1 Introduction to Action

Research
Prepares FS 2 Students for PPST: Your Intended Learning Outcome

Domain: Content Knowledge and Pedagogy Develop a working knowledge about classroom-
Strand: Content knowledge and its applications based action research as a tool to solve or mitigate
within and across curriculum areas teaching-learning problems.

Your Experiential Tasks Your Reflection Trigger

14.1 Exposure
Reading an Example of Classroom-Based
Action Research
14.2 Participation
Analyzing the Sample Classroom-Based
Action Research
14.3 Identification
Developing an Awareness and Why is there a need to do classroom-based action
Understanding of the Different Processes research?
Involved in Implementing a Classroom-
Based Action Research What are the processes involved in the conduct of
14.4 Internalization classroom-based action research?
Identifying the Different Processes
Involved in Implementing a Classroom-
Based Action Research
14.5 Dissemination
Sharing and Discussing the Processes and
Important Concepts of Classroom-Based
Action Research

14.1 EXPOSURE
Reading an Example of Classroom-Based Action Research

Following is an example of a classroom-based action research material. Read through it.

Melinda is a student intern assigned to assist the Cooperating Teacher (CT) in Grade 5
elementary science remedial class. Before this assignment, she has done classroom observations,
and she noticed that in many of the classes there was consistent occurrence of high level noise.
In the present assignment, Melinda noticed the same thing. Almost always, noise was created by
any of the following learners talking in their seats and not listening to the teacher; doing other
things apart from the assigned task; talking while going around the room; creating unnecessary
noise and movements like tapping their desks/ tables, and the like. She wondered what could be
the possible reason why the learners are so noisy. She was more concerned that at the end of a
session, the learners almost always could not complete or finish the assigned tasks.
So Melinda talked to her CT about her concern. She was advised to go to the library or search the
internet to get ideas how to best deal with a situation of a similar nature. She found from her
readings that these behaviors might be attributed to the following:
1 1.
Introduction to Action
Research
Time and hour of the day the remedial session is conducted
2. Lack of understanding the learning materials
3. Difficulty in reading the material
4. Low motivation and interest
5. Low expectations of oneself
6. Simply not serious about the remedial session
7. Lack of guidelines for the conduct of the sessions
From the above possible causes, which among these would “best” explain the occurrence of the
problem. High level noise. One of the possible causes, she chose No. 7, lack of guidelines in the
conduct of the sessions, because this is what she can validate. Previously, she observed that there
was lack or order or structure in the way the remedial lessons were conducted. She believed that
if an action like setting guidelines and monitoring the remedial lessons were implemented, the
level of noise could be put to a minimum.
From her readings, she was able to deduce that with proper guidelines and monitoring of the
activities, the learners will be kept busy and feel motivated to focus on completing their assigned
tasks. With this action, Melinda believes that there will be better chances for students’ learning
outcomes to eventually improve.

After deciding and studying what specific course of action to take, her first step was to inquire
from her Ct of there are existing guidelines in the conduct of remedial sessions. She found that
there are no existing or specific guidelines for this remedial class. So Melinda with the help of
the Ct and other student interns, developed the guidelines and the monitoring scheme for the
conduct of the remedial classes. After developing the guidelines, she brainstormed with her co-
student teachers to improve the materials, prior to final submission and approval to the CT.
After approval of the material from her CT, she sought permission to implement the action for
six sessions, among 12 pupils. For each remedial session, the following were observed.
1. Melinda read to the pupils the guidelines before the start of the remedial proper.
2. While remedial session is going on, Melinda walked around and provided guidance to
each pupil.
3. Melinda helped each student who had difficulty with the task.
4. Melinda made sure that by the end of the session, she would have monitored what each
learner was doing.
While the action was being implemented, Melinda requested a co-intern to note down the
number of times, the pupils exhibited the following behaviors which she believed contributed to
the high level noise occurring during the remedial sessions; walking and talking around the
room; tapping desks with pencils/pens; doing things other than the assigned tasks, talking to
seatmate and the like. The observer was asked to use an observation sheet, which Melinda
developed.
1 Introduction to Action
Research
The following table shows the frequencies (f) of “noise” behaviors by pupils across sessions.

“Noise” Behaviors RS1 RS2 RS3 RS4 RS5 RS6

1. Talking and walking around the room 8 8 6 5 4 2
2. Tapping desks with pens 5 4 4 2 1 0
3. Talking to seatmate 8 7 7 6 4 3
4. Doing things other than assigned task 7 5 6 6 3 2
5. Creating unnecessary noise 5 6 6 5 2 1
RS = Remedial Session
Melinda studied the data and she came up with the following findings and analysis:
a. There is a decreasing trend in the “talking and walking around the classroom” noise
behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the occurrence
of other “noise” behaviors was also noted. It may be because, with close monitoring, the
learners were kept busy with the tasks and did not have the time and opportunity to make
noise.
b. The learners were able to complete their assigned task at the end of the session. It used to
be that they were not able to do so within the time given them. Besides, with monitoring
and guidance on difficult tasks, perhaps the pupils understood better what they were
working on, and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during the
conduct of remedial lessons. This is due to the decrease in the number of distracting
behaviors of the learners from Day 1 to Day 6
After analyzing these observations or data, Melinda concluded that the action and the
implementation of the use of guidelines and monitoring pupils in the remedial sessions had a
positive effect. The immediate effect is the decrease of noise level in the classroom. This is so
because the action (monitoring and using guidelines) led to the decrease of incidence of “noise”
behaviors of the students which is creating unnecessary noise during remedial lessons.
As expected by Melinda, monitoring students’ activities in remedial sessions had a positive
effect on learners’ behavior. Melinda expects that the effects of monitoring will eventually lead
to improved learning outcomes, as for example, finishing the assigned tasks at the end of the
session.

