THE HOW’S AND WHY’S OF

CLASSROOM ACTION
RESEARCH
According to paradigm of teacher categories, theses teachers have both a low level of
commitment and low level of abstraction.
a. Teacher drop- outs
b. Unfocused teachers
c. Analytical observers
d. professionals
Mrs. Uno observes that Mr. Batman writes sloppy lesson plans, spends teaching time
on non- teaching tasks, detests being supervised and complains a lot about school
work. What teacher quadrant would the teacher belong?
a. The teacher drop- out
b. The unfocused teacher
c. The teacher analyst
d. The professional teacher
Mrs. Dos has been teaching science for 30 years in Santa Monica High School. She
help other teachers solve their teaching learning problems, keeps abreast of
developments in education, implements school policies intelligently, shares
knowledge and skills with others. What does Mrs. Dos manifest in the teacher
quadrant?
a. The teacher drop- out
b. The unfocused teacher
c. The teacher analyst
d. The professional teacher
Mrs. Tres is regarded as one of the pillar of her school having rendered for 23 years
of service. She has a lot of solutions to school problems but seldom participates in
solving them. What teacher quadrant does Mrs. Tres manifest?
a. The teacher drop- out
b. The unfocused teacher
c. The teacher analyst
d. The professional teacher
The principal of Pauli High School observe his mathematics teacher that it has poor
command in English and has difficulty in interpreting instructions of supervisor.
However this teacher has a high commitment when it comes to service. What teacher
quadrant does the mentioned teacher belong?
a. The teacher drop- out
b. The unfocused teacher
c. The teacher analyst
d. The professional teacher
 Objectives:
 to orient the teachers as to the processes of conducting action research
 to familiarize the format of an action research
 to know the basic statistical tool of an action research
 to know the possible theme, problem and title of an action research
 to craft a classroom action research proposal
 Advantages

 School intervention becomes data oriented.

 Develop a best practice that will address to the learners’ needs.
 Give possible solution to the problems encountered
 Can be used as support document in teacher’s promotion
 Chance to be funded by BERF
 Disadvantage

 Additional task for teachers

Legal Basis

 DepEd Order No. 42 s. 2017

Philippine Professional Standards for Teachers
RPMS KRA 1- Objective 2: Conducts in- depths studies or action researches
on teaching- learning innovations
 Basic Education Research Fund
Classroom Action Research
(Hendricks, 2009)
 Teachers try out innovation, interventions, solutions
 To improve practice, address issues, solve problems
 It is situational and experiential, strives or positive change, systematic, process oriented,
objective. It is also collaborative, participatory and empowering.
 What are the processes to be done in action research?
(ang kwenta lagyan ng kwento para magkaroon ng kwenta)

 Assessment
 Analysis
 Problem identification
 Planning (collaboration) (finding the possible cause)
 Identifying a possible solution (Intervention)
 Plan for the processes
 Implement with consistency
 Assessment
 Analysis (Results, Findings, Conclusion, Recommendations)
 Adjustment (what went wrong and what went well)
 KARANASAN-HUGOT-KAYA TABLE
KARANASAN
(Problem/Context)
Hindi maintindihan ng mga bata ang
kanilang binabasa kaya hindi rin sila
makasagot sa mga tanong ko at
bumabagsak pa sa mga pagsusulit na
ibinibigay ko.
Poor reading comprehension of the
learners
HUGOT
(Question)
Paano ko kaya mapapataas ang lebel
ng pang- unawa ng mga bata?
How to improve the reading
comprehension level of the
learners?
KAYA
(Proposed Intervention)
Gagawa ako ng mga babasahin na
ipapadala sa mga bata araw- araw
upang basahin sa bahay at gagabayan
ng magulang. Kasabay nito ang
monitoring form na pipirmahan ng
magulang kung ginabayan ba nila ang
kanilang anak. Magkakaroon ng
follow- up na pagbabasa sa paaralan
sa ganap na ala- una ng hapon at
pagwasto sa mga tanong.
Intervention Material With
Improved Process and Parents
Partnership
WHAT ARE THE POSSIBLE THEMES?

