Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

Vigan City

ACTION RESEARCH
by
CHRISTOPHER F. BUENO, PhD
University of Northern Philippines
Vigan City

Presented during the Seminar-Workshop on the Conduct and Management of Action

Research held on September 27,28 and October 4, 2014 at Ilocos Sur National High School,
Vigan City.

LECTURE 1 a : TYPES OF EDUCATIONAL RESEARCH WITH FOCUS ON ACTION RESEARCH

LECTURE 1b : FORMAT OF ACTION RESEARCH (GENERAL AND DepED)

A. The General Meaning of Research

 To research is to search again, to take another careful look, to find out more
( Selltiz,et.al, 1976)

 Research is a systematic, controlled, empirical, and critical investigation of natural

phenomena guided by theory and hypothesis about the presumed relations among such
phenomena. ( Kerlinger,1986)

 Research is systematic and objective analysis and recording of controlled observation

that may lead to the development of generalizations, principles or theories resulting in
prediction and possibly ultimate control of events. ( Best and Khan ,1989)

 Research is systematic, objective, and comprehensive investigation of certain

phenomenon, which involves accurate gathering, recording, and critical analyzing and
interpreting of all facts about the phenomenon. ( Ardales 1992)

In the relationship of research and scientific method, the terms are sometimes used
synonymously in educational discussions. They have common elements but a distinction
between them should be done. The scientific method in problem solving is an informal
application of problem identification, hypothesis formulation, observation, analysis, and
conclusion, but the process involved may not be as structured as in research.

Research is more systematic activity that is directed towards the discovery and the
development of an organized body of knowledge. It is defined as the systematic and objective
of generalizations, principles, or theories, resulting in prediction and possibly ultimate control
of event. These are the Characteristics of Research identified by Best and Khan (1998):

1. Research is directed toward the solution of a problem. The ultimate goal is to discover
cause-and-effect relationships between variables, though researches often have to
settle for the useful discovery of a systematic relationship because the evidence for a
cause and effect relationship is insufficient.
2. Research emphasizes the development of the generalizations, principles, or theories
that will be helpful in predicting future time occurrences. Research usually goes beyond
the specific object, groups or situation a=investigated and infers characteristics of a
target population from the sample observed. Research is more than information
retrieval, the simple gathering information although many school research statistical
information that may be useful in decision making, these activities are not properly
termed research.

3. Research is based on observable experience or empirical evidence. Certain interesting

questions do not lend themselves to research procedures because they cannot be
observed. Research reject revelation and dogma as methods of establishing knowledge
and accepts only what can be verified by observation.

4. Research demands accurate observation and description. Researches may choose to use
quantitative measuring devices when appropriate to answer the question under study.
Good researcher makes use of reliable and valid data-gathering procedures.

5. Research involves gathering new data from primary or first hand source or using existing
data for a new purpose. Teachers frequently assign a so-called research project that
involves writing a paper dealing with a life of a prominent person. Student are expected
to read a number of encyclopedias, books, or a periodical references and to synthesize
the information in written report. This is not research for the data are not new. Merely
reorganizing or restating what is already known and has already been written is not
research it adds nothing is already known.

6. Research is more often characterized by carefully designed procedure that apply

rigorous analysis. Although trial and error is involved, research is rarely a blind, shotgun
investigation or an experiment just to see what happen.

7. Research requires expertise. The researcher known what is already known about the
problem and how other have investigate it. He has searched the related literature
carefully and is also thoroughly grounded in the terminology, concept, and technical
skills necessary to understand and analyze the data gathered.

8. Research strives to be objective and logical, applying every possible test to validate
procedures employed, the data collected, and the conclusions reached. Researcher
eliminates possible bias. There is no attempt to persuade or to prove an emotionally
held conviction. The emphasis is on the testing rather than on the proving of the
hypothesis. Although absolute objectivity is as elusive as pure righteousness, the
researcher tries to suppress bias and emotion in his or her analysis.

9. Research involves the quest for answers to unsolved problem. Pushing back the
frontiers of ignorance is its goal, and originality is frequently the quality of a good
research project. However, previous important studies are deliberately repeated, using
identical or similar procedures, with different subjects and different settings and at a
different time. This process is replication. Is always desirable to confirm or to raise
questions about the conclusion of a previous study.

