Field Study 2

Participation and Teaching

Assistantship

Bb. Gina May P. Panalangin

BSED 4B
 Learning Episode 3

Understanding AR Concepts, Processes and Models

Notice

What concepts have been emphasized in the task and infographics? Give at least four.
1. The main problems in the classroom that is needed to solve.
2. The models that you will be using
3. The procedures and steps.
4. Elements in the cycle
Since the 3 models are all for action research, what are the common elements of the three?
They share the same cycle and elements as the McNiff and Whitehead models, as well as
the Nelson Model. They share elements such as title and author(s), observe, reflect, plan,
and act. The elements are also the same as in the DepEd model, although the elements in
the DepEd model are more precise and the information required is more emphasized than
in the two models.

Analyze

Choose the AR sample abstract that you submitted in Episode 2.

• Analyze the components vis-à-vis only one model out of the 3 presented.
• If you choose to compare with Model B-Nelson. O. 2014, here are the components.
Title and Author of the Action Research:
Key Components Entry from your Sample AR
OBSERVE The Problem
Teaching mathematical topics requires
accurate visualization for students to
understand the step-by-step procedure. Pure
writings in the module outlining the concepts
and the procedure of working for the answer
may help, but for most students, it is a
difficulty. Mathematics is seen as an
individualized, secluded, and difficult topic.
Similarly, it is commonly assumed that math is
exclusively for students who excel in
analyzing problems and conceptualizing ideas.
REFLECT Reflection
It was emphasized that mathematics teachers
are undergoing significant changes not just in
the material they teach but also in the way they
educate. He went on to say that teachers are
being asked to teach new, more difficult
mathematics to a diverse audience using active
learning methodologies aimed to improve
knowledge. Each believes that kids should
conquer their fear of arithmetic. As a result, he
 believes and analyzes that pupils develop more
through collaborative learning. The teacher
should also solicit assistance from other
teachers who observe pupils having the same
math challenge.
PLAN Plan of Action
The researcher developed Project MIV, a
teacher-created instructional film that served
as supplemental content to augment the
challenges in mathematics learning activities.
With the difficulty of students learning
mathematical ideas in the reopening of in-
person sessions, the researcher intervened to
reach out to students at home via instructional
videos broadcast online to group messaging.
The researcher, who had a concentration in
mathematics, validated these recordings with
the help of co-master teachers. An invention
and technique for collaborative learning could
emerge. A teacher could also urge his or her
students to contribute so that it can be
completed within the time frame specified.
ACT Implementation
After two years of distance learning, students
struggled to transition to face-to-face study.
Aside from directly experiencing the teaching-
learning process, a teacher-created
instructional film was begun to serve as
supplemental information. Even at home, they
can see and hear their teachers explaining the
principles of the lessons. Mathematical
computations and processes were completed in
part due to time constraints in actual classes.
The researcher conducted research on how to
help students improve their performance. This
revealed the effect of teacher-created videos on
students' math’s performance. The difficulty of
overcoming non-numerates and mastery of the
four fundamental operations and their idea
application was a genuine barrier for teachers,
especially in these post-pandemic times.
According to the study, many students missed
addressing learning exercises, especially those
that involved lengthy computation and
problem solving. A survey was administered to
a sample of respondents by the researcher. This
enabled the researcher to determine the reasons
why the students were having difficulty
solving learning tasks in Mathematics from the
 curriculum. The information was gathered,
collated, and analyzed. It was immediately
followed by the recommendations are made.

What have you understood about the concept of Action Research and how will these be utilized in
your practice?
Based on the interpretations offered by participants, action research produces reflection
techniques. Action and application generate knowledge. Problem-solving can be the basis
for action research if the solution results in improved practice. Reflective knowledge is
generated in a unique way through the action and implementation of an educator's pedagogy
in the classroom. Action research allows educators to formalize their knowledge so that it
can be used and distributed throughout the teaching profession.

Reflect

As a future teacher, is conducting an Action Research worth doing?

Yes, conducting an Action Research worth doing
Why?
Conducting action research is worth doing as it can lead to improved teaching and learning
quality in the classroom and improves teacher ability and addresses learning problems in
the classroom. It will aid in my reflective teaching approach as I raise my awareness. It is
critical for the instructor to create a positive learning atmosphere because it will help to
enhance one's personal and professional capabilities.
How can AR be useful for every classroom teacher?
Teachers can use action research to assist pupils in grasping abstract concepts. A teacher
can enhance classroom experiences, teach new skills, inspire student minds, and get students
enthused about pursuing new academic interests by utilizing the engagement and
experimentation that action research tools provide.

Write Action Research Prompts

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

a. What alternate strategy do teachers employ when they do not reach the learning outcomes?

b. Teaching Filipino in the afternoon is tedious for a teacher. What efforts are they taking to
become more engaged and interactive?
c. What are the skills that the teacher always employs? Is it still effective today?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. What are their tactics? Is it still effective a second time?
b. Reflecting on what strategies they should prioritize in order to avoid boredom.
c. What are the skills that require improvement?

