City College of Angeles FIELD STUDY 2

Barangay Pampang, Angeles City Participation and Teaching Assistantship

FIELD STUDY 2
LEARNING EPISODE 3

Episode Title: Understanding AR. Concepts, Processes and Models

Desired Learning Outcome:
At the end of this Learning Episode students must able to;
1. Use concepts and processes of action research.
2. Identify sample models of action research
INTRODUCTION

Action Research is a type of inquiry that is:

 Practical as it involves making changes to practice

 Theoretical as it if informed by theory and can be generate new insights.
 Concerned with change and improvement.

Teacher action research (TAR) is a method for educational practitioners

(teachers and school leaders) to engage in the assessment and improvement of
their own practice. It is a tool to help classroom teachers consider their teaching
methods or to adopt a strategy in order to solve everyday problem in the school
setting.
Key questions and answers you need to know:
1. What are the Core Characteristics of AR (Tichen,2015)?
 Systematic
 Rigorous
 Reflective
 Situational
 Participative
 Future oriented
2. Why is Action Research useful to me as a Teacher Researcher?
 AR can help me learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing instructional and assessment.
 AR can help me learn more about a wider range of research methods.
 AR can provide me more space to think deeply about the issued that confront
teaching and learning.
 AR can help me engage with my mentor and peers.
 AR can help me develop new knowledge whcich is directly related to my area
of my specialization.
3. What types of classroom action studioes that can I engage in?
 Creating changes in the classroom practices
 Establishing effects of curriculum restructuring
 Enhancing new understanding of learners.
 Teaching a new process to the students.
MODELS AND GUIDE in CONDUCTING ACTION RESEARCH
 McNiff & Whitehead 2006 (Adaption)
Action Research Cycle The Action Research Process
OBSERVE Identify the problem
 Based on observation and noticing,
what problematic situations prevail in
the classroom or teaching learning
environment?
 Which of these problems shall I focus
on?
 What does literature say about this
problem? On what theories or principles
learned before is the problem
anchored?
REFLECT Reflect

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

 What do I hope to achieve? What do I

intend to change for the better?
 Is doing this research important to
improve my practice?
 Can I do this alone? Or collaborate?
PLAN Plan An Action Research Strategy
 What type of research will I use?
 How will I describe my innovation?
 Is my plan doable within the given
period of time?
ACT Take Action
 How do I put my plan into action? How
long?
 How will I gather adata or information?
 What sense or meaning do I get out of
the data?
EVALUATE Use findings
 Where do I apply results to improve
practice?
 Are findings worth sharing?
MODIFY Move to another Cycle
 Is there a need to modify intervention to
get new results?
 Should I move to another cycle of
action research?
 Nelson, O 2014 Model
OBSERVE Identify the problem
 Based on observation and noticing,
what problematic situations prevail in
the classroom or teaching learning
environment?
 Which of these problems shall I focus
on?
 What does literature say about this
problem? On what theories or principles
learned before is the problem
anchored?
REFLECT Reflect
 What do I hope to achieve? What do I
intend to change for the better?
 Is doing this research important to
improve my practice?
 Can I do this alone? Or collaborate?
PLAN Plan An Action Research Strategy
 What type of research will I use?
 How will I describe my innovation?
 Is my plan doable within the given
period of time?
ACT Take Action
 How do I put my plan into action? How
long?
 How will I gather adata or information?
 What sense or meaning do I get out of
the data?

Department of Education (DO 16) 2017 Model

Action Research Key Components Action Research Process

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

I. CONTEXT AND RATIONALE Identifying the Problem

 Why am I doing this?
II. ACTION RESEARCH QUESTIONS  What is the background of my action
research?
 What problem/ question am I trying to
solve?
 What do I hope to achieve?
III. PROPOSED INNOVATION, Proposed Plan
INTERVENTION AND STRATEGY  What do I plan as a solution to the
problem I identified?
 What iinovation will I introduce to solve
the problem?
 What strategy should I introduce?
IV. ACTION RESEARCH Plan of Action Research
 Who are the participants?
 What are my resources of information?
 How shall I gather information?
 How will analyze my data?
V. ACTION RESEARCH WORK PLAN Action Research Work Plan
AND TIMELINES  What should my wok plan contain?
(targets, activities, persons involved,
timeline, cost)
 How long will I conduct my intervention?
VI. COST ESTIMATES Action Research Cost
 Who will fund?
 How much is the fund needed?
VII. PLANS FOR DISSEMINATION AND Sharing results
UTILIZATION  How will I share the result of my action
research?
 Can I collaborate with other teachers to
continue or replicate my study?
VIII. REFERENCES References
 What reading materials and references
are included in my review of literature?

