Action Research:
Its Significance to
Education
Mary Jane A. Maitim
At the end of the discussion, the
participants are expected to:
1. Gain deeper understanding of innovation and
intervention in relation to action
2. Describe the parts of an action research proposal.
3. Appreciate their roles as a teacher- researchers in
the
attainment of Deped’s Goal to improve learning
outcomes.
4. Encourage participants to write an action research.
INNOVATION OR
INTERVENTION?
DIRECTION: WRITE A IF THE PHOTO OR THE
SITUATION CAN CLOSELY BE ASSOCIATED WITH
INNOVATION OR B IF WITH INTERVENTION.
Item # 1
A – Innovation
B – Intervention
Item # 2
A – Innovation
B – Intervention
Item # 3
A – Innovation
B – Intervention
Ms. Butterfly rewards her
students for positive behavior.
Item # 4
A – Innovation
B – Intervention
Mr. Lorenzo helps students to
transition to the next school year;
introduces them to new teachers
and inspires confidence in the
children.
Item # 5
A – Innovation
B – Intervention
Item # 1
A – Innovation
B – Intervention
Item # 2
A – Innovation
B – Intervention
Item # 3
A – Innovation
B – Intervention
Ms. Butterfly rewards her
students for positive behavior.
Item # 4
A – Innovation
B – Intervention
Mr. Lorenzo helps students to
transition to the next school year;
introduces them to new teachers
and inspires confidence in the
children.
Item # 5
A – Innovation
B – Intervention
Intervention and Innovation are
interchangeably used; synonymously
figure.
Are intervention and innovation the
same?
Innovation – latin-in+novare;
in – meaning into
Novare – meaning “to make new”
Novus – meaning new
Innovation – means to make something
better
Classroom Innovation = Technology
Technology applications need a solid
theoretical foundation based on purposeful,
systemic research, and a sound pedagogy.
The primary focus of educational innovations
should be on teaching and learning theory
and practice, as well as on the learner,
parents, community, society, and its culture.
3 kinds of Innovation (Elizabeth Hunter)
Structure: Ways classrooms or schools are
organized
Content: Introduce new subjects or ‘revise’ old
subjects into new ways
Process: Those that have to do with human
interaction
Research to Practice in Technology
The use of technology has become a
way of life in this new millennium. As
professionals we must meet the
challenges presented by the onslaught
of technology, while also finding ways
to enhance instruction through the use
of technology
o Asynchronistic and Synchronistic Teaching &
Learning Applications
o White Boards
o Videos and Computer Games
o Media Streaming
o Power Point Presentations
o Virtual Classrooms, Chat Rooms, IM
o Docu-drama
o iPod/MP3
o Web cam
o Websites
o Phone Computer Communication Links
o Technology for Teacher Training
Teachers will find that at www.aslpro.com ,
a site free to teachers is helpful in creating and
personalizing a math quiz for their students. This
site also provides a math lab for students.
Eight principles of innovation
1 Curiosity
2 Play
3 Intuition
4 Collaboration
5 Diversity
6 Failure
7 Courage
8 Momentum
Implication: How to increase effectiveness
of technology innovations in education,
particularly online learning.
Challenge: How to raise the quality and
scale of innovations in education and at the
same time positively affect education itself
and benefit the whole society.
Intervention – latin intervenere; "to come between,
interrupt.", intervention is intended to make things
better.
Intervention: The act of intervening, interfering or
interceding with the intent of modifying the outcome.
At a Glance. An instructional intervention is a
program or set of steps to help kids improve at
things they struggle with.
An intervention teacher plays a key role in
assisting students who are experiencing
difficulties in the classroom. Rooted in a special
education background, an intervention
teacher provides expertise and intentional
support to students who demonstrate
behavioral, social and educational challenges.
The 6 major strategies/interventions:
* Meta cognition and self-regulation
* Collaborative learning
* Effective feedback
* Homework
* 1:1 tuition
*Peer tutoring
Metacognition and self-
regulation are often known as
‘learning to learn’ strategies. Pupils
are taught specific strategies for
setting goals, monitoring progress
and evaluating their learning.
