Introduction to Active Research

14.1 EXPOSURE
Reading an Example of Classroom-Based Action Research

Following is an example of a classroom-based action research material Read

through it.

Melinda is a student intern assigned to assist the Cooperating Teacher (CT) in a

Grade 5 elementary science remedial class. Before this assignment, she has done
classroom observations, and she noticed that in many of the classes there was
consistent occurrence of high level noise.
In the present assignment, Melinda noticed the same thing. Almost always, noise
was created by any of the following: learners talking in their seats and not listening to
the teacher; doing other things apart from the assigned task; talking while going
around the room; creating unnecessary noise and movements like tapping their
desks/tables, and the like. She wondered what could be the possible reason why the
learners are so noisy. She was more concerned that at the end of a session, the
learners almost always could not complete or finish the assigned tasks.
So Melinda talked to her CT about her concern. She was advised to go to the
library or search the internet to get ideas on how to best deal with a situation of a
similar nature. She found from her readings that these behaviors might be attributed
to the following:
1. Time and hour of the day the remedial session is conducted
2. Lack of understanding the learning materials
3. Difficulty in reading the material
4. Low motivation and interest
5. Low expectations of oneself
6. Simply not serious about the remedial session
7. Lack of guidelines for the conduct of the sessions
From the above possible causes, which among these would "best" explain the
occurrence of the problem, high level noise. Of the seven possible causes, she chose
No. 7, lack of guidelines in the conduct of the sessions, because this is what she can
validate. Previously, she observed that there was lack of order or structure in the way
the remedial lessons were conducted. She believed that if an action like setting
guidelines and monitoring the remedial lessons were implemented, the level of noise
could be put to a minimum.
 From her readings, she was able to deduce that with proper guidelines and
monitoring of the activities, the learners will be kept busy and feel motivated to focus
on completing their assigned tasks. With this action, Melinda believes that there will
be better chances for students' learning outcomes to eventually improve.
After deciding and studying what specific course of action to take, her first step
was to inquire from her CT if there are existing guidelines in the conduct of the
remedial sessions. She found that there are no existing or specific guidelines for this
remedial class. So Melinda with the help of the CT and other student interns,
developed the guidelines and the monitoring scheme for the conduct of the remedial
classes. After developing the guidelines, she brainstormed with her co-student
teachers to improve the materials, prior to final submission and approval to the CT.
After approval of the material from her CT, she sought permission to implement
the action for six sessions, among 12 pupils. For each remedial session, the following
process were observed:
1. Melinda read to the pupils the guidelines before the start of the remedial lesson
proper.
2. While remedial session was going on, Melinda walked around and provided
guidance to each pupil.
3. Melinda helped each student who had difficulty with the task.
4. Melinda made sure that by the end of the session, she would have monitored
what each learner was doing.
While the action was being implemented, Melinda requested a co-intern to note
down the number of times, the pupils exhibited the following behaviors which she
believed contributed to the high level noise occurring during remedial lessons:
walking and talking around the room: tapping desks with pencils/pens; doing things
other than the assigned tasks; talking to seatmate and the like. The observer was
asked to use an observation sheet, which Melinda developed.
 The following table shows the frequencies (f) of “noise” behaviors by pupils
across sessions.
“Noise” Behaviors RS1* RS2 RS3 RS4 RS5 RS6
1. Talking and walking around the room 8 8 6 5 4 2
2. Tapping desks with pens 5 4 4 2 1 0
3. Talking to seatmate 8 7 7 6 4 3
4. Doing things other than assigned 7 5 6 6 3 2
task
5. Creating unnecessary noise 5 6 6 5 2 1

*RS= Remedial Session

Melinda studied the data and she came up with the following findings and analysis:
a. There is a decreasing trend in the "talking and walking around the classroom" noise
behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the
occurrence of the other "noise" behaviors was also noted. It may be because, with
close monitoring, the learners were kept busy with the tasks and did not have the
time and opportunity to make noise.
b. The learners were able to complete their assigned task at the end of the session. It
used to be that they were not able to do so within the time given them. Besides, with
monitoring and guidance on difficult tasks, perhaps the pupils understood better what
they were working on, and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during
the conduct of remedial lessons. This is due to the decrease in the number of
behaviors of the learners from Day 1 to Day 6.
After analyzing these observations or data, Melinda concluded that the action and
the implementation of the use of guidelines and monitoring pupils in the remedial
sessions had a positive effect. The immediate effect is the decrease of noise level in
the classroom. This is so because the action (monitoring and using guidelines) led to
the decrease of incidence of "noise" behaviors of the students which is creating
unnecessary noise during remedial lessons.

