COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

Name: Mary Grace J. Madronero Course and Section: BTLED- HE 4/ FS 2- DETU1

Instructor: Gina A. Vargas Date: September 08, 2024

Episode 3: Understanding AR Concepts, Processes and Models

Action Research (AR) has been embraced in education for its value in transforming school practices by
the practitioners themselves. It is used to address practical problems in the classrooms. It is a process that
allows teachers to study in their own classroom and school setting to improve their effectiveness.
Teacher Action Research (TAR) is a method for educational practitioners (teachers, school leaders) to
engage in the assessment and improvement of their own practice. It is a tool to help classroom teachers
consider their teaching methods or to adopt a strategy to solve everyday problems in the school setting.

I. Notice
• What concepts have been emphasized in the task and infographics? Give at least four.
Answer:
1) Action research is fundamentally a cyclical process, meaning it follows a series of steps that repeat.
The stages involved are observing, reflecting, planning, acting, evaluating, and modifying. This
cycle allows teachers to continually improve their teaching practices. For example, a teacher first
observes how students respond during a lesson, then reflects on their teaching methods to
understand what might need changing. Next, they plan a new strategy, act on it by implementing the
changes in the classroom, evaluate the results to see if the changes helped, and finally, modify their
approach based on what they learned. Each cycle builds on the previous one, allowing teachers to
fine-tune their methods over time. This approach encourages continuous growth and helps
educators effectively address new challenges that arise in their classrooms.

2) Action research is characterized by its practical and contextual focus, which emphasizes the
importance of addressing real-life problems that teachers face in their classrooms. Instead of
working in a theoretical or abstract way, action research deals with specific issues that are relevant to
a teacher's unique situation. For instance, if a teacher notices that students are not engaging with the
material, they can conduct action research to explore different teaching strategies that might work
better. By grounding their research in the actual conditions of their classroom and the needs of their
students, educators can develop practical solutions that directly improve teaching and learning. This
focus on real-world issues ultimately leads to better educational outcomes for students.

3) Reflective practice is central to the action research process. It encourages teachers to regularly
think critically about their own teaching and assess how well their strategies are working. This
involves examining their classroom interactions, instructional methods, and student engagement.
For example, after each lesson, a teacher might reflect on what went well and what didn't. This
reflection helps them recognize their strengths and identify areas where they can improve. By
continually assessing their experiences and adapting their methods based on what they learn,
educators foster a culture of inquiry and ongoing learning within their professional development.
This self-awareness not only enhances their effectiveness but also positively impacts their students’
learning experiences.
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

4) Action research emphasizes the importance of teacher participation and collaboration, highlighting
that it is not a solitary effort. Teachers are encouraged to work together with their peers and involve
students in the research process. This collaboration allows educators to share insights, strategies,
and experiences, enriching the overall research experience. For example, teachers might form a
study group to discuss their findings and brainstorm solutions to common challenges. This
collaborative approach builds a sense of community and support among educators, enabling them to
learn from one another and tackle issues together. By engaging in this collective inquiry, teachers
can create innovative solutions, share successful practices, and foster a more supportive and
effective learning environment for their students.

• Since the 3 models (McNiff and Whitehead 2006 Adaptation, Nelson, O 2014 Model,
Department of Education (DO 16 2017 Model) are all for action research, what are the
common elements of the three?

Answer: The three models of action research McNiff and Whitehead (2006 Adaptation), Nelson (2014
Model), and Department of Education (DO 16, 2017 Model) share several important features that
highlight the key ideas behind action research. First, they all focus on the cyclical nature of the
research process. This means that the steps of observing, reflecting, planning, acting, and evaluating
repeat over time. This cycle allows teachers to continuously improve their teaching methods because
they learn from each round of research. Each model also emphasizes the importance of reflection.
Teachers are encouraged to think critically about their teaching strategies, classroom interactions, and
how students are responding. This reflective practice helps teachers identify what works well and what
needs to change in their approach. Another common aspect is the need for action research to be
contextually relevant. Each model stresses that research should focus on real problems and challenges
that teachers face in their specific classroom settings. By addressing issues that are directly related to
their students’ needs, teachers can develop practical solutions that make a difference. Collaboration is
also a key feature in all three models. They encourage teachers to work together, share their
experiences, and support each other in the research process. This collaborative approach helps create a
sense of community among educators and enhances their learning from one another. Furthermore, all
three models highlight the practical application of the findings. Action research is not just about
collecting data; it is about using that data to implement changes that improve teaching and learning. The
goal is to find actionable solutions that can lead to better outcomes for students. Lastly, these models
empower teachers by putting them at the center of the action research process. This means that teachers
take ownership of their professional growth and have the freedom to make informed decisions that
positively impact their teaching effectiveness. In summary, the common elements of cyclical processes,
reflection, contextual relevance, collaboration, practical application, and educator empowerment
illustrate a strong framework for teachers to engage in meaningful research. This approach not only
helps improve their teaching practices but also benefits their students’ learning experiences.