Collaborative learning activities are structured
tasks that are designed to be tackled by groups of
pupils. They are often set up as problems relating to
sorting and organizing information. The purpose of
these activities is to make pupils explore and
understand the nature of the subject content by
thinking and talking together. In this way pupils are
supported in activating their existing knowledge and
experience and in making links with the new
knowledge they are acquiring.
Feedback is information given to the learner about
their performance in relation to learning goals.
Effective feedback should lead to improvements in
pupil learning. However, some studies have shown
that poor quality feedback can have negative
effects. Therefore it is important that feedback is
carefully implemented to achieve maximum benefits
on learning.
Homework refers to tasks that teachers give
to pupils to be completed outside of lesson
time. The effectiveness of homework has
been extensively researched, but mainly in
relation to whether homework improves the
performance of schools. There is some
evidence that homework is beneficial.
One-to-one tuition is where an individual child receives
intensive individual support. One-to-one tuition is often
targeted at closing gaps in literacy and numeracy. This can
take place during lesson time, or outside school hours.
Research evidence suggests that one-to-one tuition is most
effective when:
* It is in addition to normal lessons, rather than instead of
them.
* Short sessions of about 30 mins.
* Regular sessions 3-5 times per week.
* Time limited: 6-12 weeks.
5 Classroom Strategies for Early Reading Intervention
PALS: Peer-Assisted Learning Strategies (PALS) exercises pair
strong and weak readers who take turns reading, rereading,
and retelling.
Teacher Read-Aloud: This activity, says Julie Adams of
Adams Educational Consulting, is "perhaps one of the most
effective methods for improving student fluency and
comprehension, as the teacher is the expert in reading the
text and models how a skilled reader reads using appropriate
pacing and prosody (inflection)." Playing an audiobook
achieves similar results.
Shared Reading/Modeling: By reading aloud while
students follow along in their own books, the instructor
models fluency, pausing occasionally to demonstrate
comprehension strategies.
The Crazy Teacher Reading Game: According to the
article, to bring the text to life, students will:
Read orally with hysterical enthusiasm
Reread with dramatic hand gestures
Partner up with a super-stoked question-asker and -
answerer
Play "crazy teacher" and "eager student" in a hyped-
up overview of the text
FORI: With Fluency-Oriented Reading Instruction
(FORI), primary students read the same section
of a text many times over the course of a week.
Here are the steps:
* The teacher reads aloud while students follow
along in their books.
* Students echo-read.
* Students choral-read.
* Students partner-read.
Math Intervention Strategies for Struggling
Students
Direct instruction/Explicit Teaching
Struggling learners often need systematic instruction, as
opposed to student-centered activity.
Direct instruction (also known as “explicit teaching”)
provides exactly this, with the teacher leading the students
through the content every step of the way.
Visual aids
* Number lines *
Illustrations
* Charts and graphs * Graphic
Teach metacognitive strategies
Self-monitoring
Self-monitoring is the ability to internally talk oneself through
a problem, step by step. For example, a student might
approach a problem by asking themselves the following
things as they proceed.
Self-checking
Struggling learners often wait until they’ve reached a final
answer to check their work, if at all. On the other hand,
stronger students will constantly check their thinking along
the way to make sure they’re on the right track.
Peer-Assisted Learning Strategies (PALS)
Sometimes, a students’ peers might do a better job at
putting a difficult concept into familiar language. Students
will also feel less pressure and anxiety when working with a
trusted partner.
One-on-one student support
If you have a student who is considerably far behind, they
may need one-on-one support in addition to the above
initiatives. See if you can find a regular meeting time where
you can work with them individually and take them through
math activities step by step.
Guess the word:
CBSIAHRRSEEAC
BASIC RESEARCH (BR)
NATIOCSEARCHER
ACTION RESEARCH (AR)
Action Research
- It provides practitioners with new knowledge and
understanding about how to improve educational
practices or resolve significant problems in
classrooms and schools
- Help educators develop practical solutions to
address them quickly and efficiently.
Action Research
- aims to solve a problem
Keywords:
- contextualized
- problem & solution
- usually in their title: “Project”
Action Research Proposal
I. Context and Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention, and Strategy
IV. Action Research Methods
a. Participants and/or other Sources of Data and
Information
b. Data Gathering Methods
c. Data Analysis Plan
V. Action Research Work Plan and Utilization
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References
Action Research Writing
* Problem
* Solution
* How do we measure the effectiveness
of
the solution?
