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    FSBTLED Nathan Vince
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    This document provides a worksheet for students to write sections I-III of a classroom-based action research project on utilizing parental engagement and teacher-made learning packets to improve students' reading skills during the pandemic. Section I, the rationale, asks students to describe the context and challenges of remote learning, and to explain their proposed intervention. Section II involves a literature review to analyze viewpoints on the topic and identify gaps. Section III requires the students to write research questions that logically follow from the context and aim to assess changes from the intervention. The document provides guidance to structure the introduction, literature review, and research questions of the students' action research paper.

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    WORKSHEET-FOR-WRITESHOP-1 (1)

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    This document provides a worksheet for students to write sections I-III of a classroom-based action research project on utilizing parental engagement and teacher-made learning packets to improve students' reading skills during the pandemic. Section I, the rationale, asks students to describe the context and challenges of remote learning, and to explain their proposed intervention. Section II involves a literature review to analyze viewpoints on the topic and identify gaps. Section III requires the students to write research questions that logically follow from the context and aim to assess changes from the intervention. The document provides guidance to structure the introduction, literature review, and research questions of the students' action research paper.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    20 views3 pages

    Worksheet For Writeshop 1

    Uploaded by

    FSBTLED Nathan Vince
    This document provides a worksheet for students to write sections I-III of a classroom-based action research project on utilizing parental engagement and teacher-made learning packets to improve students' reading skills during the pandemic. Section I, the rationale, asks students to describe the context and challenges of remote learning, and to explain their proposed intervention. Section II involves a literature review to analyze viewpoints on the topic and identify gaps. Section III requires the students to write research questions that logically follow from the context and aim to assess changes from the intervention. The document provides guidance to structure the introduction, literature review, and research questions of the students' action research paper.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    MARIANO MARCOS STATE UNIVERSITY

    College of Teacher Education


    Webinar-Writeshop on Classroom-Based Action Research
    for Pre-Service Teachers in the New Normal
    Via Zoom Video Conferencing Application
    November 15-17, 2021

    WORKSHEET FOR WRITESHOP 01


    Writing Sections I to III of the Classroom-Based
    Action Research (CBAR)

    Names of Proponents: Department and Section:


    Villanueva, Nathan Vince C. TVLED BTLED H.E
    Domingo, Claire Dianne
    Pascua, Nico John
    Rosinni, Giselle Grace
    Simolata, Charmaine
    Tamayo, Ernalyn

    Title of the Classroom-Based Action Research

    Utilizing Parents’ Engagement and Teacher-made Learning Packets in Uplifting Learners’


    Reading Skills in the New Normal

    I. Rationale of the Action Research


    A. Context

    One of the proposed strategies in this time of pandemic is the use of self-instructional
    materials or the so called modules. But sometimes it is not applicable in the early stages of
    education without the support and guidance of their parents. This should work hand-in-
    hand to attain the learning competencies with the strong support of the teachers and with
    their different learning strategies.
    Salandanan (2001) described self-instructional materials as self-contained materials
    whose manner of presentation is such that the learning activities can be undertaken
    individually or in small groups. These are most One form of self-instructional material is
    the module. A module is a self-contained, independent unit of instruction prepared for the
    purpose of attaining defined instructional objectives. Characteristically, it is self-directing
    since instructions on how the various investigations will be followed are included. Modular

    Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines


     cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
    MARIANO MARCOS STATE UNIVERSITY
    College of Teacher Education
    Webinar-Writeshop on Classroom-Based Action Research
    for Pre-Service Teachers in the New Normal
    Via Zoom Video Conferencing Application
    November 15-17, 2021

    approach is described as self-pacing since a student completes the prescribed learning tasks
    at his own pace. The module provides remedial instruction for slow learners and
    enrichment materials for fast learners. Consequently, he appreciates the lesson and gains a
    satisfying experience.

    B. Proposed Intervention, Innovation, or Strategy


    (Explain in detail the rationale, extent, and limitation of the intervention, innovation, or
    strategy. Support the plausibility of the intervention, innovation, or strategy as a way
    to address the problem or issue.)

    II. LITERATURE REVIEW


    (Discuss and synthesize the viewpoints and issues underlying the present research.
    Critically evaluate these viewpoints and issues to identify inconsistencies or gaps in
    classroom teaching and/or learning that the study intends to address. Define and
    present in a conceptual framework the constructs included in the research. Citation of
    literature sources should be consistent.)

    Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines


     cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
    MARIANO MARCOS STATE UNIVERSITY
    College of Teacher Education
    Webinar-Writeshop on Classroom-Based Action Research
    for Pre-Service Teachers in the New Normal
    Via Zoom Video Conferencing Application
    November 15-17, 2021

    III. ACTION RESEARCH QUESTIONS


    [The research questions must logically proceed from the context of the inquiry. These
    should clearly relate to the identified classroom problem or issue, and convey the
    desired change or improvement.)
    1.
    2.
    3.

    Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines


     cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph

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