II. Reflect 1
• As a future teacher, is conducting Action Research worth doing?
Answer: Yes, conducting action research is exceptionally worthwhile for future teachers. This method
of inquiry provides a structured yet flexible framework that encourages educators to investigate their
own teaching practices systematically. Unlike traditional research that might focus on broader
educational theories or practices, action research centers on real-life classroom situations. For
instance, a teacher might observe that students struggle with a specific math concept, such as fractions.
Through action research, the teacher can develop a targeted intervention, such as introducing
manipulatives or visual aids, and then measure its effectiveness. Additionally, action research
emphasizes a practical approach to professional development. Teachers are often overwhelmed with
pedagogical theories that may seem distant from their daily experiences. However, action research
allows them to connect theory with practice. By systematically investigating their own practices,
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

teachers gain firsthand knowledge of effective strategies and can see the direct impact of their efforts on
student learning. This continuous cycle of inquiry reflecting, planning, acting, and evaluating ensures
that teachers remain engaged in their professional growth and remain responsive to their students’
evolving needs. The collaborative aspect of action research is another compelling reason for its worth. It
encourages future teachers to work with their colleagues, fostering a supportive professional
community. For example, teachers can form inquiry groups where they share their findings and
strategies, providing constructive feedback and encouraging innovation. This collaborative effort not
only enriches individual teacher experiences but also enhances the overall teaching culture within
schools.

• Why?
Answer: The primary value of action research lies in its transformative potential for both teachers and
students. First and foremost, it promotes a culture of reflective practice. Teachers are encouraged to
step back and critically evaluate their teaching methods, asking questions such as: What worked well?
What did not? Why did certain students struggle while others excelled? This reflective practice leads to
deeper insights into their pedagogical approaches and helps them to refine their strategies based on
data rather than assumptions. Moreover, action research empowers teachers to become data-driven
decision-makers. By collecting data whether it’s through student assessments, surveys, interviews, or
classroom observations, teachers can make informed decisions that directly impact their teaching. For
instance, if a teacher notices through assessment data that most students are struggling with reading
comprehension, they can implement specific reading strategies and subsequently assess their
effectiveness. This data-driven approach ensures that teachers are not only reacting to problems but are
proactively seeking solutions based on evidence. Action research also enhances teacher collaboration. It
creates opportunities for teachers to work together, share experiences, and support one another in their
professional journeys. For example, a group of teachers might collaborate on a research project focused
on improving student engagement in a specific subject area. By pooling their insights and resources,
they can implement more comprehensive and effective strategies that benefit all their students. This
collaborative atmosphere fosters a sense of community and collective responsibility for student success,
which can lead to a more positive school environment. Finally, the results of action research can have a
broader impact beyond individual classrooms. When teachers share their findings with colleagues and
the larger educational community, they contribute to the ongoing conversation about effective teaching
practices. This dissemination of knowledge can influence school policies, curriculum development, and
professional development initiatives, ultimately leading to systemic improvements in education.

