Action Research For Grade 11

A Introduction to
ction Research
Objectives:
• Understand the purpose of action research in

education
• Differentiate action research from formal
research
• Appreciate the importance of action research in
the teaching and learning process
ACTION RESEARCH IN EDUCATION
(Classroom Context)
• Action Research should ensure QUALITY of learning

rather than QUANTITY of learners.
• Action Research should NOT be PERSON-FOCUSED
rather it should be PROCESSED-FOCUSED.
• Action Research requires repetitive assessing,
planning, and acting phases and is continuous.
Classification of Research
According to Purpose
• 1. Historical Research – understanding and explaining
past events. This reconstruct the past objectively and
accurately and arrive at conclusions to anticipate future
events.
• 2. Descriptive research – involves collecting data in order

to test hypothesis or answer questions concerning the
current status of the subject of the study. (questionnaire
survey, interview or observation)
• 3. Correlation Research – attempts to determine to what
degree of relationship that exists between two or more
quantifiable variables. The purpose is to investigate the
extent to which variations based on correlation coefficient.
• 4. Developmental research– investigates patterns and

sequences of growth an/or change as a function of time.
(Research and Development)
• 5. Case and Field Research– study the background,
current status and environmental interactions of a given
social unit, an individual, a group or community.
• 6. Causal-comparative or Ex-post facto research–

investigate possible cause and effect by observing
consequences and searching back through the data for
plausible causal factors
• 7. True Experimental Research– investigate possible
cause and effect relationship by exposing one or more
experimental groups to one or more treatment and
comparing multiple results from controlled and uncontrolled
variable. (1 year - Itaas,2010 )
• 8. Quasi-Experimental Research– used to approximate

conditions of the true experiment in a setting. Only one
experimental groups will be compared to single results. (6
months – Itaas, 2010 & Ortiz, 2011)
• 9. Action Research– an informal research intended
to develop new skills or new approaches and to
solve problems with the direct application to the
classroom or other applied setting. Ortiz (2011)
stated, it does not require highly statistical treatment
to conduct classroom research. This research should
be learner-centered.
FORMAL RESEARCH vs. ACTION RESEARCH
Formal Research Action Research
Training Needed Extensive Little

Goals Knowledge that is Results for improving
generalizable to a practice in local
wider audience situation
Method of Identifying Review of previous Problems currently

Problems research findings and faced or
extensions of them improvements needed
in a set of classrooms
or schools
Research Design Rigorous and controls Flexible, quick time

over long periods frame, control through
triangulation
Approach Deductive Reasoning – Inductive Reasoning –

theory to hypothesis to observations, patterns,
data to confirmation interpretations,
recommendation
Analysis of Data Test leading to statistical Generally grouping of

significance raw data using
descriptive statistics
Application of Results Theoretical Significance Practical significance

A ction Research
Framework
What to write? What to do?
Craft Identify and describe
Introduction the problem
Formulate research Generate and
questions analyse Data
Review Related Plan
Literature Intervention
Choose Introduce and
methodology Monitor Intervention
Discuss findings and Analyse evaluative
results data
Conclusions/ Review
Recommendation Process
ACTION
RESEARCH
FRAMEWORK
Step
1
Activity
PROBLEM OR NOT
Tell whether if the following situations show problem or
not.
Say PROBLEM if the situation means a problem or
say NOT if the situation is not a problem.
Activity
PROBLEM OR NOT
Low NAT MPS of the School

Activity
PROBLEM OR NOT
Cannot read clustered consonants in words

Activity
PROBLEM OR NOT
Difficulty in identifying logical

sequences
Activity
PROBLEM OR NOT
High drop-out rate

Activity
PROBLEM OR NOT
Perennial Tardiness
Activity
PROBLEM OR NOT
Poor vocabulary
Activity
PROBLEM OR NOT
Frustration level in Reading

Comprehension
Activity
PROBLEM OR NOT
No mastery of the four fundamental

operations
Activity
PROBLEM OR NOT
Low Literacy Level

Activity
PROBLEM OR NOT
Decreasing Enrolment
Activity
PROBLEM OR NOT
Poor ICT Skills