As expected by Melinda, monitoring students' activities in remedial sessions had a

positive effect on learners' behavior. Melinda expects that the effects of monitoring
will eventually lead to improved learning outcomes, as for example, finishing the
assigned tasks at the end of the session.
14.2 PARTICIPATION
Analyzing the Sample Classroom-Based Action Research
After reading an example of a classroom-based action research, answer the following
questions. Expound and discuss your answers.
1. What exactly is the classroom problem that Melinda wanted to help address or
solve?
Melinda wanted to solve high level of noise made by the students inside the
classroom, she wants to lessen that problem by doing remedial session which had a
positive effect to the learners.

2. What process helped Melinda to think of the possible causes why a problem exists?
She searched it to the internet and she found out why the learners causing too much
noise wherein it was repeated almost always. The reason she proved is that because
of lack of guidelines in the conduct of the sessions, Melinda made guidelines session
herself with the permission of her cooperating teacher and help of her co-intern
student.

3. What process helped Melinda to think of an action, which if implemented, will help
address or solve the classroom problem?
She found a lack of order and structure in the way remedial lessons were conducted.
She believed that noise levels could be minimized if measures such as setting
guidelines and monitoring remedial education were put in place.

As an action. First, she defined what was the problem or the issues she observed.
Second, after determining the problem she think of the possible and the best
solutions to that problem that’s why she tried to found out to the internet. Then, the
most important thing she made was to put all her effort and action to minimize the
high level noise made by the learners.

4. What exactly was the action that Melinda wanted to implement?

Melinda wanted to implement setting guidelines and monitoring of remedial session
to the class. She believed that if an action like setting guidelines and monitoring the
remedial lessons were implemented, the level of noise could be put to a minimum.

5. What was the expectation, of Melinda regarding the effect of the action she wanted
to implement?
As expected by Melinda, monitoring student activity in remedial sessions had a
positive effect on learner behavior. Melinda expects the effectiveness of monitoring
to ultimately improve learning outcomes, such as completing assigned tasks at the
end of a session.

6. What processes did Melinda employ to find out if her expectation regarding the
effect of the action is confirmed?

Melinda read to the pupils

the guidelines before the
start of the remedial lesson
proper.
- While remedial session
was going on, Melinda
walked around and
provided guidance to each
pupil.
- Melinda helped each
student who had difficulty
with the task.
- Melinda made sure that
by the end of the session,
she would have monitored
what each learner
was doing
 Melinda read to the pupils the guidelines before the start of the remedial
lesson proper.
  While remedial session was going on, Melinda walked around and provided
guidance to each pupil.
 Melinda helped each student who had difficulty with the task.
 Melinda made sure that by the end of the session, she would have monitored
what each learner was doing

7. What are the results of the implementation of the action?

The results of the implementation of remedial session as expected by Melinda, the
session had a positive impact to the learners. When the session started the numbers
of noisy was minimize until leads into active participation of the learners.

a. There is a decreasing
trend in the “talking and
walking around the
classroom” noise
behaviors from Remedial
Session 1 to Remedial
Session 6. A decrease in
the occurrence
of the other “noise”
behaviors was also noted.
It may be because, with
close monitoring,
the learners were kept
busy with the tasks and did
not have the time and
opportunity to
make noise.
b. The learners were
able to complete their
assigned task at the end
of the session. It
used to be that they
were not able to do so
within the time given
them. Besides,
with monitoring and
guidance on difficult
tasks, perhaps the
pupils understood
better what they were
working on, and
consequently became
motivated to finish
their tasks.
 c. Both Melinda and the
observer also noted a
decrease in the level of
noise during
the conduct of
remedial lessons. This
is due to the decrease
in the number of
distracting behaviors of
the learners from Day 1
to Day 6
a. There is a decreasing trend in the “talking and walking around the classroom”
noise behaviors from Remedial Session 1 to Remedial Session 6. A decrease in the
occurrence of the other “noise” behaviors was also noted. It may be because, with
close monitoring, the learners were kept busy with the tasks and did not have the
time and opportunity to make noise.
b. The learners were able to complete their assigned task at the end of the session.
It used to be that they were not able to do so within the time given them. Besides,
with monitoring and guidance on difficult tasks, perhaps the pupils understood better
what they were working on, and consequently became motivated to finish their tasks.
c. Both Melinda and the observer also noted a decrease in the level of noise during
the conduct of remedial lessons. This is due to the decrease in the number of
distracting behaviors of the learners from Day 1 to Day 6

8. What are the conclusions deduced from the classroom-based action research?
Classroom-based action research typically involves teachers conducting collaborative,
evidence-based investigations into their own classroom routines and relationships
with a view to understanding and improving the quality and justice of their practices
in the classroom. In conclusion, he true benefit of engaging in classroom- or school-
 based action research is that educators can truly focus and direct their own
professional growth and development in specific areas that they want to target, as
opposed to having professional development topics thrust upon them.