• How can Action Research (AR) be useful for every classroom teacher?
Answer: Action research is very helpful for all classroom teachers because it gives them a clear way to
improve their teaching. One big advantage is that it focuses on real problems in the classroom. Each
classroom is different, with students having various backgrounds, learning styles, and emotional needs.
With action research, teachers can find specific issues they face in their classrooms and create solutions
that fit those needs. For example, if a teacher sees that students are not engaged during group work,
they can investigate the problem and try different group setups or roles to encourage students to
participate more. Later, they could see if these changes worked. Another important benefit of action
research is that it helps teachers keep growing professionally. In traditional training, teachers often get
general lessons that may not meet their specific needs. However, action research allows teachers to
identify what they need to improve and focus on those areas. This makes teachers take charge of their
own learning, which can lead to better teaching. Action research also encourages a culture of inquiry in
the classroom. When teachers use this method, they teach their students to be active learners who ask
questions, explore answers, and think about their learning. For instance, if a teacher is researching how
well project-based learning works, they can involve their students by asking for feedback on their
experiences. This not only makes students more engaged but also helps them build critical thinking and
problem-solving skills. Moreover, action research helps teachers create a more inclusive classroom. By
collecting and analyzing data about how students are doing, teachers can spot gaps in learning and
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

develop strategies to help students who may be struggling. For example, if a teacher finds that some
students are not doing well in math, they can create targeted lessons, like small group sessions, to give
those students extra support. This way, every student gets a fair chance to succeed. Lastly, doing action
research can boost a teacher’s confidence and sense of identity. When teachers take part in research,
they learn more about how their actions affect student learning. This understanding helps them feel
empowered, as they see that their choices can lead to positive changes in their classrooms. This
motivation encourages teachers to keep finding new ways to tackle challenges they face, improving their
teaching and the learning experience for their students. In summary, action research is a powerful tool
for future teachers. It helps them improve their teaching, work together with others, and grow
professionally. It allows teachers to actively respond to the different needs of their students and adapt to
the changing world of education.

III. Observe
• Remembering my classroom observations in FS 1, I noticed that there are many questions
that I raised in my mind. These include:
Answer:
1) Why are some students not participating in class discussions? - I observed that some students were
often silent during discussions, making me wonder if they felt unsure or undervalued in sharing their
thoughts.

2) What strategies can I use to engage students who seem disinterested in the subject matter? - I
noticed some students appeared distracted or bored, leading me to think about ways to make lessons
more interesting and relevant to their lives.

3) How can I better provide effective support for students who face academic challenges? - I recognized
that some students struggle with grasping the material, prompting me to explore tailored
interventions, such as offering additional resources, one-on-one tutoring, or differentiated
instruction, to help them build confidence and improve their understanding of the subject matter.

IV. Reflect 2
• Thinking deeply about these problems, perhaps something must have been done to solve the
problem or answer the questions, like:
Answer:
• Implementing Group Activities to Encourage Participation- To effectively tackle the challenge of
student participation, I plan to implement engaging and structured group activities that encourage
everyone to share their thoughts and ideas. One of my favorite methods is Think-Pair-Share, where
each student reflects on a topic individually before discussing their ideas with a partner. This
approach fosters a warm and welcoming environment, enabling even the quieter students to feel
comfortable speaking up. Additionally, I will regularly rotate groups, allowing students to interact
with various classmates. This not only builds their confidence but also nurtures relationships,
making them feel more at ease during larger class discussions. By promoting open dialogue and
creating a sense of belonging, we can cultivate a supportive community where every voice is valued.
To further enhance participation, it’s crucial to ensure that students feel safe and respected when
sharing their thoughts. Encouraging open-ended questions and validating each response can
significantly contribute to this environment. Furthermore, providing diverse participation options
such as written responses, small group discussions, or digital platforms can help students who are
hesitant to speak in front of larger groups engage more comfortably. Together, these strategies will
create an inclusive atmosphere where participation is not only enjoyable but also impactful for all
students.
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

• Using Various Teaching Methods for Engagement- I truly believe that every student learns in their
own unique way, which is why I plan to keep lessons exciting by using a variety of teaching methods.
I aim to incorporate hands-on activities, such as fun science experiments and engaging group
projects, allowing students to actively explore the material rather than just sitting and listening.
These interactive experiences make learning enjoyable and memorable. Additionally, I intend to
integrate technology into my lessons by using vibrant educational videos and interactive apps to
enhance the content's dynamism and visual appeal. This variety not only keeps students interested
but also addresses different learning styles. Whether a student learns best through visual aids,
hands-on practice, or group discussions, there is something for everyone to engage in. To further
engage students who may appear disinterested, it’s important to make the material relevant to their
lives. This can be achieved by relating lessons to students’ personal experiences or future
aspirations, making the subject matter feel more meaningful. Employing varied and interactive
teaching methods such as multimedia presentations, group work, and class discussions will help
maintain their interest. Moreover, providing students with choices in how they approach projects or
assignments fosters a sense of autonomy, motivating them to take greater interest in the subject. By
offering multiple ways to connect with the material, we can create an inclusive and stimulating
classroom environment where all students thrive.

