Discussant:
Genie S. Dadea
is aptly termed ,
,
and .
When an action research is undertaken
the teacher acts as the main researcher,
and the probe is conducted mostly within
the classroom and nearby areas, and it
covers the time before, during and after
class activities.
is the easiest and fastest assessment
procedure that could provide information
about their teaching practice. It is
focused on the and
the . It is a way
through which they could appraise their
own knowledge and understandings,
performances, perceptions and insights in
order to improve and enrich them.
Theteacher will have the opportunity
to engage in his own professional
growth.
Itaffords the teacher a complete
“control” over his own practice.
The needed data and other
evidences are “owned” since the
collection is done by him in his own
learning environment.
Aclose examination of the findings is
done in his own particular setting
which may not be applicable in other
classroom situations.
It
gives sufficient practice and
experience in interpreting results and
making the right decisions.
Theteacher’s morals and motivation
could surely be heightened by
positive feedback.
Theinitiative to change oneself and
improve on personal practices is a
promising outcome.
Itaffords them a chance to revise,
reinforce or sustain actions as the
case maybe before they become
permanent.
STEPS
1. IDENTIFYING POSSIBLE SOURCES OF
PROBLEMS
a. It may be an aspect of a classroom scenario or a
lesson episode whose recurrence greatly affect the
successful implementation of planned learning
activities.
b. It could be a factor that hampers the smooth flow of
the steps of a logical procedure.
c. Values, attitudes and work habits, whether positive
or negative that needs urgent attention or solution.
2. IDENTIFYING THE PROBLEM AND STATING IT
CLEARLY
a. It may be stated in the form of a question, problem
or objective.
b. The topic must be one of the great concern and
currently being experienced.
c. It should be clearly stated and well understood
before embarking on an action
d. It should also be manageable and feasible in order
to fit into a usually busy schedule.
3. DETERMINING THE METHODOLOGY FOR DATA
GATHERING
a. Decide on the type of data collecting procedure
which may include quantitative as well as
qualitative measures.
b. If peer observation is to be used, be sure to identify
the specific aspect of the performance that will be
examined in order to provide more relevant
information rather than general.
3. DETERMINING THE METHODOLOGY FOR DATA
GATHERING
c. If responses to questionnaires and other forms of
written ratings are to be used, the respondents must
be kept anonymous.
d. The time to be spent for the study must be stated.
3. DETERMINING THE METHODOLOGY FOR DATA GATHERING
A. Journals written by the students at the completion of a unit
of work reveal rich information such as:
a.) part of the lesson well understood or not,
b.) their emotional state throughout,
c.) topics most interesting,
d.) failed expectations.
Such “true confessions” could be interpreted as a holistic
effect of the teacher’s personality and her choice of
teaching strategies. Difficulties experienced are also
expressed in a manner that makes it easy to trace and
remedy.
3. DETERMINING THE METHODOLOGY FOR DATA GATHERING
B. Tools that are designed to record teacher reactions such
as:
a.) checklists,
b.) rating scales and
c.) questionnaires.
These will take the form of teachers’ self-reflection tools.
When evaluated, it can indicate their own satisfaction,
dislikes and biases about own performance.
3. DETERMINING THE METHODOLOGY FOR DATA GATHERING
C. Analysis of media recordings such as audio and
videotapes will show samples of teacher performance.
Microteaching is a good means to catch revealing
actions.
D. Feedback tools for students such as teacher-made
questionnaires, minute-surveys and oral questionings after
a brief activity.
3. DETERMINING THE METHODOLOGY FOR DATA GATHERING
E. Teacher’s portfolio which contains evidences of problems
solved, activities undertaken, knowledge gained, and skills
developed. Teachers could also write their own journals
and be included in the portfolio.
3. DETERMINING THE METHODOLOGY FOR DATA GATHERING
F. Student performance data which include products of
student activities that can help assess their own
instructional strategies. Record of test results, essays, and
class projects are good examples.
G. Peer observations done with the help of colleagues could
provide suggestions about teaching practices such as
ones questioning technique, lesson presentation and
behavior.
4. ORGANIZING AND INTERPRETING DATA
a. The data and other pertinent information
must be classified and summarized.
b. Interpretation of findings should be done with
the use of a set of criteria.
5. ARRIVING AT A CONCLUSION
After an objective analysis of the data and relevant
information collection, a conclusion should be stated. It
could be an answer to the problem stated or an
achievement of a learning objective being studied.
6. RECOMMENDATIONS
a. Depending on the results of the study, offer
suggestions/recommendations on how to act
on some problems or situations regarding
knowledge and skills acquisition and more
often values formation commonly met in the
classrooms and school environment.
6. RECOMMENDATIONS
b. Suggest a study that could be undertaken
following the steps directed towards altering,
modifying or transforming teaching practices
and procedures.