14.3 IDENTIFICATION
Developing an Awareness and Understanding of the Different Processes Involved in
Implementing a Classroom-Based Action Research
In reading the sample and in answering the preceding questions correctly, have actually
gained awareness about the processes or stages of classroom you based action research. You
can view the whole process holistically through the conceptual framework of action research
presented below.

Diagnosing

Specifying Action

Learning Planning

Taking
Evaluating
Action

Following are some important points or requirements about each stage.

1. Diagnosing (Identifying/defining the classroom problem)
 Determining what the problem is all about
 Background and the rationale for doing that study
 Setting the research questions to be answered
 Setting the conceptual framework of the action research
2. Action Planning (Considering alternative courses of action)
 Looking for possible factors related to the problem
 Establishing alternative actions to solve the problem.
3. Taking Action (Selecting a course of action)
 Deciding the "best" or most appropriate action to solve the problem
  Advancing expectations as to the effect of the selected action
 Implementing the action and gathering data during implementation
4. Evaluating (Studying the consequences of an action)
 Analyzing the data and looking at the effects of the action
 Analyzing if the data support the expectations advanced earlier or not
5. Specifying Learning (Identifying general findings)
 Reflecting on how the findings will improve education
 Reflecting on the contributions of the action research in improving education

14.4 INTERNALIZATION
Identifying the Different Processes Involved in Implementing a Classroom-Based Action
Research
On the left column below are the significant stages of implementing an action
research based on the conceptual framework discussed previously. On the right column,
describe the processes applied by Melinda in her action research, corresponding to each
step/process.
Steps in the Conceptual Frameworks Corresponding Step or Processes in the
Sample Action Previously Presented Action Research

(Finding
a. Diagnosing (Identifying a problem)

b. Action Planning
alternative courses of action)
(Considering and
defining the
c. Taking Action (Selecting course of
action)
problem in
the
d. Evaluating (Studying consequence of an
classroom).
This will
action)

e. Specifying Learning (Identifying general help

findings)
determine
the
nature of
the issue.
(Finding
and
defining the
problem in
the
classroom).
This will
help
determine
the
nature of
the issue.
(Finding
and
defining the
problem in
the
classroom).
This will
help
determine
the
nature of
the issue.
(Finding and defining the problem in the
classroom). This will help determine the
nature of the issue.

This requires you to consider all possible

factors relating to the problem and to
devise alternative solutions to the
problem

By doing so,
we must
determine
the best or
most
appropriate
course of
 action for
resolving
the problem
By doing so, we must determine the best
or most appropriate course of action for
resolving the problem

It analyzes the data and considers the

effects of the action in this way

By doing so,
you can
consider
how the
findings will
benefit
education
By doing so, you can consider how the
findings will benefit education

Following are what many authors or experts define classroom-based action research.
 Action research is a form of self-reflective inquiry undertaken by participants in
social and educational situations in order to existing practices (Kemmis as cited
by Hopkins, 1986; Nuñez & Navarro, 2015).
 Gay (1966) defines action research as the process of solving practical problems
through the application of the scientific method (in Nuñez & Navarro, 2015).
  Action research is a systematic study to improve educational practices by groups
of practitioners by means of their own practical actions and reflections or
consequences of their actions (Ebbut in Nuñez & Navarro 2015).
Some Concepts Common Among the Definitions
1. It is systematic study; a form of inquiry.
2. It is conducted in educational settings like classrooms or schools.
3. It aims to solve problems in education.
4. It aims to improve practices in education.
5. Applies reflection in analyzing the results.

14.5 DISSEMINATION
Sharing and Discussing the Processes and the Important Concepts Related to Classroom-
Based Action Research

Together with your Cooperating Teacher, review, present and share the process
of implementing classroom-based action research. Take note of the important points
and concepts related to classroom-based action research. Come up with a list of these
important concepts.

Growth Portfolio Entry 14

Important Point Related to Classroom-Based Action Research

GROWTH PORTFOLIO ENTRY
GROWTH PORTFOLIO ENTRY
ASSESSMENT

For Use of the FS Program Coordinator

Criterion: Developing awareness and knowledge about the basic concepts and process
requirements in implementing a classroom-based action research

Rubric
Score Description
91-100 The student teacher demonstrates full level of understanding and
knowledge about the basic concepts and requirements in
implementing a classroom-based action research.
81-90 The student teacher demonstrates an almost full level of
understanding and knowledge about the basic concepts and
requirements in implementing a classroom-based action
research.
71-80 The student teacher demonstrates an average level of
understanding and knowledge about the basic concepts and
requirements in implementing a classroom-based action
research.
61-70 The student teacher demonstrates less than average level of
understanding and knowledge about the basic concepts and
requirements in implementing a classroom-based action
research.
51-60 The student teacher demonstrates very little or no understanding
and knowledge about the basic concepts and requirements in
implementing a classroom-based action research.
Rating for LE 14: ___________________

______________________________
Signature of FS Program Coordinator