SCIED 122 (Research in Science Teaching)

Direction:
1. This is an individual output that will be counted as an assessment, so you need to do
this individually.

2. With your approved AR title, formulated research questions, RRL on hand, and AR
Methodology on hand, go over these links for some tips in writing a good research
introduction. You can also watch more via YouTube if you wish. Be sure to take note
in your notebooks.

10 tips for writing an effective introduction to original research papers

https://thinkscience.co.jp/en/articles/effective-introductions-to-original-research
By John Zepernick

How to Write a Research Paper Introduction

https://www.youtube.com/watch?v=FTC-5P1VFFU&t=36s
By Wordvice Editing Service (2017)

3. Be guided with what you have noted and learned from our synchronous session, you
can now start making your Research Introduction.

4. Submit your individual output in the site created

5. Get ready to present your introduction during our synchronous class because I will
be selecting randomly 2 – 3 students to share their works.

Here is a sample introduction of an Action Research titled “An Action Research on

the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes” by
Mary Joy V. Olicia, that is downloaded from https://www.teacherph.com/sample-action-
research-about-education/ for your reference. You can also browse for more examples
online.

I. Introduction

Like Science and Math, English is a difficult but an important subject because the
curriculum considers it as a tool subject needed to understand the different content
subjects. Basically, it is concerned with developing competencies in listening, speaking,
reading, writing, and viewing. Speaking includes skills in using the language expressions and
grammatical structures correctly in oral communication while writing skill includes readiness
skills, mechanics in guided writing, functional and creative writing (K to 12 Curriculum Guide
for Grade 4).

The K to 12 Basic Education Curriculum aims to help learners understand that English
language is involved in the dynamic social process which responds to and reflects changing
social conditions. It is also inextricably involved with values, beliefs and ways of thinking
about the person and the world people dwell. The curriculum aims that pupils are given an
opportunity to build upon their prior knowledge while utilizing their own skills, interests,
styles, and talents.

However, teachers find difficulties in teaching different kinds of pupils with different
intellectual capacities, talent or skills, interest, and learning styles especially in
heterogeneous groupings of pupils. This situation calls for teachers to create lessons for all
pupils based upon their readiness, interests, and background knowledge. Anderson (2007)
noted that it is imperative not to exclude any child in a classroom, so a differentiated
learning environment must be provided by a teacher.

Differentiated instruction is based on the concept that the teacher is a facilitator of

information, while students take the primary role of expanding their knowledge by making
sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014).

Wilson (2009) argued that differentiated instruction is the development of the

simple to the complex tasks, and a difference between individuals that are otherwise similar
in certain respects such as age or grade are given consideration. Additionally, Butt and Kusar
(2010) stated that it is an approach to planning, so that one lesson may be taught to the
entire class while meeting the individual needs of each child.

According to Tomlinson (2009), DI as a philosophy of teaching is based on the

premise that students learn best when their teachers accommodate the differences in their
readiness levels, interests, and learning profiles. It sees the learning experience as social and
collaborative. The responsibility of what happens in the classroom is first to teacher, but
also to the learner (Subban, 2006). Additionally, DI presents an effective means to address
learner’s variance which avoids the pitfalls of the one-size-fits-all curriculum. Stronge (2004)
and Tomlinson (2004b) claimed that addressing student differences and interest enhance
their motivation to learn and make them to remain committed and to stay positive as well.

Stravroula (2011) conducted a study in investigating the impact of DI in mixed ability

classrooms and found out that the implementation of differentiation had made a big step in
facing the negative effects of socio-economic factors on students’ achievement by managing
diversity effectively, providing learning opportunities for all students. The positive change in
students’ achievement had shown that differentiation can be considered as an effective
teaching approach in mixed ability classrooms

Furthermore, Servilio (cited by Robinson, 2014) studied the effectiveness of using DI

to motivate students to read and found out that an average of 83.4% of the students’ grades
improved in reading, 12.5% remained the same, and 41% of the grades decreased.

As educator, the teacher-researcher was motivated to conduct this action research

on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson.
She also she wanted to know the effect of this method on the academic performance of the
pupils from results of the diagnostic and achievement test.