Palompon Institute of Technology

College of Graduate Studies

In partial fulfillment of the course Evaluation of Language Learning

In the Master of Arts in Education Major in Educational Management

Presents this Action Research entitled:

Students' Flexibility in Using a Self-Directed Approach:

A Foundation for Self-Learning Module Modification

RABIE C. PASTURAN

OCTOBER 2021
 CONTEXT AND RATIONALE

The outbreak of the pandemic has resulted in significant changes in many facets of our

life. This extraordinary epidemic has also had a significant impact on the educational sector.

With that, the children are in close proximity to high-risk persons, the Department of Education

modified their learning modes to accommodate the new usual method of learning. Statistics

reveal, however, that the literacy rate in the Philippines has gradually grown year after year over

the past 40 years (UNESCO Institute of Statistics, 2020). Unfortunately, the statistics do not

reflect the reality of how education is provided on the ground. Underneath the numbers, a stark

disparity exists between the affluent and the poor. Many low-income students and instructors are

unable to purchase the required equipment for online learning. While the wealthy can afford

unrestricted internet access, the poor can only afford metered mobile data plans. As a result, the

Department of Education advocated the adoption of Modular Distance Learning, particularly in

distant regions.

As a result, the instructors at Pilar National High School used the survey provided in their

Learners' Enrollment Survey Form to collect information about the learning materials accessible

to their students. In practice, parents, as stakeholders, highlight the need of modular-distance

learning because internet access in Pilar Camotes is difficult to come by.

In accordance with, the university promotes Modular-Distance Learning. It elicits various

perspectives and emotions from many stakeholders, including parents or guardians and, most

notably, pupils. With that in mind, the researcher now has the chance to identify students' Self-

Directed Learning Leniency as the foundation for Module Modifications.

 Through a self-directed method, the researcher hopes to obtain information on the

students' behavior and attitudes. It also looks for possible intervention to solve the problems.

Furthermore, this action research provides a channel for module adjustments to improve students'

academic achievement.

ACTION RESEARCH QUESTIONS

This action research seeks to evaluate Students’ Leniency on Self-Directed Approach as

Basis for Module Modifications.

Specifically, this study seeks to answer these questions:

1. What is the attitude of the students toward the self-learning modules?

2. What is the effect of the self-directed approach to the students’ academic

performance?

3. How can parents be best involved in the learning process using the self-directed

approach?

4. Are their difficulties encountered in the onset of the self-directed approach?

4.1 what are these difficulties?

5. What are the modifications of the self-learning modules you can make?
 PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

EXPLANATION OF INNOVATION

The researcher conceived an innovation, such as employing linear and non-linear

graphics to grasp the modules' reading phase, while the students engaged in self-directed learning

using the modules. Even if the teacher is not there, the students will be able to comprehend the

material. These linear and non-linear images are introduced to the students. The instructor will

offer the self-evaluation in this manner so that the pupils are also aware of their development.

EXPLANATION OF INTERVENTION

As the school's resources are depleted to meet the needs of the students during the

pandemic, the researcher identifies an area of intervention to address these concerns about the

kids' reliance on self-directed learning. As a result of this, the teacher discovers P.E.E.R

Teaching as a viable intervention to employ. This intervention seeks the cooperation of

instructors, home tutors, and students in order to keep learning feasible. This intervention assists

students in changing their behavior toward a self-directed learning method and improving their

academic achievement. According to (Schumm, 2005), all research in the field of school-family

collaboration demonstrate that parental participation in the school is an educational determinant

in greater student success. He went on to say that if parents are educated and involved in their

children's school lives, their children would be more driven and achieve higher outcomes.

Furthermore, (Bpjagjiu, 2009) stressed that the child's parents' enthusiasm and support are

critical factors in the child's academic performance. Hence, P.E.E.R. Teaching is highly

beneficial for the students to ensure comprehension despite the teacher’s absence in the process.

EXPLANATION OF STRATEGY
 The intervention necessitates P.E.E.R Teaching, and the novelty is the use of

linear and non-linear graphics, and students are provided self-evaluation to ensure that they are

completely aware of their development. The researcher believes that holding a weekly meeting

for students and home tutors who present their linear and non-linear visual and self-evaluation to

allow the instructor to intervene in the students' learning is useful. Students and home tutors are

guided with the material that they are having difficulty understanding.