 Reading Enhancement
 Instruction (Content related)
 Learners Support/Cross cutting themes (SBFP, Bullying, Child- friendly)
 FORMAT OF ACTION RESEARCH
 Title
 Context and Rationale
 Review of Related Literature
 Theoretical Framework
 Conceptual Framework
 Research Questions
 Scope and Limitation
 Methodology (Research Design, Sampling, Data Collection, Ethical Issuues,
Processes of Implementation of the Proposed Intervention, Data Analysis,
Definition of Terms/Operationalization of Variables
 Results and Discussion
 Summary, Conclusions and Recommendations
PARTS OF AN ACTION RESEARCH

 Title
Not less than 12 words. Include the title of the intervention, focus competency/skill,
location and the school year.

Sci-BINGO: A GAME FOR IMPROVING GRADE VI PUPILS’ PERFORMANCE IN

REMEMBERING SCIENCE CONCEPTS
 Context and Rationale
Share your experiences, observations and problems encountered.
Discuss the nature and significance of the identified problem or issue. Different aspects of the
action research setting are elaborated showing in depth and critical analysis of the situation.
To develop science literacy and good performance pupils need to gain a knowledge of science content and
practice scientific habits of mind. This is impossible without knowledge of science vocabulary and science
vocabulary needs to used repetition because repeating words helps clarify pronunciation and provides
opportunities to transfer words from working memory to long-term memory (Sarah J. Carrier , 2013). As
Karen J. Tietze (2014) said that game increase students’ interaction with course material and provide students
with options for demonstrating and earn an extra credit. Thus, Clark (2013) argues that having to recall the
card game vocabularies are extra burden to the learners, this is highly irrelevant to the learning process. The
extra energy should have been channeled to assist memory instead of recalling words. On the other hand,
every activity in playing games creates both fun and competetion to the learners which leads them to engage
in the activities and memorize words at the same time by not feeling that they are forced to learn Kunnu
(2016).
As a teacher who always aims for the development of the learner and wants learning become meaningful
in all means, the researchers focus on the basic factor that need to be provoke within the grade VI pupils in
Guimpingan Elementary School, and that is the interest in learning science. Further, it is part of the utilization
of the previous study conducted by the lead proponent wherein the intervention material(Sci-BINGO game)
were proven effective in grade IV and Grade V pupils of the same school.
This continous implementation of Sci-BINGO game would help a lot to the teachers of the school who
handles Science subject and also open the door to teachers in other schools to adapt the intervention materials
if they are encountering the same scenario as the researchers encountered.
 Review of Related Literature
Key issues behind the action research including the learning theory behind it. Findings
from other action research related to your problem. What knowledge gap will you proposed
study fill?

Carrier, Sarah J. (2013) stated that in order for students to develop scientific literacy,
they need to gain a knowledge of science content and practice scientific habits of mind and
this is impossible without knowledge of science vocabulary. According to her, the use of
repetition in science helps clarify pronunciation and provides opportunities to transfer
words from working memory to long-term memory.
Tietze, Karen J. (2014) in her study “A Bingo Game motivates Students to Interact with
Course Material” concluded that the bingo game increased student interaction with course
material throughout the semester and provide students with options for demonstrating
learning.
 Conceptual Framework
Discuss the purpose o the study. Include the dependent and independent variable.

This study was conceptualize to determine the effects of Sci-BINGO game to the level
of pupils’ performance in remembering Science concepts through the mean and MPS (mean
percentage score) of pre-test and post-test results.
Sci-BINGO game served as the independent variable and pupils’ level of remembering
science concepts served as dependent variable.
Research Paradigm
Independent Variable Dependent Variable

Level of Pupils’
Sci-BINGO Game Performance in
remembering Science
Concepts
 Research Questions
It logically proceeds from the context of the inquiry. It clearly relates to the identified
problem or issue and conveys the desired change or improvement.

1. What is the level of pupils’ performance in remembering science concepts in the pre-
test?
2. What is the level of pupils’ performance in remembering science concepts in the post-
test?
3. Is there a significant difference between the level of pupils’ performance in
remembering science concepts in the pre-test and post-test?
 Scope and Limitation
Coverage of the research in terms of location, time, respondents, etc.

This study covers 13 grade VI pupils in Guimpingan Elementary School who

were completely enumerated on June to October 2018. It was implemented during
12:30 to 1:30 in the afternoon and was supervised by the researchers until the thirty
(30) hours duration was completed.
 Methodology
 Research Design (Pretest- post test single case quasi- experimental design)
Details are provided about the target participants (number, characteristics, sampling
procedure and other sources of information.