PLAN
Now, that I am in FS 2, I plan to make a plan for my solution to problem (choose from a, b,
c) because
I am working on a solution to problem B (Teaching Filipino in the afternoon is tedious for
a teacher. What efforts are they taking to become more engaged and interactive?). As a
Filipino major, I noticed that Filipino subjects are always in the afternoon, which is
monotonous and causes some students to fall asleep. So, I decided to do research on this
issue that can help me and other teachers find a solution to the problem.
ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.
I am hoping that during my teaching internship, I'll be able to complete my action research
and present answers and remedies to that problem.

Check for Mastery

Direction: Check from the choices, what answer’s respond to the question correctly and put an
X if otherwise.

1. Action research requires a teacher to be:

______ Observant of what is happening in the classroom.

______ Asking oneself of how to improve teaching.

______ Following the daily routine all the time. Finding ways on how children should learn
better

______ Blaming learners for their inability to learn.

2. There are many ways of doing action research which follow a cyclical process. The process
include:

______ Observe, Reflect, Plan, Act

______ Observe, Plan, Act, Reflect

______ Reflect, Act, Plan, Observe

______ Plan, Observe, Act, Reflect

______ Modify, Observe, Plan, Reflect

3. As an action researcher, I will be developing my skill as a person who is

______ Systematic

______ Reflective

______ Rigorous

______ Futuristic

______ Situational

4. On which of the following would you choose to conduct an Action Research. Why?

______ Changes in the classroom practices. Why?

______ Effects of curriculum restructuring. Why?

______ Understanding of self as a teacher. Why?

As a future educator, I must work hard to develop caring and motivating learning
environments. We must promote self-awareness in order to provide a safe environment for
our children to express their emotions. We must also be compassionate and understanding
toward ourselves. Understanding oneself as a teacher is essential for effective instruction.
Self-reflection, knowledge of your teaching approach, and constant growth are all required.
Consider your teaching philosophy, your skills, and your areas for improvement. Also, to
connect with your pupils and help them learn and improve, be compassionate, adaptive, and
open to feedback.

______ Teaching a new process to the students. Why?

5. Which of the following relates closely to what action research is?

______ Used to address practical problems in the classroom

______ Refers only to everyday life of the learners

______ Allows teachers to study their own classroom

______ Brings theories and practices together

Work on my Artifacts

Your artifact will be a full-blown completed Action Research

Title: Project MIV: Mathematics Instructional Video, Its Effectiveness in the Delivery of In-
Person Learning
Author: LEONIDES D. NADELA Master Teacher II
Link: https://www.depedbinan.com/media/research/NADELA_IMRAD_2022.pdf
 ABSTRACT
The distance learning challenged the teachers on how to deliver quality education.
Teaching mathematical concepts needs proper visualization to be able to make the pupils
understand the step-by-step process. Pure texts in the module explaining the concepts and the
process of solving for the answer may help but for most of the pupils is a struggle.
With the intervention of teacher made instructional video in teaching mathematical
concepts even face-to-face learning was allowed, the researcher wanted to measure its
effectiveness and impact to the numeracy skills level of learners. The numeracy skills involve
mastery on the four basic operations and application of mathematical concepts through problem
solving of real-life situations.
Educational videos have become an important part in providing an important part
in content-delivery tool in distance learning, blended or modular. Brame (2017) considered the
three elements in identifying the effective use of video as an educational tool: how to manage the
cognitive load of the video; how to maximize student’s engagement; and how to promote active
learning from the video.

