Reinforcing The Research Writing Skills of The Teachers of Sto. Tomas Shs Thru Project Lenar. Bondad Arlene A

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
STO. TOMAS SENIOR HIGH SCHOOL
APPROVAL SHEET
This is to certify that the action research with the title A COMPETENCY-
BASED ASSESSMENT IN READING AND WRITING SKILLS AMONG GRADE 11
HUMSS STUDENTS OF STO. TOMAS SENIOR HIGH SCHOOL by SARAH JANE
V. EMA and ANALYN D. RAMOS of Sto. Tomas Senior High School, Sto. Tomas
North District was evaluated and approved by the School Research Committee.
Signed this of _2022 at Sto. Tomas Senior High School, San

Miguel, Sto. Tomas Batangas.
GIGI C. CORPUZ, EdD ARLENE A. BONDAD

Principal II School Research Coordinator
SRC-Chairman SRC-Co Chairman
BEB P. PEDRAJAS JOHN MELDWIN B. BARONIA

Member-SRC Member-SRC
Member-SRC
Reinforcing the Research Writing Skills of the Teachers in Sto. Tomas Senior High School in the New
Normal| ARLENE A. BONDAD
A Competency-Based
Assessment in Reading and
Writing Skills of Grade 11
HUMSS Students of Sto.
Tomas Senior High School
SARAH JANE V. EMA

ANNALYN D. RAMOS
Researchers
Abstract
Unlike more formal research studies, such as those conducted by universities and
published in peer-reviewed scholarly journals, action research is typically conducted by the
educators working in the district or school being studied—the participants—rather than by
independent, impartial observers from outside organizations.
Educators typically conduct action research as an extension of a particular school-

improvement plan, project, or goal—i.e., action research is nearly always a school-reform
strategy. The object of action research could be almost anything related to educational
performance or improvement, from the effectiveness of certain teaching strategies and lesson
designs to the influence that family background has on student performance to the results
achieved by a particular academic support strategy or learning program—to list just a small
sampling.
However, as much as most teachers would like to conduct action researches that will
enable them solve classroom problems, there are certain challenges that hinder them to
accomplish this goal.
This descriptive-qualitative research study was conducted by the researcher with the
aim to identify what hinders the teachers to conduct research, the factors that contribute to the
difficulties they encounter in writing action researches and to find out what they think should
be done in order to strengthen the culture of research in Sto. Tomas Senior high school.
To find out the answer to these questions, the researcher conducted an online survey
using Google Forms. Thirty-two members of the faculty responded to the given questions
where these answers emerged top most: difficulty in deciding the topic for research; inability
of finding modern, specialized and related references; lack of time; and full workload. All
these responses gained 87.5%; On the other hand, the least factor that hinders a teacher to
conduct research is lack of understanding the subject matter with 46.9% responses.
While the factors that contribute to the difficulties encountered by the teachers in
conducting research are: poor time management and lack of focus or direction topped the list
with 78.1% and copying of data (plagiarism) as the least difficulty with 40.6% responses.
The teachers were also asked what they think should be done to strengthen the culture
of research in Sto. Tomas Senior High School and the consolidated answer were: Conduct a
refresher course; Conduct school-based trainings; Support from colleagues; Allow oneself to
optimize his research writing skills by devoting time to explore on new things expressed in
writing; Production of an individual action research every year as a strict part of the rating in
IPCRF; Include research writing in one of the SLACs so that teachers in STSHS will have a
refresher and reinforce their interest and skills in research writing; Involve all teachers in the
research writing and Motivate, encourage and support all to be fair.
An Input-Process-Output conceptual Framework was used to analyze the data

gathered from the respondents, and so, the researcher came up with an action plan that will
help reinforce the research writing skills of the teachers in STSHS.
Project LENAR which carries the torch of Literacy, Engagement and

