FIELD STUDY 2 LEARNING

EPISODE

FS 2 1
The Teacher We Remember

To have a meaningful and successful accomplishment in the 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 th is Lea rning Episode, I must be able to:

• C ite the personal quali ties of an effective teacher

• S tate the professional competencies expected of a teacher

Clarify Your Task

Before you embark on your one-semester journey in Observation and Teaching
Assistantship, it may be good to be reminded of the personal and professional qualities which
we, teachers, ought to possess. Striving to be the best teacher, the teacher who will leave an
imprint of himself/herself on his/her students, is a a never-ending journey. The journey began
three years ago when you started discussing who the professional teacher is in your course on
The Teaching Profession, etc., etc. The journey gets more focused and challenging now as you
observe and assist your Field Study Resource Teacher. Don't you worry! You have been
prepared for this for three years and you will end up stronger, happier and wiser!

Let's buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as the
Philippine Professional Standards for Teachers (PPSTS) and the Southeast Asia Teachers
Competency Framework and the Code of Ethics for Professional Teachers.

2. You will view on YouTube 2 TEDx talks on "What makes a good teacher great" and "The
Power of a Teacher".

CAREER STAGES OF TEACHERS

Teachers consistently display a high level of performance

Source: DepEd Order Teachersin their
are teaching practice.independent
professionally They manifest in an in-depth
the and no. 42, s.
2017 sophisticated
application understanding
of skills vital of the teaching
to the teaching and learning
and learning
process. They provide focused teaching programs thatsituation
process. They have high education-focused
cognition, and
meet curriculum are assessment
more adeptrequirements.
in problem They solving and
display skills in planning, implementing, and managing Career
optimize opportunities gained from experience,
learning Stage 3 Teachers
programs. work engage
They actively collaboratively with colleagues
in collaborative
learning and
withprovide them support
the professional and mentoring
community to enhance
and other
stakeholders for mutual growth and advancement. They seek to
their learning and practice. They continually
develop
are reflective their professional
practitioners knowledge
who continually and practice by
consolidate
reflectingskills
the knowledge, on andtheirpractices
own needs, and Stage
of Career those 1of their
teachers.colleagues and students.
 3 Teachers embody the highest standard for teaching

4 grounded in global best practices. They exhibit

exceptional capacity to improve their own teaching
practice and that of others. They are recognized as
leaders in education, contributors to the profession and
initiators of collaborations and partnerships. They create
lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement
and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the
education community and stakeholders for the
improvement of education provision in the Philippines.

2
Teachers have gained the qualifications recognized for

1 entry into the teaching profession. They have a strong

understanding of the subjects/areas in which they are
trained in terms of content knowledge and pedagogy.
They possess the requisite knowledge, skills and values
that support the teaching and learning process. They
manage learning programs and have strategies that
promote learning based on the learning needs of their
students. They seek advice from experienced colleagues
to consolidate their teaching practice.

A detailed presentation of the indicators of quality teachers in 37 strands along domains

for each career stage is given in DO 42. 5. 2017 IMPLEMENTATION OF THE TEACHER’S
NATIONAL ADOPTION AND PHILIPPINE PROFESSIONAL STANDARDS FOR

The Code of Ethics for Professional Teachers in the Philippines states how the teacher
ought to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, learners, parents and business. It also states how a professional
teacher ought to net and behave as a person.

The Southeast Asia Teachers Competency Framework is also given below:

 State

Herself/Himself Community
as a person

Higher
Business Authorities
Professional
Techer

Profession
Parents

School
official and
Learner other
personnel

http://www.criced tsukubai.ac.jp/math/seamep/2019/pdf/SEA-TCF%20BOOK.pdf

You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4. What makes a good

teacher great? | Azul Terronez | TEDxSantoDomingo and The Power of a Teacher | Adam
Sanchez | TEDxYale – YouTube www.youtube.com/watch
 Who is the great teacher?

