FIELD

STUDY
FS 2 2
Learning Episode
4 MATCHING
PROBLEMATIC
LEARNING
SITUATION WITH
PROBABLE ACTION
To have a meaningful and successful accomplishment in this FS episode, be
sure to read through the whole episode before participating and assisting in your FS
2 Resource Teacher’s class. Note all the information you will need and tasks you will
need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
analyze learning problems prevailing in the classroom.
list matching action as a probable solution to the teaching-learning problems.

Clarify Your Task

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your action research?” Common answer will be: “My problem is
that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover a lot of problematic situations. You must have also observed these problematic
situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.

Revisit the Infographic/s

A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problems in teaching-learning.
 Figure 2. Words that Represent Common Teaching-Learning Problems Identified by Filipino Teachers
(Felimon, Siason, Bilbao, 2021)

Each of the identified problem that you encircled has a corresponding action or solution.

Identified
Problems Action as
Solution

Participate and Assist

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.

The problems I identified are:

1. Wifi connectivity is one of the main problem in teaching-learning that can affect the
communication between students and teacher.
 2. Students’ lack of motivation is one of the problems that I think still to addressed.
3. The gadgets used by students also a problem because sometimes it will shut down or lags
that affect the students’ learning.
4. The COVID is the number one problem that still present in our country and makes
education turn into new normal.
5. The student's attention has become a problem with the teacher especially since they have
no desire to learn during these times.

Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for you ACTION.
A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.

Suppose you chose letter A. conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:

Difficulty in Conduct a
Comprehension Tutorial
of ______
Can you also choose letter B. Show video lesson as a SOLUTION for the same PROBLEM?
Explain: Showing a video lesson is the best solution in addressing the problem especially in
difficulty in comprehension because video presentations assist teachers to look up to the students
who are struggles in achieving comprehension skills. Especially in this new normal, teachers
used video discussion or virtual meets to provide information or instruction in a way student
could watch it again until student will get the point or understand it clearly.
The Problem is: The Action is:

Difficulty in Show video

Comprehension lessons
of ______

What about letter C as a SOLUTION to the same PROBLEM? Why?

Making learning activities will help to develop comprehension as a solution to the problem in a
way that teachers can provide activities that learner’s level of comprehension will increase.
Aside from that in order to improve on how to comprehend well so let learners must read the
lesson aloud and make questions out from it and let their classmate answer the questions. By that
teacher well give feedback out from their response and take over with explanation so it would
easier for them to comprehend of what the lessons for.
The Problem is: The Action is:
 Difficulty in Make learning
Comprehension tasks to
of ______ improve
comprehension

Interesting, isn’t it? Now you can assist your mentor by identifying observed problem in the class
and suggest actions to be done.

Notice
What have you noticed of the problem identified above? Can there be more than
one solution to the problem? _Yes_ Explain
There must be more than one solution to a problem so you must see to it. Find the best
solution if possible because teachers are known to be initiative and not just creative and
innovative. They could think more than one solution or ways that will solve to a single problem.
Teachers will surely want to improve the quality of the education because that’s what they do. A
healthy classroom environment means to them in order to maximize learning opportunities to
each students. If ever there are problems they will raise the best solution or more than one
solution to have a higher chance to solve it immediately.
A creative and innovative teacher can find one or more than one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.

Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and
invertebrates. She has been repeating the same Science lesson for two weeks, yet
no progress was observed. This situation has been bothering Miss Fely.
 ● Can you identify Miss Fely’s problem?
Miss Fely’s problem is that half of her class cannot classify animals into
vertebrates and invertebrates and they took two weeks in repeating it yet
no progress was observed.
● Can you find a solution to her problem? _Yes_ Give your suggestions.
a. Miss Fely should prepare activity worksheets or exciting games in a
group activity that are connected with their lesson and let students
determine the differences between vertebrates and invertebrates
animals.
b. Miss Fely must show them illustrations images or models of different
animals and make them identify according to their differences. In order
for them to understand well Miss Fely should show examples to have
them knowledge about the classification.
● What solution can solve Miss Fely’s problem?
In order Miss Fely solve the problem she must apply the best techniques
and methods that will help to learners identify the vertebrates and
invertebrates of different animals.
● How?
Through having a group game activity so students will participate and let
them share what they learn and let anyone answer the activity with fun.
● Are they matched with the problem?
Yes actually it is the best solution to that problem students are looking for
more fun but the same time learning.