14.2 PARTICIPATION
Analyzing the Sample Classroom-Based Action Research

After reading an example of a classroom-based action research, answer the following questions.
Expound and discuss your answers.

1. What exactly is the classroom problem that Melinda wanted to help address or solve?
1
2.
Introduction to Action
Research
What processes helped Melinda to think of the possible causes why a problem exists?

3. What processes helped Melinda to think of an action, which if implemented, will help address or
solve the classroom problem?

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

5. What was the expectation of Melinda regarding the effect of the action she wanted to implement?

6. What processes did Melinda employ to find out if her expectation regarding the effect of the
action is confirmed?

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

8. What are the conclusions deduced from the classroom-based action research?
1 Introduction to Action
Research
14.3 IDENTIFICATION
Developing an Awareness and Understanding of the Different Processes Involved in Implementing a
Classroom-Based Action Research

In reading the sample and in answering the preceding questions correctly you have actually gained
awareness about the processes or stages of classroom-based action research. You can view the whole
process holistically through the conceptual framework of action research presented below.

Diagnosing

Specifying Action
Learning Planning

Taking
Evaluating
Action

Following are some important points or requirements about each stage.

1. Diagnosing (Identifying / defining the classroom problem)
 Determining what the problem is all about
 Background and the rationale for doing that study
 Setting the research questions to be answered
 Setting the conceptual framework of the action research
2. Action Planning (Considering alternative courses of action)
 Looking for possible factors related to the problem
 Establishing alternative actions to solve the problem
3. Taking Action (Selecting a course of action)
 Deciding the “best” or most appropriate action to solve the problem
 Advancing expectations as to the effect of the selected action
 Implementing the action and gathering data during implementation
4. Evaluating (Studying the consequences of an action)
 Analyzing the data and looking at the effects of the action
 Analyzing if the data support the expectations advanced earlier or not
5. Specifying Learning (Identifying general findings)
 Reflecting on how the findings will improve education
 Reflecting on the contributions of the action research in improving education

14.4 INTERNALIZATION
1 Introduction to Action
Research
Identifying the Different Processes Involved in Implementing a Classroom-Based Action Research

On the left column below are the significant stages of implementing an action research based on the
conceptual framework discussed previously. On the right column, describe the processes applied by
Melinda in her action research, corresponding to each step / process.

Steps in the Conceptual Framework Sample Corresponding Step or Process in the

Action Previously Presented Action Research
a. Diagnosing (Identifying a problem)

b. Action Planning (Considering alternative

courses of action)

c. Taking Action (Selecting course of

action)

d. Evaluating (Studying consequences of an

action)

e. Specifying Learning (Identifying general

findings)

Following are what many authors or experts define classroom-based action research.

 Action research is a form of self-reflective inquiry undertaken by participants in social and

educational situations in order to improve existing practices (Kemmis as cited by Hopkins,
1986; Nuñez & Navarro, 2015)
 Gay (1966) defines action research as the process of solving practical problems through the
application of the scientific method (in Nuñez & Navarro, 2015)
 Action research is a systematic study to improve educational practices by groups of
practitioners by means of their own practical actions and reflections of consequences of their
actions (Ebbut in Nuñez & Navarro, 2015)
1 Introduction to Action
Research
Some Concepts Common Among the Definitions
1. It is systematic study; a form of inquiry.
2. It is conducted in educational settings like classrooms or schools.
3. It aims to solve problems in education.
4. It aims to improve practices in education.
5. Applies reflection in analyzing the results.

14.5 DISSEMINATION
Sharing and Discussing the Processes and Important Concepts of Classroom-Based Action Research

Growth Portfolio Entry No. 14

Important Points Related to Classroom-Based Action Research

1 Introduction to Action
Research
ASSESSMENT
For Use of the FS Program Coordinator
Criterion: Developing Awareness and knowledge about the basic concepts and process requirements
in implementing a classroom-based action research.
Rubric

Score Description
The student teacher demonstrates full level of understanding and knowledge about the
91 – 100
basic concepts and requirements in implementing a classroom-based action research.
The student teacher demonstrates an almost full level of understanding and knowledge
81 – 90 about the basic concepts and requirements in implementing a classroom-based action
research.
The student teacher demonstrates an average level of understanding and knowledge
71 – 80 about the basic concepts and requirements in implementing a classroom-based action
research.
The student teacher demonstrates less than average level of understanding and
61 – 70 knowledge about the basic concepts and requirements in implementing a classroom-
based action research.
The student teacher demonstrates very little or no understanding and knowledge about
51 - 60
the basic concepts and requirements in implementing a classroom-based action research.

Rating for LE 14: ____________________

__________________________________
Signature of FS Program Coordinator