Field Study

Participation and Teaching Assistantship

FIELD STUDY 2- LEARNING EPISODE 3 – Understanding AR Concepts,
Processes and Models
To have a meaningful and successful accomplishment in this FS episode, be sure to read
through the whole episode before participating and assisting in your FS 2 Resource Teacher's
class. Note all the information you will need and tasks you will need to do before working on this
episode.
Target Your Intended learning Outcomes
At the end of this Learning Episode, I must be able to:
● use concepts and processes of action research.
● identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead; 2006; and
Nelson, 2014.
Clarify Your Task
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey several other authors have
advanced the concept of action research. Action research is a type of inquiry that is:
• practical as it involves making changes to practice.
• theoretical as it is informed by theory and can generate new insights.
• concerned with change and improvement.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Titchen, 2015)
Systematic - Like any form of research, it follows a system.
Rigorous - It has rigor, meaning a strict adherence to the rules of empirical studies.
Reflective - It follows a continuous reflection and action.
Situational- It is more specific to the location (school) circumstances (teaching and learning,
etc.).
Participative - AR can be participative where teachers and learners are co- researchers.

Future-oriented - It seeks solution to the current problem for future improvement.

2. Why is Action Research useful to me as a Teacher Researcher?
AR can help me to learn how to improve my practice as a teacher in terms of teaching methods,
classroom management, preparation of the learning environment, developing instructional
materials and assessment.
AR can help me learn more about a wider range of research methods that I can use in the future.
AR can provide me more space to think deeply about the issues that confront teaching and
learning.
AR can help me engage with my mentor and peers to enable me to improve my teaching
practices through action research.
AR can help me develop new knowledge which is directly related to my area of specialization.
3. What types of classroom action studies that can I engage in?
Creating changes in the classroom practices. Example: What changes will daily writing have on
my students?)
Establishing effects of curriculum restructuring. Example: Will the use of mother tongue enhance
the reading skills of my learners?)
Enhancing new understanding of learners. Example: What happens when students get
demotivated?
Teaching a new process to the students. Example: How can I teach third graders to do reflection?

Action research has been embraced in education for its value in transforming school practices
by the practitioners themselves. It is used to address practical problems in the classroom. It is a
process that allows teachers to study their own classroom and school setting to improve their
effectiveness. Teacher Action Research (TAR) is a method for educational practitioners
(teachers, school leaders) to engage in the assessment and improvement of their own practice.
It is a tool to help classroom teachers consider their teaching methods or to adopt a strategy in
order to solve everyday problem in the school setting.
MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006 (Adaption)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem.
1. Based on observation and noticing, 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 leaned before is 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 of time?
ACT Take 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 out of 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?
● Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic situation
prevails 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 leaned before are the problems 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 of time?
ACT Take 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 out of the data?

● Department of Education (DO 16) 2017 Model

Action Research Key Action Research Process

Components

I. CONTEXT AND Identifying the Problem

RATIONAL
1. Why am I doing this?
II. ACTION RESEARCH
QUESTION 2. What is the background of my action research?

3. What problem/question am I trying to solve?

4. What do I hope to achieve?

III. PROPOSED Proposed Plan

INNOVATION,
INTERVENTION AND 1. What do I plan as a solution to the problem I identified?
STRATEGY (Describe.)

2. What innovation will I introduce so 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/ or
other Source of Data 2. What are my sources of information? (participants)
and Information 3. How shall I gather information?
b. Data Gathering 4. How will I analyze my data/information?
Methods

c. Data Analysis Plan

V. ACTION RESEARCH Action Research Work Plan

WORK PLAN AND
TIMELINES 1. What should my work plan contain? (targets, activities,
persons involved, timeline, cost)

2. How long will I conduct my intervention? (For reliable results

8 to 12 weeks)

VI. COST ESTIMATES Action Research Cost- (Consider also the maximum cost if
externally funded like DepEd, LGUs NGO or personal)

VII. PLANS FOR Sharing Results

DISSEMINATION
AND UTILIZATION 1. How will I share the result of my action research? (Publish,
Present, Flyers, LAC sessions)

2. Can I collaborate with other teachers to continue or replicate

my study?

VIII. REFERENCE References

1. What reading materials and references are included in my

review of literature?

REVISIT THE INFOGRAPHIC

Action research is a dynamic process anchored on the Reflection – Action Cycle of

Observing, Reflection, Acting, Evaluating and Modifying.
Action research is a cyclical, recursive process of observe > > reflect>> act>> evaluate>>
modify>> move in new direction is known as action-reflection (McNiff & Whitehead, 2006)
In 2011, McNiff defined action research as a form of inquiry that enables practitioners to
investigate and evaluate their work. Before that, Corey in 1953 viewed action research as
a recursive or repeated process, proceeding through spiraling cycle of planning, actions,
reflections and change.

