Lesson 4

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION
Lesson #4
An Illustration of the Methodological
To illustrate the methodological approach in the conduct of action research in

education, the five action research steps are illustrated in the Action Research
Proposal done by Dr. Ma. Irelyn P Tamayo, Education Program Supervisor in-charge of
English Division of Angeles City, Region III. Refer to the next lesson.
Chapter of an action research proposal consists of the Introduction. This is by
doing STEP 1, diagnosing-identifying/defining a problem.
STEP I. Diagnosing - Identifying/ defining a problem
Gap Analysis
The first step or phase in Susman’s model is diagnosing, which involves the
process of identifying or defining a problem. An efficient tool for this is the gap
analysis where you will be asking yourself about the different gaps / problems that
you encounter inside the classroom. In the process, you will be able to identify your
area of focus, target group and baseline data.
An effective gap analysis must answer three questions: ‘What should be?’ in
which you identify the future state or the standard that you want to achieve. Then you
examine what is actual or the current state, and then you will be able to identify the
gap. The gap indicates that current state doesn’t perfectly match with the ideal state.
(professiona_businessanalysi.blogspot.com/2012/03 how-to-perform-gap-analysis-
and-create.html)
Find out how Dr. Tamayo did her gap analysis as presented in the Table 3.
Table 3- An Example of Gap Analysis
WHAT SHOULD BE? WHAT IS ACTUAL? WHAT IS THE GAP?
1. There are 8 secondary Only 1 secondary school There are 8 secondary
schools must have 75% (ACSHS) has 75% schools whose MPS in NAT
proficiency in NAT proficiency in NAT English. English are below 75%
English. proficiency.
2. All elementary pupils Only 30 091 out of 30 770 679 pupils (Grade III- VI)
must be readers by pupils (Grade III-VI) are are still non-readers.
Grade III. readers based in Phil-IRI
results.
3. All Grade 7 teachers Grade 7 teachers and All Grade 7 teachers and
and students must students only have copies students do not have
have complete copies of of TG and LM for the first copies of TG and LM for the
TG and LM. semester. second semester.
4. All Master Teachers Only 2 out 7 Master Five Master Techers
(English) in the Techers (English) in the (English) in the secondary
secondary level must secondary level conducted level do not conduct action
conduct action action research last year. research at least once a
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The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
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research at least once a year.

year.
5. All Kinder teachers Only 45 out of 95 Kinder 50 Kinder teachers use
must use the National teachers use the National textbooks (per subject area)
Kindergarten Kindergarten Curriculum instead of following the
Curriculum Guide Guide instead of textbooks. National Kindergarten
instead of textbooks Curriculum Guide.
(per subject area).
6. All English teachers Only 50% of English Fifty percent of English
must be adept in using teachers use multi-media teachers are not adept in
multi-media instruction and interactive using multi-media
instruction and learning in their instruction and interactive
interactive learning in classrooms. learning in their
their classrooms. classrooms.
7. All schools must Only 30 out of 53 schools 23 schools do not borrow

