I.

Context and Rationale

II. Action Research Questions

Ill. 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 Timelines

VI. Cost Estimates

VII. Plans for Dissemination and Utilization

VIII. References
I. Context and Rationale

• The nature, extent and salience of the identified problem or issue are comprehensively
discussed.

• Different aspects of the action research setting are elaborated showing in depth and critical
analysis of the situation

The implementation of the Senior High School in the Philippines has opened different avenues for
students to enhance prerequisite knowledge and skills for their college course. Students begin to
study in senior high school the subjects that will introduce them to their preferred career path. One of
the considered core subjects is General Mathematics – designed to further augment the conceptual
and computational fluency of students with the introduction of higher order and advanced
mathematical processes in problem solving. Logarithm is one of the topics in General Mathematics.
The applications of logarithm tackle areas such as medicine, economics, engineering, etc. It can be
used to serve the purpose of comparison, measuring, forecasting, explaining, illustrating and
interpreting (Isaac Ansah, 2016). According to Vural (2012), logarithm is applied in studying the
dynamics involved in the areas such as population growth, radioactive decay, and compound interest.
Hence, experts, mathematicians and engineers use logarithms in solving complex problems.

Empirical evidences from the research study of Chua & Wood (2005) and the researcher’s own
experiences as a Senior high school mathematics teacher, confirm the fact that students lack the basic
understanding of logarithms. It was found out that 75% of the Senior high school students got 70-75%
grades last year when logarithm was the topic. This problem was inevitable since the topic logarithm
is new for the students and it is not yet introduced in the junior high school. As observed, students
tend to be confused in finding the logarithm of a certain number because they still need to be well
oriented on the basic concepts of the laws of exponents. Even in the transformation of logarithm to
exponential form and vice versa, they will really forget the entire process. The fact that students also
are having difficulties in exponents, it follows that they will too encounter difficulties in logarithms.

Single-use plastics are responsible for the clogging of canals which is the cause of flooding during rainy
days. There has yet to be significant action taken to address the said problem.

The efforts of the teachers to impose awareness about plastics and to discipline the students about
proper disposal of garbage is just not enough. Even with the provision of garbage bins in every
classroom and some areas in school, plastic is still everywhere especially every after recess time.

Vendors, who uses plastics, are obliged to clean and pick litters in the surroundings. With students
depending on this kind of system. This arrangement encourages the students to continue littering
anywhere and anytime they want to.

During class hours, while teachers and some students are all in the classroom, others are sneaking out
for a water to drink from Automatic Tubig Machine (ATM) and while some are not yet finished
consuming their snacks tends to litter without someone watching them. And these plastics are carried
by the wind and washed by waters when it rains accumulating in school canals.
The use of plastics has its purpose and advantages but there are other negative effects of it. Aside
from the fact that it is harmful to one’s health, and that it can cause environmental pollution, it can
cause flooding especially during rainy season in our school.

Aims of the Study

To address this apparent problem, senior high school mathematics teachers should adapt new and
convenient approaches in teaching logarithms to improve conceptual understanding and sustain the
interest of students in learning logarithm, hence improve performance. This action research focused
on employing Repeated Division to test whether this new approach helped enhance students’
conceptual understanding and skills in logarithm.

The aim of this action plan is to implement or develop successful methods using other alternatives
instead of using single-use plastic to reduce plastic waste and consumption in Placer National High
School and perhaps increase awareness and behavioral change to solve the problem.

II. Action Research Questions

• Logically proceeds from the context of the inquiry

• Clearly relates to the identified problem or issue, and conveys the desired change or
improvement

• Identifies the problem which will be addressed by the research in terms of:

investigating or testing an idea

Trying out solutions to a problem

Creating new procedure or system

The study aimed to enhance students’ conceptual understanding and skills in Logarithm through
Repeated Division. Specifically, it sought to answer the following questions:

1. What is the performance of the control and experimental groups in logarithm?

2. Is there a significant difference between the performance of the participants in the control and
experimental groups before and after the intervention?

The study aimed to implement or develop successful methods using other alternatives instead of using
single-use plastic to reduce the waste materials to prevent clogging of the canals which is the cause of
flooding. Specifically, it sought to answer the following questions:

1. What are other alternatives which can be used instead of single-use plastics?

2. Is there significant changes if the elimination of the use of single-use plastics after intervention will be
implemented?
III. Proposed Innovation, Intervention,

and Strategy

The rationale, extent and limitation of the intervention, innovation or strategy are explained in detail.
Its plausibility as a way to address the problem or issue is given support

Vos & Espedal (2016) recently worked on logarithm by using an alternative didactical approach-
Repeated Division. According to them, Repeated Division approach as the name implies involves an
application of division. Repeated-division-until-you-reach-1 is the unconventional approach used in
logarithms, which facilitate the students’ reasoning ability right from the start.