10. Research is characterized by patient and unhurried activity. It is rarely spectacular, and
researchers must expect periodic disappointment and discouragement as they pursue
the answers to difficult questions.

11. Research are carefully recorded and reported. Each important term is define, limiting
factor are recognized, procedures and described in detail, references are carefully
 documented, result are objectively recorded and conclusions are presented with
scholarly caution and restraint the written report and accompanying data are made
available to the scrutiny of associates or other scholars. Any competent scholar will have
the information necessary to analyze, evaluate, and even replicate the study.
12. Research sometimes requires courage.

Major Types of Research (According to Purpose/Goal)

1. Basic Research. It is formal type drawn from the physical sciences and represented
by rigorous, and structured type of analysis. The goal of basic research the
development of theories by the discovery of broad generalizations or principles. It
employs careful sampling techniques/procedure to extend the findings beyond the
group or situation studied. There is little concern for the application of finding actual
problems in areas considered to be the concern of the people other than the
investigator and the approach is knowledge’s sake.

2. Applied Research. It has most of the characteristics of fundamental or pure

research, including the use of sampling techniques and subsequent inferences about
the target population. The purpose of this research is the improvement of improving
a product or a process-testing theoretical concept in actual problem situations. Most
educational research is applied research for it attempts to develop generalizations
about teaching-learning process, instructional materials, the behavior of children
and ways to modify it, and so on. Fundamental research in the behavioral sciences
may be concern with the development and testing of theories behavior. Educational
research is concerned with the development and testing of theories of how students
and teachers behave in educational settings.

3. Action Research. The goal is the involvement of both research specialist and
classroom teacher in the study and application of research to educational problems
in a particular classroom setting. Its purpose is to improve the practices: to combine
the research processes, habits of taking, ability to work harmoniously with others
and professional spirit. It also focuses on immediate application, not on
development of theory or on generalization of applications. It is research although
many claim it is nothing more than application of common sense or good
management but it is research because it applies scientific thinking and method.
While to the real life problems and represents great improvement over teachers’
subjective judgments and decisions based on folklore and limited personal
experiences

Types of Educational Research

1. Historical Research. The process involves investigating, recording, analyzing, and

interpreting the events of the past for the purpose of discovering generalizations
that are helpful in understanding the past and the present and to a limited extent, in
anticipating the future.

2. Descriptive Research

a. Quantitative Research. It uses quantitative methods to describe what is. It

involves describing, recording, analyzing and interpreting condition that exist. It
involves some type of comparison or contrast and attempt to discover
relationships between existing non manipulated variables. Some form of
statistical analysis is used to describe the result of the study.
 b. Quantitative Descriptive Research. It uses non quantitative methods to describe
what is, uses systematic procedures to discover non quantifiable relationships
between variables.

3. Experimental Research. It describes what will be when certain variables are carefully
controlled or manipulated. The focus in on variables relationships. Deliberate
manipulation is always a part of the experimental research.

B. Concept of Action Research

Action research is a form of investigation designed for use by teachers to attempt to

solve problems and improve professional practices in their own classrooms. It involves
systematic observations and data collection which can be then used by the practitioner-
researcher in reflection, decision- making and the development of more effective classroom
strategies. (Parsons and Brown, 2002)

Action research is a natural part of teaching. Teachers are continually observing

students, collecting data and changing practices to improve student learning and the classroom
and school environment. Action research provides a framework that guides the energies of
teachers toward a better understanding of why, when, and how students become better
learners. (Miller, 2007)

Teachers as researcher and students as change-receiver profit much from action research.
When looking at educational dimension of action research, Gay and Airasian prove benefits
resulted from the application of action research to education as follows: (Hien, 2009)

1. Teachers investigate their own practice in new ways, looking deeper in what they and
their students actually do and fail to do.

2. Teachers develop a deeper understanding of students, the teacher learning process and
their role in the education of both teachers and students.

3. Teachers are viewed as equal partners in deciding what works best and what needs
improvement in their classroom or classrooms.

4. In most cases, solutions for identified problems are arrived cooperatively among
teachers.

5. Teachers are often more committed to action research because they identify the areas
they view as problematical and in need of change.