Scenario B: Sir Ryan teachers in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with guardians who
stand only as parents. They are deprived of the necessary food, clothing, and
shelter.

● Can you identify the most probable teaching-learning problems in the class of Sir
Ryan?
a. Lack of Financial Support/Poverty
b. Lack of Parental Support/Broken Family
● Can you propose a solution to solve one of the problems that you have identified?
 What is it?
Lack of Financial Support or poverty, the best way to do in order to minimize that
problem is to provide students with full support it means as a teacher you should
encourage students show them that have care and love to them by having a healthy
learning environment and less cost projects. Also teach them to be resourceful and
economical, in that way students will surely survive and persevere in dealing difficult
situations.

Reflect
After reading the two scenarios given above, who would identifying problematic situations and
finding solutions to these problems help you to become a better teacher? Explain:
As a future teacher identifying problematic situations and finding solutions to these
problem that would help me to become a better teacher was in the scenario B. As you have
noticed this scenario is based on complex problem situations that every students experience. As
what have mentioned last episodes it says “A great teacher notices when students struggle” and
“A great teacher understands that students have a life outside school”. To sum up a great teacher
knows the struggles of his/her students outside of the school. Be careful in dealing that kind of
problem who knows teachers can affects student’s life with positive or negative way.

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR prompts that follow:

OBSERVE

What problematic situation prevails in the classroom?

The students have difficulties in reading comprehension, where in student’s struggles to
understand the literal, inferential and evaluative meaning of the texts written.

REFLECT

What change do you want to achieve?

The change that I want to achieve is that students will develop their ability to comprehend and
become competent and enthusiastic readers.

PLAN
What strategies will you use to improve the situation?
Comprehension strategies must apply to students:

● Let students give meaning of what they read.

● Let students ask you of the part of the text they hard to understand rephrase it into simple
one.
● Let students must engage in metacognition as they read the information.

● Lastly, give feedback to the students as they get the point of the lesson.

ACT
What would be the title of your Action Research should you conduct the study?
Improving Reading Comprehension Ability among High School Students
Add: Solutions/Actions
These are the following solution to enhance student’s reading comprehension:

● To begin, students should increase their interest for reading.

● Second, the most effective way to learn English is to use it in everyday life.

● Third, students must learn to apply reading strategies in order to read effectively.

● Lastly, they should practice answering questions so that they are confident in responding
teacher’s question.
The teacher should provide a clearer description of how to use reading strategies. Furthermore,
the teacher should provide extra exercise by assigning tasks to read more English content. To
boost students' interest in reading, teacher should give students tasks such as reading for
enjoyment through reading novels and comic books that are necessary.
Work on my Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research

