PARTS OF

AN ACTION
RESEARCH
JOSIE T. FORTUNO
Discussant
 ACTIONRESEARCH
ACTION RESEARCHFORMAT
FORMAT
I. INTRODUCTION
I. INTRODUCTION
II. STATEMENT OF THE PROBLEM
II. SITUATION
III. HYPOTHESIS
III. PROBLEM
IV. METHODOLOGY
IV. POSSIBLE CAUSES
V. RESULTS AND DISCUSSIONS
V. POSSIBLE SOLUTION
VI. FINDINGS
VI. PLAN OF IMPLEMENTATION EVALUATION
VII.CONCLUSIONS
(PIE)
VIII.RECOMMENDATION
IX. REFERENCES
I. INTRODUCTION
MUST CONTAIN:
-school’s demography and the socio-economic condition of the
students
-selected readings related to study
-baseline data
(the actual figure and percentage referring to the problem... Or
it can be an information about the problem)
SAMPLE OF INTRODUCTION
An Action Research on the Effectiveness of Differentiated Instruction In Teaching English
for Grade Four Classes
By
Mary Joy V. Olicia
Researcher
II. STATEMENT OF THE PROBLEM

• A statement of the problem is used in research

work as a claim that outlines the problem
addressed by a study.
• A good research problem should address an
existing gap in knowledge in the field and lead to
further research.
SAMPLE OF STATEMENT OF THE
PROBLEM
This study determined the effectiveness of conducting DI to Grade Four English class. Specifically,
it answered the following.
1. What is the performance of the two groups of respondents in the pretest?
1.1. Control group
1.2. Experimental group
2. What is the performance of the two groups of respondents in the posttest?
1.1. Control group
1.2. Experimental group
3. Is there a significant difference between the pretest scores of the control and
experimental group?

4. Is there a significant difference between the posttest scores of the control and
experimental group?

5. Is there a significant difference between the pretest and posttest scores of the
control and experimental group?

(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
III. HYPOTHESIS
An action hypothesis is one that is formed
in an action research. A hypothesis could be in
declarative forms, predictive form, question form or
null form. An action hypothesis is formed after listing
all possible causes and choosing the most likely
cause among them.
SAMPLE OF HYPOTHESIS
The following null hypothesis were tested at 0.05 level of
significance.

1. There is no significant difference between the pretest result of

the experimental and control group.
2. There is no significant difference between the posttest result
of the experimental and control group.
3. There is no significant difference between the pretest and
posttest result of the experimental and control group.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
IV. METHODOLOGY
-a system of methods used in a particular area of study or
activity.

"a methodology for investigating the concept of focal points”

 SAMPLE OF METHODOLOGY
This action research utilized the experimental design since its main purpose was to determine the
effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a
one-week lesson in Grade 4 English.
Two groups were taught the same lessons for one week. The control group was taught using the
single teaching with similar activities approach while the experimental group was taught using DI
with three sets of activities and three sets of evaluation and facilitation for the three groupings of
pupils for the one-week duration. Two regular sections were included in the study out of the five
Grade 4 sections that the school have.
Both groups were given the diagnostic test on Friday, September 25, 2015 to identify the
classification of pupils whether they belong to the above average group, average group, and below
average group. The achievement test was administered on Monday, October 5, 2015 the following
week using parallel teacher-made tests. The number of pupils was again identified to know
whether there was change in their classification. The results of the pretest and the posttest were
compared to determine whether using DI is effective or not.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
DATA GATHERING
After seeking the approval from the principal, the teacher-researcher
started the experiment for a week.

The scores of both the pretest and the posttest were taken and these
data were coded, tallied, and were statistically treated using the
mean, standard deviation, and t-test of significant difference.