“ A great “A great teacher

teacher loves understands that
students have a
to teach and
life outside
loves to learn.”
“A great school.”
teacher thinks “A great
like an adult teacher sings.”
but acts as a
kid.”
“A great “A great
teacher is teacher listens
chill.” to students "
“A great
teacher notices
when students
struggle.”
 LEARNING Embedding Action Research for Reflective
FIELD STUDY 2 EPISODE
Teaching

FS 2 2
To have a meaningful and successful accomplishment in this FS episode, be 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 and tasks you will need to do before
working on this episode.

TARGET Your Intended Learning Outcome

At the end of this Learning Episode, I must be able to:

 be familiar about action research as a reflective teacher

 underscore the importance of doing action research.

CLARIFY YOUR TASK

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and students can do it
together. 

This episode focuses on doing action research as one of the roles of the team Teacher
should take interest to know how students learn, wants to make innovation curriculum and
desires to improve teaching practice. In order to achieve these, do action research on the
everyday practical problems. These problematic situations discrepancies emerge between what is
intended and what actually occurs in the classroom.

Revisit the infographic/s

 There is a general agreement among action research community that action research is
about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create new knowledge.

Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1933
and many others who came later. Schon introduced the notion of action research as a habit of
continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain and
conflicting, and so does Action Research

It was Stephen Corey (1953) who defined Action Research as the process through which
practitioners like teachers, study their own practice to solve their personal or professional
practical problems. Further on, John Illiot in 1993 clarified that action research is concerned with
everyday practical problems experienced by the teachers, rather than the theoretical problems
defined by pure researchers.

Action research is grounded on the reality of the school, classroom, teachers and students
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known simply as
Action Research (AR).

Action Research is a process that allows teachers to study their own classrooms, schools
and educational setting in order to understand them better and to improve their quality and
effectiveness. The processes of observation, reflection and inquiry lead to action that makes a
difference in teaching and learning. It bridges doing (practice) and learning (study) and reflection
(inquiry).

Participate and Assist

You must have experienced in your past subjects, doing some activities o tasks similar to
an action research. These are activities that required you to do Make Action or the other way
around. Schon (1987) distinguishes Reflection in action or reflection on action as two different
things. 
 Perhaps your mentor teacher has already done an Action Research. Now is the for you to
participate and assist in ways that you are capable of doing.

Here is what you will do

Making a list of Completed Action Research Titles by Teachers in the Field

1. Make a library or on-line search of the different Completed Action Research Titles
2. Conducted by Teachers 2 Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor
as reference

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/ Authors
Ex. Differentiate Instruction in Teaching for Mary Joy Olicia
Grade Four Classes
1. The use of fast feedback Methods in Karen R. Alcantara and Lydia S. Roleda
teaching physics for grade four classes.

2. Enhancing the Performance of Grade 6-C Lorna V. Wallit

Pupils of Buyagan Elementary School
Through the Use of Arts in Math (AIM)
3. Effectiveness of Remedial Reading to Non- Eufemia Abalos Tomelden
readers in the Intermediate Level at Lomboy
Elementary School
4. The Reading Difficulties of Grade One Kamille Kaye Q. Tamor
Pupils in Macatoc Elementary School, School
Year 2016-2017
5. Improving mathematics performance Pede I. Casing
among grade 11 students through jigsaw
technique

Congratulations!! You have done a good job. By doing so, you have a mentor and
together you will journey towards becoming an action researcher.

Notice
Based on your activity on Making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.

Questions My Answers
1. What have you noticed about the action 1. Identified problem to be solved in title
research titles? Do the action research (AR) no. 1
titles imply problems to be solved? Yes_/___ The problem to be solved was not
No____ identified in the title.