6. Action research is an ongoing process and its strategies can be widely applied.

7. Professional development and school improvement are core aspects for any teacher
who engages in action research.

8. Teacher reflection can be conducted individually or in a school-based team composed

of students, teachers and administrators.
 FORMAT ON ACTION RESEARCH

INTRODUCTION
This is short description of the situation where the problem emanated/originated. The
research tells how the problem is discovered; the circumstance/s that revolve around the
problem. He gives a background of the problem, its importance, the necessity for a research to
solve it. A justification and significance of the research undertaking is necessary and this
includes the people or groups of people, organization/institutions who will likely benefit from
the results of the research and how they will benefit from it.

PROBLEM IDENTIFICATION AND ANALYSIS

Problem Identification. This provides information about the results of the achievement test,
difficulty to comprehend, cannot answer questions, and other academic problems that need
instructional intervention in the class.

Analysis of the Problem. This is the researcher’s observation and experience with the students
prompted to conclude instructional intervention due to the reasons of lack of mastery and
comprehension, lack of Interest and concentration, lack of interesting visual aids, low
comprehension ability, low parental guidance and others.

Alternative Courses of Action. The researcher decides to conduct instructional strategy as an

intervention to solve the problems in the class that will enhance and improve the study habits,
concentration and attention, understanding the concepts of the topics, and improve other
academic skills.

STATEMENT OF THE PROBLEM

This part gives a clear definition of the actual problem. The general/major problem is
usually stated first in declarative sentence followed by the specific problems stated in question
form.

In the one group pretest and post test design, the usual questions of the improvement
and effectiveness of the instructional strategy are the following:
1. The level of performance of the students in before/after the use of specific instructional
strategy.
2. The significant differences between the level of performance before/after the use of
specific instructional activity.

SIGNIFICANCE OF THE STUDY

The researcher is evaluating the certain instructional strategy to enhance, and improve
the teaching strategy in the class.

SCOPE AND DELIMITATION

This part includes the parameters of the study which are the following: coverage;
geographic limits; period of time involved; and person involved (respondent and subjects;
population and sample), etc.
DEFINITION OF TERMS

Many terms are used in the research. To make these clear and so they may not
interpreted otherwise, these must be defined according to how they are used in the research.
Usually, variables in the conceptual paradigm are defined operationally starting from the
dependent variables.

HYPOTHESIS

A hypothesis is an intelligent guess as a solution/s to a problem. Hypothesis are necessary

for these build a bridge between the problem and the location of empirical evidence that may
solve the problem (Van Dalen, 1973) They can be expressed in negative or positive statements;
the affirmative way also called research hypothesis or negative way also called the null
hypothesis.

EXPERIMENTATION AND ACTION TO TEST THE HYPOTHESIS OF THE ACTION RESEARCH

The action research uses the one group pretest - posttest design. If there is only one intact
class that will be used in the study.

The design is illustrated on the model below:

O1 X 02

Where
O1 = pretest results
O2 = posttest results
X= experimental variable being tested.
Sources of Data. The data for this action research will be generated from among the students
identified by the researcher during specific school year.

Research Instrument. The researcher conducts and validates the instructional strategy/
methodology which will serve as the data gathering instrument. This instrument will be used for
the pretest and posttest.

Data Gathering. Prior to the conduct of this action research proposal, it will be presented to the
school principal for approval. The instructional process on how to conduct the action research
will be prepared by the teacher.

Statistical Treatment. The data to be gathered will be tested statistically through arithmetic
mean which usually describe the level or status of a given instructional strategy / method with
the corresponding norm of interpretation. The t-test for dependent samples will be used to
determine the significant difference between the pretest and posttest scores.

This is the example of the following scale of interpretation which will be used to
describe the level of academic performance of the students:

Intervals Description

95-100 Outstanding
87-92 Very Satisfactory
 81-86` Satisfactory
75-80 Fair
Below 75 Poor

The mean, standard deviation and level of academic performance are presented in the
analysis and interpretation of the action research. This will tested as significant difference of
the before and after the use of the instructional strategy/technique. The mean difference
during the pretest and posttest of the study will be presented including the computed t-test
value ( at .05 level of significance) to arrive at a particular decision whether the null hypothesis
is accepted or rejected.