Navigation of Action Research was launched. This is a project which aims to refresh the
schema of teachers in research writing; emphasize the difference between action research and
basic research; achieve mastery in conducting investigation to classroom problems and giving
immediate solutions to these problems; organize a school research committee that will assist
the teacher-researcher in completing action researches; document the conducted investigation
and given solutions to the problems identified; share the accomplished action or basic
research to the faculty.
Project LENAR will be a project to be implemented year-round and will be

accomplished every year on School-Based Research Compendium to be facilitated by the
researcher, who is also the School Research Coordinator together with the School Research
Committee.
Acknowledgement
The researcher would like to express her deep gratitude to the people who became
important part in the completion of this action research.
Dr. Gigi C. Corpuz, Principal II of Sto. Tomas Senior High School for allowing the
researcher to conduct this research study with the members of the faculty amidst the full
workload and health restrictions.
Mrs. Wilma A. Aguspina and Mrs. Cristy C. Reyes, (both)Master Teacher II of

STSHS whose support for the researcher never waiver.
To the researcher’s family who has been the constant source of strength and
inspiration.
To all STSHS teachers who participated in this study and the focus of this action
research.
Above all, to the Almighty God, from whom the wisdom, skills and courage of the
researcher abundantly flows.
With great appreciation, the researcher is thanking you.
SJVE
ADR
I. Context and Rationale
Reading is one of the skill of which is in fact more Important than any other language skills
that the learners should first develop schools. Accordingly, the progress of reading ability can be
observed and measured quantitatively in classroom, which is then chosen for this action research.
Along with the No Child Left Behind Act (http://www.ed.gov/nclb), passed in 2001, the
flood of new books on teaching reading, and the proliferation of new assessment packages, there
are numerous articles and books reminding us that we need to improve student performance,
increase teachers' knowledge of content and pedagogy, improve leadership skills, and increase the
learning occurring at all levels of the organization (Rollow, & Easton, 1998; Elmore, 2000). Those
of us who work in and with schools can respond to the federal regulations, the reminders from our
colleagues, and the goal of the No Child Left Behind Act by using our collective experiences and
our knowledge base in reading to develop more effective curriculum and instruction for students
and more successful professional development for ourselves.
It is common knowledge that knowing how to read and write is an indicator that one is
educated. It is also an accepted phenomenon that reading is a very relevant part in the development
of an individual’s whole being. Reading is said to be the training of the mind and the means to
attain deeper meaning of reality.
Sto. Tomas Senior High School is a young academic institution, established last 2016
is now on its 5th year, with only a few teachers who are aware and interested in research
writing. It is a fact, that the school, still, has lots of improvement needed as it grows through
the years. It will be a great help and a great opportunity for teachers to be contributors of
solutions once problems were specifically identified and categorized.
This is what the researcher would like to focus on. To help the teachers in Sto. Tomas
Senior High School be literate, interested and engaged in research writing.
And so the researcher manifested these goals by conducting this study. The researcher would
like to reinforce the research writing skills of the teachers in Sto. Tomas Senior High School
amidst the new normal.
II. Innovation, Intervention and Strategy
The researcher designed and crafted Project LENAR which carries the torch of
Literacy, Engagement and Navigation of Action Research. It is a program of
activities with the objectives to (1.)refresh the schema of teachers in research writing (3.)
achieve mastery in conducting investigation to classroom problems and giving immediate
solutions to these problems(4.) organize a school research committee that will assist the
teacher-researcher in completing action researches(6.) document the conducted investigation
and given solutions to the problems identified and (7.) share the accomplished action or basic
research to the faculty.
Project LENAR is a three-part program which includes the First Task: which will
enable the teachers to identify the problems they encounter in the facility of their task as
educators and conceptualize action research that will help them apply immediate solutions to
classroom problems; Second Task: The Orientation of the established School Research
Committee which will be an avenue of providing Technical Assistance to teachers and
Evaluation of research proposals and completed researches. Third Task: The facility of a
School-based Research Compendium where the teacher-researchers will be able to present,
share and replicate the completed action researches.
III. Action Research Questions:
1. How many action researches were written and conducted by teachers in the last five
years since the establishment of STSHS?
2. What hinders the teachers in action writing action research?
3. What are the difficulties encountered by teachers while writing action research?
4. How can the culture of research in Sto. Tomas Senior High School be
strengthened in the new normal?
IV. Action Research Methods
a. Participants and/or other Sources of Data Information