borrow books from the borrow books from the books from the Library
Library Hub based on Library Hub based on their Hub based on their given
their given schedule. given schedule. schedule.
8. Mother tongue classes Only 32 out of 43 schools Eleven schools do not
in Grade I must be organize Mother Tongue organize Mother Tongue
organized based on classes in Grade 1 based classes in Grade 1 based
DepEd guidelines. on DepEd guidelines. on DepEd guidelines
9. All Grade 7 learners Only 55% of Grade 7 44% of Grade 7 learners do
must exhibit oral and learners exhibit oral and not exhibit oral and written
written proficiency in written proficiency in proficiency in English.
English. English.
10. All Grade II pupils No one among the Grade II All Grade II pupils do not
must have copies of pupils has copies of have copies of Learner’s
Learner’s Materials in Learner’s Materials in all Materials in all subject
all subject areas. subject areas. areas
After conducting the gap analysis and answering the essential questions, you
do the write-up for this process.
An Example of a Narrative for Gap Analysis
As an Education Program Supervisor in-charge of English for seven years, the
researcher has encountered a number of recurring problems that need utmost attention.
Based on gathered data, eight out nine secondary schools have below 75% proficiency
in English in the National Achievement Test (NAT). The goal of the Every Child a Reader
Program (ECARP) by the Department of Education has not been fully accomplished in the
Division of Angeles City as shown by the 679 pupils from Grades III to VI who are still
classified as non-readers based on the 2013 Philippine Informal Reading Inventory (Phil-
IRI) Pre-Test Results. The fact that 23 out of 53 schools do not borrow books from the
Division Library Hub based on schedule seems to be the reason for the need to inculcate
a culture of reading among elementary pupils. Meanwhile, about 44% of Grade 7
learners do not yet exhibit oral and written proficiency in English.
As far as teachers are concerned, the researcher has found out during her school
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visits and classroom observations that about 50% of English teachers observed are not
adept in using multimedia instruction and interactive learning in their classrooms.
Moreover, five out of seven master teachers in English do not conduct action research at
least once a year which is part of their performance rating. On the part of kinder
teachers, 50 out of 95 use textbooks per subject area instead of following the National
Kindergarten Curriculum Guide.
In terms of learner’s’ materials, problems have cropped up with the
implementation of the K to 12 Enhanced Basic Education Curriculum in 2012. All Grade
7 teachers and students do not have copies of Teaching Guides and Learners’ Materials
in English for the second semester while all Grade III pupils do not have copies of
Learners Materials in all subject areas. In connection with the implementation of the K to
12 curriculum, 11 out of 43 schools do not follow DepEd guidelines in organizing their
Mother Tongue classes.
Critical Thinking Tool

It is important to note that the gap analysis must be quantitative. Thus, you
must provide concrete evidence and data (e.g. figures, test results, etc.)
To complete the objective identification of the problem, you need to use a
second tool which is critical thinking. You will find out by using a scale of 1 to 5, with
5 being the highest and 1 as the lowest, which among the gaps you have enumerated
in the gap analysis is the most relevant, the most important, the most urgent and the
most doable.
According to Morato Jr. (2011), relevance is the scope of what information the
thinking process should include and what should exclude. What is relevant or
irrelevant depends on the objective(s) or the desired end results.
The next criterion of the critical thinking maker model is importance which
refers to the item which has the most weight to the decision-maker. On the other
hand, urgency points to the problem or item which requires swift action. The last
criterion is doability. “Doability evaluates the decision-maker’s (and his or her
organization’s) capacity, competency and willingness to embrace the course of action
dictated by his decision” (Morato Jr., 2011). The table below shows the gaps are rated
according to importance, urgency, relevance and doability.
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Table 4-An Example of a Critical Thinking Tool

GAPS Which is Which Which is Which
the most is the the most is the
important? most relevant most Total Rank
urgent? to your doable?
goal?
There are 8 secondary schools whose 5 5 5 4 19 2
MPS in NAT English are below 75%
proficiency.
679 pupils (Grade III- VI) are still non- 5 5 5 5 20 1
readers.
All Grade 7 teachers and students do 4 4 2 1 11 8.5
not have copies of TG and LM for the
second semester.
Five Master Techers (English) in the 2 2 2 3 9 10
secondary level do not conduct action
research at least once a year.
50 Kinder teachers use textbooks (per 3 3 3 4 13 6
subject area) instead of following the
National Kindergarten Curriculum
Guide.
Fifty percent of English teachers are not 4 4 4 4 16 4
adept in using multi-media instruction
and interactive learning in their
classrooms.
23 schools do not borrow books from 2 3 4 3 12 7
the Library Hub based on their given
schedule.
Eleven schools do not organize Mother 4 3 3 4 14 5
Tongue classes in Grade 1 based on
DepEd guidelines
44% of Grade 7 learners do not exhibit 5 5 4 4 18 3
oral and written proficiency in English.
All Grade II pupils do not have copies of 4 4 2 1 11 8.5
Learner’s Materials in all subject areas
The critical thinking tool must be accompanied by a narrative that justifies your
decision. Moreover, to show that you have arrived at your problem objectively, your
decision must be supported with data and pieces of evidence.
An Example of a Narrative for Critical Thinking Tool
Among the ten problems specified via the gap analysis, the researcher considers the 679
pupils from Grades III to VI who are still non-readers as the gap that is the most
important, the most urgent, the most relevant and the most doable.
Reading, which involves comprehension, is a very essential tool and skill that is
crucial to a learners’ academic achievement. As such, for a learner to understand key
concepts in different subjects, he/she must be a good reader. It will be very easy for
him/her to follow directions, draw conclusions, note details make inferences, predict
outcomes and sequence events. Therefore, if 679 pupils from Grades III to VI are still
non-readers, they will not be able to perform the aforementioned skills, and this will
automatically result to poor academic achievement and performance. Immediate actions
must be taken to help these non-readers before the end of the school year.
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Problem Tree
After identifying the problem which will be the focus of this study, you will now
outline the possible immediate, underlying and root causes of the most relevant, the
most important, the most urgent and the most doable gap by using a problem tree.
The problem tree is a tool that assists you in analyzing an existing situation by
Identifying the major problems and their main causal relationship. The output is a
graphical arrangement of problems differentiated according to ‘causes’ and ‘effects’,
joined by a core or focal, problem. This technique helps you understand the context
and interrelationship of problems, and the potential impacts when targeting projects
and programs toward specific issues (web.mit.edu/urbanupgrading/upgrading/issue-
tools/tools/problem-tree.html).
Morato Jr. (2011) explains that a ‘problem tree begins at the top with a
symptomatic manifestation of the problem. The symptom may be generated by several
immediate causes, which in turn, may be affected by underlying causes. Finally, these
underlying causes, may be answered by root causes.’
GAP – 679 pupils

