Activity 1 – Writing an Action Research Plan

FIELD STUDY 2

Caasi, Cristine Jane R.

Caigas, Nica
Calicdan, Dina Rose
Group No.:
Celeste, Justine C.
Group Members:
Del Mundo, Bernadeth Mhayell
Ridon, Rozelene
Robante, Aldrin Jr.
Villanueva, Ma. Cristina
Choresca, Edlyn C.

Course, Year and Section IV- BSE English B

Name of FS Mentor Dr. Katherine Queroda

Date September 15, 2023

At the end of this learning activity, the FS students should be able to:
1. recall the different parts of an action research
2. prepare and write an action research plan
3. submit the proposed action research plan

In your Field Study 1, you have learned that action research is a dynamic process that is categorized under
applied research. It is focused on solving practitioners’ local problems wherein an action plan plays a significant role in the
execution of such work (Johnson & Christensen, 2020). Yes, you heard and read it right - for a teacher’s life, conducting
action research is an advocacy since the primary purpose of it is to improve school practices and solve classroom-based
teaching and learning related issues to find applicable ways and means to address existing or present issue that usually
bother practitioners’ execution of their job. So, let us now put into practice the theories that you have learned by preparing
an action plan that will serve as your guide and frame of reference in doing Classroom-Based Action Research (CBAR).

Recall the different parts of the action research, then put into practice the ideas/ knowledge you have learned. You can
enrich your knowledge on how you go about preparing your action research plan by watching “YouTube”, surfing credible
online website, browsing and reading vital sources, eBooks, books, journals and research publications. Please observe
the following: (1) etiquette in doing activities; (2) proper acknowledgement of references and sources; and (3) intellectual
property rights.

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 Activity 1 – Writing an Action Research Plan

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Directions: Below are the parts of an action research. Prepare your research plan by describing what you
will do to come up with an excellent classroom-based action research.
Sample:
Parts Description of your plan
Based from the previous class observations, I will choose one class with
distinct characteristics and recall the challenges they encountered. From
Situation those challenges encountered, the chosen scenario will serve as my
springboard in writing my CBAR.

Begin here:
Parts Description of your plan
-Once our class observation and investigation start, we will be focusing on
Grade 7 learners in English with distinct characteristics and identifying the
problems and challenges that the students usually encounter. Given those
Situation challenges, we will be focusing on the one particular problem that calls for
immediate action. The specific problem based on the observation will serve
as the springboard for our CBAR.
- The approval sheet will contain the evaluation committee's certification, the
oral examination committee's approval, and the college department's action
of acceptance. The signatory and officers in authority in each committee will
certify the content of the approval sheet.
- In the acknowledgement, we will express gratitude to the people behind the
success of the completion of the CBAR conducted. This highlights our
gratitude to the Almighty God, our families, our mentors and advisers, our
participants, the faculty and staff of the school, our friends, our group
members, and everyone else who showed their sincere support and helped
to make the CBAR a reality.
Preliminaries
-Approval Sheet -In the table of contents, the readers will find the list of divisions and pages
-Acknowledgement covered in the research conducted. It will help the readers navigate the
-Table of Contents sections of the study they choose to read and explore, as it is typically found
-Abstract at the beginning of the research. This section might be of great use to
readers in identifying a specific page and guiding them to the intended
browsing location. It has the title pages and the relevant pages for the
important sections.
-In the abstract part, it will contain the gist of the conducted CBAR. It will act
as a framework so that readers may understand our goals, the motivation
behind the study's administration, and its applicability in the present. This
section also includes details on the study's objectives, methods, and tools, as
well as an analysis and evaluation of the research's primary findings and
conclusion.