Selected Instructional Strategies Presented in Educational Research by Kelly and Kelly

(2013)

These are selected instructional strategies presented by Kelly and Kelly (2013) that can be
employed in the probable causes of action in the conduct of Action Eesearches :Active
Learning; Adaptive Learning Environments Model (ALEM); Alternative to Recitation; Buddy
System; Computer-Assisted Instruction; Character Analysis; Cloze Procedure; Collaborative
Learning; Collective Notebook; Comic Books ;Completed Work Chart; Cooperative Integrated
Reading and Composition (CIRC); Cooperative Learning Model; Discussion Groups; Discussion
Web; Dissections Experimental Inquiry ; Discovery Teaching; Dramatizing; Drawing; Dream
Diary; Error Analysis; Experiential Learning ; General-to-Specific Sequencing; Generative
Learning Model; Graphic Organizer ; Group Investigation; Independent Practice ;Independent
Reading Programs ; Induction Matrix; Inductive Inquiry ; Logical Cycle of Inductive Inquiry ;
Inductive Thinking; Inside-Outside Circle; Instant Messenger (IM); Jumbled Summary ;
Nutshelling ;Note-Taking ;Open Discussion; Open Text Recitation ;Opinion Sampling ;Paired
Comparisons ;Scripted Cooperative Dyads; Semantic Associations; Semantic Feature Analysis ;
and Spiral Sequencing.

1. Active Learning

Any approach that engages learners by matching instruction to the learner's

interests, understanding, and developmental level. Often includes hands-on and
authentic activities.

2. Adaptive Learning Environments Model (ALEM)

Combination of individual and whole class approach which helps to integrate

students with special needs into the classroom.

3. Alternative to Recitation

Similar to recitation, but the questions are generated by the students. Usually
included: preparation (students read and generate questions), review, quiz, and
evaluation.

4. Buddy System

Pairing students during the first week of class to create pairs who are responsible
to help each other get missing assignments due to absence, or watch out for each other
during field trips.
5. Computer-Assisted Instruction (CIA)

Students learn at own pace with interactive computer programs.

6. Character Analysis

Character analysis in education has two meanings. The most commonly used is
to describe activities designed to help students understand characters in their fictional
reading. The second meaning is analysis of the student's own character with regard to
ethics and values

7. Cloze Procedure

An activity created by the teacher to give students practice with language usage.
The teacher selects a passage of text, marks out some of the words, then rewrites the
text with blank lines where the marked out words were. The result is a "fill in the blank"
that should be enjoyable for the student while at the same time giving the teacher
information about the student's language skills

8. Collaborative Learning

Any kind of work that involves two or more students.

9. Collective Notebook
A notebook maintained by a group in which each member of the group is
expected to add an idea or observation during a specified time period (typically each
day or each week). The contents of the notebook are regularly shared or published and
discussed

10. Comic Books

Useful for engaging visual learners and encouraging a wide variety of students to
become involved in discussions of literature and the wide range of social, scientific, and
historical topics covered in comic books.

11. Completed Work Chart

Make and publicly post a chart that lists all assignments along the top and
students' names vertically along the left.. When a student finishes an assignment, the
teacher marks out the box for that assignment on the chart so students can quickly see
if they are missing any work. In this approach, grades are never publicly posted, and if
work is so late it will no longer be accepted, the box is also marked out. The chart is
used only as a reporting mechanism to let students know about work they need to do
that will still be accepted for credit.

12. Cooperative Integrated Reading and Composition (CIRC)

A cooperative approach to reading in which students work in pairs for practice

and to prepare for assessments. Teacher-administered assessments are not taken until
the student's teammates decide they are ready for the assessment.

13. Cooperative Learning Model

 In this approach, students share knowledge with other students through a
variety of structures. Cooperative Learning, as a phrase, originated in the 1960's with
the work of David and Roger Johnson. True cooperative learning includes five essential
elements: positive interdependence, face-to-face interactions, individual accountability,
some structured activity, and team-building (group processing) skills. Similar to the
"Social Learning Model.

14. Discussion Groups

In the classroom, a discussion group is formed when a discussion is carried out

by only a part of the class. Outside the classroom, discussion groups are composed of
individuals with similar interests. These groups meet regularly to discuss a variety of
literary or social issues.

15. Discussion Web

A form of discussion that starts out with individual students formulating a

response, then each student pairs with one other, then the pairs pair to form groups of
four. Finally, when the groups have refined their answers, they share their thoughts
with the whole class.

