Page |0

AN EASY
GUIDE TO
About the Author

TEACHERS’
ACTION
ANIVER M. VERGARA

“A Comprehensive Step by Step Guide

On How to Create Stunning Action Research,

Made Especially for Teachers”

ANIVER M. VERGARA
 Page |1

About the Author

ANIVER M. VERGARA
“WINNER OF THE 2017 INTERNATIONAL
CONFERENCE OF BASIC EDUCATION
RESEARCH (ICBER) 1ST Place (Best Research Paper)”
“WON AS BEST ORAL RESEARCH PRESENTER , AT 2017
DIVISION OF RIZAL RESEARCH CONFERENCE”
“WON AS BEST RESEARCH CONCEPT , AT 2015 DIVISION
OF RIZAL RESEARCH CONFERENCE”
“FINALIST AT DIVISION OF RIZAL, NATATANGING
MANANALIKSIK, GAWAD KAMPILAN 2018”
 Page |2

Introduction
After graduating from college, the teachers acquired tremendous “A Teachers

knowledge of teaching. From learning principles up to classroom Plants the

management, theories are finally put to the test. However, as we walk
seeds of
through the actual school situation, these theories become ambiguous
Knowledge,
because of many contextual differences the teacher encountered. The
ideal classroom situation seems impossible, conducive learning Sprinkles

environment become more difficult to achieve and school educational them with
politics become more prominent. In the end, the poor teacher will
love and
struggle to keep up with the demand and forever lock up to her
patiently
thoughts. When this happens, the most useful approach is to get help
from the tenured teachers and principals and then try their solution to nurtures

different classroom problems. their growth

Testing solutions to common classroom problems is almost to produce

synonymous with Action Research (AR). What's beautiful is that tomorrow’s
teachers had already use some of its basic concepts. Not only do they
Dream!!”
know but having their own solution to everyday challenges is really a
research work. If this kind of skills are synced with AR techniques and Anonymous
steps, the struggle of teachers will likely end and restore his teaching
standards in his or her own classroom.

This book will guide teachers on how to do a very effective Action

Research. Again, as said earlier, teachers are already using AR. They
only need a guide on how to do it in a better way. This book is about it.
They will know what it is, and create compatible connections with the
most vague topics about it.

This book was a culmination of years of my experience in

research. From winning local school research conference up to
International Conference this give me enough knowledge to motivate
 Page |3

teachers to undergo research. From increasing the academic

performance of my own students up to inspiring them to level up their
dreams, AR help me to combat several hurdles. But don’t get me
“A Teachers
wrong, I started zero in it. I’ve been into numerous defeat in different
conference and presentation. Sometimes, the result of my work didn’t Plants the

do so well for my specific learners. However, experience shows us that seeds of

perseverance combine with passion beats talent most of the time.
Knowledge,
At the heart of each chapter, each explanation was created with Sprinkles
easy to understand topic in mind. As a side note, the term “Action
them with
Research” has been used 175 times in this book. The words
love and
“problem” and “solution” has shown up for 217 and 61 times
respectively. Wow that’s a lot! But Science will tell us to repeat patiently
words for clearer viewpoints especially in a scientific or nurtures
educational paper. Each section will be read independently therefore
their growth
repetition is necessary for purer definition.
to produce
Each page is divided into two parts. The main text and the other
tomorrow’s
one contain the summary. Below that is a thought provoking questions
intended for teachers. These questions ranging from different situations Dream!!”

the teacher encounters up to diverse circumstances we sometimes take

Anonymous
for granted. The words of wisdom are found in each chapter. It was
chosen with the aim of motivating teachers to carry out her teaching
endeavor especially in research. Finally, the last part includes a blank
template for teacher’s very own Action Research. If you are new here,
do not hesitate to try it. If you make lots of it before, that’s good, and
Congratulations! Help others and build stronger, more efficient
and effective schools.
 Page |4

Contents
CHAPTER ONE
What is Action Research?..........5
What is the Difference Between Academic Research (Thesis) and
Action Research? ..........7
What is the Importance of Conducting Action Research? ..........8
What are the Types of Action Research? ..........9
What Stops Teacher from Doing Action Research? And How to Solve
It? ..........12

CHAPTER TWO
The Process of Action Research..........15
The First Part is to Know the Problem..........16
Create a Plan or Strategy to Solve the Problem..........20
Implement the Plan..........21
Collection of Data and Reflecting on the Outcome..........21
How to Make Sure Your Data Collected is Accurate?..........22
Continue the Action Research Cycle with a Revised Problem..........24
Some Reminders on Doing Your First Action Research..........25

CHAPTER THREE
Writing your Action Research..........27
Context and Rationale..........27
Review of Related Literature..........28
Research Questions..........30
Scope and Limitation..........31
Methodology..........32
Result and Discussion..........33
Action Plan..........34
How to Write References?..........35

CHAPTER FOUR
Writing Your Action Research in Template Form..........37
Sample Action Research 1..........48
Sample Action Research 2..........60

CHAPTER FIVE
How to Make an Effective Oral Research Presentation? ..........70
Tips for Making an Action Research Poster..........74
Tips on Presenting at the Conference..........76

Appendix..........78
References..........93
 “Nothing can stop a man with the right attitude from P a g e | 5
achieving his goals. Nothing on earth can help the
man with the wrong attitude”
What is Action
Thomas Jefferson Research?