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FIELD STUDY 2
I. Introduction
-Background of the Study
-Significance of the Study
II. Problem Identification
-Possible Causes
-Hypothesis
III. Generation of Alternative uniqueness in solving problems or issues. The key to achieving a grateful
Solution
IV. The Plan of Action
-Objectives
-Time Frame
-Target Participants
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Domain 1: Content Knowledge and Pedagogy
Activity 1 – Writing an Action Research Plan
- The introduction presents an overview of the topic and its importance in the
field study. The introductory part will address the problem and provide a
variety of insights that discuss the topic. Given this, we, as researchers, will
find innovative information that is reliable and relevant to our study to address
the topic, problems, and gaps. As a result, we will provide a systematic review
of the evidence, which also serves as the foundation of our objectives.
- The significance of the study will be discussed its importance. This section
explains how it will add to current knowledge and contribute to the community,
notably the field of education and the research community. We will emphasize
how our CBAR will support the community, school, administration, teachers,
learners, and current and future academicians.
- We will recognize the possible causes of the issue. We can develop
alternate possible solutions based on these potential causes. It is important
that we are aware of the possible reasons in order to select the appropriate
remedies for the possible causes that are being addressed.
- One of the primary goals of developing alternative solutions is to tackle
problems and resolve any unique issues that arise in our CBAR. First and
foremost, we will discuss the issue or problem with our group mates in order
to handle the problem or challenge with unity and creative thinking in solving
problems or issues. Cooperation, critical thought, and a deeper grasp of a
problem or issue are essential for obtaining a positive outcome.
- One of the main purposes of the generation of alternative solutions is to
conduct a classroom-based action plan to solve problems and resolve any
specific issue that is encountered. First of all, we will discuss the problem with
our group mates to address the issue or problem and have unity and
result is cooperation, critical thinking, and a deeper understanding of a
problem or issue. In addition, one of the important objectives is to be careful in
decision-making when resolving the issue or problem. The best way is to
understand everyone’s perspective and solutions to a problem.
- In this part, we are going to create plans in order to achieve the outcomes
that we aim to achieve through research. We will ensure that our objectives
are in the SMART format as we set them (specific, measurable, achievable,
relevant, and time-based). This format is the key step in writing strong
research. Using the SMART format can make objectives clearer and easier to
understand.
- In conducting this research, the time frame will be one week. Conducting
action research has multiple steps. This process involves a series of steps
that should be followed in order to complete the research. Conducting
research is a time-and-effort process that requires planning to ensure that the
research question will be solved.
-In this part, the target participants will be identified. The target audience
serves as a compass that guides the research study toward producing
relevant, applicable, and meaningful results. The group will use
communication and a cooperative approach to determine the target
participants of the study. The target participants should fulfill the standards
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 Activity 1 – Writing an Action Research Plan

and criteria during the study in order to achieve meaningful research

FIELD STUDY 2 outcomes.

V. Presentation and Interpretation
of Data
-In this part of action research, to complete our study properly and
significantly, it is necessary for us to present, analyze, or interpret the results
or data we collected. This is the part where researchers present the data
gathered, the results of the statistical and comprehensive analysis done, and
the interpretation of the findings.
With the aim of explaining and illustrating the data in a way that is both
presentable and comprehensible, we will be delivering or showing our results
using content analysis. The purpose of this is to organize and elicit meaning
from the data collected and draw realistic conclusions from it. We might also
use tables or charts with text interpretations.

VI. Findings, Conclusions,
Recommendations
- The findings are the outcomes of the data analysis, interpretation, and
evaluation carried out during the research process. Our findings will help
provide a more comprehensive understanding and improve the validity and
reliability of research results. It requires planning and attention to detail. The
organization of our findings, our introduction, the summarization of our
literature review, the description of our methodology, the presentation of the
results, the interpretation of the results, and our conclusion with a summary of
the key findings and the main conclusions of the study
- The conclusion is the final section that summarizes the main points of the
paper and provides a final perspective on the topic. It is where we will restate
the problem statement addressed in the paper, summarize the overall
arguments or findings, and suggest the key takeaways from the paper. The
content of the conclusion varies depending on whether the paper presents the
results of original empirical research or constructs an argument through
engagement with sources.

- Recommendations are generally included both in our conclusion section

(briefly) and in our discussion section. We will propose next steps, supported
by our study's findings. Our recommendations will be concrete, specific, and
supported with a clear rationale. It will be immediately related to the studies
and spotlight methods different researchers can reproduce or reflect
consequences to attract in addition conclusions.