16. Dissections Experimental Inquiry

As a Meaningful Use Task it includes observation, analysis, prediction, testing,

and re-evaluation. As a variation of inquiry, experimental inquiry involves generating
and testing hypotheses to explain phenomena.

17. Discovery Teaching

A constructivist approach. Students begin learning with an activity designed to

lead them to particular concepts or conclusions. Students acquire basic and advanced
knowledge in random order.

18. Dramatizing

Students act out roles from stories or historical events.

19. Drawing

Students can illustrate text they have read, draw diagrams of problems they
have heard, or simply draw to stimulate creativity.

20. Dream Diary

Useful creativity technique in art and writing classes. Students keep a diary of
their dreams, then can use the images and ideas in their compositions.

21. Error Analysis

Error analysis takes two basic forms in the classroom. In the most common form,
teachers analyze the errors students make (in mathematical computation, grammar,
language, literature interpretation, and so on) and use that analysis to guide further
instruction. In science classroom, some teachers teach students to analyze experimental
errors to improve critical thinking skills.
22. General-to-Specific Sequencing

An instructional approach in which objectives are presented to learners

beginning with general principles and proceeding to specific concepts. Compare to:
Chronological, Known-to-Unknown, Part-to-Part-to-Part, Part-to-Whole, Part-to-Whole-
to Part, Spiral, Step-by-Step, Topical, Unknown-to-Known, Whole-to-Part

23. Generative Learning Model

A four phase method (preliminary, focus, challenge, and application) that

encourages students to "do something" with information. This constructivist approach
allows students to construct (or generate) meaning through their active use of
information.

24. Graphic Organizer

Graphic organizers are visual frameworks to help the learner make connections
between concepts. Some forms of graphic organizers are used before learning and help
remind the learner of what they already know about a subject. Other graphic organizers
are designed to be used during learning to act as cues to what to look for in the
structure of the resources or information. Still other graphic organizers are used during
review activities and help to remind students of the number and variety of components
they should be remembering.

25. Group Investigation

The class is divided into teams. Teams select topics to investigate, gather
information, prepare a report, then assemble to present their findings to the entire
class.

26. Independent Practice

Practice done without intervention by the teacher. This approach includes many
activities done with a computer.

27. Independent Reading Programs

Programs in which students proceed at their own pace through reading and take
assessments when they feel prepared. Accelerated Reading is one example of an
Independent Reading Program. In some programs, students may choose their books
from a pre-selected pool of books. In other cases, the reading is ordered and students
read the books in a particular sequence.

28. Induction Matrix

A form of graphic organizer using a grid to compare concepts and categories. The
matrix is filled in at the beginning of a lesson and as students learn more, they correct
and update the matrix to reflect new knowledge.

29. Inductive Inquiry

 Teaching that follows the cycle used in scientific inquiry. Steps usually include:
searching the literature, making observations, generating hypotheses, designing and
carrying out experiments, then analysis of results and restarting the cycle.

30. Inductive Thinking

Analyzing individual observations to come to general conclusions. Proceeding

from facts to the "big picture." Inferential Strategy Like DR-TA but occurs only before
and after reading.

31. Inside-Outside Circle

Review technique. Inside and outside circles of students face each other. Within
each pair of facing students, students quiz each other with questions they have written.
Outside circle moves to create new pairs. Repeat.

32. Jumbled Summary

Teacher presents randomly ordered key words and phrases from a lesson to
students. Students put the terms and phrases in a logical order to show understanding.

33. Nutshelling

A form of summary. It usually involves asking a student to examine synthesize a

brief statement that captures the essence of all that has been written or stated to that
point. Often used in writing classes to help students find the key points in their own
writing.

43. Note-Taking

The process of recording information presented by a teacher for the purpose of

improving recall or understanding by the student. Notes typically include a combination of
direct quotes of what a teacher says, diagrams, and additions by the student to add emphasis
or to indicate areas where outside study may be required.

44. Open Discussion

Open discussion is the least structured form of discussion. The teacher sets the
boundaries by describing the general topic for the discussion, but the direction of the
discussion follows student interests within that topic.

45. Open Text Recitation

A form of recitation in which students can use their books, notes, or other texts to
support their answers.

46. Opinion Sampling

Opinion sampling can be used either as an assignment for students. Teachers may also
collect student opinions for the purpose of altering classroom structure.