(Grades III-VI) are non-
readers in English
Good Strong Home Innovative

Comprehension Background Reading
Teachers
Satisfactory word Presence of a Appropriate Implementation of Use of modern

Solid Focus or
recognition/voca- culture of reading materials a remedial reading strategies in
concentration at home
bulary reading at home program teaching reading
Knowledge of Literate/concer Sustainable job Adequate knowledge Commitment in

Proper nutrition of remedial reading adopting innovative
word attack ned supportive of parents strategies in teaching
strategies & materials
skills parents
Figure 2. An Example of a Problem Tree
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An Example of a Narrative for a Problem Tree

In order to generate effective solutions for the problem associated with 679 non-
readers in English, the immediate causes, underlying causes and root causes of the said
gap were analyzed using the problem tree.
The immediate causes of the existence of 679 non-readers among Grades III to VI
pupils are pupils’ poor comprehension, pupils’ weak home background and ‘traditional’
Reading teachers
Attributed to poor comprehension are the pupils’ lack of focus/ concentration and
poor word recognition/vocabulary. The root cause for the inability to sustain
focus/concentration on the part of the pupils is poor nutrition. According to a study by
the American School Health Association (ASHA), ‘giving kids a healthy breakfast plays
an especially important role for their nutritional well-being. Without a boost at the start
of their day, young brains cannot function well’
(www.timigustafson.com/2012/nutrition-can-greatly-impact-your-childs-learning
ability/). Moreover, chronically malnourished children struggle to read and write simple
sentences regardless of their level of schooling, according to research by Save the
Children.
Meanwhile, the root cause for poor word recognition/vocabulary is the pupils’
lack of word attack skills. Word attack skills are important so that pupils can ‘make
sense’ of an unknown word in the context of reading. Word attack skills rely on the
ability to recognize the sounds that make up words and to put those sounds together.
More advanced word attack skills involve using context, prefixes or suffixes or a
dictionary to determine what a word means (childparenting.
about.com/od/schoollearning/a/word-attack-skills-def.htm). Reading is not just
pronouncing words; it requires understanding. For pupils to easily comprehend what
they are reading, they must be armed with word attack strategies. Therefore, if pupils
lack knowledge of these strategies, they cannot decode, pronounce and understand
unfamiliar words.
Another immediate cause of the existence of non-readers is the weak home
background of the pupils. This is brought about by the absence of a culture of reading at
home because of illiterate or busy parents, as well as the dearth of reading materials at
home due to the family’s poverty. Akindele (2011) asserts that ‘reading culture and
parental involvement in the development of children in their formative years are the most
crucial factors which form the foundation for the child’s education.’
The presence of non-readers inside the classroom is also greatly affected by
‘traditional’ Reading teachers. On the surface level, these teachers seem to be too
complacent and relaxed on their pupils’ poor reading abilities to think of implementing or
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adopting a school reading program to address the problem of non-readers for a