2. Identified problem to be solved in title

If YES, identify the problems from the title no. 2
you have given. Answer in the space The performance of grade 6-C cute
provided. pupils through arts in Math (AIM)

3. Identified problem to be solved in title

no. 3
The study seeks to determine the
effectiveness of remedial readings to
non-readers

4. Identified problem to be solved in title

no. 4
Reading difficulties of grade 1 pupils
in Macatoc Elementary School

5. Identified problem to be solved in title

no. 5
To improve the performance of grade
11 mathematics students

2. What interpretation about action research Title of the Action Research:

can you make out of your answer in Question
Improving mathematics performance among
No. 1?
Grade 11 students through jigsaw technique.

3. Write the Title and your interpretation of

From the title, I think the study seeks to
the study from the title.
develop and improve a teaching method or
technique to improve the mathematics
performance of the students in grade 11. The
study was conducted because the researchers
wanted to determine the effectiveness of
jigsaw technique in solving the performance
problems of the students. The action research
involves teachers who are empowered to be
more effective in the field.
 4. What do you think did the author/s do
with the identified problem as
presented in their titles?
I think the author’s proceeded solving the
identified research problem in the title. The
author did readings for literature and relevant
studies regarding the problem. Also, the
problem was studied meticulously. The
problem became the main subject of the study
and eventually, was provided with solutions
and recommendation.

Analyze
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!

Let us continue to examine and analyze what you have noticed and interpreted in the previous
activity.

Key Questions My Answer

Choose from the options given. You may check more
than one answer.
1. From what source do you Choices:
think, did the authors identify
___Copied from research books
the problems of their action
research? _/_From daily observation of their teaching practice.
_/_From difficulties the observed of their learners.
_/_From their own personal experience.
___From the told experiences of their co-teachers.
2. What do you think is the Choices:
teacher’s intention in _/_To find a solution to the problematic situations
conducting the action
research? ___To comply with the requirement of the principal
_/_To improve teaching practice
___To try something, if it works
___To prove oneself as better than the others
3. What benefits do you get as a Choices:
student in FS 2 in _/_Prepare me for my future job
understanding and doing
action research? _/_Get good grades in the course
_/_Learn and practice being an action researcher
_/_Improve my teaching practice
 _/_Exposure to the realities in the teaching profession
_/_Become a better teacher everyday
4. In what ways, you can assist _/_By co-researching with my mentor
your mentor in his/ her Action _/_By assisting in the design of the intervention
Research Activity?
_/_By assisting in the implementation of the AR
___By just watching what is being done

Reflect
Based on the readings you made and the previous activities that you have done,

1. What significant ideas or concepts have you learned about action research?
I learned that __i learned that action research is an important step towards
becoming an effective teacher who cares about his/her own growth and development of
the students as well. Action research is a vital part in recognizing the holes in the
teaching-learning process. Through action research, we will be able to answer questions
and provide solutions to the issues we face in the field.
_______________________________________________________________________

2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes___ No___, If yes, complete the sentence below.
I realize that to be an effective teacher who does not stay on one strategy in
teaching. I need to be an action researcher. If I am action researcher, that means I am able
to foresee the problems my students face ib the classroom. I need to be extra in finding
solutions to those problems. Through action researchers, I will be able to discover
techniques that suits and cater all my learners. To be an action researcher is about
growing my teaching experience and improving my learners learning. This is a way in
addressing major concerns of the students and if this is not relevant, then what is the
point of teaching?
________________________________________________________________________

Write Action Research Prompts

OBSERVE

From what teaching principles of theories can this problem be anchored?

 I have observed and noticed that Action Research begins with a problem or a problematic
situation.
 Write an example of a problematic situation that you have observed and noticed?
__In an online class, the teachers presents a Power Point Presentation of her lesson.
However, she believes that interaction between teacher and learner is necessary for an
effective teaching and learning process. Because of the transitioning from face- to-face
learning to virtual meetings, the learners are hesitant to participate and cooperate in the
discussion. In this problem, let us consider that the students haven’t met their teachers
personally and they only introduced each other through online class.
___________________________________________________________________________

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.