In a similar vein, Nelson, 2014 proposed an action research cycle that starts with
Observe followed by Reflect, Plan and Act which can also go through evaluation and
modification. It also follows a cyclical process.

Participate and Assist

You are now ready to participate and assist!

Understanding fully the concept and the process of Action Research will enable you to learn and
provide the needed assistance to your teacher mentor in doing Action Research.

Notice

What concepts have been emphasized in the task and infographics? Give at least four.

1. It is to learn the definition of action research.

2. The significance of conducting an Action Research

3. Explore different models, methods, and strategies in conducting Action Research

4. Creating solution for the problem in the classroom through Action Research

Since the 3 models are all for action research, what are the common elements of the
three?

The common elements of the three models are observing, acting, and reflecting.

Analyze

Choose the AR sample Abstract that you submitted in Episode 2.

● Analyze the components vis-a-vis only one model out of the 3 presented

● If you choose to compare with Model A- McNiff & Whitehead, 2006, here are the
components.

Title and Author of the Action Research:

Action Research for Developing Teachers’ Pedagogical Skills in the ‘Out of School
Children Education Program’

Authors: Md. Khairul Islam1; Mohammad Mojibur Rahman1, & Syeda Aticun Nahar1

Key Entry from your Sample AR

Components
OBSERVE The Problem:

Teachers of these learning centers generally receive training for

conducting teaching-learning activities. It was considered that continuous
professional development is essential for addressing different contextual
challenges and issues of teaching and learning as well as promoting
quality education. Evidence suggests that action research has huge
potential for teachers’ continuous professional development (Albalwi &
Johnson, 2022; Boog, 2003; Connett, 2020; Mertler, 2006; 2012;
Miedijensky & Sasson, 2022; Perrett, 2003). However, non-formal school
teachers’ professional development through action research in the
Bangladesh context is not substantially evident. Therefore, this research
initiative is taken to investigate how action research can contribute to the
professional development (pedagogical skills development) of the
teachers of the learning centers.

RFLECT Reflection

For the successful implementation of education, UNESCO (2011)

emphasizes the need to link research and policy in a way that enables not
only the identification of common problems and challenges but also the
design of practical and effective solutions. In a non-formal education setting
in the Bangladesh context, this study provides evidence of how action
research can be used to identify educational problems and contribute to
solutions.

PLAN Plan of Action

The research was conducted using a qualitative approach as a means of

examining and understanding the meaning of individuals or groups attached
to a social or human situation (Creswell, 2009). As part of the qualitative
study, the researcher adopted the collaborative nature of action research.
The researchers used a cyclical model of action research. The researchers
collected data using semi-structured interviews.

ACT Implementation

The researchers collaborated with the teachers of 17 learning centers to

conduct action research and arranged three days of participatory workshop
sessions on action research, reflective practices, and using reflective
diaries. In addition, the researchers organized a one-on-one interactive
session between the teacher and a specific member of the research team of
the study. Following the workshop, participants engage in AR and reflective
teaching practices for two months.

EVALUATE Findings
 Findings from the data analysis indicated that all the teachers who
participated in this study perceived some common pedagogical activities for
implementing the out-of-school children's education program. For example,
the major pedagogies they perceived as participatory are group work, pair
work, story-telling, reading together following the teacher, role-playing, and
club day activity where the practice is highly dominated by the strategy’
reading together following the teacher’. Findings from the analysis of data
from interviews and classroom observations indicate that most of the
teachers’ perceptions of students’ participation in the classroom are
dominated by the common activities of the learning center, for example,
reciting the Quran together, singing the national anthem, taking the oath,
etc.

Though most of the teachers also pointed out that they are concerned about
participatory teaching-learning practices in the classroom and what we
observed during the teaching-learning practices was not aligned. About all
the teachers who participated in this study perceived that they ensured
equal participation of the students in the classroom activities.

Findings from the action research suggest that a very good beginning of
teachers’ pedagogical skills development through action research was
evident in almost all the centers. The major areas of development are
frequent use of different participatory pedagogies (i.e. Pair-work, group
work); increasing students’ participation as well as equal participation (i.e.
Asking different students to present/recite/sing rather than asking selective
ones); regularity of lesson planning; progress in classroom management
using different techniques.

MODIFY Recommendation

Increasing student’s participation in classroom activities, regularity of lesson

planning, effective use of blackboard, progress in classroom management
techniques, and increasing self-confidence are some immediate outcomes
of the research.
 components.

Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem

RFLECT Reflection

PLAN Plan of Action

ACT Implementation

● Or if you choose the DepED Model, 2017, here are the components

Title and Author : ( the same as your entry in model A)

Key Components Entry from your Sample AR

I. Context and Rationale Study Background

II. Action Research Question AR Questions

III. Proposed Innovation, Intervention Describe Innovation/Intervention/ Strategy.

Strategy

IV. Action Research Methods Describe Action Research Methods

a. Participants/Other sources of
Data

b. Data Gathering Methods

c. Data Analysis Plan

V. Action Research Work Plan Summarize Action Research Work Plan.

VI. Cost Estimate Write cost estimate

VII. Plan for Dissemination and Describe how the results will be shared
Utilization
VIII. Reference Write at least 3 references.