particular grade level. However, a deeper analysis will reveal that they have limited
knowledge of remedial reading strategies and materials. They also consider reading as
a passive skill, so they just use ‘antique’ strategies in teaching reading to their pupils.
These teachers lack commitment in utilizing innovative strategies in teaching reading. As
such, reading is not an attractive activity for the pupils.
Opportunity Tree
A problem tree involves writing causes in a negative form (e.g. lack of
knowledge, not enough money, etc.) Reversing the problem tree, by replacing negative
statements with positive ones, creates a solution tree (opportunity tree). Example: poor
comprehension was replaced by good comprehension. A solution tree (opportunity
tree) identifies means end relationships as opposed to cause projects or interventions
that need to occur, to solve the core problem.
(evaluationtoolbox.net.au/index.php?option=com_content&view=article&id=
28&Itemid=134).
GAP – 679 pupils

(Grades III-VI) are good
readers in English
Good Strong Home Innovative

Comprehension Background Reading
Teachers
Satisfactory word Presence of a Appropriate Implementation of Use of modern

Solid Focus or
recognition/voca- culture of reading materials a remedial reading strategies in
concentration at home
bulary reading at home program teaching reading
Knowledge of Literate/concer Sustainable job Adequate knowledge Commitment in

Proper nutrition of remedial reading adopting innovative
word attack ned supportive of parents strategies in teaching
strategies & materials
skills parents
Figure 3- An Example of an Opportunity Tree
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An Example of a Narrative for an Opportunity Tree

Using the opportunity tree, the researcher came up with possible solutions to the
immediate, underlying and root causes of the existence of 679 non-readers in English
from Grades III to VI in the division.
Pupils must be given proper nutrition, that is, food rich in nutrients, so that they
will have good focus and concentration inside the classroom which will result to good
comprehension when they read different types of texts. Pupils must also have
knowledge in word attack skills in order to be good in word recognition/vocabulary
which is instrumental in having good comprehension.
As far as the weak home background of pupils is concerned, there is a need to
have literate/supportive/concerned parents so that a reading culture will be cultivated
inside the home. Research published in the British Journal of Educational Psychology
shows that the involvement of fathers and mothers in creating a reading culture at home
has a direct impact on a child’s academic performance, cognitive and social
development. Parents must also have sustainable jobs in order to be able to purchase
appropriate reading materials that will develop love for reading among their children.
Meanwhile, ‘traditional’ Reading teachers must have adequate knowledge of
remedial reading strategies and materials that they can use to come up with a school
reading program to address the needs of the non- readers. These teachers must also be
armed with commitment in adopting innovative strategies in teaching reading so that
reading will be an activity that pupils will be looking forward to every school day.
STEP 2. Action Planning-Considering Alternative Courses of Action

Choosing the best possible solution or strategy
In order for us to choose the best possible solution to your identified
problem/gap, you will be using the Decision Making Model. According to Robbins and
Coulter (2011), the decision-making process consists of eight steps.
The first step is the identification of a problem which you have already finished
upon your completion of the critical thinking tool.
The second step is the identification of decision criteria which ‘define what’s
important or relevant in resolving a problem’ (Robbins and Coulter, 2011). These set
criteria will be your guide in making our decision.
The third step is the allocation of weights to the criteria. Robbins and Coulter
(2011) stressed that ‘if the relevant criteria are not equally important, the decision
maker must weigh the items in order to give them the correct priority in the decision.
A simple way is to give the most important criteria a weight of 10 and then assign
weights to the rest using that standard.’
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The fourth step is the development of alternatives that can resolve the identified
problem. For this step, you will just refer to the root solutions that you have identified
in your opportunity tree.
The fifth step which is actually the second phase in Susman’s model (Action
Planning or considering alternative courses of action) is the analysis of alternatives.
You will evaluate each alternative by using the decision criteria that you have
identified in step 2. You will be giving scores to each alternative and then multiply
these with the assigned weights. The total score for each alternative is the sum of its
weighted criteria.
The sixth step is the selection of an alternative, which is the one that has
generated the highest total in step 5.
The seventh step is the implementation of an alternative by putting the decision
into action. The last step is the evaluation of decision effectiveness by finding out if
the problem has been resolved or remedied.
Table 5 - An Example of a Decision Making Model
Implementation
span/jurisdicti
Cost-efficiency
Manageability
Likelihood for
researcher (4)
success (2)
Within the
of data (6)
Impact (1)
on of the
Potential
Speed of
Rank
Total
POSSIBLE SOLUTIONS
(5)
(3)
Adequate knowledge of
6x5 = 30 6x5 = 30 6x4= 24 6x3= 18 6x1= 6 6x1= 6 114 1
teachers on remedial reading
strategies and materials (6)
Knowledge of word attack
5x4 = 20 5x3 = 15 5x3 = 15 5x3 =15 5x1 = 5 5x1 = 5 75 3
skills on the part of the pupils
(5)
Teachers’ commitment in
4x4 = 16 4x2 = 8 4x3 = 12 4x2 = 8 4x1 = 4 4x1 = 4 52 4
adopting innovative strategies
in teaching reading (4)
Proper nutrition of pupils (3) 3x6 = 18 3x5 = 15 3x4 = 12 3x2 = 6 3x2 = 6 3x1 = 3 60 2
Literate/concerned/supportive
2x3 = 6 2x2= 4 2x1 = 2 2x1 = 2 2x2= 4 2x1 = 2 20 5
parents (2)
Sustainable job of parents (1) 1x2 = 2 1x1 = 1 1x1 = 1 1x1 = 1 1x2 = 2 1x1 = 1 8 6
An Example of a Narrative for Decision Making Model

