*Action Research

in Classroom
Setting

By: SUSAN T. APAREJO, Ph.D.

2015
Master Teacher II (GCCNHS)
 *Action Research
is the process through which teachers
* try out new strategies,
*new program or curriculum
*new policy
*new plan
 * new methods in teaching
( learning centered approach, behaviorist model,
technology approach)

* discover new techniques in

dealing with pupils behavior
( other than reward system, point system,
appreciation scheme what other discovery you want
to share and try)

* practices in teaching
* is a process in which practitioners
examine their own educational
practice systematically and carefully
using the techniques of research. (
Action Research Hand-out,2000)

*
*is undertaken in a school setting ( Bala,
2010)
* it is a reflective process that allows for
inquiry and discussion as components
of the research ( Fraenkel & Wallen,2007)

*
It is a research concerned with everyday practical
problems ( but in research choose only one
problem or do prioritizing ) experienced by
teacher in his classroom, by administrator in his
school, and by supervisor in his district or
division. ( Elliot, 1981)

It is a term used to describe professionals

studying their practice for improvement ( Action
Research Guide, Queen University,1997)
* It is a research ( needs process,
*theory,
*methods,
*steps,
*respondents,
*tools or instruments ,
*data collection,
*interpretation of data,
*conclusion and
* recommendation )
that addresses a specific, practical issue and seeks to
obtain solution to a problem ( Crosswell, 2005).
 to GUIDE
to CORRECT
to EVALUATE decisions and actions
done by teachers in school setting
in order to improve professional career
being a
* teacher,
* administrator,
*
 to SOLVE
real problems experienced in school setting
to IMPROVE
instruction and
to INCREASE
student achievement
to DISCOVER
new technique, new method, new strategy, new policy,
new plans and an innovative way
to SHARE
new discovery to co-teachers, administrators,
supervisors

*
* To OBTAIN information

* To INFORM local practices or strategies

* To SHARE findings to co-teachers, supervisors, etc.

findings to co-practitioners
* To IMPROVE
achievement , leadership, management, and supervision.
* To EMPOWER
individuals to improve
* To BRING changes and improvement

* To IMPACT CHANGE

* PURPOSE OF ACTION
RESEARCH
 *TO
IMPROVE
*TO CHANGE
*
? = Answer/s =
Intervention/s =
Results =
Conclusion

*
 *Difference Between Action
Research and Formal Research
Action Research
Goal is to solve problem
for local concern
Little training is required
to conduct study.
To identify problem for
local concern.
Carried out by
practitioners.
Less rigorous
For local applicability
Formal or Applied
Research
To test theory, produce
knowledge for wide pop.
Considerable Training is
required.
To investigate larger
Issues and concerns
Carried out by expert
researchers.
More rigorous
For general applicability
*It is done within the context of the supervisor,
principal and teachers environment.
*Supervisor, principal and teacher may work alone on
these studies but with the help of other experts.
*whole schools may decide to tackle a school-wide
study to address a common issue or problem.