Sto. Tomas Senior High School is composed of 32 teaching staff and all of them
participated in the survey initiated by the researcher using a researcher- made
questionnaire sent via Google Forms. They were given questions with 2 point-Likert
Scale to which the responses were presented on tables.
b. Data Gathering Methods
P INPUT PROCESS OUTPUT

Researcher-made Questionnaires Analysis
Project of responses
LENAR-An Action Plan that will reinforce the research writing skills of
Suggestions of the teachers who Identifying the factors that
participated in the survey contribute to the problem
FEEDBACK
ased on the responses of the teachers, majority are very willing to participate in Project LENAR and are now undergoing their research
Figure 1.1 IPO Conceptual Framework
The IPO conceptual framework was utilized to present the data gathering
procedure done by the researcher the researcher-made questionnaire and the responses to
the survey questions are variables placed as input(data). These variables were collected
and synthesized using frequency, percentage and rank to come up with the output, which
is called Project LENAR.
Positive feedback was given by the teachers as they expressed their willingness to
participate in the action plan as shown in the feedback.
V. Discussion of Results and Reflection
Table 1.1 The Number of Action Research/basic Research Conducted by the

Teachers in STSH for the Last Five Years
Table 1.1 presents the data that in the last five years of Sto. Tomas Senior High School there
are only 14 action research (equivalent to 43.8% ) written by teachers since 2016.
These data were gathered from the 32 teachers who responded from the survey.
Table 1.2. Factors that Hinder Teachers to Conduct Research
Table 1.2 presents the factors that hinder a teacher to conduct research. It shows that
top answers of the teachers which ranked 1 are the following: difficulty in deciding
the topic for research; inability of finding modern, specialized and related references;
lack of time; and full workload. All these responses gained 87.5%.
On the other hand, the least factor that hinders a teacher to conduct research is lack of
understanding the subject matter with 46.9% responses.
Table 1.3 The Difficulties Encountered by the Teachers in Conducting

Research
Table 1.3 shows the difficulties encountered by the teachers in conducting

research where: poor time management and lack of focus or direction topped the list
with 78.1% and copying of data (plagiarism) as the least difficulty with 40.6%
responses.
Table 1.4 Ways on How to Strengthen the Culture of Research in Sto.

Tomas Senior High School
Suggestion
1. Conduct a refresher course
2. Conduct school-based trainings
3. Support from colleagues
4. Allow oneself to optimize his research writing skills by devoting time to explore on
new things expressed in writing
5. Production of an individual action research every year as a strict part of the
rating in IPCRF
6. Include research writing in one of the SLACs so that teachers in STSHS will have
a refresher and reinforce their interest and skills in research writing.
7. Involve all teachers in the research writing.

8. Motivate, encourage and support all to be fair.
Table 1.4 represents the consolidated answer or suggestions of the 32
teachers who participated the survey.
The responses of the participants prompted the researcher to conceptualize a

plan of action that will help the teachers of Sto. Tomas Senior High School be more
active and motivated in conducting action or even basic researches that will be useful
in applying immediate solution to current problems.
The action plan is presented below
VI. Plan of Action
Action Plan Objective Time Persons Involved Resources

Frame Needed
1.Schoo- based Orient teachers to Septembe School Research Training
research training the culture of r- Coordinator Materials
/SLAC Session research in the November School Head Handouts
academe. 2021 Members of the
Faculty
2. Create a School Provide technical November  School Training
Research assistance to - Head- Materials
Committee teachers in December Chairman
conducting 2021  School Handouts
research. Research
coordinato
r-Co-
Chairman
 Four
Members
of the
Faculty-
School
Research
Evaluator
s
 Two
Members
of the
faculty-
School
Statisticia
ns
3. Project LENAR 1. introduce action January-
research writing in Septembe r  School Training
a deeper sense; 2022 Research Materials
Committe
2. refresh the e Handouts
research writing  Teacher-
skills of the researche
teachers; rs
3. sustain the
research culture in
school
4. provide technical
assistance to
teachers in the
conduct of research;
5. produce action
research /basic
research with
excellent
potentials
6. provide an
avenue for
completed research
to be presented and
replicated for the
benefit of the
school community
thru a school-
based research
compendium.
4. School  Orient the  School Training