An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead,2006

Source: Nelson, O. 2014

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

NOTICE
What concepts have been emphasized in the task and infographics? Give at least
four?
1. Definition of action research and how it is relevant and essential in education
2. Characteristics of an action research
3. Importance of action research to teacher researcher
4. Models and processes of action research

Since the 3 models are all fpor naction research, what are the common elements of the
three?
The models follow an outline or a cycle, thus, they are systematic and organized in
nature. They all identify a problem, a plan to resolve the problem, and how to apply or
share the results yielded from the action research. Furthermore, they answer the same
questions about a certain problem.

ANALYZE
Choose the AR sample sample Abstract that you submitted in Episode 2.
Analyze the components vis-avis only ONE model out of the 3 presented.
Model A-McNiff & Whitehead, 2006
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

EVALUATE Findings

MODIFY Recommendation

Model B-Nelson, O. 2014

Title and Author of the Action Research:

Key Components Entry from your Sample AR

OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

DepEd Model ,2017

Title and Author of the Action Research:
Differentiated activities: An intervention to improve Multiplication Skills among
Grade VI pupils of Dela Paz Main Elementary School
NALIZA LUNA SAN JUAN
Key Component Action Research Process
I. CONTEXT AND RATIONALE Mathematics equips pupils with
uniquely powerful ways to describe,
analyze and change the world. It
can stimulate moments of pleasure
and wonder for all pupils when they
solve a problem for the first time,

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

discover a more elegant solution, or

notice hidden connections. Math
Teachers in this school have
observed that Grade VI learners
had low mastery level in
recognizing Multiplication Table,
can’t multiply 1 digit number nor
solving one step word problem. This
is the challenge for Math Teachers
to make them a multiplicative
person before they finish their
elementary level.
II. ACTION RESEARCH QUESTIONS No action research questions are
stated/mentioned in the study.
III. PROPOSED INNOVATION, INTERVENTION There are four interventions in the
AND STRATEGY study and they are differentiated
activities. The four activities are as
follows: Every Child A Numerate
(ECAN), Program of Excellence in
Mathematics (POEM), Speed and
Accuracy (Window Cards),
Educational Television (ETV). These
are used to help the students who
are having difficulties in their skills in
multiplication.
IV. ACTION RESEARCH Purposive and convenience
sampling are used in choosing the
respondents of the study. The
respondents of the study were the
(40) pupils of Grade VI for the SY
2018-2019 and (3) Math Teachers of
Grade VI. Various instruments are
employed such as standardized
tests, observation records,
questionnaires, and focus group
discussion. The data collected are
presented in tables and interpreted
using percentage method,
descriptive statistics, and weighted
mean.
V. ACTION RESEARCH WORK PLAN AND The Grade VI pupils who are
TIMELINES academically challenged in
multiplication skill of Dela Paz Main
Elementary School for SY 2018-2019
will participate in the research.
There are forty respondents in
grade 6. All of them together with
their parents and advisers will be
asked to voluntarily participate in
the research. In this study,
information from the Math teachers
and pupils with low multiplication
skill about the facts, attitudes and
feelings, were gathered and also
the academic progress of
non numerates in school. It secures
free prior and informed consent
from respondents and/or parents
and guardians of learners.
Purposive and convenience
sampling will be used in choosing

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

the respondents for this study. The

respondents of the study were the
(40) pupils of Grade VI for the SY
2018-2019 and (3) Math Teachers of
Grade VI. The researcher asked the
permission of the School Head and
parents of the learners to conduct
the study. This action research will
use window cards and technology
like tv for visual presentation and
computers for ICT/ power point in
applying differentiated activities for
multiplication skill intervention. It will
employ differentiated activities for
the multiplication skill intervention
among grade 6 pupils. The
intervention will consist of three (3)
phases: preparation phase,
implementation phase, and
post implementation phase. The
data collection techniques to be
used are experiencing, enquiring,
and examining. The phenomenon is
the difficulty of grade 6 learners to
solve multiplication problems,
mainly because they don’t have
knowledge in multiplication table
and basic skills in multiplying
numbers. Mixed methods will be
used in this action research, namely
qualitative and quantitative
methods. Qualitative data will be
coded, organized, compared,
analyzed, and major themes will be
identified. Thereafter, the themes
will be presented, analyzed,
interpreted and linked with
literature. Statistical tool will be used
in analyzing quantitative data. The
results will be presented in table
form, analyzed, interpreted and
linked with literature. In the
analyzes, the researcher will also
write her insights and reflections on
the findings to be generated, using
her field notes as additional inputs.
VI. COST ESTIMATES No estimation of cost is included in
the study.
VII. PLANS FOR DISSEMINATION AND There is no description in th e study
UTILIZATION on how to disseminate the results.
VIII. REFERENCES Online Resource
www.education.vic.gov.au/studentl
earning/ Department of Education
and Early Childhood Development
Numeracy in practice: teaching,
learning and using mathematics
Paper No.18 June 2009 Book
Harold, G. “Psychology of Learning
and Teaching”, New York Mc Graw
Journal
Brown, W., Company Publisher