In order to identify the best possible solution to the 679 non-readers English from
Grades III to VI, the researcher used a decision matrix. First, she looked into the six
possible solutions and generated decision criteria consisting of six items: manageability
of data, speed of implementation, within the span/jurisdiction of the researcher, cost-
efficiency, likelihood for success and potential impact. Second, she assigned weights to
the criteria. Since availability of data would be very important in order to come up with
the appropriate intervention for the problem, manageability of data was given the most
weight (6). A weight of five (5) was assigned to speed of implementation because the
identified problem would demand an immediate solution. Otherwise, if the perceived
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solution would take a longer period of time to implement, it would have residual effects
that would eventually be very difficult to address. The solution must also be within the
control or span/jurisdiction of the researcher. Thus, this criterion was given a weight of
four (4). The solution must also have the quality of being effective without wasting time
or effort or expense. As such, cost-efficiency was assigned a weight of three (3). The fifth
item emphasized that the solution had extensive usefulness and would not be liable to
various problems. Therefore, likelihood for success was given a weight of two (2). The
last item, potential impact, which meant that the solution would likely result to changes
on organizational activities or outputs, was assigned the weight of one (1).
Third, with the decision criteria in place, the researcher assigned points to the six
solutions culled from the opportunity tree by using her experience as a reading teacher.
Hence, the solutions, based on their degree of importance, were as follows: adequate
knowledge of teachers on remedial reading strategies and materials, knowledge of word
attack skills on the part of the pupils, teachers’ commitment in adopting innovative
strategies in teaching reading, proper nutrition, literate/concerned/supportive parents
and sustainable job of parents. Fourth, after careful perusal, the researcher objectively
assigned points to each solution using the weights of each criterion as reference. Then,
the points were multiplied with the assigned points for each solution. Lastly, after
getting the total per solution, data revealed that adequate knowledge of teachers on
remedial reading strategies and materials would be the best solution from which the
researcher could derive the appropriate intervention to reduce or minimize the number of
non-readers in English from Grades III to VI.
After deciding which of the solutions specified in the opportunity tree will be
implemented based on the results culled from your decision matrix, you are now ready
to state your action research title and formulate your three research questions, as well
as your alternative and null hypotheses. Then, you will write the significance of your
study to teachers, pupils/students, school heads and other DepEd officials. The scope
or delimitation of the study shall also be written. In one sentence state what is /are
included in the scope and delimitation of the study.
An Example of a Statement of the Problem
Statement of the Problem
Teachers are always considered as crucial factors in the attainment of learning
outcomes in the classroom. As such, if some pupils perform below par in specific areas
such as reading, they still rely on the expertise of their teachers to help them.
This study aims to present the effectiveness of teachers’ adequate knowledge
and utilization of remedial reading strategies on the number of non-readers in English.
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Specifically, this study seeks to answer the following questions:

