on

your findings you will give your recommendations to improve local practice.
1. How can the findings and conclusions be meaningful and relevant to
you?
2. What do you recommend as a researcher?

VII. FROM THEORY TO PRACTICE

I. INTODUCTION

A. THE PROBLEM AND ITS BACKGROUND

The Declaration of Policy in R. A. No. 7784 underscores the vital
role of teachers, “that the teacher is the key to effectiveness…” The
law also stipulates that the country’s vision is a teacher education
system whose mission is to educate and train teachers of
unquestionable integrity and competence, and teachers who are
committed to their continuing professional growth and obligation to
help their students grow as responsible individuals and citizens of the
Philippines and of the world.
As Education Supervisor in charge of science, the following
problems were identified during observation of classes, monitoring of
schools and through feedbacks from various assessment activities.
These problems were comparison of “What should be?”, from “What is
Actual?” and “What was done?” to be able to identify the gaps on the
following problems:

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 Science teachers of the eight (8) secondary and thirty-seven (37)

elementary schools are not able to conduct science investigatory
projects;
 The NAT level of performance of elementary and secondary
schools in science is below the expected level by the year 2014;
 Teachers of the seven secondary schools have limited activities
in science due to lack of space and equipment for student to
work with;
 About 50% of the science teachers are not utilizing computer
aided instructional materials and about 70% of the science
teachers are not able to make their own computer aided
instructional materials;
 Based on the results of the test given by the NETRC, 62% of the
teachers who took the test were assessed to be poor in process
skills;
 Some teachers have limited skills in utilizing non-traditional
teaching strategies that hinder the learning process;
 Students, textbooks, and reference books in science are lacking
and usually outdated;
 Most teachers have difficulties in formulating Higher Order
Thinking Skills (HOTS) questions in their teaching process;
 Master Teachers teaching science are not motivated and are not
interested to conduct action research; and
 Science teachers need to undergo continuous professional
development.

From the given problems, a SUG/Critical analysis was done. Each

problem was rated in a score of 1 to 5 to determine which of the problems is
the most important, most urgent, most relevant and most doable with 5 as
the highest score. They were then ranked and the problem that emerged as
ranked 1 was made the focus of the study.
In this case, NAT level of performance of elementary and secondary
schools in Science is below the expected level by the year 2014 ranked 1,
but to delimit the scope of the study, the researcher focused specifically on
the secondary level since the MPS of the secondary which is 36% and which
is for below than that of the elementary school’s MPS Science.
Utilizing the result of the critical analysis process earlier done, “The
NAT level of performance of elementary and secondary schools in Science is
below the expected level by the year 2014” became the focused of the
study. The problem tree analysis was done to determine the immediate
causes, the underlying causes, and the root causes of the problem. The
problem tree analysis is a pictorial representation of the problem presented.
From the different problems

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Identified during the gap analysis, Low NAT MPS in Science among
Secondary Schools in the Division of Angeles City emerged as the focal
problem.
The problem tree reveals that the following were identified as the
immediate causes of the problem; “The Level of Performance of Secondary
Schools in Science is far below the expected Level of 75% by 2013”:
 Low teachers’ proficiency in content and teaching
strategies;
 Low students’ proficiency in science content, and
 Low parental support on students’ schooling.
Hypothetically, teachers develop skills and proficiency in various
teaching strategies as well as in attaining mastery of content when they
attend Professional Development Programs such as crash courses or
trainings. The underlying causes of the second immediate cause which is low
students’ proficiency in Science concepts and contents are limited exposure
to learning and lack of learning resources such as textbooks and other
instructional materials.
In line with the initiative to improve teachers’ proficiency in content
and strategies, the skill in using modern technology in the teaching process
will enhance the teachers’ proficiency.
The aforesaid underlying causes are believed to be caused by lack of
creativity and resourcefulness on the part of the teachers in venturing on
non-traditional teaching strategies while the lack of learning resources is due
to lack of budget or supply from the government.
A glimpse of the problem tree shows that the low parental support to
students’ schooling is attributed to the underlying causes; (1) “I don’t care
attitude” of parents on their children’s schooling and (2) poverty. “The I
don’t care attitude of parents” is in turn caused by lack of information on
their children’s needs while poverty is due to lack of skills or education of
parents to get a decent job for a decent living.
Jesli Lapuz, (2008) former Secretary of the Department of Education
said, “By measuring students’ strengths, weaknesses and achievements
levels, we can derive ways on how to present education system can be
further improved”. Thus, from this problem tree, we can get to the bottom of
the root causes and work out the solutions to the problem.
Former Secretary of Education Jesil Lapuz (2008) once said, “NAT is
just part of DepEd’s report card and the whole education system. Results of
this indicator will help us formulate appropriate interventions aimed at
improving the education system. We have to keep the commitment and hard