• Providing Additional Support for Struggling Students- I recognize that many students encounter
various hurdles throughout their academic journeys, and it is crucial to offer tailored support to help
them overcome these challenges. To effectively address this issue, I plan to establish after-school
tutoring sessions that provide students with dedicated one-on-one assistance. These sessions will create
a safe and encouraging environment where students can openly express their concerns and ask questions
without the fear of judgment. During these tutoring sessions, my primary focus will be on reinforcing the
concepts learned in class. I will assess each student’s understanding of the material and identify specific
areas where they may need extra help. This targeted approach will allow me to provide personalized
instruction that meets their individual learning needs. Additionally, I will encourage students to practice
their skills in a comfortable setting, enabling them to build confidence in their abilities. To further
support struggling students, I plan to develop modified assignments tailored to their unique skill levels
and learning styles. This customization will involve breaking down larger tasks into smaller, more
manageable components, which can help reduce feelings of overwhelm. For instance, if a student is
struggling with a complex math problem, I might provide step-by-step guidance or alternative
assignments that address the same concepts in a more accessible way. This strategy not only makes the
material feel more achievable but also fosters a sense of accomplishment as students successfully
complete each segment. Moreover, I aim to cultivate a growth mindset among my students by framing
challenges as opportunities for learning and growth. I will emphasize that struggling with a concept is a
natural part of the learning process and that perseverance is key to success. By highlighting the
importance of effort and resilience, I hope to inspire students to view their academic difficulties as
steppingstones toward improvement rather than insurmountable barriers. To create an environment
where every student feels supported and empowered, I will also encourage collaboration among peers.
Pairing students for group work can facilitate shared learning experiences and provide opportunities for
them to learn from one another. This collaborative approach can help students build a sense of
community and reduce feelings of isolation in their struggles. Ultimately, my goal is to create a
nurturing educational atmosphere where all students feel valued, understood, and motivated to reach
their full potential. By implementing these strategies, I believe we can foster a more inclusive learning
environment that not only addresses the needs of struggling students but also celebrates their progress
and achievements.
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

V. Plan
• Now, that I am in FS 2, I plan to plan for my solution to problem (choose from a, b, c) because

Answer: A lot of students in our school are still unable to read and lack skills in reading
comprehension. Only Ma'am More has volunteered to tutor the students, unlike others. I was truly
inspired by my English teacher, Ma'am Merlinda More, who dedicated her time and energy to help
students learn to read. She understood that some students needed extra attention, and her commitment
to their success was evident in her actions. I recall how she organized extra classes for students who
were struggling, taking the initiative to provide the resources and support necessary for us to thrive.
Her unwavering dedication not only improved students reading skills and comprehension but also
fostered a sense of belonging and encouragement within the classroom. This experience profoundly
impacted me and serves as a powerful reminder of the importance of providing additional support to
those who need it. As I embark on my journey in FS 2, I aim to replicate this supportive environment for
my future students. I plan to establish after-school tutoring sessions designed to provide one-on-one
attention tailored to each student's specific needs. During these sessions, I will focus on reinforcing the
concepts they learned in class, ensuring that they grasp the material thoroughly. I want to create a safe
space where students feel comfortable asking questions and expressing their concerns without fear of
judgment. By offering this additional support, I hope to prevent students from falling behind and
encourage them to take ownership of their learning. Reflecting on my own experiences as a slow
learner, I empathize with those who sometimes feel left behind in class. I understand the struggle of
having to choose to move on to new material without fully grasping previous concepts, and I am
determined to change that dynamic for my future students. I want to be a teacher who actively listens to
their needs and adapts my teaching methods to support their individual learning journeys. In addition to
tutoring, I also intend to create modified assignments that align with each student's current skills and
abilities. By tailoring assignments to their individual needs, I can help them progress at a pace that feels
comfortable and achievable. This personalized approach not only helps build their confidence but also
encourages a growth mindset. I believe it is essential to show students that challenges can be viewed as
opportunities for improvement rather than obstacles. By framing their struggles in this way, I can help
them embrace the learning process and understand that making mistakes is a natural part of growth.
Together, we can transform these hurdles into steppingstones toward success! Just as Ma'am Merlinda
always made time for students in need, I want my students to know that I am there for them as well. I
aspire to be a teacher who is approachable and dedicated, always willing to go the extra mile to help
every student learn and succeed. Her commitment to her students inspires me to embody the same
values of empathy, dedication, and support in my teaching practice. By focusing on these initiatives, I
hope to create an inclusive learning environment where every student feels valued and empowered to
reach their full potential. I believe that with the right support, encouragement, and resources, we can
help every student overcome their challenges and thrive academically.
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