47. Paired Comparisons

 A structured method for comparing many objects or ideas that involves creating a
matrix, comparing each pair individually, then using the paired comparisons to generate a
ranked list.

48. Scripted Cooperative Dyads

Pairs both read complex material, then alternate in roles of recaller (who summarizes
and explains what was read) and listener (who listens, then corrects or adds to what was said
by recaller).

49. Semantic Associations

Making connections between words based on meaning and context.

50. Semantic Feature Analysis

Chart or grid where students explore their existing knowledge about relations between
concepts.

51. Spiral Sequencing

An instructional approach in which objectives are presented to learners beginning with

simple concepts and then periodically revisiting the concepts and expanding on the concepts as
is appropriate for the learner's cognitive level. Compare to: Chronological, General-to-Specific,
Known-to-Unknown, Part-to-Part-to-Part, Part-to-Whole, Part-to-Whole-to Part, Spiral, Step-by-
Step, Topical, Unknown-to-Known, Whole-to-Part

REFERENCES:

Calhoun, Emily F. “How to Use Action Research in the Self-Renewing School.” Alexandria, Va.:
Association for Supervision and Curriculum Development, 1994.

Gay L.R., P. Airasian, Education research , 2nd ed, Prentice Hall, New Jersey, 2003.

Hien, T. T. T. (2009). Why is action research suitable for education. VNU Journal of Science,
Foreign Languages, 25, 97-106.

Mati, Milagros A. (2003) Improving Science Comprehension with the Use of Modular Instruction
among the Grade VI Pupils of Paypayad Elementary School. Department of Education,
Candon City.

Miller, Christine A. “Action Research: Making Sense of Data.” On-line article recovered
11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm.

Parsons, Rick D., and Kimberlee S. Brown. Teacher as Reflective Practitioner and Action
Researcher. Belmont, Calif.: Wadsworth/Thomson Learning, 2002.

Rowan K and Rowan JK (2013) Glossary of Instructional Strategy. University of Tennessee in

Knoxvillehttp://www.beesburg.com/edtools/glossary.html#digits
 Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Vigan City

ACTION RESEARCH
by
CHRISTOPHER F. BUENO, PhD
University of Northern Philippines
Vigan City

Presented during the Seminar-Workshop on the Conduct and Management of Action

Research held on September 27,28 and October 4, 2014 at Ilocos Sur National High School,
Vigan City.

LECTURE 2: WRITING THE PROBLEM AND HYPOTHESIS IN ACTION RESEARCH

I. WRITING THE PROBLEM IN ACTION RESEARCH

These were the examples of action researches conducted in School Year 2002-2003 by
the Master Teachers of the Elementary and High School in Ilocos Sur. The problem
identification provides information about the students’ academic performance particularly in
the low score of the subject. In the action research, it also discusses the problem analysis,
alternative courses of action and probable action as to the specific instructional strategy in the
basic education subjects.

These are the examples of action researches in Science, Mathematics and English
relevant to the problem identification, problem analysis, alternative courses of action and
probable action:

1. Mathematics. After a thorough study of the results of the achievement test, the
researcher found out that most of the students took the test got the low score in
problem solving. ( Javinollo , 2003)
a) Lack of mastery in problem solving
b) Lack of comprehension and inability to transform the word problem into
mathematics operation
c) Inability to perform the operation and limited use of instructional material
especially activity card.

To remedy these difficulties, the following alternative course of action: giving more
exercises to solve the problem, mastery of the four fundamental operations, mastery of the
steps solving problem; and using the activity card. From these alternative cause of actions, the
researcher decided to use activity cards as an intervention.

2. Mathematics. The third year students specifically of the lower sections demonstrated
the lowest achievement rate in Mathematics during the third year grading period as
 compared to the results of the test during the first year grading periods. With this
observation, the researcher considered the following probable causes: (Loresto, 2003)
a) Irregular attendance and cutting classes
b) Classes interruption due to activities like athletic meets, town fiesta, Science-Math
Fair Quiz.
c) Lack of students’ interest in Mathematics due teacher weak strategy.
d) Lack of parents’ involvement in education.
e) Follow-up lesson at home is neglected.