*
 Teachers leaving class too often or setting down
always ,texting & calling during class hours
DAT, RAT and NAT Result
Low mean result in subject area assigned
Teachers cooperation
Teachers performance
School facility Improvement
Absenteeism of teachers, submission of lesson plans
Impact of new curriculum or program
Impact of New School Policy
Educational Needs
*Practical Problems For Supervisors /
School Principal/ School Head
* For Supervisors / School principal/ School Heads
Mentoring program
Use of ICT among Teachers
K to 12 Implementation
Instructional innovation
Stress Management or Percentage of Stress
Among Teachers
Observation of Classes among Teachers
Parents Involvement in School Program/Meeting
School Cleanliness
Use of Lecture Method in Teaching
* For Supervisors / School principal/School Heads
Use of Logbook, Bondy Clock, Biometric to
Monitor Attendance of Teacher
Loading of Teachers Schedule/Exodus of
Teacher
Use of Instructional Materials
Monitoring and Delegation of Authority
Community Linkage
Stakeholders Cooperation
Community Projects
Teaching / Learning Styles of Teachers
Teachers Professional Development
* For Supervisors / School principal/ School Head
Lack of Classrooms, Lack of Teachers
Lack of Textbooks, Manuals for Teachers and
Children
Seminars and Trainings for Teachers
The Implementation of Time On Task
Teachers Benefits
Reading and Science Camp, Math Trail and others
Teachers Financial Problem
Child Friendly Environment
Time Management/ Promptness in Report
Submission
Respect to Authority
*For Teachers in their classrooms
Poor Hygiene of children
Absenteeism of children
Learning styles of children
Poor Study Habits
Poor Reading Ability
Behavioral Problems
Disruptive Behavior
Tardiness of children
Teaching strategies
Students Nutritional Status ( students w/o
breakfast)
*Truancy among students
*Parent Involvement
*Low Achievement Rate
*Oral Participation
*On- time Project Submission
*Failure Rate of children
*Feeding Program Among Malnourished Children
*Dealing with Exceptional Children
*Drug Addiction Problem
*Attentiveness of Children During Class Hours
*Multitude of Activities and Program of DepEd

* For Teachers in the classroom

*Cheating inside the Classroom
*Lying
*Bullying
*Teachers Treatment among Children
*Disrespect to Authority
*Flag Ceremony Attendance
*Pupil/ Students Daily Responsibility
*The Use of Television
*Giving of Daily Assignment
*Parents Tutoring of their children at home

* For Teachers in the classroom

* An action research can involve
1) A single Action Research
*Supervisor,
*administrator,
* principal or
* teacher
investigating an issue in his or her
* classroom,
*department or school.
It can also be called Individual Action research usually
focuses on
*a single issue in the classroom, school, district or
division.

* Types of Action Research

2) Collaborative Action Research
includes as few as
*two or group of supervisors,
*principals or teachers working on a
common problem or issues
*or a team of Supervisors
* and others focusing on a school- or
district-wide issue.
* * a group of teachers or administrators,
principals working on a common problem
*Ex. NAT Result
3)District-wide research
is far more complex and utilizes more resources.
Issues can be
a) organizational,
b) community-based,
c) performance-based,
d) or processes for decision-making
.
A district may choose to address a problem common to
several schools.
 * Action Research Cycle
by Gerald Susman (1983
*Identify the research Problem or Question
*Obtaining the necessary information to
answer questions
*Analyzing and interpreting data
*Developing a Plan of Action
*Feedback Result
*Analysis and Interpretation

*Steps in Action Research

*
 * Stephen Kemmis has
developed a simple model of
Action Research
 *Interventions
Remedial Reading Program
Beat Box Reading
Hygienic Coordinator Implementation
Search for Model Classroom
Giving of Incentive, Benefits, Service
Project LEARN, Love Math, Alam Ko,
Maksa, etc.
Bondy Clock, Log Book, Biometric
Design Program, Seminar, Training
Feeding Program, Mentoring Program
Free Sakay Sa Umaga ( for late comers)
Others of your discovery
 *Possible Interventions
*Home visitation
*Feeding program
*One-on-one consultation
*Reading Remediation or Remediation
*Libre Sakay sa Umaga
*Parents Visitation
*Letter sending invitation
*Linkage to parents
*Using new approaches, methods of teaching
or teaching strategies
*First Friday Mass
*Conduct training and seminar
*Orientation program
*Guidance counselor time
*Securing of admission slips
*Excuse letter signed by parents or
guardians
*Delegation of tasks
*Team teaching
*Buddy Teachers Scheme
*Using technology ( cellphone, computer)
*Conduct of meeting
 * Tools used in Action Research
NAT, DAT, RAT Results
School Achievement Rate
Failure/ Drop Out Rate
Daily Attendance Record
Reading Level Results
BMI
Admission Slip
Portfolio
Test Results
Observation Records
 *Question/ s
*Why my student/s is/ are always absent?
*Why my pupil/students are always late?
*How to make my pupils/students read?
*How to make my students become
responsible in their daily tasks?
*Why my pupils/students do cutting classes?
*How many of my pupils/ students are
victims of bullying?
*What is the effect of broken home to my
pupils /students?
*Why my pupils/ students go to school
untidy? without homework ? project?
*Why pupils/students are sleepy during
class hour?
*How to make my class enjoyable and
interesting?
*What are the learning styles / M.I of my
pupils / students?
*How to make my parents get involve in
school activities and in education of their
children?
*How to address the behavior problem
among children in my class?
* Note: Avoid asking questions answerable by yes or no.
*How to make my pupils master the skills in
mathematics?
*Why my pupil can not comprehend a very
simple sentence, paragraph or story?
*How to improve the Division Achievement
Rate of my pupils in my class?
*How to increase the periodical examination
result of my pupils in English or in Math?
*What is the best strategy in teaching
English?, Math, Filipino? or Reading?
*What is the best innovation to make my
classroom clean?
*How to make my pupils come to school very
early?
 * How to get the answer to your
question/s?
*Use checklist, questionnaire or teacher-
made questionnaire
* interview
*observation list
*Journal
*anecdotal report
*Use daily record
*Reading result
*Attendance sheet
During spelling time, there were many spelling faults they committed. Such as