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 City College of Angeles FIELD STUDY 2
Barangay Pampang, Angeles City Participation and Teaching Assistantship

Dubuguel Lowa, Educators Journal,

“Published Phoenix Publishing”,
House of Educators”, Vol.XIV and
Vol. VII.
REFLECT
As a future teacher, is conducting an Action Research worth doing?
As a future educator, I can say that conducting action research is beneficial.

Why?
Action research can change the way a teacher teach. Since I am a future educator, it
can improve my teaching practices, which are considered professional development
for teachers. It will be helpful to identify and solve problems, as well as establish
connection between educational theory, practice, and student outcomes.
Additionally, action research is a collaborative process, teachers can learn from one
another and grow professionally as a group.

How can AR be useful for every classroom teacher?

Conducting action research in the classroom is beneficial to the development of
teaching and learning. It is a necessary classroom tool that allows a teacher to
effectively implement instruction. As problems identified in the classroom are provided
with a solution, the teaching process will be smoother and students will make more
progress using action research as an approach.

WRITE ACTION RESEARCH PROMPTS

Remembering my classroom observations in FS 1, I noticed that there are many
questions that I raised in my mind. These include:

1. How can I solve a problem in a classroom situation?

2. How can I encourage collaboration between students?
3. Is it necessary to observe a classroom discussion? Why?

Thinking deeply about these problems, perhaps something must have been done to
solve the problem or answer the question, like:

1. Using the models in action research so that I can be guided on the process I will
take.
2. Assigning group tasks to the students and let them brainstorm to formulate a
solution.
3. Observing the classroom and how the teacher discuss personally so that possible
problems can be investigated and they can be a basis for an action research in
the future.

Now , that I am in FS 2 , I plan to make a plan for my solution to problem ( choose from
1,2, 3) because I will be a future teacher and problems in a classroom setting will be a
great experience for me to conduct an action research using the models I learned in
FS2.

LEARNING ARTIFACTS

Paste a copy of a full blown completed Action Research Sample

Title: Differentiated activities: An intervention to improve Multiplication Skills among

Grade VI pupils of Dela Paz Main Elementary School

Author: ANALIZA LUNA SAN JUAN

Link: SDO-RES_001.433_S2274_2017.pdf (depedbinan.com)

SCORING RUBRIC FOR FIELD STUDY 2 EPISODES

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Barangay Pampang, Angeles City Participation and Teaching Assistantship

CRITERIA Excellent Very Satisfactory Needs Score

4 Satisfactory 2 Improvement
3 1
Accomplis All One (1) to two Three (3) Four (4) or more
hed participation/ (2) participation/ participation/ participation/
Participatio activities/questi activities/questio activities/questions/ activities/questions/
ons/tasks/ ns/tasks/ not tasks/ not tasks/ not
n Activities
completely answered/ answered/ answered/
answered/ accomplished. accomplished. accomplished.
accomplished.
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered participation
completely, completely, completely, questions were not
answered are answered are answered are not answered; answers
with depth and clearly clearly connected were not
are thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more than
theories; grammar and grammatical/ four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from error. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear, depth; shallow; somewhat shallow; rarely
supported by supported by supported by what supported by what
what were what were were observed and were observed and
observed and observed and analyzed. analyzed.
analyzed. analyzed

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in reflected on in reflected on in the reflected on in the
the context of the context of context of the context of the
the learning the learning learning outcomes; learning outcomes;
outcomes; outcomes; Complete, not not complete, not
Complete, well Complete, well organized. organized, not
organized, organized, very Relevant to the relevant
highly relevant relevant to the learning outcome.
to the learning learning
outcome. outcome.
Submission Submitted Submitted on Submitted a day Submitted two (2)
before the the deadline after the deadline days or more after
deadline the deadline.

TOTAL SCORE
Remarks:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________

Reference: Field Study 2 Participation and Teaching Assistantship- Scoring Rubric for Field Study 2 Episodes (2021) Lorimar
Publishing

Prepared by:

___________________________
Signature over printed name
Pre-service Teacher

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Barangay Pampang, Angeles City Participation and Teaching Assistantship

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