- Bibliography is a list of sources that have been used in research, whether or

not you have cited or mentioned them on paper. It is different from a works
cited page, which only includes the sources that have been cited on paper.
The citation entries on a bibliography typically include the author’s name, the
title of the work, the name of the publication, the name of the publisher (for
books), where it was published (for books), and when it was published.
VII. Reflections - An appendix provides supporting evidence for research, such as raw data,
-Bibliography calculations, technical drawings, graphs, or other detailed information.
-Appendices Additional information that is not essential to the core argument of the paper
-Curriculum Vitae but that may be useful to the reader. This can include interview transcripts,
survey questions, research protocols, and more.
- Emphasize researcher details, experience, skills, and accomplishments. It is
used to demonstrate the qualifications for research positions and includes
sections such as contact information, education, research experience, skills,
and references.

Attention: Submit your proposed action research plan. Be guided with the following criteria: (1) substantive content; (2)
adherence to the standard procedure in the conduct of CBAR; and (3) clarity in the presentation of the plan
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(organization and coherence of the plan)
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Rate the following parts based on the degree of difficulty you encountered in describing your plan: not difficult (1), fairly
difficult (2), moderately difficult (3), very difficult (4), extremely difficult (5). Put a check mark on the appropriate column
corresponding to your answer.
Parts 1 2 3 4 5
Situation
/
Preliminaries
-Approval Sheet
-Acknowledgement
-Table of Contents /
-Abstract
II. Introduction
-Background of the Study /
-Significance of the Study
II. Problem Identification
-Possible Causes /
-Hypothesis
III. Generation of Alternative Solution
/
IV. The Plan of Action
-Objectives /
-Time Frame
-Target Participants

V. Presentation and Interpretation of Data

/
VI. Findings, Conclusions,
Recommendations /
VII. Reflections
-Bibliography /
-Appendices
-Curriculum Vitae

(1) Do you consider your proposed action research plan beneficial in coming up with an excellent CBAR? Justify.

 Yes, our proposed action research plan is intended to be extremely effective in establishing excellence
in classroom-based action research. To ensure that our proposal will provide practical insights for the
overall learning experience, we went through a series of brainstorming meetings while also considering
the significance of our observations during deployment to identify the challenges prevalent inside the
classroom. Furthermore, we made certain that it was centered on the SMART approach. In this regard,
we are convinced that it will be of great assistance and benefit in developing exceptional classroom-
based action research that will provide significant insights and contribute positively to the classroom
environment.

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Plan Execution

Directions: Below is the list of the parts of an action research. After preparing your action research plan, the next step is to carry
out your plan. Prepare the different parts of your CBAR based on what you have planned. Focus only on the indicated
parts. Other parts not included will be done/ accomplished during the Internship period. The preliminaries and other
parts will be included in your final write up.