VI. Check for Mastery

Direction: Check from the choices, what answer/s respond to the question correctly and put an X if
otherwise.

1.Action research requires a teacher to be:

✓ Observe, Reflect, Plan, Act observant of what is happening in the classroom.
✓ Observe, Reflect, Plan, Act asking oneself of how to improve teaching.
X Following the daily routine all the time.
✓ Finding ways on how children should learn better.
X Blaming learners for their inability to learn.

2.There are many ways of doing action research which follow a cyclical process. The process
include:
✓ Observe, Reflect, Plan, Act
X Observe, Plan, Act, Reflect
X Reflect, Act, Plan, Observe
X Plan, Observe, Act, Reflect
X Modify, Observe, Plan, Reflect

3. As an action researcher, I will be developing my skill as a person who is

✓ Systematic
✓ Reflective
✓ Rigorous
✓ Futuristic
✓ Situational

4. On which of the following would you choose to conduct Action Research. Why?
• Changes in the classroom practices. Why
• Effects of curriculum restructuring. Why?
• Understanding of self as a teacher. Why
• Teaching a new process to the students. Why?

Answer: In today's fast-paced, technology-driven world, conducting action research on changes in

classroom practices is essential for enhancing teaching effectiveness and meeting the needs of 21st-century
learners. This era is marked by rapid advancements in technology, leading to a greater emphasis on
essential skills such as critical thinking, collaboration, and digital literacy. These skills are not just
important; they are fundamental for success in both academic and professional settings. By focusing on
classroom practices, I can have a direct impact on how students engage with the material, enabling them to
develop and refine these crucial competencies. When I observe how different teaching methods influence
student engagement and understanding, I gain valuable insights into what works best in my specific
classroom context. For instance, if I introduce a new technology tool, such as interactive learning platforms
or educational apps, I can monitor its effectiveness by tracking student participation and comprehension
levels. This allows me to assess not only whether students are using the technology but also how it enhances
their overall learning experience. I can evaluate whether the new tool fosters collaboration among students
or helps them think critically about the subject matter, which is vital for their growth in a technology-rich
environment. Moreover, ongoing reflection on my teaching practices is vital for creating a dynamic learning
environment. In a 21st-century classroom, learners are accustomed to immediate feedback and interactive
 COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION

experiences. This means my ability to adapt my teaching methods becomes even more crucial. By regularly
assessing the effectiveness of various instructional strategies, I can make timely adjustments that better
cater to my students’ unique learning needs and preferences. This responsiveness not only supports
individual learning paths but also fosters a sense of agency among students, encouraging them to take
ownership of their educational journeys. The goal of refining classroom practices through action research is
to create a more inclusive and effective learning environment. When students become more engaged and
motivated, they are better prepared to thrive in a world that demands innovation and adaptability. By
prioritizing the evaluation and enhancement of my teaching methods, I contribute significantly to preparing
my students for the challenges and opportunities of the 21st century. This means equipping them not just
with knowledge but also with the skills they need to succeed in an ever-changing landscape, including the
ability to navigate technology, collaborate with peers, and think critically about the world around them. In
essence, action research serves as a powerful tool for continuous improvement in teaching and learning,
ensuring that both educators and students are ready to meet the demands of the future.

5. Which of the following relates closely to what action research is?

✓ Used to address practical problems in the classroom
X Refers only to everyday life of the learners
✓ Allows teachers to study their own classroom
✓ Brings theories and practices together
COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION
COLLEGE OF INDUSTRIAL TECHNOLOGY AND TEACHER EDUCATION