Schools Division Office

City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto

ACTION RESEARCH WORKSHEET
Sense of Commitment & Preparedness Guide Questions:
I was concerned that students being held over, or retained, What I have in me that could
help me actualize what I had
in my class were not benefiting from repeating a grade. In
set out to do?
addition to their academic failure, I noticed that pupils who were
retained seemed to have lower self-esteem than many of their

K Kilalanin ang classmates. It seemed to me that retention without modification

of experience in the grade was not beneficial to most pupils. I
Kakayanan wanted to make sure that Gabriel, who had been retained What I have to do in me that
could hinder me from what I
experienced greater academic success during his second time in had set out to do?
sixth grade than he had during his first. I hoped that by allowing
Gabriel to become a peer tutor, he would experience increased
self-esteem and improved academic performance.

Noted :

MANUELA M. OPALLA Submitted by:

PSDS/ OIC Principal ELIZABETH Z. TISTON
Master Teacher I
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEETS

U1: Understand the General Context Guide Question/s:

What are my concerns about
In my advisory class here in Grade Six- Isaac Newton at Educational access, quality,
and governace.
CESA, there are approximately 40 pupils . When a child fails a
grade at my class, he or she does not automatically receive

U Usisain ang academic intervention services or any modified program.

Kalagayan
 U2: Understand the Specific Context What are my concerns in the
following areas of my
I was concerned that pupils being held over, or retained, in my practice?

class were not benefiting from repeating a grade. In addition to

their academic failure, I noticed that students who were retained
seemed to have lower self-esteem than many of their classmates. It
seemed to me that retention without modification of experience in
the grade was not beneficial to most students. I wanted to make
sure Gabriel, who had been retained, experienced greater
academic success during his second time in third grade than he
had during his first. I hoped that by allowing Gabriel to become a
peer tutor, he would experience increased self-esteem and
improved academic performance.

CHOSEN TOPIC: “The Effect of Peer Tutoring to Enhance

Pupil’s Self- image and Academic Performance"
Noted:
MANUELA M. OPALLA
PSDS/ OIC Principal Submitted by:

ELIZABETH Z. TISTON
Master Teacher I
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET
U3: Gather Information Guide Questions:
The data I have gathered suggests that peer tutoring is one What do I know about this topic?
strong way to help a retained student experience change during What do others say about this topic?
the repeated year. Gabriel’s math test scores improved more than What does the literature say about
any other student in the class. Based on questionnaires, interviews, this topic?
and planning meeting notes, I knew that Christopher’s self-esteem What are considered best practices

U
improved tremendously after becoming a peer tutor. In addition, in other settings?
Usisain ang he began to hold himself to a higher standard in math, which
demonstrates that when teacher’s express high expectations for

Kalagayan students, students begin to set higher goals for themselves, as well.
Gabriel began to believe in himself and feel as though he had
something to offer others. From my reading of research, I realized
that Garbriel’s low self-esteem was typical for a retained student,
so peer tutoring could be a successful intervention with other
students who have been held back and/or are struggling
academically. In addition, the progress he made as a peer tutor
both academically and emotionally strongly supports the research
stating the positive effects peer tutoring can have on at-risk
students.
Noted :
MANUELA M. OPALLA Submitted by:
PSDS/ OIC Principal ELIZABETH Z. TISTON
 Master Teacher I

Schools Division Office

City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET
U4: Research Question/s Guide Question/s:
Questionnaires: Whole class was asked about thoughts and feelings
about retention. Gabriel was asked about his strengths/weaknesses as Does my question reflect the
essence of the prior components of
a student before and after his 12-weeks as a math peer tutor. the model ( K, U1-U3)?

U
Interviews: Interviews with Gabriel about school experiences and peer  Refer also to the AR Question
Usisain ang tutoring experiences.
Fine Tuning Checklist

Kalagayan Test scores: Compared class average and Gabriel’s scores on 10

different math tests given throughout the year. 5 tests were pre-peer
tutoring and 5 were post-peer tutoring.
Notes from peer tutoring planning sessions: Notes taken after every
planning session between myself and Javar, including length of
meeting, his comments on Jose’s progress and who directed the
planning
Noted :
MANUELA M. OPALLA Submitted :
PSDs/OIC Principal ELIZABETH Z. TISTON
 Master Teacher I

Schools Division Office

City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET

FORMULATING ANG REFLECTING ON MY ACTION RESEARCH QUESTION

Fine Tuning Checklist

CRITERIA ROUND 1 ROUN 2 ROUND 3

ar X ar X ar X

Does it involve a pressing issue/problem in my context? /

Am I interested in solving it? /

Is it an issue that I deal with on the daily basis? /

Does the issue occur within my sphere of influence? /

Is it something that I can do something about? /

Does it situate or implicate me as a practicioner and implementer? /

Does it suggest a solution or intervention? /

Is the suggested intervention a result of reconnaissance, literature review /

and / or benchmarking?

Is it something I can do within my practice? /

Does it state the exact aspect that I want to improve? /

Is it open-ended? /

Does it allow further reflection? /

Will the result effect change/ improve in my specific setting? /

Noted :
MANUELA M. OPALLA
PSDS/ OIC Principal
Submitted by:

ELIZABETH Z. TISTON
Master Teacher I