Topic
- Check the data
- Pareto principle (also known as the 80-20 rule, is a theory that
asserts that 80% of outcomes (or outputs) result from 20% of all
causes (or inputs) for any given event)
- Find a topic that is close to heart (KRAs, coordinatorships,
specialization, major in grad school)
- What is your “hugot”?
Title
- Variables of the Study
- Doesn’t need to be too specific. You can specify
in
the Context and Rationale, or in the Action
Research Methods.
- No need to add the name of school, school year
- You can have your working title at first.
- No need to add “Basis for…”
- Now: Acronyms are discouraged.
Context and Rationale
- Current Situation
- Problem
- Baseline Data
- Contextualized
Action Research Questions
-It should be related to the title
-Do not write a research question that can be
readily
answered.
Ex. How many students got a score of 75 and below
in Math 2 during the 1st quarter of SY 2020-
2021? - -> REVISE
Action Research Questions
- Demographic profile: If you will not use that in
data analysis (e.g. correlation), why do you
need
to ask?
Ex. Project R.E.S.P.O.N.S.E.: Reinforcing and
Enriching Students' Performance on Numeracy
Skills Enhancement in Mathematics
RQ 1: What is the demographic profile of the
respondents? - REVISE
Action Research Questions
- There must 1 main AR question: Did
the intervention help in solving the
identified problem?
Ex. Is there a significant difference
between the scores before and after the
intervention?
Proposed Intervention/Innovation/
Strategy
-Brief description of your intervention/innovation/strategy
-What is its difference from the old way you are solving the
problem?
-Activities?
-How will you carry out these activities?
-When will you carry them out? (e.g. 30 minutes MWF,
12:30
P.M. every Friday for 2 weeks)
Action Research Methods/ Participants
-Describe your participants.
-Who are the identified participants in the study?
Ex. Grade 2 pupils in School X SY 2020-2021
-Why do you want to include them in your study?
Ex. They are the pupils identified as at-risk in
reading.
Scenario 1: 100 non-readers
Scenario 2: 10 non-readers
Data Gathering
- How will you collect the data?
- Pre- and post-tests?
- Instruments?
- Consent Forms?
- Participants 18 and above, informed consent
- Below 18 years, assent for minors & parental
consent
Action Research Methods Data
Analysis
-mean, MPS, paired sample t-test
-Paired Sample T-Test tutorial:
https://www.youtube.com/watch?
v=wy8GVt7Ityk
-no need to write the formula, unless you will
manually do the statistics
Possible Research Topics in
the New Normal
LEARNING: MELC -IDEA
• Competencies and Content
• What do the learners need to learn?
• What do teachers need to teach?
Research Focus
Child Development Cyber Bullying Teaching Strategies
Classroom Management Differentiated Instruction Inclusive education
Collaborative Learning Child-centered approach
Lesson Planning and creation of Instructional Materials
Individual learning styles and multiple intelligences
LEARNING: MEANS AND MEDIA
• Context and Capacity
Research Focus
• Which platforms are
available and accessible Online platforms
to our learners? Social media
• Which media do learners Learning Management System
prefer to use in learning?
Video lessons
DepEd Commons
Hybrid Learning Platforms such
as FB
LEARNING: MODALITIES
• Pedagogy and Approaches
• Which learning delivery modalities Research Focus
are applicable and feasible to the Learning Delivery Modalities
learner? Higher order thinking skills
• How are we going to teach our
Contextualization
learners?
Computer/online based lessons
Flexible Learning
Offline and Online Approach
Home based learning
Parents as learning facilitators at
home
LEARNING: MANAGEMENT
• Systems and
Resources Research Focus
• What learning Class size Coping Mechanisms
modules, manpower, Contact Time Materials and
materials, machine, resources
mobilization and
monitoring systems do ICT in Education Work space
we need to prepare? Teachers’ profile Partnerships
Learning space/environment
Continuing Professional Development
and Support
LEARNING: MASTERY
• Feedback,
Assessment and Research Focus
Proficiency
Online and offline Assessments
• What kind of
Teachers expertise in
assessment are we
constructing various types of
going to use? How
assessment
do we ensure the
proficiency of our Availability of assessment tools
learners? and resources
Proficient and struggling
learners
On what
step
have
you