INTRODUCTION
The public health emergency brought about by COVID-19 calls for Department of
Education to be innovative and resourceful in delivering quality, accessible and relevant even face
to face was allowed. This idea supported the 1987 Constitution Article XIV Sections 1 and 2 that
the state shall protect and promote the right of all citizens to quality education all levels and shall
take appropriate steps to make such accessible to all.
DepEd Order 21 s. 2019 also known as Policy Guidelines on the K to 12 Basic
Education Program sets for the flexible learning options. It includes alternative delivery modes
and its corresponding learning resources that are responsible to the needs, contexts, circumstances,
and diversity of learners. The latter became the focus of this study to be able to provide them
mathematical intervention in modular learning.
Capacia-Gusano (2019) stressed out that Mathematics teachers are experiencing
major changes not only in content they teach but also in the way they teach. He added that teachers
are called on to teach new, more challenging mathematics to a very diverse audience using active
learning approaches designed to develop understanding.
METHODOLOGY
Students after two years of distant learning found difficulties on how to adjust in
face-to-face learning. Aside from experiencing the teaching-learning process physically, the
teacher made instructional video was initiated to serve as supplemental material. They can see and
listen to their teachers’ explaining concepts of the lessons even in their homes. Mathematical
computations and its process were done partly due to time constraint in actual classes. The
researcher undergone a study on how to help pupils to improve their performance. This revealed
the impact of teacher made video in the performance of pupils in mathematics.
The problem on overcoming the non-numerates and mastery of the four
fundamental operations and its concept application were really a challenge to teachers especially
in these times of post pandemic. As observed by the researcher, many pupils skipped answering
the learning tasks especially if it requires long computation and problem solving.
 The researcher conducted a survey to selected respondents. This allowed the
researcher to identify the reasons why the pupils’ experiencing difficulties in answering learning
tasks in Mathematics from the module. Data was collected, tabulated, and analyzed. It was
followed by the formulation of recommendations.
The researcher came up with a teacher made instructional video called Project MIV
which served as supplementary material in order to augment the difficulties in mathematical
learning tasks. With the difficulties of pupils in comprehending mathematical concepts in the
reopening of in person classes the researcher did intervention in order to reach out pupils in their
homes via instructional videos that were sent online to group messenger. These videos were
validated by the researcher who happened to have specialization in mathematics with the assistance
of co-master teachers.
RESULTS
These were the results of pre and post assessment of proficiency level in
Mathematics for first quarter. In the pre assessment, Pupil 24 got the lowest percentage rating of
12.5% or 7 correct answers out of 40 item tests. The highest score was recorded from Pupil 6 and
22 who got percentage rating of 37.5 or 15 correct answers. The overall average rating was 26.25
which made all the respondents fell under low level proficiency. The result was expected
considering that the assessment was designed to diagnose the proficiency level before the
implementation of the intervention.
After the implementation of Project MIV, post assessment was conducted. It was
found out that Pupil 22 got the highest percentage rating of 82,5%. The lowest rating was recorded
from Pupil 19 who got 57.5%. The overall average rating was 69.42% which fell under average
proficiency level. Five pupils reached high proficiency level, 25 pupils under average level. All
the respondents showed improvement as compared to their pre assessment performance. They got
a remarkable average increase of 43.17%.
The other issue of concern was the result of the survey on the difficulties in
understanding mathematical learning concepts. One-fifth of the `respondents or 20% had low
mastery on the four fundamental operations. This is an important prerequisite skill in doing
mathematical tasks. The issue on coping up with the teacher’s effort to deliver math lessons and
no family members can do home tutorial got the same number of frequencies with 17% or 5 out
30 respondents. This supported the need to provide teacher-made video as supplementary material.
Meanwhile, the concern about understanding mathematical terminologies, visualizing math
problems, and not mastered competencies from the previous level was tallied with the same rate
of 13 % or 4 out of 30.
DISCUSSION
The learning gaps were the big factors why pupils had difficulties learning the
mathematical skills. Their prior knowledge was lacking and so they were not able to comprehend
the current lessons. The foundation skills on the mastery of the four basic operations were also
hindrances in coping up with the new lessons.
The implementation of using teacher made mathematical instructional video was
conceptualized during modular distance learning. This school year where in-person classes were
allowed, bridging the learning gaps to the present grade level’s competency was a big challenge
to teachers. The teachers need to be creative in finding ways on how to alleviate the low numeracy
level of pupils.
 It was observed that obviously nobody fell under low proficiency level in the post
assessment. The final result of pupils’ performance reflected the effectiveness of the teacher made
instructional video. The improvement in the performance was very evident as seen in the result of
the post assessment.
Based from the survey from the respondents on the causes of their difficulties in
learning mathematical concepts, still the low mastery of the four basic operations stood out. This
concern really affected the numeracy literacy of the school. Another reason was their ability of
pupils to cope up with teachers’ effort to deliver the lesson. The researchers attributed this issue to
the unmastered learning competencies from the previous grade level. This resulted to the concern
of filling in the learning gaps.
Based on the result of pre and post assessment, the researcher concluded that there
was a significant improvement of pupils’ performance. There was a remarkable increase in the
proficiency level. This can be attributed to the instructional videos sent to the respondents aside
from the face-to-face interactions. The intervention can be described as an effective means of
developing their mathematical comprehension and its application.
With the current trend of using technology whether at home or in school,
maximizing the use of it to improve the teaching-learning process is very commendable. The
experience of pupils watching their own teacher doing video instructions made them confident to
improve their full potentials to learn mathematics. It is recommended that teachers should provide
weekly supplementary instructional materials in order to cater dark clouds, unclear mathematical
concepts, and even complicated computations.
ACKNOWLEDGEMENTS
The proponent wished to extend his heartfelt gratitude to his supervisors Mr.
Reynante M. Sofera and Dr. Delfina R. Antipolo for their untiring support and encouragement. To
Dr. Charity Mae L. Satoquia for her professional advice. To Mr. Edward R. Manuel for sharing
his expertise and being considerate with the concerns raised. To the teachers and respondents for
their cooperation in the conduct of the research. To Almighty God for keeping His faithful safe
and giving divine providence.
REFERENCES
Philippine Constitution (1987) Article XIV, Section 1 and 2
DepEd Order 21 (2019) Policy guidelines on the K to 12 basic educations
Capacia-Gusano (2019) Reform initiatives in Mathematics instruction for public secondary
schools in CALABARZON areas. LSE center for teaching Brame- Cynthia, J. (2017) Effective
Educational Videos: Principles and Guidelines for maximizing student learning form video
content. https://doi.org/10.1187/cbe.16-03-0125