 Comprehensive
CHAPTER ONE Search for
Answer to a
Problem
What is Action Research?  A disciplined
process of
inquiry
Action Research can be defined as a clever search for a  Analytical
methods to
solution to a problem that happens inside a group of people. In the
diagnose a
context of teachers, this pertain to his or her own classroom. As for the problems
 It is focused to
Principal, it refer to the whole school. But you might ask, why you have
improve the
to solve these problem using Action Research anyway? Is it obvious quality and
performance
that teachers were solving already certain issues that pop outs in their
in an
school or classroom? Not to mention that these same teachers were organization
given college and graduate studies to be prepared for such difficulties.
Well the answer lies in the facts that every school and classroom is
different from one to another. One teaching strategies might not work What are your
for some, or perhaps an explicitly research based methodologies won’t insights about
Action Research?
make any change to your school. Action Research will give answer
to these perplex situation. Each teacher can customize their own
problem and create a tailor made solution that not only works but
efficiently decipher their difficulty.
Richard Ragor author of “Guiding School Improvement with
Action Research” define it as;

“Action research is a comprehensive search

for answers to problems that arise in an organization.
It is also a disciplined process of inquiry conducted by
and for those taking the action. The primary reason for
engaging in action research is to assist the
“researcher” in improving and refining his or her
actions.”
(2018, December 12), retrieved from:
http://www.ascd.org/publications/books/100047/chapters/W
hat-Is-Action-Research%C2%A2.aspx
 Page |6

(“Action Research”, 2018) Define it as:

“In schools, action research refers to a wide
variety of evaluative, investigative, and analytical What is Action
research methods designed to diagnose problems or Research?
weaknesses whether organizational, academic, or
 Comprehensive
instructional and help educators develop practical
Search for
solutions to address them quickly and efficiently”
Answer to a
(2018, December 13), Retrieved from
Problem
https://www.edglossary.org/action-research/
 A disciplined
process of
(“What is Action Research?” 2019) define it as:
inquiry
“Action research is inquiry or research in the  Analytical
context of focused efforts to improve the quality of an methods to
organization and its performance. It typically is diagnose a
designed and conducted by practitioners who analyze problems
the data to improve their own practice.”  It is focused to
(2018, December 13), Retrieved from improve the
https://gse.gmu.edu/research/tr/tr-action quality and
performance
The idea here is to polish or improve the current in an
organization
actions taken by the teacher using a well define investigation
or inquiry. What are these actions? They are the daily teaching
engagement between the students and the teacher.
What are your
Prieto N., Naval V., & Carey T., (2017) define action
insights about
research on the context of the classroom. According to them, different
classroom
this type of research involves the application of the steps of the
problems?
scientific method in the classroom problems. This type of
research is helpful to beginner’s researcher. Such questions
as “How did teachers feel about the new curriculum? Or “What
instructional strategies do students think are engaging?”, are
some of the examples that Action Research can answer.
 Page |7

What is the Difference Between

Academic Research (Thesis) and Action Research?  Action research
is different from
You might guess that Action Research is different from the research
Academic Research. In addition, a clear distinction must be set up conducted by
academicians at
between the latter which is conducted by Universities sometimes called universities.
a Dissertation or Thesis. According to “Difference between Action
 The major
Research and Academic Thesis” (2018) In Academic Research difference is
(Thesis) extensive training is needed. In Action Research, this training that Academic
Research
is not required. Moreover, In Thesis, knowledge produced is (Thesis)
generalizable. In Action research, knowledge is being apply to local pertains to a
general
situation. In Thesis, there’s a need for Statistical tests and other knowledge,
qualitative techniques. In Action research its focus is on practical, not requires
tremendous
statistical significance and thus present raw data and graphs. In Thesis statistical tools,
research, its method is rigorous and have long time frame. In Action have rigorous
method and
research, simple procedures and can be change during study, quick long time frame
time frame, and the data is control through triangulation techniques. while Action
Research do not
(2018, December 20), Retrieved from
have these
http://openphd.blogspot.com/2012/01/differences-between-action-research-
characteristics.
and.html
In summary, Action Research can be slim down to the
following rigid definitions, an individual search for a solution to a In your opinion,
what are the
problem that happens instantaneously in a group, in the case of the
difference
teachers is his/her own classroom. Problem like academic between Action
Research and
performance, students’ behavior, and parents’ involvement are some
Academic
problem that they can look into. Moreover, there is a big difference Research
(Thesis)?
between an academic research (Thesis) and Action Research. The
major difference is that the former pertains to a general knowledge,
requires tremendous statistical tools, have rigorous method and long
time frame while Action Research are not.
 Page |8

