ACTION RESEARCH PROPOSAL

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Context and Rationale

Proposed Innovation,

Intervention, or Strategy Action Research Questions Action Research Methods 1. Work Plan and
Timeline Cost Estimates Research design 2. Sample/Participants and/or other sources of data and
information 3. Data gathering methods 4. Data analysis plan Plans for Dissemination and Utilization
References

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Action research proposal on the topic of Reading comprehension of senior secondary school students in
english

Reasoned for 5 seconds

Below is an example of an action research proposal on improving reading comprehension among senior
secondary school students in English.

Title
Enhancing Reading Comprehension Skills Among Senior Secondary School Students: An Action Research
Proposal

Abstract

This proposal outlines an action research project aimed at improving the reading comprehension skills of
senior secondary school students studying English. The study will employ a cyclical process of planning,
action, observation, and reflection to implement targeted instructional strategies and assess their
effectiveness. Data will be collected through pre- and post-intervention tests, classroom observations,
student journals, and focus group interviews. The ultimate goal is to develop a set of best practices that
can be adopted to support enhanced reading comprehension in similar educational contexts.

1. Introduction

1.1 Background

Reading comprehension is a critical skill that underpins academic success, particularly for senior
secondary students who are preparing for higher education and professional careers. Despite its
importance, many students struggle with comprehending complex texts, resulting in lower academic
performance and reduced engagement. This action research project seeks to address these challenges
by exploring and implementing strategies specifically designed to enhance reading comprehension.

1.2 Problem Statement

Preliminary classroom assessments and observations indicate that a significant number of senior
secondary students exhibit difficulties in understanding, analyzing, and interpreting English texts. This
challenge not only affects their academic achievements but also limits their ability to engage critically
with content across subject areas.

1.3 Purpose of the Study

The purpose of this action research is to:

Identify the factors that contribute to low reading comprehension among senior secondary students.

Implement targeted instructional strategies to enhance comprehension skills.

Evaluate the impact of these strategies on student performance and engagement.

1.4 Research Questions

What are the primary factors affecting reading comprehension among senior secondary school students
in English?

Which instructional strategies can be most effective in improving reading comprehension skills in this
group?

How does the implementation of these strategies impact students’ comprehension, as measured by
both quantitative and qualitative data?

What adjustments are necessary to further enhance teaching practices in this area?

2. Literature Review

A review of existing literature indicates that reading comprehension is influenced by factors such as
vocabulary knowledge, background information, and the use of metacognitive strategies. Research by
Anderson (2010) and Duke & Pearson (2002) supports the notion that explicit strategy instruction—such
as predicting, summarizing, and questioning—can significantly enhance comprehension. Additionally,
studies focusing on collaborative learning and the use of technology (e.g., interactive reading software)
suggest a positive impact on student engagement and understanding.

3. Methodology

3.1 Research Design

The study will adopt an action research design characterized by iterative cycles of:

Planning: Identify specific reading challenges and design targeted interventions.

Action: Implement the instructional strategies in classroom settings.

Observation: Collect data through assessments, observations, and student feedback.

Reflection: Analyze the data, reflect on the effectiveness, and refine the strategies for subsequent
cycles.

3.2 Participants

The participants will include:

The classroom teacher (researcher) who will implement the intervention.

3.3 Data Collection Methods

Multiple data sources will be employed:

Pre- and Post-Intervention Tests: To quantitatively measure changes in reading comprehension.

Classroom Observations: To document student engagement and instructional delivery.

Student Reading Journals/Reflective Logs: To capture qualitative insights into student experiences.

Focus Group Interviews: To gather in-depth feedback from students on the instructional strategies.

3.4 Data Analysis

Quantitative Data: Pre- and post-test scores will be statistically analyzed (e.g., using paired t-tests) to
determine significant improvements.

Qualitative Data: Thematic analysis will be used to identify recurring patterns in student reflections and
focus group discussions.

4. Implementation Plan

4.1 Intervention Strategies

The intervention will include:

Explicit Strategy Instruction: Teaching students to use prediction, questioning, clarifying, and
summarizing techniques before, during, and after reading.

Guided Reading Sessions: Small group sessions where students discuss texts and apply comprehension
strategies.

Use of Graphic Organizers: Tools such as story maps and Venn diagrams to help organize ideas and
enhance understanding.

Peer Collaboration: Encouraging students to work in pairs or groups to discuss texts and share
interpretations.

4.2 Timeline

Week 1: Baseline data collection (pre-test, initial observations).

Week 5: Mid-cycle reflection and focus group discussions.

Weeks 6-8: Second cycle of refined interventions based on mid-cycle feedback.

Week 9: Final data collection (post-test, final observations).

Week 10: Analysis and reflection on the outcomes of the intervention cycles.

5. Ethical Considerations

Informed Consent: Obtain consent from students (and guardians, if required) before participation.

Confidentiality: Ensure that all student data is anonymized and stored securely.

Voluntary Participation: Participation in interviews and journals will be voluntary, with no negative
consequences for non-participation.

6. Expected Outcomes

An improvement in students’ reading comprehension test scores.

Enhanced engagement and confidence in handling complex texts.

A set of refined, practical strategies for teaching reading comprehension that can be shared with other
educators.

Insights into the factors influencing reading comprehension, contributing to the broader educational
literature.

7. Conclusion

This action research project is designed to create meaningful improvements in reading comprehension
among senior secondary school students by employing a systematic, reflective, and iterative approach to
teaching. By integrating explicit strategy instruction with collaborative learning and continuous
feedback, the study aims not only to enhance student outcomes but also to inform future pedagogical
practices in English language education.

8. References

(Note: Include all relevant literature cited in your actual proposal. Example references below are for
illustration purposes.)
Anderson, R. C. (2010). The Role of Prior Knowledge in Learning and Reading Comprehension.
Educational Psychologist.

Duke, N. K., & Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. In L. B.
Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best Practices in Literacy Instruction.

This proposal serves as a blueprint for an action research project aimed at diagnosing and addressing
reading comprehension challenges in a senior secondary classroom. The cyclical nature of action
research will allow continuous refinement of teaching practices, ultimately leading to sustained
improvements in student outcomes.