theme spelled then; devices , divide; narrative , narrated; over,

ober; contribute , controlde ; canteen, spelled differently like cantine,

coulten, cantain; School is spelled scool; friend is spelled fined,

bought, bught, Thursday, tursday; juice , juece; Sunday

sanday; ballpen, pulpen; today, tody; classroom , clasrom; coffee

coffei; ice cream, ice krim ; soft drink , supdrink.

*
* The respondents mannerisms while they struggled in reading were;

scratching their heads , move feet sideways and alternately moved left

and right , dropping up and down the palms, scratching head with fingers or

palm and when encountering difficult words, the said respondents would

their head, tapping the left and right finger in the air, nodding head

invertedly, swaying body as if he is drank, moving whole body left and right,

moving whole body forward and back, holding belt of the pants, holding left

and right hands alternately, holding nose, and others. Only four ( 4 ) from the

respondents who read without movement or mannerism in reading.

*
*Define the key term
*Find at least 3 books or 3 or more
authors to give definitions of key term or
*Browse from the internet the theory or
definition of key term
*Example key term from question and
from title is learning styles

* Simplest way to write an

introduction.
 * Introduction
The Problem
Keefe (1979) defines learning styles as the
composite of characteristic cognitive, affective,
and physiological factors that serve as relatively
stable indicators of how a learner perceives,
interacts with, and responds to the learning
environment.
Stewart and Felicetti (1992) define learning
styles as those educational conditions under
which a student is most likely to learn. Thus,
learning styles are not really concerned with
what learners learn, but rather how they prefer to
learn.
 There are three main types of learning styles:
auditory, visual, and kinesthetic. Most people
learn best through a combination of the three
types of learning styles, but everybody is
different. Although most people use a combination
of the three learning styles, they usually have a
clear preference for one. Knowing and
understanding the types of learning styles is
important for students of any age. It is
advantageous for students to understand their
type of learning style early on so that homework
and learning may become easier and less stressful
in the future. Although it may be tempting to
stick with what works, it's important to practice
and train the other types of learning styles early
on so that, as he grows, the child can utilize the
other types just as effectively
(http://www.learningrx.com/types-of-learning-
styles-faq.htm).
*
* State the problem that you encounter giving
reason/s why this is your study.
* In this phase, you are going to mention your school
or classroom and the problem you have
encountered.
 As an English Teacher of diverse Grade IV pupils of City
Central School one of the biggest elementary school in
Cagayan de Oro City, the researcher felt frustrated of
herself of teaching using the so called ``one-size fits all
instruction. Given the fact that this is the norm in the
Philippine Educational System, she could always defend
herself by saying she already performed the duties she
ought to do. But realizing that she could do something to
help her pupils learn better motivated her to conduct this
research. She is much aware that she is facing diverse
pupils everyday and she could address their needs. So she
decided to focus her research to only one aspect of
learning that is, improving pupils performance in group
works using diversified activities in her English lessons.
* The researchers interest of this instruction is from Grade IV