Write a probable solution to the problematic situation above

______For me, the most important thing to be effective in the current setting is to build
connections with your learners for them to participate comfortably in the discussion. To do this,
a teacher needs to go deep down into the problem. First probable solution is she needs to be
authentic. Because they haven’t met yet, the teacher needs to set a secure and enjoyable room for
the students. Second, there should be encouragement in the process. The teacher can lift the
morale of the students. Third, the teacher should know her students. With the participation and
cooperation as the problem, the teacher must possess professional and personal traits to carry on
quality teaching and learning.
_____________________________________________________________________________

PLAN

What strategies, activities, innovation can I employ to improve the situation or solve the
problem?

 As a future action researcher, I can plan for an appropriate intervention like interesting
“getting to know each other” games and activities. I will follow inductive teaching
Strategy to which I will give examples and motivate students as we go on with the
instruction. My strategy would also be focusing on the students and considering the
circumstances they are in while all being professional in doing my part as a teacher
providing the learners quality discussions. _____________________________________

ACT
If I conduct or implement my plan, what can be its title?

 If will implement my doable plan in the future, my title would be “motivating Student
Participation among BSED English 1 Students through Improved Inductive Teaching
Approach. _______________________________________________________________

Check for Mastery

Direction: Choose the best answer.

1. Every future teacher should do action research because_________.

A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add points to teacher’s performance
D. It is part of the teacher’s standard

2. Spotting a problematic situation in teaching and learning will ________.

A. Spark an idea of doing Teacher Action Research
B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine

3. Which of the following statements motivates a teacher to do action research?

A. Any problem that occurs in my class will soon pass
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.

4. “Every teacher, should be an action researcher.” This statement is _____________.

A. Applicable only for teachers in big schools
B. Not doable and very idealistic.
C. The call for teachers in the current times.
D. Appropriate for honor graduates

5. Which of the following statement is TRUE?

 A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity

Answer: B, A, B, C, B

Work on my Artifacts
Your artifact will be an Abstract of a completed action research.

The action research aims to enhance the performance of Grade VI-C Pupils in
Mathematics in Buyagan Elementary School through the use of Arts in Math (AIM).
Specifically, the action research sought to: 1) use Arts in Math (AIM) to enhance the mastery
level of Grade VI-C in Mathematics, 2) improve comprehension skills of Grade 6 on
Mathematics concepts through the use of “Arts in Math (AIM)”, 3) use “Arts in Math (AIM)” to
stimulate, motivate and sustain pupils’ interest in Mathematics and 4) improve the teaching
strategy in Mathematics through AIM. The study was conducted for two quarters from June-
October 2015 (1st and 2nd grading) with 46 pupils as the target subjects. The study made use of
the one – shot experimental design to look into the effectiveness of “Arts in Math (AIM)” in
improving pupils’ performance in mathematics. The findings showed that the use of Arts in
Math (AIM) enhanced the performance of Grade VI-C pupils in Mathematics. For the first
quarter, there was an increase of 34.13 in the MPS and 29.79 for the second quarter. Using the t-
test of the difference between means of correlated data, the t-test computed value of 23.71 for the
first quarter and 32.37 for the second quarter is more than the critical value of 1.676 at 0.05 level
of significance with 45 degrees of freedom. In conclusion, Arts in Math (AIM) enhanced
mastery learning and comprehension of Grade VI-C pupils based from the pretest and posttest.
There was a significance difference between the means of pretest and posttest using t-test as the
statistical treatment. In addition, Arts in Math (AIM) stimulated, motivated and sustained
reccomendations, teachers should be encouraged and motivated to use Arts in Math so as to
enhance pupils’ performance in Math. Moreover, integration of arts should not only be used in
teaching Mathematics but also with other subjects. The school head should encourage and
support the generation and use of Arts in Math (AIM).
FIELD STUDY 2 Learning Understanding AR
3
Episode
Understanding AR
Concepts, Processes
Concepts, Processes

FS 2 3
and
and Models
Models

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:
 use concepts and processes of action research.
 identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006; and
Nelson, 2014

Clarify Your Task

Understanding and Using Action Research Concepts and Processes

The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey, several other authors advanced
the concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice. 
 theoretical as it is informed by theory and can generate new insights. . 
 concerned with change and improvement.

Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school setting to
improve their effectiveness. Teacher Action Research (TAR) is a method for educational
practitioners (teachers, school leaders) to engage in the assessment and improvement of their
own practice. It is a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problem in the school setting.
 Here are some questions and answers that you need to know.

1. What are the Core Characteristics of AR (Titchen, 2015)?

 Systematic - Like any form of research, it follows a system.
 Rigorous- It has rigor, meaning a strict adherence to the rules of empirical studies,
 Reflective - It follows a continuous reflection and action.
 Situational- It is more specific to the location (school) circumstances (teaching and
learning, etc.).
 Participative - AR can be participative where teachers and learners are co-researchers.
 Future-oriented - It seeks solution to the current problem for future improvement.

2. Why is Action Research useful to me as a Teacher Researcher?

 AR can help me to learn how to improve my practice as a teacher in terms of teaching

methods, classroom management, preparation of the learning environment, developing
instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can use in
the future.
 AR can provide me more space to think deeply about the issues that confront teaching
and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my area of
specialization.

3. What types of classroom action studies that can I engage in?

 Creating changes in the classroom practices. Example: What changes will daily writing
have on my students?)
 Establishing effects of curriculum restructuring. Example:. Will the use of mother
tongue enhance the reading skills of my learners?)
 Enhancing new understanding of learners. Example: What happens when students get
demotivated?
 Teaching a new process to the students. Example: How can I teach third graders to do
reflection?
 MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process

Identify the problem

1. Based on observation and noticing, what problematic situations
OBSERVE prevail IN THE classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories
or principles I leaned before is the problem anchored?

Reflect (Reflection continues all through out the process.)

1. What do I hope to achieve? What do I intend to change for the
REFLECT better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?

Plan An Action Research Strategy

PLAN 1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation Intervention? Strategy?
3. Is my plan doable within the given period of time?

Take Action
ACT 1. How do I put my plan into action? How long?
2 How will I gather data or information?
3. What sense or meaning do I get out of the data?

Use Findings
EVALUATE 1. Where do I apply results to improve practice?
2. Are my findings worth sharing?

Move to Another Cycle

MODIFY 1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
Nelson, O 2014 Model
Identify the Problem
1. Based on observation and noticing, what problematic situation
OBSERVE prevails in the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or
Principles I leaned before are the problems anchored?
Reflect (Reflection continues all through out the process.)
1. What do I hope to achieve? What do I intend to change for the
REFLECT better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
 Plan an Action Research Strategy
PLAN 1. What type of research will I use? Quantitative? Qualitative?
2. How will I describe my innovation Intervention? Strategy?
3. Is my plan doable within the given period of time?
Take Action
ACT 1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

Department of Education (DO 16) 2017 Model

Action Research Key Components
I. CONTEXT AND RATIONALE
II. ACTION RESEARCH
QUESTIONS
Action Research Process
Identifying the Problem
1. Why am I doing this?
2. What is the background of my action research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?

Proposed Plan
1. What do I plan as a solution to the problem I
III. PROPOSED INNOVATION identified? (Describe.)
INTERVENTION AND STRATEGY 2. What innovation will I introduce to solve the
problem? (Describe.)
3. What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH
Plan of Action Research
METHODS
1. Who are to participate? (my students, peers,
a. Participants and/or other Sources of
myself)
Data and Information
2. What are my sources of information? (participants)
b. Data Gathering Methods
3. How shall I gather information?
c. Data Analysis Plan.
4. How will I analyze my data/information?