What have you understood about the concept of Action Research and how will
these be utilized in your practice?

Action Research is a method used by individuals or groups to improve their practices in

any field. It involves a cycle of observing a situation, identifying problems, trying out different
solutions, and reflecting on the results. In my practice teaching, I will watch how my students
react to my lessons and see where they have trouble or where I can improve. After finding
these issues, I will plan to fix them by trying different teaching methods. Once I put these
changes into action, I will check to see how well they worked by looking at how my students do
and asking for their feedback. This process of thinking, trying, and adjusting will help me get
better at teaching and better support my students.

REFLECT

As a future teacher, is conducting Action Research worth doing?

Yes

Why?
Doing Action Research is worth it for future teachers. It helps me to improve my teaching
by finding out what works best for the students. It also encourages me to think about how you
teach and look for ways to make my lessons better. Plus, it can help me engage my students
more, making learning more fun and effective. This process helps me grow as a future teacher
and can lead to better job opportunities.

How can AR be useful for every classroom teacher?

First, it helps teachers understand their students better by observing how they learn.
This understanding allows teachers to adjust their lessons to meet students' needs. Second,
AR encourages teachers to try new ideas and see what works, making their teaching more
effective. Third, it creates a chance for teachers to reflect on their practices, helping them grow
professionally.

Write Action Research Prompts

OBSERVE
Remembering my classroom observation in FS 1,1 noticed that there are many
questions that I raised in my mind. These include;
a. What are the strategies I can apply in my teaching practices that can engage students?
b. What are the classroom rules I have to implement to better manage the class in the future?
c. How can I sustain the student’s engagement in the classroom?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
a. Use group work, hands-on projects, or make use of technology to create games to make
learning fun.
b. Encourage students to treat each other and the teacher with kindness.
c. Give students feedback on their work to keep them motivated. Help students set personal
learning goals to give them something to work towards. Recognize and celebrate students’
achievements, big and small.

PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem A by
engaging students in my teaching practices because I believe that when students are actively
involved in their learning, they are more likely to understand and retain information. Engaged
students participate more, show greater interest in the subject, and are less likely to become
distracted. Finding effective strategies to engage them can create a more positive classroom
environment and lead to better learning outcomes.

ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.

Check for Mastery

Direction: Check from the choices, what answer/s respond to the question correctly and put
an X if otherwise.
1. Action research requires a teacher to be:
/ observant of what is happening in the classroom.
/ asking oneself of how to improve teaching.
/ following the daily routine all the time.
/ finding ways on how children should learn better
X blaming learners for their inability to learn.

2. There are many ways of doing action research which follow a cyclical process. The
process include:
/ Observe, Reflect, Plan, Act
/ Observe, Plan, Act, Reflect
/ Reflect, Act, Plan, Observe
/ Plan, Observe, Act, Reflect
X Modify, Observe, Plan, Reflect

3. As an action researcher, I will be developing my skill as a person who is

 / Systematic
/ Reflective
/ Rigorous
/ Futuristic
/ Situational

4. On which of the following would you choose to conduct an Action Research. Why?
/ Changes in the classroom practices. Why? I would choose this because it allows me
to directly see how different teaching methods affect my students' learning. By trying new
strategies, I can find out what helps them understand better and engage more in class.

/ Effects of curriculum restructuring. Why? This option is interesting because it

examines how changes in the curriculum impact students' learning. However, it might take
longer to see results since curriculum changes can be broad and affect many areas. It can be
important, but it might not be as immediate as focusing on classroom practices.

/ Understanding of self as a teacher. Why? Conducting action research on my

understanding as a teacher can be valuable. It helps me reflect on my strengths and
weaknesses. However, while this is important for my personal growth, it might not directly
impact my students' learning as quickly as other options.

/ Teaching a new process to the students. Why? This choice is also valuable because
it focuses on how well I can teach new concepts or skills. It allows me to see how students
respond to new information. However, it may not provide as much insight into my overall
teaching practices compared to focusing on changes in classroom practices.

5. Which of the following relates closely to what action research is?

/ Used to address practical problems in the classroom
Refers only to everyday life of the learners
/ Allows teachers to study their own classroom
/ Brings theories and practices together

Work on my Artifacts
Your artifacts will be a full blown completed Action Research

https://www.researchgate.net/publication/
384106544_Action_Research_for_Developing_Teachers'_Pedagogical_Skills_in_the_'Out_of_
School_Children_Education_Program?fbclid=IwY2xjawGvxqtleHRuA2FlbQIxMAABHeypp-
YRb4HIr0sdP3_q3RhfFe0Mrx_urX94ljUabA9j-k-
91XSCk3UPPw_aem_Uf5G8CMuwIm9i31o9CUoDQ