Based- SRC of their November Head- Materials
Orientatio roles and - Chairman
n of the function in December  School Handouts
School the conduct 2021 Research
Research of research coordinato
Committe by the r-Co-
e teachers and Chairman
school  Four
personnel. Members
of the
 Approach Faculty-
literacy and School
engagemen t Research
in action Evaluator
research/ba s
sic research  Two
writing with Members
of the
earnestnes faculty-
s. School
Statisticia
ns
5. School- 
Provide an  School
Based avenue for Septembe r Complete
Research
Research completed 2022 d Action
Committe
Compendi research to Research
e
um be  Teacher-
presented Research
and ers of
replicated STSHS
for the
benefit of
the school
community
To conclude, Project LENAR is a three-part program that includes the:
First Task: which will enable the teachers to identify the problems they encounter
in the facility of their task as educators and conceptualize action research that will help them
apply immediate solutions to classroom problems;
Second Task: The Orientation of the established School Research Committee

which will be an avenue of providing Technical Assistance to teachers and Evaluation of
research proposals and completed researches.
Third Task: The facility of a School-based Research Compendium where the

teacher-researchers will be able to present, share and replicate the completed action
researches.
With the facility of Project LENAR, the teachers of Sto. Tomas Senior High School
became motivated and determined to be more acquainted with classroom observations to
identify current problems and apply immediate solutions to these problems by conducting
their action research.
References
https://docs.google.com/forms/d/12nyY_wxAULbAd2Ck8GAh6RrMWZRjJFebBpKIW
RfoXyw/edit#responses
https://dictionary.apa.org/input-process-output-model DepEd
Order 16, s.2017
Governance of Basic Research Education Act of 2001 (RA9155) The
Glossary of Education Reform by Great Schools Partnership
Financial Report

Reinforcing The Research Writing Skills of The Teachers of Sto. Tomas Shs Thru Project Lenar. Bondad Arlene A

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Republic of the Philippines

Signed this of _2022 at Sto. Tomas Senior High School, San

GIGI C. CORPUZ, EdD ARLENE A. BONDAD

BEB P. PEDRAJAS JOHN MELDWIN B. BARONIA

SARAH JANE V. EMA

Educators typically conduct action research as an extension of a particular school-

An Input-Process-Output conceptual Framework was used to analyze the data

Project LENAR which carries the torch of Literacy, Engagement and

Project LENAR will be a project to be implemented year-round and will be

Mrs. Wilma A. Aguspina and Mrs. Cristy C. Reyes, (both)Master Teacher II of

With great appreciation, the researcher is thanking you.

I. Context and Rationale

II. Innovation, Intervention and Strategy

III. Action Research Questions:

2. What hinders the teachers in action writing action research?

IV. Action Research Methods

a. Participants and/or other Sources of Data Information

P INPUT PROCESS OUTPUT

Figure 1.1 IPO Conceptual Framework

V. Discussion of Results and Reflection

Table 1.1 The Number of Action Research/basic Research Conducted by the

Table 1.2. Factors that Hinder Teachers to Conduct Research

Table 1.3 The Difficulties Encountered by the Teachers in Conducting

Table 1.3 shows the difficulties encountered by the teachers in conducting

Table 1.4 Ways on How to Strengthen the Culture of Research in Sto.

7. Involve all teachers in the research writing.

The responses of the participants prompted the researcher to conceptualize a

VI. Plan of Action

Action Plan Objective Time Persons Involved Resources

4. School  Orient the  School Training

Second Task: The Orientation of the established School Research Committee

Third Task: The facility of a School-based Research Compendium where the

Order 16, s.2017

Governance of Basic Research Education Act of 2001 (RA9155) The

Glossary of Education Reform by Great Schools Partnership

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