Action Research Work Plan

1. What should my work plan contain? (targets,
V. ACTION RESEARCH WORK
activities, persons involved, timeline, cost)
PLAN AND TIMELINES
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
Action Research Cost-(Consider also the maximum
VI. COST ESTIMATES cost if externally funded like DepEd, LGUs NGO or
personal)

Sharing Results
1. How will I share the result of my action research?
VII. PLANS FOR DISSEMINATION
(Publish, Present, Flyers, LAC sessions)
AND UTILIZATION
2. Can I collaborate with other teachers to continue
or replicate my study?
 References
VIII.REFERENCES 1. What reading materials and references are
included in my review of literature?

Both Action Research Processes above are supported by the two AR Models which will be
presented next.

Action research is a dynamic process anchored on Reflection ↔Action Cycle of Observing,

Reflecting, Acting, Evaluating and Modifying.

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006

Action research is a cyclical, recursive process of observe >> reflect>> act>> evaluates>>
modify>> move in new direction is known as action-reflection (McNiff & Whitehead, 2006). In
2011, McNiff defined action research as a form of inquiry that enables practitioners to
investigate and evaluate their work. Before that, Corey in 1953 viewed action research as a
recursive de repeated process, proceeding through spiralling cycle of planning, actions,
reflections and change.

In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan and Act which can also go through evaluation and modification. It also
follows a cyclical process.
Figure 2. The Action Research Cycle

Source: Nelson, O, 2014

Participate and Assist
You are now ready to participate and assist!

Understanding fully the concept and the process of Action Research will enable you to
learn and provide the needed assistance to your teacher mentor in doing Action Research.

Notice
What concepts have been emphasized in the task and infographics? Give at least four.

1. The main problem in the classroom that is needed to solve.

2. The models that you will be using.
3. The procedures and steps.
4. Elements in the cycle.

Since the 3 models are all for action research, what are the common elements of the three?

. Action research aims to identify problems and then produce an iterative plan of action
with strategies to strive for best practice. There are four basic stages in the cyclical action
research process: reflect, plan, act, observe, and then reflect to continue through the cycle .

Analyze
Choose the AR sample Abstract that you submitted in Episode 2.

• Analyze the components vis-a-vis only one model out of the 3 presented.

 If you choose to compare with Model A-McNiff & Whitehead, 2006, here are the components

Title and Author of the Action Research:

Key Components Entry from you sample AR

OBSERVE The Problem

The researcher of this research have found out

that many of my pupils in grade II are able to
read fluently, but still have difficulty in
answering the “how” and “why” questions. I
 am hoping that by incorporating higher order
thinking skills my pupils would be able to
transfer and make connections to reading.

REFLECT Reflection

The area of focus for my project is improving

Reading Comprehension Through the use of
Higher Order Thinking Skill Activities.
Without the solid foundation of reading skill
the researcher feels the children will be
struggle hard throughout their schooling and
adult life.

PLAN Plan of Action

The study covered the PHIL-IRI assessment

result of the school year 2011-2012 utilizing
the post-test and National Achievement Test
(NAT). The aspect is in Improving Reading
Comprehension that the present study will
look into the different reading strategies.

ACT Implementation

The Metacomprehension Strategy Index had a

total of 25 questions divided into three parts
that asked about the strategies pupils used to
help them better understand the story.

EVALUATE Findings

MODIFY Recommendation
 If you choose to compare with Model B-Nelson, O. 2014, here are the components

Title and Author of the Action Research:

Key Components Entry from you sample AR

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

 Or if you choose the DepEd Model, 2017, here are the components.

Title and Author: (the same as your entry in model A)

Key Components Action Research Process

I. Context and Rationale Study Background.

II. Action Research Question AR Questions.

III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

Strategy

IV. Action Research Methods Describe Action Research Methods.

a. Participants/ Other Sources of Data
b. Data Gathering Methods
c. Data Analysis Plan.

V. Action Research Work Plan Summarize Action Research Work Plan

VI. Cost Estimate Write cost estimate.

VII. Plan for Dissemination and Describe how the results will be shared.
Utilization

VIII. Reference Write at least 3 reference.

What have you understood about the concept of Action Research and how will these be utilized
in your practice?
Reflect
As a future teacher, is conducting and Action Research worth doing?