The research design used in the study was pretest-posttest single case quasi
experimental design because only one group was used in the study. Thirteen (13) grade
VI pupils were completely enumerated and served as respondents in the study. This is
also the design suggested which is appropriate in intervention studies done in the school
setting.
Refer to table 1. Refer to table 1.
Experimental Group X1 X2 X

Figure 1. The research design

Where:

X1 – Pretest mean of the group

X2 - Post-test mean of the group

 Research Locale and Time of Study
Shows the location of the school and time coverage of the study.

This study was conducted in Guimpingan Elementary School in the District of

Romblon on March to October 2018. Please see figure 2 for the research location
map.
 Sampling
Who will participate? Number and characteristics of participants, sample selection and
recruitment.

Thirteen grade VI pupils of Guimpingan Elementary School were completely

enumerated who served as respondents in the study, wherein the intervention material (Sci-
BINGO Game) was applied to them. Those pupils with absences recapped for the
implementation depending on the number of hours they missed.
Table 1. Proposed sample distribution.
Group   Samples/Respondents

GRADE VI   13

PUPILS    

Total   13
  Data Collection
Extensive discussion of various instruments and outlines of procedures for data
collection.

A 75 items remembering science concepts test developed by the researcher was used
in assessing the pupil’s test scores which are related to the pupils’ retention particularly in
science concepts. The pre- test was given to the pupils prior to the implementation of the
intervention material which was the playing of Sci-BINGO game. After the pre- test are
given to the respondents, they were advised to play the game every 12:30 to 1:30 o’clock
in the afternoon. Respondents played the Sci-Bingo game daily, that process continuous
until the 50 hours target was accomplished. Shown in Table 2 is the data collection plan.
Table 2. Data collection
plan.
PRE-TEST MEAN
IMPLEMENTATION OF Sci-BINGO Game
POST TEST MEAN
 Ethical Issues
Free prior and informed consent and confidentiality.

In doing the action research, the parents as well as the pupils’ free prior and
informed consent was sought for. They are assured that all names were anonymous
and data that were gathered remain confidential and solely used for research
purposes only.
 Proposed Intervention
The rationale, extent and limitation of the intervention, innovation, or strategy are explained in detail.
Its plausibility as a way to address the problem or issue is given support. Discuss in details what will happen
in the sampled group.

Sci-BINGO game is the intervention used in the study that improved pupils’ test scores from pre-
test to post-test. The Sci-BINGO focused on remembering or retention performance in science concepts
of grade six pupils. The intervention material also served as learning materials that aroused the interests
of pupils in learning science and motivates the pupils to learn unfamiliar words which they have just
encountered in the subject because of their difficulty in understanding science concepts. The words
used in this game are highlighted words in each grading period in the K-12 curriculum. BINGO cards
are composed of 25 boxes wherein 5 boxes in each letter. The words under letter B are highlighted
words in first quarter, in letter I are highlighted words in the second quarter, in letter N are highlighted
words from the third quarter, 15 highlighted words from the fourth quarter in letter G and in letter O are
mixed words from first to fourth quarter which was left and put into the box wherein only fifteen words
were drawn. Bingo patterns were diagonal, horizontal and vertical. The attendance was checked by the
researchers and supervised and monitored whether the respondents have already accomplish the 50
hours exposure in playing the game. Attendance was checked and activities in it were also recorded by
the researchers. The Sci-BINGO is both teacher and student friendly. Two sets of Sci-BINGO materials
was provided and so that during the schedule of playing the game respondents did find difficult.
 Plan for Data Analysis
How the data will be analyzed and reported.
(start with mean and percentage)

The t -test was used in analyzing whether there is a significant difference between
the pretest and posttest scores of the respondents. The level of significance used is 0.01.
The level of pupils’ performance in remembering science concepts was analyzed using
frequency and mean.
Data collected from the assessment of validators to the Sci-BINGO game was
collated, processed and analyzed statistically using frequency distribution and mean.
Frequency distribution was used to show the evaluators’ assessment to the Sci-BINGO
materials in each of the specific indicators in the questionnaire. In testing the reliability of
test questionnaires used in the study, test was administered first to five grade seven pupils
who graduated in the school but residing nearby school and were not included in the
study.
 Definition of Terms/Operationalization of Variables
Discuss the meaning of difficult main words used in the study.