1. What are the remedial reading strategies used by teachers to decrease their non-
readers in English?
2. How can teachers’ knowledge of remedial reading strategies be described in
terms of:
2.1. Level of proficiency;
2.2. Frequency of Use; and
2.3. Utilization of appropriate remedial reading materials?
3. What is the effectiveness of teachers’ adequate knowledge and utilization of
remedial reading strategies on the number of non-readers in English?
An Example of Hypotheses
Null Hypothesis: There is no significant difference in the effectiveness of teachers’
adequate knowledge and utilization of remedial reading strategies and the number of
non-readers in English.
Alternative Hypothesis: There is a significant difference in the effectiveness teachers’
adequate knowledge and utilization of remedial reading strategies on the number of
non-readers in English.
An Example of Statement of Purpose and Significance

Purpose and Significance of the Study
This action research aims to present the effectiveness of teachers’ adequate
knowledge and utilization of remedial reading strategies on the number of non-readers
in English. As such, the following will benefit from the study:
English Teachers. They will be made aware that an adequate knowledge of a
variety of remedial reading strategies will be a significant factor in addressing the
problem of non-readers in their respective classes. They will also realize that remedial
reading strategies should be partnered with appropriate instructional materials to
ensure optimum results.
Pupils. They will be the ultimate beneficiaries especially those who are
experiencing reading difficulties. They will be given remedial strategies and instructional
materials that match their reading deficiencies.
School Heads. They can use the results of this study to craft a school reading
program that will address pupils who are diagnosed as non-readers. They will also
eventually realize the importance of providing motivation and support to teachers who
take charge of remedial reading classes.
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Researcher. She will be able to find out the effectiveness of teachers’ adequate
knowledge and utilization of remedial reading strategies to the number of non-readers in
English. Then, she can devise annual training programs focused on remedial reading
that will benefit both teachers and pupils.
An Example of Statement of the Scope and Delimitation of the Study

Scope and Delimitation of the Study
This study will cover the teachers of Grades III to VI pupils who are diagnosed
as non-readers based on the PHIL-IRI Pre-Test Results for School Year 2014-2015.
These teachers and pupils are from the different public elementary schools in the
Division of Angeles City.
Meanwhile, the fourteen remedial reading strategies that are included in this
study are selected from an array of strategies based on their appropriateness to the
reading levels of Grades III to VI pupils.
Chapter II of an action research or action research proposal is on Method and

Design. This is done by doing Step 3, taking action-selecting a course of action.
STEP 3. Taking Action - Selecting a Course of Action

The third step, selecting a course of action, includes 1) selecting a research
design 2) planning the methodology, 3) writing the action plan, 4) planning and
preparing the monitoring and evaluation scheme and 5) implementing the plan.
For the Methods and Design of your Action Research, you will be selecting a
course of action to address your identified gap/problem. This is actually the third
phase of Susman’s model. In the preparation of your action plan, you may follow these
given steps: 1) list down all the activities that will answer the three research questions;
(2) arrange the activities chronologically; (3) transfer activities in the Action Plan
Template, and; (4) determine your objectives, persons involved, time frame, resources
needed, expected output and statistical tools. The Action Plan Template completes the
Action Research Proposal.
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An Example of a Narrative for Methods and Design

The Every Child a Reader Program (ECARP) is an initiative to directly address
the thrust of the Department of Education to make every Filipino child a reader by the
third year of schooling. Its goal is to enable elementary grade pupils to communicate
and access a variety of information in oral and written forms through effective reading
instruction.
However, Phil-IRI results showed that there are still 679 pupils from Grades II-
VI who are classified as non-readers in the division. Based on analysis, one significant
way to address this problem is to equip English teachers with adequate knowledge of
remedial reading strategies.
To systematize the procedure, the researcher, in her capacity as Education
Program Supervisor in English, will schedule the administration of the Phil-IRI Pre
Test and the submission of results to the Division Office so that she can specify the
number of non-readers per grade level and per school. Then, a survey form will be
prepared, validated (by experts and Grade II Teachers) and finalized. The accomplished
survey form will provide the researcher with an inventory or list of remedial reading
strategies used by teachers to decrease non-readers in English. A questionnaire will
also be prepared, validated and finalized to describe teachers’ knowledge of remedial
reading strategies in terms of level of proficiency (Below Basic, Basic, Proficient, and
Highly Proficient), frequency of use (Never, Sometimes, Often, Always) and utilization
of appropriate remedial reading materials.
After tallying and interpreting the results by using frequency and mean, the
researcher will hold a meeting with the elementary school heads in order to orient
them about the title, coverage, objectives and significance of the study to the division’s
thrust to decrease the number of non-readers in English.
In order to arm English teachers with adequate remedial reading strategies to
help them address the needs of their non-readers, a training will be conducted. At the
end of the training, they will be required to submit an Action Plan on Remedial
Reading for their respective schools. The said Action Plan will be the basis of the
researcher during her observation on the conduct of remedial reading in elementary
schools. She will also conduct on-the-spot reading test to randomly-selected pupils
(Grades III-VI) as her way of validating the Phil-IRI Pre Test Results. After the
administration of the Phil-IRI Post Test, the researcher will prepare a Division Reading
Profile which will show whether there is a decrease in the number of non-readers after
English teachers have been equipped with adequate knowledge of remedial reading
strategies.
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Thus, this study will use the descriptive method and t-test of correlated
samples, at 0.5 level of significance, in order to evaluate the effectiveness of teachers’
adequate knowledge and utilization of remedial reading strategies in reducing the
number of non-readers.
Chapter III of an action research results can be written by doing STEP 4,
evaluating, studying the consequences or results of an action.
STEP 4. Evaluating Studying the Consequences of an Action