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work we put to education”. The annual NAT is used to determine what the
students know, understand and can do at their level.
Looking back at the problem in focus, the low NAT MPS in Science
among Secondary Schools in the Division of Angeles City, and the completed
Problem tree, an Opportunity Tree was prepared. The Opportunity Tree gives
us an idea on the possible immediate solution, the underlying solutions and
finally the root solutions to the problem presented in the Problem Tree
analysis.
The teachers will have high proficiency in content and strategies when
they pursue further studies for specialization in science through various
means of Professional Development like seminars/trainings, crash courses,
mentoring, reading and others alike. The high motivation and initiative of
teachers in using modern technology for teaching purposes will likewise
improve their proficiency.
The students will have high proficiency in science content when they
are exposed to varied learning experiences, with sufficient learning
resources and instructional materials, like textbooks, facilities and gadgets
which can be possible with teachers’ resourcefulness, creativity and
sufficient budget from the government.
On the other hand, the parent’s parental support on students’
schooling would be evident with their display of concern and support when
the parents are well informed about their children’s’ needs and have gained
skills to land a decent job for a decent living.
This opportunity tree shows the possible solutions that will improve the
contributing factors, the teachers, the students and the parents from being
problems will be converted into solutions in improving the NAT MPS in
science of Secondary Schools in the Division of Angeles City. The objective of
the DepEd in promoting a learning environment in schools that will engage
children to continuously learn through optimum utilization of materials,
appropriate strategies and other interventions and teachers having mastery
of Science lessons are ultimately worked out.
The Decision Matrix evaluates and prioritizes a list of solutions and
evaluates each solution against each criterion. Having identified the main
problem and the root problems through the problem tree analysis which
were converted into solutions through opportunity tree analysis, the
solutions were now be categorized and weights will be assigned to each
problem according to the researcher’s priority.
Using the Decision Matrix also known as a Decision Grid or Criteria
Based Matrix, the possible solutions were valuated. A weight was assigned to
each criteria depending on how the researcher consider its importance. An L-
shape matrix was done with a criteria and weights as labels on one side and

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the list of options on the other side. A rating scale was established for each
criterion. The first criterion; “Fit with Target/Mandate” was given the highest
rating of 5; “Low cost in the implementation i.e., Human resource, financial
budget”, got the second highest; “Potential effect on the system” got the
third; “difficulty of control of the solution, the fourth” and “The value to the
beneficiaries” got the last priority with a rating of 1.
The ratings of the criteria were multiplied with the option’s rating by
weight, of which all of the products of the criteria of each option were added.
The result of the process for each was ranked, and the option with the
highest point ranked first. In this case the solution, “Several means and ways
available for teachers’ specialization in Science through trainings or crash
courses” ranked first and the option on the budget for textbooks and other
instructional materials ranked last of 6th.

B. STATEMENT OF THE PROBLEM AND FORMULATION OF

HYPOTHESIS

Professional Development yields three levels of results:

a. Educators learn new knowledge and skills because of their
participation;
b. Educators use what they learn to improve teaching and leadership;
and
c. Student learning and achievement increase because educators use
what they learned in professional development.
The results of professional development can be assessed through
techniques such as surveys, tests, observations, video recordings and
interviews. If administrators become better leaders and teachers
become more effective and apply what they learn so that students
achieve at higher levels, professional development is worth the cost
(Mizell, 2010).

In this context, this action research will evaluate the effectiveness of

teachers’ skills gained from conducted Professional Development aimed in
improving the quality of Science Education in Public Secondary Schools in
Angeles City with the objective of helping our students increase their Mean
Percentage Score (MPS) in National Achievement Test performance by 10
points.
Specifically, the study seeks to answer the following:
1. What are the types of professional development activities perceived as
teachers’ needs?

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2. What are the areas of greatest development needs as perceived by

teachers?
3. What are the evidences that shows the effectiveness of the
interventions in increasing the students’ performance?
Hypotheses
Null hypothesis: There is no significant difference in the achievement of
students in Mock NAT which was given before the teachers were given
professional development with the actual NAT after the teachers gained skills
and knowledge from the various professional development given.
Alternative Hypothesis: There is a significant difference in the
achievement of students in Mock NAT which was given before the teachers
were given professional development with the actual NAT after the teachers
gained skills and knowledge from the various Professional Development
given.

C. SIGNIFICANCE AND PURPOSE OF THE STUDY

This study will be deemed important in the improvement of the MPS in

the National Achievement Test in Science of the Public Secondary Schools of
Angeles City by ten (10) points through teachers’ Professional Development.
Likewise, the findings of this research may also prove useful to the following;
Students. With the teachers’ effective strategies and content
knowledge, the students’ learning will be enhanced, mastering the needed
competencies resulting to improve MPS in NAT in Science and acquiring the
needed lifelong skills.
Teachers. This will boost the morale of the teachers and develop
confidence in teaching science, knowing they are equipped with the skills
and knowledge gained through their needed Professional Development
activities.
School Administrators and Supervisors. The result of this research may
encourage school administrators and supervisors to help their teachers
upgrade their teaching performance through planned faculty development
programs.
Parents and the Community. The result of the study would give parents
and the community the confidence that their children acquire the necessary
knowledge and skills from the faculty of the school their children are enrolled
in.
D. SCOPE AND DELIMITATION OF THE STUDY

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This study shall include only the fourth-year science teachers in the
public secondary schools of Angeles City.
II. Methods and Design

A. Action Plan
An Action Plan is a sequence of steps that must be taken, or
activities that must be performed for an strategy to succeed. It
usually includes objectives, steps/tasks, persons involved, time
frame, resources needed, expected output and statistical tool to
be used (http://www.businessdictionary.com/definition/action-
plan.html#ixzz2vdJDyLEF).