The approach repeated division simply applies the concept of division of number until you will reach 1.
The logarithm of that number is the number of times one has divided until 1 is achieved. For example, if
one has a number 81 and divides it by 3 (81/3 = 27). Then you continue the division by dividing the
answer 27 by 3 (27/3 = 9). Until you reach 1, you continue to divide the successive answers by 3. So, 9
will be divided by 3 (9/3 = 3) and (3/3 = 1).

Vendors use plastic products. Single-use plastics specifically like plastic spoons, plastics cups and
cellophane of different sizes. They use it because it is cheap and convenience.

In order to resolve the problems, we suggest and encourage the use of alternative materials without
compromising their business and at the same time continue without the single-use plastics. This
intervention will totally reduce the amount of dispose garbage and eventually no more clogging of
canals. No clogged canals means no flooding.

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

- who will participate in the research; number of people and

the characteristics of those who will participate in the research,

and how will the sample be selected and recruited

b. Data Gathering Methods

c. Data Analysis Plan

a. Participants

The participants of the study were the randomly selected one hundred (100) Grade 11 students of
Surigao Norte National High School whose grades ranged from 75 – 80% in General Mathematics subject
in the first quarter, SY 2018 - 2019. Group A was the control group while group B was the experimental
group. Table 1 presents the distribution of participants.
The participants of the study were randomly selected one hundred (100) students of Placer National
High School. Fifty (50) were from Junior High School and the other half were from Senior High School
enrolled for SY 2019-2020.

Group n %

Junior High 50 50.00

Senior High 50 50.00

TOTAL 100 100.00

b. Data Gathering Methods

A written permission to conduct the study was secured from the Schools Division Superintendent. Letter
addressed to the Secondary School Principal IV of Surigao Norte National High School asking permission
to conduct the said study to select Grade 11 students was sent for approval. Once approved, the
researcher then employed the following steps.

1. Pre-Implementation Stage (e.g conduct of pretest)

2. Implementation Stage (intervention was applied)

3. Post-Implementation Stage (conduct posttest)

A written permission to conduct the study was secured from the Public School District Supervisor. Letter
addressed to the Secondary School Principal III of Placer National High School asking permission to
conduct the said study to select randomly 50 Senior High and 50 Junior High students was sent for
approval. Once approved, the researchers then employed the following steps.

1. Pre-Implementation Stage (conduct of initial survey)

2. Implementation Stage (intervention was applied)

3. Post-Implementation Stage (conduct of final survey)

IV. Action Research Methods

c. Data Analysis Plan

- indicates how the data will be analyzed and reported;

it should specify the qualitative and /or quantitative

methods that will be used in analyzing the data

 gathered from research

- explains the statistical tool to use

Mean and Standard Deviation. These statistical tools were used to identify the performance of the
participants in logarithms.

ANCOVA. This statistical tool was used to identify the significant difference between the pretest and
posttest results of the participants in logarithm.

c. Data Analysis Plan

Mean and Standard Deviation. These statistical tools were used to increase awareness, encourage
behavioral change and identify the effects of single-use plastics.

ANCOVA. This statistical tool was used to identify the significant difference between the Initial Survey
and Final Survey results of the participants.

VI. Action Research Work Plan & Timelines - contains research timelines ; when will the project begin
and how long will it take for it to be completed; include time estimates for each step in the research
process (e.g.. 5 days, 2 weeks)

STEPS Date began Date Ended Time Estimates

Incorporate suggestions in the

March 6, 2018 March 12, 2018 1 week
proposal

Send letter –request to PSDS March 14, 2018 1 week

March 13 ,2018

VII. Cost Estimates

- includes detailed research cost, broken down per research task ; can be further grouped by
tranche
Date Steps Resources Needed Estimated Cost

One ream short bond paper P200.00

Development of the
July 20-31, 2018 One (1) dozen short folders P120.00
proposal
1 set ink ( for L210) P 800.00

Presentation of the
Transportation P1,380.00
proposal

Transportation Expenses
August 1-2, 2018 Enhancement Training P2580.00

Communication load P 1,500.00

Transportation Expenses P18,000.00

September 1- December 1 2018 Data Collection
3 units Tape Recorders P 15,000.00

3 units power bank P 3,000.00

3 1 TB external drive P10,500.00

VIII. Plans for Dissemination and Utilization

Example:

A. Present results and recommendation to the SGOD and CID Chiefs, ASDS and SDS.

B. With the approval of the SDS through a Division Memorandum, convene the respondents, if
possible all schools with existing drop-out and school leaver problems to disseminate the results.

IX. References

• Sources of Information

• Should follow the APA Format