EFFECTIVENESS OF CREATE A RESEARCH

SPACE (CARS) STRATEGY

IN IMPROVING RESEARCH
INTRODUCTION

Researchers:
Dr. Reynald T. Mamasig
Melchora D. Bolambao
 I. Context and Rationale

 It is important for senior high school teachers to provide effective ways on how to

attain practical skills particularly by embodying research competencies for their

students.

 As cited by Morgan (2019), students of K to 12 program will be recognized not only of the

abilities relevant to global market but also their capability in writing academic documents which

would be essential when looking for better career opportunities.

 According to Calmorin(2016) research in senior high school is challenging and interesting

upon its essential purpose to people and in the community. She explained further that

research is a way to improve the student’s achievements.

 Hence, it is a challenge for teachers to devise a strategy for better research writing

which will stir the interest of every student to conduct research studies.

 At the onset of classes in June, Grade 12 HUMSS and GAS students gave impression

that writing a research is difficult specifically in writing an introduction. They view the

topic as mind-blowing and brain-twisting. Their perception hinders them from embracing

fully the liking in the subject. They deprived themselves of the opportunity to learn that

the subject is fun and interesting.

 A total of 12 groups submitted their research outputs covering chapter 1 (introduction).

Out of the 12 outputs only 4 passed the assessment using research paper rubrics by

Whalen.

 With this situation, the researchers prompted to come up with an intervention, Create a

Research Space (CARS) by John Swales which will determine the improvement of the

students’ performance on how to write a research introduction.

II. ACTION RESEARCH QUESTIONS

This study aims to determine the performance of the students in writing research

introductions applying the Create a Research Space strategy.

More specifically, this study seeks to answer the following problems:

1. What is the level of performance of students before using CARS?

2. What is the level of performance of students after using CARS?

3. Is there a significant difference in the performance of the students before and after

using CARS?
II. INNOVATION, INTERVENTION AND STRATEGY

This research study will focus on the application of CARS to the HUMSS and

GAS students under Research in Daily Life 2.

The researchers will utilize CARS in teaching how to write chapter 1

(Introduction) with an intention to improve the writing skills of students.

 The following moves under CARS will be employed as intervention.
Move 1: Establishing a Territory

In this move, the author sets the context for his or her research, providing necessary
background on the topic. This move includes one or more of the following steps:

Step 1: Claiming Centrality

The author asks the discourse community (the audience for the paper) to accept that the

research about to be reported is part of a lively, significant, or well-established research area.

To claim centrality the author might write:

"Recently there has been a spate of interest in...."

Example: Now-a-days, Cell phones is going to be an integral part of our daily life as

well as students’ life and culture.

Step 2: Making Topic Generalizations

The author makes statements about current knowledge, practices, or

phenomena in the field. For example:

“The properties of X are still not completely understood." “X is a common

finding in patients with ..." and/or

Example: A casual observation of today’s senior high school students, cell

phones being used both overtly and covertly in every setting, including the

classroom. As cell phone technology continues its rapid development, the device

appears capable of contributing to student learning and improved academic

performance.
Step 3: Reviewing Previous Items of Research

The author relates what has been found on the topic and who found it. For example:

“Both Johnson and Morgan claim that the biographical facts have been misrepresented."

Example: Modern “smartphones” provide students with immediate, portable access to many of the same

education-enhancing capabilities as an Internet-connected computer, such as online information retrieval, file

sharing, and interacting with teachers and fellow students (Bull and McCormick, 2012; Tao and Yeh, 2013).

“Several studies have suggested that ... (Gordon, 2003; Ratzinger, 2009)."

Example: Recent research suggests that many students perceived that cell phone primarily as a leisure

device, and most commonly use cell phones for social networking, surfing the Internet, watching videos, and

playing games (Lepp, et al., 2013; Lepp, et al., 2015). If typically utilized for leisure rather than education, then

cell phones may disrupt learning within academic settings (Levine, et al., 2007). Thus, the potential

relationship between cell phone use and academic performance is not clear.
Move 2: Establishing a Niche

In this move, the author argues that there is an open "niche" in the existing research, a space that needs

to be filled through additional research. The author may establish a niche in four ways:

Step 1: Counter-claiming

The author refutes or challenges earlier research by making a counter-claim. For example:

"While Jones and Riley believe X method to be accurate, a close examination demonstrates their

method to be flawed.”

Example: In support of the “cell phone as disrupter” hypothesis, a recent study by Lepp, et al., (2013)

found that cell phone use was negatively associated with an objective measure of cardiorespiratory fitness in

a sample of typical U.S. university students. However, modern cell phones enable users to access a variety

of electronic media at almost any time and any place.

Step 2: Indicating a Gap

The author demonstrates that earlier research does not sufficiently address all existing

questions or problems. For example:

"While existing studies have clearly established X, they have not addressed Y.”

Example: Although the cell phone is likely to be on hand while students are in class and

studying, research investigating its relationship to academic performance is limited.

Intensive cell phone use was related to school failure as well as other negative behaviors

such as smoking and excessive alcohol use. Thus, it is necessary to link each of these

activities, independent of cell phone use, to academic performance.

Step 3: Question-raising

The author asks questions about previous research, suggesting that

additional research needs to be done. For example:

"While Jones and Morgan have established X, these findings raise a number

of questions, including ..."

Example: The above cited scenarios are the very reason why the

researchers aim to determine the influence of the mobile phone usage on

academic performance among Grade 12 Senior High School Students of

Urdaneta City National High School.

IV. ACTION RESEARCH METHODS

This part of the research will focus on the methods to be used in the study. It includes the

participants and other sources of data and information, and the data gathering methods.

a. Participants and/or Other Sources of Data and Information

This study will be implemented at Urdaneta City National High School, specifically,

among the 18 group of respondents from grade 12 HUMSS and GAS students respectively.

The source of data and information is the chapter 1 (Introduction) outputs of the students.
b. Data Gathering Methods

The descriptive method of research will be used in the study to determine whether CARS is

effective. The first output of the students will be assessed through the use of research paper rubrics

by Whalen. After assessing the students’ output, the teachers will give an equivalent grade based

on the scale level in the rubrics. After getting the result, the teachers will discuss again chapter 1

using CARS. After a month the teachers will require the students to pass again an output in chapter

1. All outputs will be measured using the same rubrics. After assessing the students’ output the

teachers will give an equivalent grade based on the scale level in the rubrics. Consequently, their

grades in the first and second outputs will be compared and analyzed to determine if there is

significant improvement in their performance.

 c. Data Analysis Plan

To answer problem 1 and 2 mean will be utilized. To answer problem 3 the

researchers will use T-test.

V. The Action Research Work Plan and Template

Plan of Action

A. Objectives:

This research will be undertaken with the following objectives:

1. To use CARS approach in Research Introduction after the second quarter.

2. To improve the performance of students.

B. Activities to be Undertaken

After determining the result of the first output grade of students in Research

Introduction, the following activities will be undertaken:

THANK YOU!!!