Given these probable causes, the researcher believes that any of the following
alternative courses of action can be done.
a) Mathematics achievement can be improved by suiting the class with a appropriate
strategy like the use of flash cards, concrete materials and other tangible objects
which students can manipulate.
b) Giving incentives can motivate students’ interest to get high scores.
c) Assignment sheets for every lesson should be prepared by the teacher daily, to be
checked, scored and to be returned to the students before presenting the new
lesson. Parents’ signature should be affixed on the sheets testifying that the
students’ do the work at home.

With the desire of the researcher to improve the performance of third year students
in Mathematics, the selected alternative course of action was to use the assignment
sheet for every lesson. (Loresto,2003)

3. Science. The students can recall and identify specific facts on people, materials and
energy. Energy. However, they are found to have difficulty in comprehending basic
science concepts. (Mati,2003)
With this observation and researcher considered the following as probable
causes:
a) lack of interest
b) poor intellectual ability
c) poor study habits and learning styles
d) lack of exposure to science concepts and information
e) low comprehension
f) training at home

Given these probable causes, the researcher believes that any of the following
alternative courses of action can be done:
a) Science interest should be improved by using a more interesting teaching
strategy like cooperative learning, discovery approach or constructivism.
b) Study habits and learning styles can be enhanced through independent
learning or self-study techniques.
c) Comprehension can be better when the learners are given the chance to
construct their experience.
d) Self-Learning can be possible with the use of modular instruction

With the desire of the researcher to improve science comprehension ability of

the students, the selected intervention is modular instruction with the belief that self-
learning can be more challenging. However, the independence in learning can develop
leaners to become more responsible and more motivating.

4. Science. The students can identify specific facts on people and materials. However, they
are found to have difficulty in comprehending basic science concepts. ( Tabila,2003)
 With this observation, the researcher considered the following probable causes :
a) Poor study habits
b) Lack of knowledge on basic science concepts.
c) Lack of concentration and attention on science.

Given the probable Causes, the researcher believes that any of the following
alternative courses of action can be done :

a) Science habits and learning styles can be enhance through independent and
self-study techniques.
b) Science interest can be improved by using a more interesting teaching
strategy like the POE method ( Prediction, Observation and Explanation)
c) Comprehension in Science can be better when the learner are given the
chance to construct their own experiences.
d) Attention and concentration of learners in Science can eb enhanced through
the use of instructional devices.

The researcher is desirous to improve the understanding of Science among the

students and POE ( Prediction, Observation and Explanation is the selected alternative
with the belief that self-learning can be more challenging.

5. Filipino. It is observed that there is a low achievement in Filipino among our students.
This points out a need to develop instructional strategies that can improve students’
cognitive, affective as well as behavioral learning outcomes. (Julio,2003)
During the launching of the Basic Education Curriculum (BEC), cooperative learning one
of the approaches being emphasized and developed. The cooperative learning is one of
the instructional method which has been proven effective in improving students’
achievement and attitude in all subject at all levels. Hence, it can also be effective in
teaching Filipino.

With the desire of the researcher to improve the students’ performance in

Filipino, the selected alternative is to use the cooperative learning approach.

6. English. The students can identify pictures, read words, and sentences. However, they
are found to have difficulty in reading comprehension, particularly getting the main idea
of a selection read.

With this observation, the researcher considered the following a probably

causes:
a) lack of Interest
b) lack of concentration
c) lack of reading interest
d) limited vocabulary
e) poor study habits and learning styles
f) low comprehension ability
g) low parental guidance
h) lack of interesting visual materials

Given this probably causes, the researcher believes that any of the following causes of
action can be done:
a) Motivation can sustain interest.
b) Home visitation and dialogue with parents.
c) Improving study habits and learning styles through independent learning styles
through independent learning and self-study
 d) Remedial teaching
e) Use of instructional devices specifically use of comic strips

With the desire of the researcher to improve the ability in getting the main idea of a
selection read of the students, the selected alternative is to use comic strips with the belief that
this can be more challenging, and thus interest to the reading.

II. OPERATIONALLY DEFINED INSTRUCTIONAL STRATEGIES IN ACTION RESEARCH

1. Use of Activity Cards. This gives more exercises/ problems to solve by the students
based from their experiences or actual situations, formulate or construct a problem to
be solved to develop their thinking skills.