In this action research the activities are divided into the Pre-
implementation, the implementation and Post-implementation
activities.
Pre- implementation Plan
During the pre-implementation phase, the researcher would gather
data to identify the types and areas of professional development activities as
perceived by teacher’s needs. This will involve the preparation, validation.
Finalization, floating of the survey questionnaire to the fourth year Science
teachers. Consequently, the data will be consolidated to determine the
activities needed.
To identify the strategies, resources and schedule of the activities, the
researcher will meet with the fourth year science teachers to plan and make
the project proposal for submission and approval.
A Mock NAT test will be prepared, validated and will be conducted to
the fourth year students who will take the forthcoming NAT test. The result of
this mock NAT test will be used as baseline data on the achievement of the
students.
Implementation Plan
Specifically, this phase involves the conduct and monitoring of the
Professional Development activities identified. The SBM monitoring form (3C)
Teacher Observation Guide for Instruction Competence will be used during
classroom observation to monitor the effectiveness of the skills of the
teacher in teaching and knowledge of the teacher in content.
Post-implementation Plan
During this phase, the hypothesis will be tested at 0.05 level of
significance using the t-test for correlated samples. After all the professional
development activities have been conducted and the teachers have been
evaluated in their proficiency in teaching strategies and knowledge on the

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content, the results of the students’ NAT test in Science (2015) will be
compared with previous given Mock test result. The result of the study will
be reported and necessary recommendations will be made.

III. BIBLIOGRAPHY

A. Journals
Garet, M.S al (2001) What makes professional development effective?
Result from a National Sample of Teachers’ American Educational
Research Jounal Vol. 38 No. 4 pp 915-945.

Kenedy N. (1997) Defining Optimal Knowledge for Teaching Science

and Mathematics (Research Monograph 10) National Institute for
Science Education University of Winsconsin.

B. Electronic Sources
http://www.businessdictionary.com/definition/action-
plan.html#ixzz@vdJDyLEF

Nands (2013) Action Research Improvement of the MPS in National

Achievement Test.

Retrive from the web www.studymode.com/essay/action-research-

improvement-of-the-MPS

www.nri.org.pg/publications/spotlight.html

www.nscb.gov.ph/statseries/ss-2012

www.tolerance.org/article-teaching-teachers-professionaldevelopment

ACTIVITY VIII

Title of Action Research Proposal: _________________________________

Name of Researcher: ___________________________________________
Position: _____________________________________________________

A. Problem Identification
1. In her current position, the researcher was concerned about

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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________

because____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________

2. In order to prove her concerns or issues, the research needed to

gather information or data on
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

3. Using the different thinking tools, the researcher found out that the
most important, the most urgent, the most relevant and the most
doable problem gap or issue that she needed to focus on is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

based from the following pieces of evidence

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

4. After identifying the immediate, underlying and root causes of the

most important problem, gap or issue that the researcher would like
to focus on, the 6 viable solutions that the researcher can do to
solve a problem or to address an issue were the following:
_____________________________________________________________________
_____________________________________________________________________
________________________
because____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________

5. Among the six (6) possible solutions in the Opportunity Tree, the
best solution that the researcher decided to implement on was

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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

B. Statement of the Problem

1. The problem of the action research was stated as follows:

_____________________________________________________________________
_____________________________________________________________________
___________________________________________________

2. Did the researcher compose a problem statement by specifically

describing who is affected, causes of the problem supported by
data, the goal for improvement and what might be done about the
problem stated?
Yes, because
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
No, because
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

If no, I would like to re-state the problem this way,

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

3. Problem: Provide a description of the identified problem. How did

the researcher identify the problem? Describe the persons
(students) who were affected and the possible cause of the
problem. What are the goals for improvement?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

C. Research Process:

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1. Provide a detailed description of the research process. What are the

three research questions? What strategies will be implemented that
is aligned to the problem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

D. Formulation of Hypothesis:

1. What are the researchers’ tentative answers to the problem?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

E. Purpose and Significance of the Study

2. What is the purpose of the study? Who will benefit from the study?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

F. Data Collection and Analysis:

3. How will the researcher collect and analyze the data?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

4. List down in chronological order the projects, plans, activities that

the researcher will do to implement the strategy to solve the
problem or to address the issue.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

G. Bibliography

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5. Does the bibliography include a complete list of print, and non-print

materials which served as sources in the development of the
research proposal?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

6. Does the bibliography follow the agreed upon format?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

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