Game – a structured form of play used in the study and served as an educational tool
in order to motivate pupils in enhancing their performance in remembering science
concept.
Sci-BINGO – a game used as an intervention material in the study.
Science Vocabulary – the body of words that used in science subject.
Science Concepts – Definition of Science Words used in the study.
Remembering Performance – A performance being developed by the pupils’
exposure through the intervention material.
Science Retention – A preservation of the after effects of experience and learning
that makes recall and recognition possible.
 Work Plan
A detailed work plan is provided covering start to completion of the action research.
Timeliness are realistic and show concretely how the action research will unfold over the
allowed period. The overall plan reflects the proponent’s capacity to concretize ideas into clear
and sequential steps to be undertaken.

WORK PLAN OF THE STUDY

 
Research Project Title:Sci-BINGO: A GAME FOR IMPROVING GRADE VI PUPILS’
PERFORMANCE IN REMEMBERING SCIENCE CONCEPTS
 Proponent: Rosafe R. Rotoni (T-III, lead proponent)
Emeliza R. Fabula (T-II, lead proponent)
Guimpingan Elementary School
Division Of Romblon
 Project Time Frame: March to October, 2018
Project Objective: This research project attemps to help the school improve its level of pupils’
performance in remembering science basic concepts through games in the classroom and help other
teachers to become more aware to pupils’ prior knowledge as well as the academic performance and
become a good curriculum planers thereby providing quality learning to the learners.
 TASKS START DATE END DATE DURATION
(Day/s)
Outline Preparation March 1,2018 March 31, 2018 30
Preparation of Intervention and data April 1,2018 April 20, 2018 20
collection Materials
Compliance to the permits to conduct      
a study April 21,2018 April 21,2018 1
Validation of the Intervention and April 24,2018 April 28,2018 5
data collection Materials
Retrieving and Revising the Validated      
Materials May 1, 2018 May 5, 2018 6
Reliability Testing of the test      
questions or questionnaire used in the May 22,2018 May 26, 2018 5
study.
Pre test June 8,2018 June 8,2018 1
Implementation of the Intervention      
Material (The date was extended due June 25,2018 October 4, 2018 50
to holidays and respondents need to    
complete the duration just in school
days).
Posttest October 8,2018 October 8,2018 1
Data Analysis October 9,2018 October 12,2018 4
Research Writing, checking and
October 15,2018 October 20,2018 5
revising of the final report
Research Dissemination
October 22,2018 October 25,2018 5
  Cost Estimates
A detailed breakdown of items with their corresponding cost is furnished. The items
and costs reasonably reflect the funding needs of the action research.

ITEM OF EXPENDITURE QTY UNIT UNIT COST TOTAL

 
Cost for Research Output Supplies
 

Coupon bond 4 Reams P180.00 P720.00

  (Short)    
2 Reams P200.00 P400.00
(long)

Epson Printer ink 1 set P350.00 P1,400.00

Ballpen 15 Pcs. P7.00 P105.00

Special Paper 5 sets P38.00 P190.00

 Plan for Data Collection
Indicate the tasks/activities and time table in collecting data

Tasks/Activities Time Table

1. Reliability Testing of the tests used in the study May 22-26, 2018

2. Identification of the Respondents June 4, 2018

3. Administration of Pre- Test June 8, 2018

4. Implementation of the intervention material every June 25 to October 4,2018

weekdays 12:30-1:30 in the afternoon

5. Administration of the Post Test  

October 8- October 20,2018
6. Checking and Recording respondents test
scores(pre test and post test)

7. Storing the data electronically

 List of References
It shows the source of information used in the study stating the author, year of
publication, title of the article, title of the book, pages. It is important to
acknowledge the source of information and to avoid plagiarism.

Arrifin, M. et.al. (2013). “ Evaluating Game-Based Learning Effectiveness in Higher

Education”. Procedia- Social and Behavioral Sciences123 (2014)-pp. 20-27.
Retrieved from https://www.researchgate.net/publication/275543569
 WORKSHOP
(Crafting of Classroom Action Research Proposal)
 PRESENTATION OF
CLASSROOM ACTION
RESEARCH PROPOSAL