The mean and the standard deviation were used to determine the
level of performance of control and experimental groups and the
classification of pupils, while the t-test was employed to determine
the significant difference of the mean scores on pretest and posttest
of both groups.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
V. RESULTS AND DISCUSSIONS
The results chapter or section simply and
objectively reports what you found, without
speculating on why you found these results. The
discussion interprets the meaning of the results,
puts them in context, and explains why they matter.
In qualitative research, results and discussion are
sometimes combined.
 VI. FINDINGS
The following are the findings of this action research.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
1. The mean scores of both control (11.76, Sd=4.06) and the experimental (12.07, Sd=3.56)
groups do not significantly differ based on the t-coefficient result of 0.8109 which is lesser
than the tabular of 1.9845 at 98 degrees of freedom.
2. The mean scores of the control (16.45, Sd=2.34) and the experimental (13.82, Sd=3.53)
significantly differ which favor the use of DI from the t-ratio of 3.423 is greater than the tabular
value of 1.9845 at 0.05 level of significance using 98 degrees of freedom.
3. During the pretest, majority of the pupils are average (control group, 35 or 71.43% and 37 or
72.55%). After the treatment, however, majority of the pupils in the control group became
average (34 or 69.39%) and above average (35 or 68.63%).
4. There is no significant difference between the control group’s pretest and posttest scores
based on the computed t coefficient of 0.09 which is lesser than the tabular value of 1.9850
using 96 degrees of freedom but significant difference exists for the experimental group as
signified by the calculated t-ratio of 1.02 is greater than the tabular value of 1.9840 using 98
degrees of freedom.
VII. CONCLUSIONS
When writing your conclusion, you can consider
the steps below to help you get started:
1. Restate your research topic.
2. Restate the thesis.
3. Summarize the main points.
4. State the significance or results.
5. Conclude your thoughts.
SAMPLE OF CONCLUSION
Based on the findings, the following are the conclusions.
1. The pretest scores of the control and the experimental group do not differ
significantly.
2. The posttest scores of the groups significantly differ resulting to higher
scores for the experimental group.
3. No significant difference exists in the pretest and posttest scores of the
control group, but significant difference is noted for the experimental
group.
4. There is an improvement in the groupings of pupils both in the control and
experimental group but significant improvement was shown for the pupils
taught using DI.
5. Use of DI is effective considering the higher scores of the experimental
group compared to the control group.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
VIII. RECOMMENDATIONS
Recommendations are used to call for action
or solutions to the problems you have
investigated in your research paper. Your
recommendations highlight specific solutions
and measures to be implemented based on the
findings of your research.
SAMPLE OF RECOMMENDATION
Based on the above findings and conclusions, the following
recommendations are suggested.
1. DI should be used in teaching pupils in English especially in
heterogeneous classes because it improved their classroom
performance.
2. Teachers should be given in-service trainings on DI for them to
gain more knowledge and clear understanding of the approach.
3. Although tedious on the part of the teachers, they should be
encouraged to prepare and use DI to motivate pupils to
participate in class discussions.
4. This action research should be continued.
(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
IX. REFERENCES
How do you put references in research?
Book: online / electronic
• Author/Editor (if it is an editor always put (ed.) ...
• Title (this should be in italics)
• Series title and number (if part of series)
• Edition (if not the first edition)
• [Online]
• Place of publication (if there is more than one place listed, use the first
named)
• Publisher.
• Year of publication.
 SAMPLE OF REFERENCES
 Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure,
51(3), pp. 49-54. Retrieved from Education Research Complete database. (Accession No. 24944365)
 Butt, M. & Kausar, S. (2010). A comparative study using differentiated instructions of public and private school teachers.
Malaysian Journal of Distance Education, 12(1), pp. 105-124. Retrieved from Education Research Complete database.
(Accession No. 78221508)
 K to 12 Curriculum Guide, www.deped.gov.ph
 Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of differentiated instruction: Retrieved
October 2015 http://mrseberhartsepicclass.weebly.com/
 Stravroula, V. A, Leonidas., & Mary, K. (2011). investigating the impact of differentiated instruction in mixed ability
classrooms: It’s impact on the quality and equity dimensions of education effectiveness. Retrieved October 2015
http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf
 Stronge, J. (2004). Teacher effectiveness and student achievement : What do good teachers do? Paper presented at the
American Association of School Administrators Annual Conference and Exposition, San Francisco, California.
 Subban, P.(2006). Differentiated Instruction: A research basis. International Education Journal, 7(7), pp. 935-947.
 Tomlinson, C. A., (2009) Intersections between differentiation and literacy instruction: Shared principles worth sharing. The
NERA Journal, 45(1), 28-33.Retrieved from Education Research Complete database. (Accession No. 44765141)
 Tomlinson, C. A. (2004a). Differentiation in diverse settings. School Administrator, 61(7), 28-33
 Wilson, S. (2009). Differentiated instruction: How are design, essential questions in learning, assessment, and instruction
part of it? New England Reading Association Journal, 44(2), pp. 68-75. Retrieved from Education Source database.
(Accession No. 508028374)

(An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four Classes)
THANK YOU!