For us
to see the
details,
we need to
extract the
fragments from
the whole.
Specific
General
Then what is a PROBLEM?
In the context of action research,
problems are situations/conditions
contributing to alarming results
(Ortiz, 2012).
Problems are considered the main

reasons (root causes) of the
situation, not the result (indicator).
RESULT LOW NAT MPS IN ENGLISH
Cannot Difficulty Difficulty Poor in

PROBLEMS read in in remembe-
(Root clustered identifying identifying ring
sequence
consonant logical the main
Causes) s in words sequences idea signals
Kraayenord and Elkins (1990)
Sensory and Physical Problems
Intellectual Problems
Emotional/Behavioral Problems
Communication/Language Problems
Difficulty in Learning
LEARNING PROBLEMS IN
THE CLASSROOM
COMMON LEARNING PROBLEMS
• Difficulties with reading, writing, spelling and

mathematics
• Difficulty in following instructions or directions to
complete a task
• Poor fine motor skills which can affect legibility of
handwriting
• Difficulty in on pronouncing of reading multi-

syllabic words
• Reduced or limited vocabulary and word
knowledge in comparison to their peers
• Have poor retrieval of information perhaps due to
problems with memory
• Have difficulty copying from the board or

overhead projector
• Have poor literacy of their first language
• Trouble with open-ended test questions and word
problems
• Spells the same word differently in a single
document
• Trouble following classroom discussions and

expressing thoughts aloud
• Trouble learning the connection between letters
and sounds
• Unable to blend sounds to make words
• Confuses basic words when reading
• Consistently misspells words and makes frequent

reading errors
• Trouble learning basic math concepts
• Difficulty telling time and remembering
sequences
• Slow to learn new skills
BEHAVIORAL PROBLEMS
IN THE CLASSROOM
COMMON BEHAVIORAL PROBLEMS
• Cellphones (Ringing, Talking, Texting)

• Tardiness, Leaving Early, Leaving Class
Frequently
• Inappropriate Chatter
• Domination of Discussions
• Shyness/Nonparticipation
COMMON BEHAVIORAL PROBLEMS
• Sleeping
• Arguing/Whining/Being Negative
• Disrespect
• Flirting
• Alcohol/Marijuana smell (no clear impairment)
• Excessive Absences
SERIOUS BEHAVIORAL PROBLEMS
• Threats/Physical Violence
• Obvious Intoxication/Impairment
• Cursing directed at Teachers/Students
• Behaviors presenting as Psychological Issues
• Suicidal/Homicidal Behavior/threats
• Sexual Harassment
APPLICATION ACTIVITY
Identify problems encountered in the classroom and share what
solutions were made. Tell also the impact of the solution.
Problems Solutions Result

Action Research For Grade 11

Uploaded by

Copyright:

Available Formats

Action Research For Grade 11

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Action Research For Grade 11

Uploaded by

Copyright:

Available Formats

A Introduction to

• Understand the purpose of action research in

• Action Research should ensure QUALITY of learning

• 2. Descriptive research – involves collecting data in order

• 4. Developmental research– investigates patterns and

• 6. Causal-comparative or Ex-post facto research–

• 8. Quasi-Experimental Research– used to approximate

Formal Research Action Research

Training Needed Extensive Little

Method of Identifying Review of previous Problems currently

Research Design Rigorous and controls Flexible, quick time

Approach Deductive Reasoning – Inductive Reasoning –

Analysis of Data Test leading to statistical Generally grouping of

Application of Results Theoretical Significance Practical significance

Low NAT MPS of the School

Cannot read clustered consonants in words

Difficulty in identifying logical

High drop-out rate

Frustration level in Reading

No mastery of the four fundamental

Low Literacy Level

Poor ICT Skills

Problems are considered the main

Cannot Difficulty Difficulty Poor in

• Difficulties with reading, writing, spelling and

• Difficulty in on pronouncing of reading multi-

• Have difficulty copying from the board or

• Trouble following classroom discussions and

• Consistently misspells words and makes frequent

• Cellphones (Ringing, Talking, Texting)

Problems Solutions Result

You might also like