Part 1: Introduction
As time goes by and technology continues to develop, it has a big impact on society and people. Generally, technology
provides convenience in people's lives. However, even though technology has a positive impact on students, it also has negative
effects. For instance, in an educational setting, there are various effects of technology on the learning process of the students. It
has advantages that make the learning accessible and conducive, yet it also has disadvantages that affect the student’s behavior
and cognitive skills. Nowadays, technology plays a vital role in students’ lives. Therefore, students spend most of their time on their
electronic devices. It includes smartphones, computers, iPads, and other different types of gadgets.
Gadgets are widely used among students (Muthi'ah, 2021). With the emergence of gadgets in which there are internet
connection facilities, students can take advantage of the internet connection to access various kinds of information and references
related to various subjects. Therefore, in this digital era, students can now learn through various electronic media. Learning
resources owned by students do not only come from books, but with internet access facilities found in these media, students are
able to develop and utilize gadgets to obtain and access various kinds of information and also additional references for students,
so that students are able to improve their learning outcomes. The wider the knowledge of students, the more competencies that
will be achieved by students. This is supported by Arifin's opinion (2011), which states that technological developments should be
utilized as best as possible, so students are not only limited to handbooks, but they can learn to use the internet network to get free
e-books to support the learning process.
Learning outcomes are the realization of the potential skills or capacities possessed by a person after participating in
learning activities (Priyatna & Ngalimun, 2021). Mastery of learning outcomes by a person can be seen from his behavior, both
behavior in the form of mastery of knowledge, thinking skills and motor skills (Irawati, 2018). Many things affect student learning
outcomes such as the teaching strategies given by the teacher, the ability of the teacher to teach, the time and place of learning,
and learning facilities (Irawati, 2018). Excessive use of gadgets can have a negative effect on student learning outcomes, for
example student learning outcomes will decrease (Das, 2018)In essence, all that is excessive will not have a good impact on the
individual but if individuals can adjust their use, gadgets also have a positive influence on student learning outcomes (Harahap et
al, 2018)The effect of gadgets on other student learning outcomes is that students rely more on gadgets than having to learn to
use books (Harfiyanto, Cahyo & Tjaturahono, 2015).
According to global articles in Taiwan and the United States, teenagers spend a vast amount on their electronics. In
Taiwan, students spend up to 3 hours per day, depending on the weekend and weekdays. Students consume one hour and
twenty-five minutes on their smartphones during the weekdays and three hours and thirty minutes on weekends (Lin, 2021). While
in the United States, it is reported that teenagers spend 7 hours and twenty-two hours a day. (Jacobo, 2019). Therefore, found that
students mostly spend their time on digital platforms watching videos, playing games, and using social media platforms.
However, in today’s generation, too much use of gadgets among students has negative effects. Excessive use of
electronic devices creates a high level of dependency on technology among students, which affects their’ performance, behavior,
relationships with other people, and emotional health.

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According to the study of Hedge (2019), an Indonesian study, students aged 12 to 16 years reported that 53% of children
who used gadgets had difficulties concentrating during classes. In addition, 69% of the students like to use gadgets at night before
sleeping, of which 59% of the children complained of frequent headaches in the morning along with some difficulty seeing the
blackboard from back benches, hence reporting an overall fall in their grades. In addition, studies have shown that excessive use of
gadgets has a negative effect on the function of the brain. It may cause attention deficits, cognitive delays, impaired learning,
increased impulsivity, and decreased self-regulation. These negative effects of technology harm the students for proper functioning
towards learning. In the study entitled “Brain health consequences of digital technology use” (2020), it was found that extensive screen
time and use of technology affect attention-deficit symptoms, impaired emotional and social intelligence, technology addiction, social
isolation, impaired brain development, and disrupted sleep. Given that, it could potentially harm the students' long-term use of
technology.
Therefore, even though technology has a positive effect on the students’ learning, there are things to consider, such as
awareness of how excessive usage of gadgets affects the students’ academic performance, behavior, and mental health. Additionally,
this study aims to determine how gadgets greatly affect and influence students' learning and provide measurable action to address the
problem when it comes to their negative effects.