2. Modular instruction. It is the approach in teaching which aims to develop independent

learning, where the learners are given instructional modules for their studies. Modular
provides the self-learning kits, usually in printed forms which the learners can enhance
their learning even when the teacher is not personally with them.

3. Word Puzzle. It is a device that contains juggled words to be arranged or spelled

correctly.

4. Assignment Sheets. These are prepared follow-up exercises by the teacher.

5. POE Method. It is method of teaching Science which is divided into three major phases:
Prediction, Observation and Explanation. This strategy allows pupils to construct their
own understanding of Science concepts.

6. Cooperative Learning Approach. This is generally understood to be learning that takes

place in any environment where students in small groups share ideas and work
collaboratively to complete academic tasks.

III. EXPERIMENTATION AND ACTION TO TEST THE HYPOTHESIS OF THE ACTION

RESEARCH

A hypothesis is an intelligent guess as a solution/s to a problem. Hypothesis are necessary

for these build a bridge between the problem and the location of empirical evidence that may
solve the problem (Van Dalen, 1973) They can be expressed in negative or positive statements;
the affirmative way also called research hypothesis or negative way also called the null
hypothesis.

The action research uses the one group pretest - posttest design. If there is only one intact
class that will be used in the study.

The design is illustrated on the model below:

O1 X 02

Where
O1 = pretest results
 O2 = posttest results
X= experimental variable being tested.
Sources of Data. The data for this action research will be generated from among the students
identified by the researcher during specific school year.

Research Instrument. The researcher conducts and validates the instructional strategy/
methodology which will serve as the data gathering instrument. This instrument will be used for
the pretest and posttest.

Data Gathering. Prior to the conduct of this action research proposal, it will be presented to the
school principal for approval. The instructional process on how to conduct the action research
will be prepared by the teacher.

Statistical Treatment. The data to be gathered will be tested statistically through arithmetic
mean which usually describe the level or status of a given instructional strategy / method with
the corresponding norm of interpretation. The t-test for dependent samples will be used to
determine the significant difference between the pretest and posttest scores.

This is the example of the following scale of interpretation which will be used to
describe the level of academic performance of the students:

Intervals Description

95-100 Outstanding
87-92 Very Satisfactory
81-86` Satisfactory
75-80 Fair
Below 75 Poor

The mean, standard deviation and level of academic performance are presented in the
analysis and interpretation of the action research. This will tested as significant difference of
the before and after the use of the instructional strategy/technique. The mean difference
during the pretest and posttest of the study will be presented including the computed t-test
value (dat .05 level of significance) to arrive at a particular decision whether the null
hypothesis is accepted or rejected.

REFERENCES

Calhoun, Emily F. “How to Use Action Research in the Self-Renewing School.” Alexandria, Va.:
Association for Supervision and Curriculum Development, 1994.

Gay L.R., P. Airasian, Education Research , 2nd ed, Prentice Hall, New Jersey, 2003.

Hien, T. T. T. (2009). Why is Action Research suitable for Education. VNU Journal of Science,
Foreign Languages, 25, 97-106.

Javonillo, Aurelia J (2003) Effectiveness of the Use of Activity Cards in Improving the Ability of
Grade V Pupils in Solving 1-Step Problems of San Jose Elementary School During the
School Year 2002-2003
Loresto, Jovita C. ( 2003) Improving Mathematics Achievement Through the Use of Assignment
Sheets. Dili National High School, Dili, Sta. Cruz, Ilocos Sur ( March 2003)

Mati, Milagros A. (2003) Improving Science Comprehension with the Use of Modular Instruction
among the Grade VI Pupils of Paypayad Elementary School. Department of Education,
Candon City.

Miller, Christine A. “Action Research: Making Sense of Data.” On-line article recovered
11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm.

Parsons, Rick D., and Kimberlee S. Brown. Teacher as Reflective Practitioner and Action
Researcher. Belmont, Calif.: Wadsworth/Thomson Learning, 2002.

Rowan K and Rowan JK (2013) Glossary of Instructional Strategy. University of Tennessee in

Knoxvillehttp://www.beesburg.com/edtools/glossary.html#digits

Tabila, Efleda L. ( 2003) Improving the Understanding of Basic Science Concepts through the
Use of POE Method ( Prediction, Observation and Explanation among the Grade VI Pupils
of San Esteban South Central School, SY 2002-2003