. Yes because it will help to enhance my reflective teaching process as I enhances awareness.
It is important for the teacher to have a good learning environment and most of all it will
develop one’s personal capability.______________________________________________

Why?

. Action research provides qualitative data you can use to adjust your curriculum content,
delivery, and instructional practices to improve student learning. Action research helps you
implement informed change! Read one teacher's story about their experience with action
research. .

. .

How can AR be useful for every classroom teacher?

. Action Research creates opportunity for teachers to help students grasp abstract concepts.
By using the interaction an experimentation that Action Research technologies offer, teacher
can enhance classroom experiences, teach new skills, inspire student minds and get students
excited about exploring new academic interests.

Write Action Research Prompts

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include:
a. What are the competencies that the teacher’s always use? Is it effective even up to this
day?
b. Poor performance of the students in Mathematics subject
c. What are the strengths and weaknesses of that specific competency?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. Reflecting on what part of the subject that needs to focus more?
b. What are the skills that need to work on?
c. What are the steps in determining the problems?

PLAN
 Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b,
c) because
I plan for my solution to problem B (poor performance of the Students in Mathematics
Subject) because I remember when I was in high school, a lot of students are saying that they
hate to compute and solve math problem than any other subjects and I am one of them, so it
comes in my mind to do a research regarding to that problem.

ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.
I am hoping that during my teaching internship, I will finish my Action Research and provide
answer and solutions regarding to that problem.
Check for Mastery
Direction: Check from the choices, what answer/s respond to the question correctly and put an X
if otherwise 

1. Action research requires a teacher to be:

/ observant of what is happening in the classroom. 

/ asking one self of how to improve teaching. 

× following the daily routine all the time. 

/ finding ways on how children should learn better

× blaming learners for their inability to learn. 

2. There are many ways of doing action research which follow a cyclical process. The process
include:

/ Observe, Reflect, Plan, Act 

× Observe, Plan, Act, Reflect 

× Reflect, Act, Plan, Observe 

× Plan, Observe, Act, Reflect

× Modify, Observe, Plan, Reflect 

3. As an action researcher. I will be developing my skill as a person who is

/ Systematic 

/ Reflective 

/ Rigorous 

/ Futuristic 
 / Situational

4. On which of the following would you choose to conduct an Action Research. Why?

/ Changes in the classroom practices. Why?

× Effects of curriculum restructuring. Why?

/ Understanding of self as a teacher. Why?

/ Teaching a new process to the students. Why?

5. Which of the following relates closely to what action research is?

/ Used to address practical problems in the classroom 

/ Refers only to everyday life of the learners 

/ Allows teachers to study their own classroom 

/ Brings theories and practices together

Work on my Artifacts

Your artifact will be a full blown complete Action Research.

This action research aimed to improve the mathematics performance of 56 Grade 11

students of Buug National High School students. Thirty-one or 55% scored the average and poor
level of mathematical skills in the Diagnostic Test. The researcher addressed in improving
mathematics performance using the Jigsaw technique. The results of the study showed that the
number of students who were within a poor level was reduced in the Evaluation Test. There is a
significant difference (p = 0.030) in the Mathematics performance of Evaluation Test results
between the lecture method and the Jigsaw technique. The findings stressed that the results of the
Evaluation Test of control and treatment groups have significant differences. It is proposed that
teachers should design activities through the Jigsaw technique to promote mathematics
understanding by having students practice, solve, manipulate, reason, and perform. Jigsaw
technique may help students make connections across mathematical skills and concepts, and
other disciplines. Following the Jigsaw technique activity, students should have time to discuss
how they perform in solving mathematical activities. With careful planning, implementation, and
evaluation mathematical activities can be achieved successfully by most students. Keywords:
mathematics performance, skills, and concepts; manipulate; jigsaw technique; cooperative
learning; solving; and mathematical activities.