Jacinto in Manuel Lugod Central School. It was noticed that some

pupils show interest with graphic animation presentation or just by the

presence of computer in the class which when incorporated during the

discussion captivates attention and activates class participation even

more. The thought of incorporating MAI would be valuable in

connecting pupils experiences to classroom instruction. The

effectiveness of MAI on student outcomes has yet to be determined

especially through the use of indigenized multimedia instruction (

Torreon, 2015).
* Sa Mataas na Paaralang Sekondarya ng Syudad ng Gingoog na tinatawag
na Gingoog City Comprehensive National High School, Dibisyon ng

Gingoog City, nababahala ang Manaliksik sa mga ipinapakita na kawalang

kawilihan ng mga mag-aaral ngayon sa asignaturang Filipino. Para sa

kanila, mas mabuti pang pag-aralan ang ibang asignatura dahil mas

kinakailangan at mahirap intindihin. Sabi nila madali lang ang asignaturang

Filipino kay sa iba kaya isinasantabi muna nila. Dahil dito nakaligtaan na

nilang gawin ang kanilang mga takdang gawain, mga proyekto at iba pang

gawain na may kaugnayan sa asignaturang ito dahil mas binigyan nilang

halaga ang ibang asignatura ( Montalban 2014).

* The researcher is one of the Literacy Facilitator in Alternative

Learning System ( ALS ) in South District, Division of Gingoog City.

He was in distress that he found that majority of students who took the

ALS known as Accreditation & Equivalency ( A & E ) Test for promotion

purpose failed in composition writing. Even though the medium that is

being used during the essay writing test in ALS is Filipino or Tagalog,

still the examinees found hardship in developing their words into a

composition. His observation motivated him to find out the causes of

students failure to learn writing and to find the best strategies to teach

these students with the use of new writing scale evaluation skills in

checking the said composition the rubrics ( Galleros, 2015).

* Action research was originally conceived as an adult education
program influenced by the work of Eduard Lindeman, Kurt Lewin,
John Dewey, and Jean Piaget. A second branch of action
research, participatory action research, emerged about 5 years
later guided by the sociological work of William Foote Whyte.
Participatory action research focused less on democratic
processes and egalitarian decision making and more on
understanding organizational problems through the eyes of the
participants
 *Ethics in Research
*Ensuring confidentiality of the research
data
*Respect the intellectual rights
* Make sure that the relevant persons,
committees and authorities have been
consulted
*All participants must be allowed to
influence the work; those who do not wish
to participate must be respected.
 Students N Gen.Average
Name code Dyslexia Dyscalculia Dysgraphia Grades

Male

1.Naruto 1 mild x mild 76

2. Naruto 2 severe x x 79

3. Naruto 3 mild x mild 79

4. Naruto 5 x mild x 84

5. Naruto 5 mild mild mild 77

6. Naruto 6 mild mild mild 79

7. Naruto 7 severe severe severe 75

1. First go back to your question.
*Ex. Why my students are always absent?
2. Think of possible alternative/ actions or
intervention.
Home Visitation, Use of Cellphone in
contacting parents, Use of Letter to inform
parents about absenteeism of their children.
3. Possible Title:
Absenteeism Among Grade 8 Students: The
Home Visitation Intervention
1. The Impact of World Walls in Improving the English Reading
Fluency of Grade 7 Students at Risk of Drop-outs.
2. Integrating Beat Box Reading and Jazz Chants for English
Language: From Learning- to- Read to Learning-to- Learn
3. The iPod Touch-Supported Repeated Reading in Developing Oral
Reading Fluency Among High School Students
4. Violence Exposure Among Broken Home Students: The Role of
Classroom Adviser in Molding Trust and Self-esteem
5. The Use of ABC in Intervening Disruptive Behavior Among Late
Comer Students in Senior High School Program
6. Strengthening Religious Christian Belief Among Secondary
Students Through First Friday Mass and Religious Instruction