ACTION RESEARCH METHODS

RESEARCH PARTICIPANTS

The study used a universal sampling since this study seeks to gather data from 70

students, 10 students per grade level in Pilar National High School. Additionally, the universal

sampling is a wise decision by the researcher to collect varied data from the research

participants. The researchers explained the process of the study and the informed consent were

asked to be signed by the participants for confidentiality during the data gathering study.

GRADE LEVEL NUMBER OF STUDENTS

GRADE 7 10
GRADE 8 10
GRADE 9 10
GRADE 10 10
GRADE 11 10
GRADE 12 10

RESEARCH INSTRUMENT

The researcher used a Qualitative Data analysis to describe the students’ leniency

specifically a structured survey-questionnaire, and checklist are utilized to make this research

study possible.
Data Collection Procedures

RESEARCH DATA Why this tool? TIMEFRAME

QUESTIONS COLLECTION Justify its use in the How and when the

TOOL study. How does it data will be collected?

match with what you

are attempting to

measure?
1. What is the SURVEY A survey on the A survey through a

attitude of the students’ attitude form of printed hand-

students toward self-learning outs to the

toward the modules and the respondents within a

self-learning application of the week.

modules? linear and non-linear

visuals.
2. What is the CHECKLIST A checklist given to A checklist given to

effect of the the students to be the students to be

self-directed fully aware of their attained at the end of

approach to the academic the week on the

students’ performance through retrieval and

academic self-directed models. swapping of the self-

performance? learning modules

3. How can SURVEY A survey is given to The students are

parents be best the students to given1 week to

involved in the determine the determine the roles of

 learning information or areas parents in the learning

process using of concerns that need process and the

the self- parents’ assistance teacher monitor will

directed collect this.

approach?

4. Are their SURVEY A survey is given to The students are

difficulties the students to given 1 week to

encountered in determine the determine the

the onset of the difficulties difficulties

self-directed encountered using the encountered and

approach? self-direct approach. answer if in a

4.1 what paragraph form.

are these

difficulties

?
ACTION RESEARCH WORK PLANS AND TIMELINES

This action research will be conducted within the month of May and consolidate the data

after the action is taken.

Activities / Strategies Timeline/Time Person/s Means of

Frame Involved Verification

A. PRE-

IMPLEMETATION

PLAN
Step 1: DIAGNOSING- 3 Quarters 32 Teacher- Giving of Feedback

Identifying the problem monitor during weekly

meeting

Step 2: ACTION PLANNING- 3 QUARTERS

Considering alternative 32 Teacher-

courses of action monitor

B. IMPLEMENATION

PLAN

Step 3: TAKING ACTION- 2 Months 70 Respondents The respondents

Selecting a course or action are required to

submit their linear

and non-linear

visuals to their

teacher-monitor

and they are

required to check

their own progress

using the checklist

Step 4: EVALUATING- 2 MONTHS 32 Teacher- The teacher-

Studying the consequences Monitor monitor will

of an action indicate in their

anecdotal records

the consequences of
 the action done

Step 5: SPECIFYING 1 Week The researcher The researcher

LEARNING- Identifying collated the

general findings findings from the

teacher-monitor

and formulate

general findings
C. POST

IMPLEMENTATION

PLAN

COST ESTIMATES

ACTIVITIES/ ITEM QUANTITY UNIT TOTAL

STRATEGIES PRICE PRICE

Preparation of bond paper 3 reams 250.00 750.00

materials for the (long)

research and

implementation of transportation 32 teacher- 100.00 3200.00

innovation/interventio monitors

n
 Data gathering Bond paper 5 reams 250.00 1250.00

interpretation of data (long)

gathered and

preparation of transportation 32 teacher- 100.00 3200.00

completed research monitors

report
Total 8, 4000.00

PLANS FOR DISSEMINATION AND UTILIZATION

Through having a thorough evaluation with this action research, the researcher finds

faculty meeting as an avenue for dissemination and utilization of the results. Thus, it is

amendable to conduct the dissemination and utilization of the action. In conclusion, this action

research can also be utilized in all learning areas under the Department of Education.

REFERENCES:

 Bojagjiu, A. (2009). The preparation of the child and education . Tirana. Toena
 Marquez, Leander Penaso (et., al.)Education and Covid- 19 Experiences and Insights
from a developing country https://pesaagora.com/access/education-and- covid-19/
 Schumm, J.S (2005). How to help children in homework. Tirana. Max.