Field Study 2 Episode 2

FIELD STUDY EMBEDDING ACTION
2
FS 2
1
RESEARCH FOR
REFLECTIVE
Learning Episode TEACHING
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:
 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 teacher. Every teacher should
take interest to know how students learn, wants to make innovations in the curriculum and desires to improve
teaching practice. In order to achieve these, a teacher has to do action research on the everyday practical
problems. These problematic situations and observed discrepancies emerge between what is intended and what
actually occurs in the classroom.
Revisit the Infographic/s
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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, 1953 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 a 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 Process 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 or accomplishing tasks similar to
an action research. These are activities that required you to do Reflection and 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 opportunity 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 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
1. Analytic Rubric: Improving the Quality of Learners’ Research Report Constance Joy E. Same
2. Project IRI: Increasing Reading Level of Primary Learners Brenda E. Pasquil
3. Improvement of Reading Comprehension of Grade III Pupils through Fe K. Zuniga

Reading Program Gemma S. Barrantes
4. Enhancement of Learners’ Academic Performance in Conflict-Affected Rhodaline G. Dizon
Areas through Strategic Intervention Materials
5. Enrichment of Learners’ Reading Comprehension through Project HAZEL Hazel E. Agoncillo
Juacrisa D. Balbon
Congratulations! You have done a good job. By doing so, you have assisted your 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 Answer
1. What have you noticed about the action 1. Identified problem to be solved in title no.1
research titles? Quality of Learners’ Research Report
Do the action research (AR) titles imply 2. Identified problem to be solved in title no. 2
problems to be solved?
Reading Level of Primary Learners
Yes —X— 3. Identified problem to be solved in title no. 3
No _____ Reading Comprehension of Grade III Pupils
4. Identified problem to be solved in title no. 4
If YES, identify the problems from the
title you have given. Learners’ Academic Performance
Answer in the space provided. 5. Identified problem to be solved in title no. 5
Learners’ Reading Comprehension
2. What interpretation about action research Title of the Action Research:

can you make out of your answer in Improvement of Reading Comprehension of Grade III Pupils
Question No. 1? through Reading Program
3. Write the Title and your interpretation of From the title, I think the study's goal is to increase students'
the study from the title. reading comprehension by developing high-quality reading
programs in order to generate students who attend school,
achieve academic success, and contribute to economic
growth.
4. What do you think did the author/s do with I think the author/s developed a series of deeply meaningful
the identified problem as presented in their research questions to guide and approach the inquiry with a
titles? better analysis.
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 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 previous activity.
My Answer
Key Questions Choose from the options given. You may check more than one
answer
1. From what source do you think, did Choices:
the authors identify the problems of Copied from research books
their action research?  From daily observation of their teaching practice
 From difficulties they observed of their learners
 From their own personal experience
From the told experiences of their co-teachers
2. What do you think is the teacher’s Choices:

intention in conducting the action  To find a solution to the problematic situation
research? To comply with the requirement of the principal
 To improve teaching practice
 To try out something, if it works
To prove oneself as better than the others
3. What benefit do you get as a student Choices:

in FS 2 in understanding and doing  Prepare me for my future job
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, can you assist your Choices:

mentor in his/her Action Research  By co-researching with my mentor
activity?  By assisting in the design of the intervention
 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 have learned that the fundamental goal of action research is to improve the educational process
by identifying relevant problems and coming up with effective solutions for it. That way, it enables
educators to be more effective in teaching and in student development.
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes —X— No_____.
I have realized that being an action researcher as a future teacher is truly beneficial to both my
profession and my learners. Seeing that my effort has made a genuine difference in the lives of my
students, the countless hours and never-ending efforts of teaching become rewarding.
Write Action Research Prompts
1. 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 problematic situation. Write
an example of a problematic situation that you have observed and noticed.
The lack of focus and decreased attention span of students in the new normal.
2. 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
An adolescent child’s brain in today’s generation is bombarded with a myriad of

information and distractions especially with the daily use of technology. Giving them time to think
and letting their thoughts wander is essential.
3. PLAN
What strategies, activities, innovations can I employ to improve the situation or solve the problem?
As a future action researcher I can plan for an appropriate intervention like
Educate students about the effects of technology to the mental and emotional health.
Set a meeting with the student’s parents to:
 Track mobile phone usage of students
 Turn off internet connection for an hour every day
4. 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
“Improvement of Focus and Attention Span of Grade 9 Students through Decreased

Overstimulation”
Work on my Artifacts
Your artifact will be an abstract of a completed action research.
The effects of pictures on the reading comprehension of low-proficiency Taiwanese

English foreign language college students
Yi-Chun Pan, Yi-Ching Pan
Abstract
This study investigates the extent to which the presence of pictures in text benefits low-proficiency Taiwanese
English foreign language (EFL) college students. The findings show that the low-proficiency participants had
significantly higher scores on their translation tasks when the text was presented together with the pictures, and
that the accompanying pictures facilitated those low-level participants in comprehending not only the simpler
but also the more difficult text. Student responses to the effects of visuals on their reading comprehension also
revealed that the pictures enhanced their understanding of the text itself. Implications are suggested for EFL
college teachers, textbook designers, and materials developers.
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FIELD STUDY EMBEDDING ACTION

Target Your Intended Learning Outcomes

Clarify Your Task

Revisit the Infographic/s

Participate and Assist

Inventory of Sample Action Research Conducted by Teachers

2. Project IRI: Increasing Reading Level of Primary Learners Brenda E. Pasquil

3. Improvement of Reading Comprehension of Grade III Pupils through Fe K. Zuniga

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

2. What do you think is the teacher’s Choices:

3. What benefit do you get as a student Choices:

4. In what ways, can you assist your Choices:

An adolescent child’s brain in today’s generation is bombarded with a myriad of

“Improvement of Focus and Attention Span of Grade 9 Students through Decreased

The effects of pictures on the reading comprehension of low-proficiency Taiwanese

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