Part three of your action research encompasses the fourth phase of Susman’s
Model, which specifies evaluating or studying the consequences of your action. In
here, you will now present all your findings through the Monitoring and Evaluation
Template. (See Table 7). You will be analyzing and evaluating the data that you have
gathered so that you can derive the results of the implementation of your action plan.
Table 7. Monitoring and Evaluation Template

Target Actual Output % Accomplishment Remarks
Present the answers to the research questions.
Example:
Research Question No. 1

1. What are the remedial reading strategies used by teachers to reduce their non-
readers in English?
Answer: Based on the survey instruments, what did you find out?
2. How can teachers' knowledge of remedial reading strategies be described
in terms of
2.1. level of performance
2.2. frequency of utilization of appropriate reading materials
Answer: Based on the survey, what did you find out?
VISION MISSION

DIFFUN CAMPUS

3. What is the effectiveness of teachers’ adequate knowledge and utilization of
remedial reading strategies in the reduction of the number of non-readers in
English?
Answer: What results did you get from ne statistical analysis and treatment
that you applied on the data gathered?
Chapter IV of an action research report is on conclusions. A research proposal
for obvious reasons has no conclusion. Conclusions are written by doing STEP5 which
consists of identifying your general findings.
STEP 5. Specifying Learning Identifying the General Findings

In the last part of your action research, you will be specifying learning or
identifying your general findings. Based on these findings, you will be formulating
your conclusions. You will also state the impact of the results of your study on the
improvement of the teaching-learning process, performance targets or indicators and
current educational practices.
VISION MISSION

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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

An Illustration of the Methodological

To illustrate the methodological approach in the conduct of action research in

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

research at least once a year.

7. All schools must Only 30 out of 53 schools 23 schools do not borrow

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Critical Thinking Tool

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Table 4-An Example of a Critical Thinking Tool

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

GAP – 679 pupils

Good Strong Home Innovative

Satisfactory word Presence of a Appropriate Implementation of Use of modern

Knowledge of Literate/concer Sustainable job Adequate knowledge Commitment in

Figure 2. An Example of a Problem Tree

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An Example of a Narrative for a Problem Tree

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

adopting a school reading program to address the problem of non-readers for a

GAP – 679 pupils

Good Strong Home Innovative

Satisfactory word Presence of a Appropriate Implementation of Use of modern

Knowledge of Literate/concer Sustainable job Adequate knowledge Commitment in

Figure 3- An Example of an Opportunity Tree

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An Example of a Narrative for an Opportunity Tree

STEP 2. Action Planning-Considering Alternative Courses of Action

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An Example of a Narrative for Decision Making Model

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Specifically, this study seeks to answer the following questions:

An Example of Statement of Purpose and Significance

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An Example of Statement of the Scope and Delimitation of the Study

Chapter II of an action research or action research proposal is on Method and

STEP 3. Taking Action - Selecting a Course of Action

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An Example of a Narrative for Methods and Design

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

STEP 4. Evaluating Studying the Consequences of an Action

Table 7. Monitoring and Evaluation Template

Present the answers to the research questions.

Research Question No. 1

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Research Question No. 3

STEP 5. Specifying Learning Identifying the General Findings

“Molding Minds, Shaping Future”