Part 2: Problem Identification

The influence of employing gadgets on student learning outcomes is classified into two categories: positive and negative.
According to Aprianti, F., Dayurni, P., Fajari, etc. (2022), they found out that the effect of gadgets on students has positive
and negative effects. Based on the results of research, gadgets are not only used by students to communicate but also for
entertainment, like playing online games and social media. Thus, the majority of the students used gadgets for entertainment rather
than studying, which included high and low usage intensity. Therefore, it reveals that continuous use of gadgets not only has a positive
impact on student learning outcomes but can also have a negative impact. The positive impact obtained is that students can easily get
information, carry out long-distance communication, and train their creativity. While the negative impact obtained by students so that
this becomes a cause of decreased student academic scores, namely the continuous use of gadgets, will greatly interfere with student
health, interfere with student cognitive development, and make students prone to crime, students who are dependent on their gadgets
will affect the behavior of students themselves. Students become forgetful of time, lazy, and reluctant to study.
The positive influence of gadgets on student learning outcomes is that students may access knowledge and information that
they did not acquire in school, ease long-distance contact, and develop children's creativity. Technological advancements have
resulted in a wide range of inventive and demanding games. The negative influence of gadgets on student learning outcomes is that
students become dependent on them, which is quite risky for them. Dependence on gaming devices causes students to neglect their
study time, which has a significant impact on student learning results. Students who are overly reliant on their devices will almost
surely have a negative influence on their conduct since it is harmful to their health, interrupts their development, makes them more
likely to commit crimes, and has a negative impact on their behavior.
According to Nelli (2019), field research shows that student academic development greatly influences the use of gadgets
because students who use gadgets to learn, will experience an increase in the value of achievement or academic value. The ability of
students to find study materials and references and even use them correctly is one form of using gadgets that can shape student
academics, because it is obvious that students who use gadgets correctly tend to win in competitions, even in almost all fields of
competition, because they are not only fostered by schools but also additional learning at home using gadgets (Das, 2018; Budhiarto
et al., 2020; Fauzi, 2018).
Gadgets are helpful for students in learning the field of English. Furthermore, gadgets might widen students' perspectives in
terms of current English words by what they observe on social media. According to Apriyanti (2021), through shows accessible on
online-based social media, many students obtain inspiration on how to solve the questions that were set at the beginning of the
session, as well as seeking the best, most efficient, and most fun approach.

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According to one research, students love studying English better when there are several apps available on their
devices, such as TikTok, YouTube, Instagram content, and so on. Some students said that using gadgets eliminates the
need for students to open document dictionaries in order to discover complicated words. Then, when it came to electronics,
students indicated that having them made it simpler for them to meet foreign travelers at unexpected times. Some students
also stated that using devices allowed them to learn numerous new things in addition to English. Students also learned how
to improve gadget functionalities while accessing programs. Nowadays, everything can be learnt rapidly via YouTube and
free and commercial websites accessed by devices.
Additionally, Google Translate, Deepl Translate, U-Dictionary, Babla.co.id, and numerous other applications were
discovered to be students' learning sources for English online learning media. Students who use electronic devices have
their own techniques for learning English. The device undoubtedly provides students with a diversified learning
environment. Students who were previously uninterested in studying English have come to appreciate the numerous
interesting features and programs that now utilize English as the language for setting up operating systems. Podcasts,
interactive language apps, virtual tours, language learning videos, and social media language challenges are examples of
programs on gadgets that give varied learning models that enable students to study enjoyable and stay guided according to
the learning needs of each student.
From the study of Antigo and de Guzman (2021 found the effects of students always using mobile/smart phones
and computers as electronic gadgets, which in the study reveals that students who use electronic gadgets achieve
academic performance of approaching proficiency. In addition, the study found out the effect of the use of electronics on
students’ performance, family relationships, and health conditions. Throughout the study, it was concluded that there is no
significant difference in the effects of the use of electronic gadgets in terms of family relationships and study habits when
attributed to students’ age, sex, and grade level. However, there is a significant difference in the effects of the use of
electronic gadgets in terms of health conditions when attributed to students’ grade level. Therefore, there is a negligible
relationship between academic performance and the level of effects of the use of electronic gadgets on family relationships,
health, and study habits.
Furthermore, Small G., Lee G., and Kuffman A. et al. (2020, they found out that there are varieties of internet
resources, including games and apps, may improve cognitive abilities. It has been found that students' engagement with
technology increases neural activity in the brain. Whereas certain computer programs and videogames may improve
memory, multitasking skills, fluid intelligence, and other cognitive abilities, proper usage of technology and digital tools
offers mental health interventions that provide self-management, monitoring, skills training, and other interventions that may
improve mood and behavior. On the other hand, excessive use of gadgets has a negative effect on the function of the brain.
It may cause attention deficits, cognitive delays, impaired learning, increased impulsivity, and decreased self-regulation.
These negative effects of technology harm the students for proper functioning towards learning. Moreover, extensive
screen time and use of technology affect attention-deficit symptoms, impaired emotional and social intelligence, technology
addiction, social isolation, impaired brain development, and disrupted sleep. Given that, it could potentially harm the
students' long-term use of technology.