READING FLUENCY, COMPREHENSION, AND VOCABULARY

COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS:
BASIS FOR READING ENHANCEMENT PROGRAM

II. Author/s:

JESEL MAE N. VENTIC

III. Abstract
Concerns about English language learning and teaching are
getting so pervasive. The embodiment of which, as most educators attest,
is to intensify the English language teaching process per se. Anchored
on the Schema Theory, Social Development Theory, and Affective Learning
Theory, the current study dealt on measuring the reading fluency level,
reading comprehension level, and vocabulary competence level of the
respondents using the standard tools appropriate in a Descriptive-
correlational type of research. Such circumstance is appropriate in this
study. Using the Demographic Profile, Reading Fluency Test, Reading
Comprehension Test, and Vocabulary Test as instruments in data
gathering, the researcher purposively used the senior high school students
of Iligan City National School of Fisheries (ICNSF) as respondents. To
test the mean scores of all variables, the T-Test of two independent
sample means and Analysis of Variance (ANOVA) were utilized. Salient
results attest the veracity of the findings that: there were significant
differences on the respondent’s level of vocabulary competence, reading
fluency, reading comprehension, and, that the reading fluency of the
respondents befalls under frustrated level. Overall, the aforecited theories
used in the study were amplified while gaps revealed in the study
were finely addressed. Hence, as results and findings of the study
disclosed, the researcher highly recommended the proposed Reading
Enhancement Program, “Tara Na! Magbasa Ta!” to be utilized in order
to address and enhance the reading fluency, comprehension and
vocabulary competence of the senior high school students.

Concerns about English language learning and teaching are getting so

pervasive. The embodiment of which, as most educators attest, is to intensify the
English language teaching process per se. Anchored on the Schema Theory, Social
Development Theory, and Affective Learning Theory, the current study dealt on
measuring the reading fluency level, reading comprehension level, and vocabulary
competence level of the respondents using the standard tools appropriate in a
Descriptive-correlational type of research. Such circumstance is appropriate in this
study. Using the Demographic Profile, Reading Fluency Test, Reading Comprehension
Test, and Vocabulary Test as instruments in data gathering, the researcher purposively
used the senior high school students of Iligan City National School of Fisheries (ICNSF)
as respondents. To test the mean scores of all variables, the T-Test of two independent
sample means and Analysis of Variance (ANOVA) were utilized. Salient results attest
the veracity of the findings that: there were significant differences on the respondent’s
level of vocabulary competence, reading fluency, reading comprehension, and, that the
reading fluency of the respondents befalls under frustrated level. Overall, the aforecited
theories used in the study were amplified while gaps revealed in the study were finely
addressed. Hence, as results and findings of the study disclosed, the researcher highly
recommended the proposed Reading Enhancement Program, “Tara Na! Magbasa Ta!”
to be utilized in order to address and enhance the reading fluency, comprehension and
vocabulary competence of the senior high school students.

IV. Identify the Problem in the Study

 The focus of this study was to ascertain the reading fluency, reading
comprehension, and vocabulary competence of the Senior High School Students of
ICNSF. Specifically, this study sought to determine the demographic profile of the
respondents in terms of age, sex, socioeconomic status of the family, parent’s highest
educational attainment, and availability of reading materials at home:
1. the level of reading fluency of the respondents;
2. the significant difference on the level of reading fluency of the respondents
according to their profile;
3. the level of reading comprehension of the respondents;
4. the significant difference on the level of reading comprehension of the
respondents according to their profile;
5. the level of vocabulary competence of the respondents;
6. the significant difference on the level of vocabulary competence of the
respondents according to their profile;
7. the significant relationship on the level of reading fluency, reading
comprehension, and vocabulary competence of the respondents; and
8. the proposed reading enhancement program based from the findings of the study

V. Identify the Action taken in the Study

The proposed Reading Enhancement Program will be utilized, it will address and
enhance the reading fluency, comprehension and vocabulary competence of the senior
high school students of Iligan City National School of Fisheries while paving the way for
the amplification of the theories used in this study.

To the School Heads

1. Help adopt the reading enhancement program to help increase the reading
fluency level, reading comprehension level, and vocabulary competence of
the students who are entering senior high school.
2. Help provide classrooms with interesting reading materials for reading
reinforcement purposes.
3. Ensure that the library must be accessible and suitable to the needs of the
students.
4. Establish a library day for both teachers and students.
5. Support and promote the proposed remediation program.
To the Teachers
1. Implement the DEAR (Drop Everything And Read) program in their English
Classes.
2. Introduce and recommend new interesting books.
3. Plan daily lessons and integrate new strategies suitable for the learners’
needs and interests.
4. Plan a monitoring schedule on tracking the students’ reading progress
through one-on-one sessions.
5. Implement the “Tara Na! Magbasa Ta!” reading enhancement program.