Searching Problem For Classroom- Based Action

15 Research

This learning experience introduces you to the field of classroom-based action

research as a process that helps in the solution of classroom problems. Specifically,
it aims to make you understand the basic concepts about action research, and later,
the processes that you must undergo to carry out a classroom-based action research.
In LE 1 to LE 13, you had the opportunity to participate and assist your Cooperating Teacher in
carrying out classroom activities. Out of these experiences, you might have developed an
awareness of classroom problems which bear on learners’ performance and outcomes. Learning
Experience 15 helps you understand how to detect the presence of classroom problems, and to
make decisions on the “best” or most appropriate action to solve the problem.in essence, it
introduces you to the processes and characteristic of a more systematic and careful study of
classroom problems.

Prepares FS 2 Student for PPST:

Strand 1: Content Knowledge and Pedagogy
Strand 2: Research-based knowledge and principles of teaching
and learning
Strand : Strategies for developing critical and creative thinking
as well as higher-order thinking skills
Domain 2: Learning Environment
Strand : Management of Classroom Structure and Activities

Your Experiental Task Your Reflection Trigger

15.1Exposure
Reviewing the Previous Learning Experiences
and Classroom Observation Notes

15.2Participation
Getting the feel of the Existence of a Classroom
Problem

15.3Identification
Identifying a Classroom Problem

15.4Internalization  How do I determine existence of a classroom

Determining the “Best” Action to Solve the problem?
Problem
15.5Dissemination
Sharing with Co- Student Teachers and CT on
the Problems Identified and Corresponding
Action and Corresponding Action/s to Solve
them

 How do I determine the best action to solve a

classroom problem?

15.1 Exposure
Reviewing the Previous Learning Experiences and Classroom Observation Notes

Go over Learning Experience 1 to 13. You may also want to review your observation notes.
Deduce from these, the observed classroom problem or difficulty.
List of Classroom Problems Observed

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Select one situation which you think you would be able to identify as classroom problem
based on your experience. Focus on one problem in one module only. Describe the circumstances
regarding the problem.

Description of the Problem:

PARTICIPATION
Getting the feel of the Existence of a Classroom Problem
  Based from the situation you have identified on the Exposure part, state your reason/s
why you consider it a classroom problem.

 Do you think that this problem needs a solution? If yes, give your reason/s.

 If not what will happen if the problem is not solved?

 IDENTIFICATION
Identifying a Classroom Problem

One way of identifying or defining o classroom problem is to conduct a gap analysis. As the word
“gap” suggests, it is an area characterized by a absence of “something” that needs to be filled up
or a weakness that needs to be strengthened. The gap analysis will help you identify the more
important problems that need solutions. In a gap analysis, you should be able to have answer to
the following questions:

1. What are the expectations in terms of standards or required

learning outcomes set by the school, or even by the education
system? (There are many sources for this information.)
2. What are the actual or existing conditions regarding that standard
or expected learning outcomes?
3. How big is the difference between actual/existing conditions and
standards or expectations?
Once you are able to establish the extent of the gap or determine how
big the difference is between actual conditions and expectations, you can now have a feel or an
idea of what the problem is.

Below is an example of a Gap Analysis in matrix form.

What is Required What are Comparison Action to Close or
(Standard/Expected Actual/Existing Between Narrow Down the Gap
Learning Outcomes) Conditions Actual/Existing Between Actual/Existing
Conditions and Conditions and
Standards/Required Standards/What is
or Gaps Required

1. Pupils must Among the Grade 4 The required mastery There is need for teachers to
exhibit 75% pupils in Pag-asa level of basic science accompany teaching the
mastery of Elementary School, knowledge of the science lessons or science
the basic test results reveal that Grade 4 pupils is way experiences with
science the pupils achieved below what is appropriate visuals and
knowledge 40% of the 75% expected of them in other assistive learning
for Grade 4. required mastery of this grade. Evaluating materials. Hence, the action
basic science the difference, it may would be to search, prepare
knowledge. mean that there is a and use appropriate learning
Problem that needs to materials in teaching
be able addressed, science lessons, for the
which is non- concretization of science
comprehension of the concepts for better
 learning materials in comprehensive and
this subject. performance. It is expected
that this action will improve
or increase the Grade 4
pupils` mastery level of
science concepts.

2. All pupils must be able On the average, The non- There is need to
to work cooperatively 50% of the participation rate in implement an action
in group activities pupils in a group group activities is that will facilitate the
activity 50%. The non- helping or contributing
contribute their participation rate is a behaviours of the pupils
ideas to attain problem that needs to group activity
the objectives of to be addressed guidelines and
the group because, 50% do not monitoring.
activity. participate or
contribute to group
activities.

3. By the end of the school Four months There is a large To increase the
year, all Grade 1 pupils before the end of percentage of the percentage of pupils
in Masipag Elementary the school year, pupils who cannot who can write their
School should be able only 30% of the write their names, names by the end of the
to write their names. pupils are able to four months before school year, remedial
write their the end of the school lessons on writing
names. year. should be conducted 20
minutes every day.

15.4 Internalization
Determining the “Best” Action to Solve the Problem

Earlier it was mentioned that for a single problem, there could be many possible actions
to consider and finally select what specific action to take. To decide on the most appropriate
action to solve the problem, following are some questions you can consider as guidelines:
a. Is the action doable? Can it be done within a reasonable period of time?
b. Is the action the “best” or the “most appropriate”? will the action benefit all pupils
or a majority of them?
c. Is the action in keeping with educational or pedagogical principles?
d. Does the action have a sound theoretical basis?
Following are hypothetical examples of classroom problems. Not with standing careful study,
write the action you believe is the best or the most appropriate, for that problem. Consider the
criteria above.
Classroom Problem Suggested Action to Solve the Problem

1. Pupils low Performance in

Mathematics
2. Poor reading ability of pupils

3. Pupils shouting at the top of their

voices
4. Frequent absences from classes

5. Students not paying attention to the

teacher
6. Students sleeping in class

15. 5 Dissemination
Sharing with Co- Student Teachers and CT on the Problems Identified and
Corresponding Action and Corresponding Action/s to Solve them

Together with your Cooperating Teacher and co- student teachers, discuss and list down situations
considered as classroom problems which could be solved by applying an action. You may refer to
the list of problems that you have written earlier. Discuss. Identify, and share what actions to take
to solve the problem/s.
List of Classroom problems Possible Action to Solve the Problems
 Assessment

For Use of the FS Program Coordinator

Criterion: Acquiring knowledge and skill in determining the existence of classroom problems, as
well as the appropriate actions to help solve these problems.
Rubric
Score Description
91-100 The student teacher demonstrates full
knowledge of the skill and its applications in
determining the existence of classroom
problems and appropriate actions to solve
them.
81-90 The student teacher demonstrates almost full
knowledge of the skill and its applications in
determining the existence of classroom
problems and the appropriate actions to solve
them.
71-80 The student teacher demonstrates average
level of knowledge of the skill and its
applications in determining the existence of
classroom problems and the appropriate
actions to solve them.
61-70 The student teacher demonstrate less than
average level of the skill and its applications
in determining the existence of the classroom
problems and the appropriate actions to solve
them.
51-60 The student teacher demonstrates very little of
the skill and its applications in determining
the existence of classroom problems and the
appropriate actions to solve them.

Rating for LE 15:

Signature of FS Program Coordinator