Part 3: Generation of Alternative Solution

A gadget is an electronic device that performs a specific function. The function that it performs is impressive
enough to be useful for our daily living and it also reduces the burden of accomplishing tasks. So, no wonder why gadgets
have become a part of our lives. Allowing it to be a part of our lives means that its improvement and development can be
seen over time. So, it gives us the fact that throughout the years, there is a big difference between where it started and
where it is now.

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Numerous studies proved that gadgets have become more important in a way that they are more convenient. It
helps a lot by making things easier and faster. It helps improve the way of life, especially for students. Through gadgets,
students can access information and resources more easily. However, regardless of all the benefits of the gadgets, they also
have negative effects. To justify this, excessive use of gadgets can affect students’ academic performance and learning
behavior. It is one of the reasons why some of the students perform poorly in their class; it makes them lose their
concentration because of their addiction to using gadgets. In today’s generation, students are obsessed with gadgets.
Students spend their time using gadgets instead of studying. These are some disadvantages of using gadgets for students.
However, by conducting this study, what could be the possible solutions to address these problems?

To address this issue, the following are some suggestions to decrease the addiction of the students to using
gadgets that affect their learning behavior and use them in a proper way in order for them to have a good academic
performance in their class: (1) Encourage self-discipline; (2) plan activities that do not require gadgets; (3) Ask their parents
to help limit their child’s exposure to gadgets; and (4) Set a time for using screens. To test the effectiveness of this
intervention, some seventh-grade students will be interviewed or asked about what possible solutions they can use to control
the excessive use of gadgets. The data gathered will be used as a key to determining the major effects of using gadgets on
the learning behavior of learners as well as finding good solutions to address those problems.

Part 4: The Plan of Action

Objectives:

 To examine the impact of gadget use on the cognitive, emotional, social, and physical aspects of learning behaviour,
such as attention, motivation, engagement, interaction, and health.
 To identify the factors that influence the gadget use behaviour of learners, such as personal preferences, peer
pressure, parental guidance, school policies, and learning goals.
 To propose recommendations and best practices for learners, parents, and teachers on how to balance the benefits
and risks of gadget use for learning outcomes.

Time Frame
The action research will be carried out in the academic year 2023-2024, with a span of approximately 4 months.
Within the two-month Field Study 2 course, there will be allocated time to finish all four parts of the action research, which
include the introduction, problem identification, generation of alternative solutions, and plan of action. The rest of the parts,
which comprise data presentation and interpretation, findings, conclusions, recommendations, and preliminaries, will be
completed for the final write-up during the internship term, which will take around three months.

Target Participants
This study intends to obtain information and provide an alternative solution to the effects of gadgets on the learning
behavior of middle school students. The participants of this action research were 7th grade English students of Bolinao
Fisheries School enrolled in the 2023–2024 academic year. The researchers chose the purposive sampling technique when
conducting a survey questionnaire.

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Using one adjective, describe your experience as a group in accomplishing the activity in general and in
writing the four parts, from introduction to the plan of action, of your classroom-based action research in
particular. Why did you choose that adjective?

If we were to define our experience as a group in one-word adjective for completing the
activity in general and composing the four components of our classroom-based action research, it
would be the adjective word firm. The word firm (/fərm/) is an adjective that describes a person that
shows resolute determination. The definition of the word itself highlights our solidified will, steadfast
commitment, and collaborative work among members that we put forth in developing and
constructing our action research plan. As we constructed every part, it demonstrated the
perseverance rooted in each of us to complete the plan with such quality that it serves not only the
target respondents but also provides us with the opportunity to foster our academic growth. Despite
difficulties in various facets of our action research plan, we stay focused, determined, and
committed to our goal. The term "firm" encompasses not just the time and effort that we invested
but also the passion and sincerity that we instilled in every part of our group experience in carrying
out this action research plan. It is a testament to the teamwork that carried our activities forward,
leaving an indelible impact on our journey.

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Here are some of the pictures and documentation of our group’s

meeting and brainstorming session.

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These are the individual documentation of the members of

Bolinao School of Fisheries while doing their assigned tasks.

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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