*
1. Spatial Visualization as Mathematics Learning Strategy
in Developing Mathematics Achievement Among 8th
Grade Students
2. Math Autobiographies Among Learners: Basis in
Designing Motivational Activities in Eliminating Math
Anxiety
3. Improving the Mean Score of NAT through the Use of
Tablet-Based Math Instructions

*
* Mantle of the Expert Inquiry Approach: Integrating
Dramatic Inquiry and Visual Arts in Social Studies
* Developing Social Studies Critical Thinking Skills Through
the Use of Video Games
* Cast from the Past: Using Screencasting in the Social
Studies Classroom to Improve Students Engagement
* The Graphic Organizer Strategy: One Teacher's Approach
to Integrating Writing and Remembering Facts in the Social
Studies Classroom

*
 Understanding TLE Teachers Risk Aversion to
Technology: Basis for Technology Counselling
and Technological Acquiring Skills Seminar
Linkage With Local Craftmen and Experts in
Training STVEP Students in their Chosen Field of
Expertise: A Perspective of Community and
School Linkage Program
Students Technological Skills in Priority Slots
for Applying Jobs After Graduation

*
*The Boys Scouts and Girls Scout Trainings in
Inculcating Responsibility Among Teachers
and Students
*The BMI Assessment in Determining the
Health Status Among High School Students:
Basis for Sabaw Ng Bayan Health Care
Intervention Program
*Sports Club and Glee Club Integrations in
MAPEH Subject in Developing Sports and
Musical Skills Among Dropout At Risk
Students

*
1. Identify the problem in your classroom
or a problem in school setting under your area of
expertise ( ex. Absenteeism, tardiness, nutritional
status)
2. Formulate question from your chosen problem.
( Note: DO NOT COPY WHAT HAS BEEN GIVEN AS
EXAMPLE MAKE YOUR OWN)
3. Think of possible Intervention
4. From the problem, formulate title of your
research.

*
Aparejo, S. ( 2013 ) The Formula of Action Research in the Classroom.
Aparejo, S. ( 2011 ) Specific Learning Disabilities in a Self-Contained Classroom. A Reading Remediation Program
Galleros, P. ( 2015 ) COMPOSITION WRITING IN ALTERNATIVE LEARNING SYSTEM ( ALS ): THE EFFECTIVENESS OF
THE USE OF WRITING PROCESS AND RUBRICS IN TEACHING AT SOUTH DISTRICT, GINGOOG CITY DIVISION. A
Thesis Study at Capitol University.

Keefe, J. W. (1979) Learning style: An overview. NASSP's Student learning styles: Diagnosing and proscribing
programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles.

Montalban, L ( 2014 ). MGA ESTRATEHIYA SA EPEKTIBONG PAMAMARAAN SA PAGTUTURO AT ESTILO NG PAG-

AARAL NG MAG-AARAL NG ASIGNATURANG FILIPINO : GABAY SA PAGGAWA NG MAKABAGONG KAGAMITAN
SA PAGTUTURO NG ASIGNATURANG FILIPINO

Pinatil, S. ( 2014 ) DIFFERENTIATED INSTRUCTION IN ENGLISH: A DESIGN FOR VALUING DIVERSE LEARNING

STYLES AMONG GRADE V-CESIUS PUPILS

OF CITY CENTRAL SCHOOL. A thesis Study at Capitol University.

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2),
15-23.
Torreon, N. ( 2114). THE EFFECTS OF INDIGENIZED MULTIMEDIA-ASSISTED INSTRUCTION IN THE GRADE IV
PUPILS ACADEMIC PERFORMANCE IN SCIENCE AND HEALTH. A thesis Study at Capitol University.

What is Action Research? http://oldweb.madison.k12.wi.us/sod/car/cardo.html retrieved on