What is the Importance of The Importance of

Conducting Action Research? Action research is
summarized as
Here are some benefits of Action research. First, it will allow the follows:

teachers to understand their students. She can recognize and diagnose  It allow teachers
to understand
their work and predict why different classroom scenario happen that his/her students
way. For instance, if the students failed to submit paper works, the  Predict how
classroom works
teacher know exactly why that is so. It will be easy for the teacher to that way
notice difficulties the students encounter. Secondly, the teacher can  Assess whether
the teachers
assess whether her teaching works is acceptable or need improvement.
teaching
Do they need to undergo more trainings or perhaps help others to method is
working
improve theirs? Doing so can increase school collaboration and
 To make
feedback between teachers. Third is to make their craft tailor fit to the teaching tailor
craft to student
needs of their students. Why a method that works for one school didn’t
individual
so well to another school? The answer is that different classroom needs differences
 Accumulation of
different teaching approaches. Action Research can fulfill such by
different
making your solution fits perfectly to one own problems. Fourth reasons teaching
methodologies
is the accumulation of different knowledge related to the task. By doing
 Being less
research, one can gain so much information that she can use in dependent to
other teachers
teaching. Fifth reason is about being less dependent to other teachers
because you can now solve your own problem using it. Do you think
Action Research
(“What are the benefits of Action Research”, 2019) give some is necessary to
teachers? Why?
more advantage, they are:

 Help you find solutions to particular problems arising in your

classroom or school.
 Underpin professional learning of knowledge, skills and
understanding.
 Connect you with sources of information and networks of
professional support.
 Clarify purposes, processes and priorities when introducing
change – for example, to curriculum, pedagogy or assessment.
 Page |9

 Improve understanding of your professional and policy context, The Importance of

Action research is
organizationally, locally and nationally, enabling you to teach
summarized as
and lead more strategically and effectively. follows:

 Develop your agency, influence, self-efficacy and voice within  It allow teachers
to understand
your own school and more widely within the profession. his/her students
 Predict how
(2019, January 21), Retrieved from https://uk.sagepub.com/en-
classroom
gb/eur/what-are-the-benefits-of-educational-research-for-teachers
works that way
 Assess whether
the teachers
teaching
method is
What are the Types of Action Research? working
 To make
teaching tailor
According to Calhoun, E (2019) there are three types of Action craft to student
Research, The first, carried out by a single teacher, also called the individual
differences
individual teacher research. The second, conducted by two or more  Accumulation of
different
teachers within the school, it is called collaborative action research. teaching
The third, involving an entire faculty in conjunction with a school methodologies
 Being less
stakeholders or district wide group of researcher which is called school dependent to
other teachers
wide action research.
There are three
(2019, January 21), Retrieved from http://www.ascd.org/publications/educational- types of Action
leadership/oct93/vol51/num02/Action-Research@-Three-Approaches.aspx Research:

1. Individual
Action Research
2. Collaborative
Individual Teacher Action Research
Action Research
3. School wide
Individual Teacher's Action Research typically corresponds to Action research
the problems in a single classroom. A teacher explores the problems
involved in his or her teaching. It consists of a variety of teaching What are your
strategies, teaching materials and students' behavior within and outside favorite type of
action research?
the school. After that, the teacher will find solution to different problems
raised by her investigation. Most of the time, students and parents are
also involved in these effort.
 P a g e | 10

According to Van Baren (2019) Individual action research is  Individual

research conducted by one teacher or school staff member. This type Action
Research
of research is conducted to analyze a specific task. A teacher may pertains to a
wonder if implementing group activities within an English class for single teacher
conducting the
example will help improve learning. The teacher alone performs research
research by implementing a group activity for a certain length of time.  Collaborative
Action
After the action is performed, the teacher analyzes the results, research
implements changes, or discards the program if not found to be helpful. pertains to 2 or
more teachers
within the
(2019, January 22), Retrieved from https://bizfluent.com/list-7608678-types-action-
school
research-design.html
 School Wide
action
Collaborative Action Research research is a
collaboration
Collaborative Action research focus on two or more teachers. of all teachers
within the
They tackle problems related to several classrooms. Their solution
school or
pertains to multitude of answers that arise within a school or district mostly
participated
community.
by principal
and
According to Van Baren (2019) Collaborative research involves supervisors.
a group of people researching a specified topic. With collaborative
research, more than one person is involved in the implementation of
the new program. Typically, a group of students, larger than just one Which among the
class, are tested, and the results are analyzed. Many times three approaches
is best suited to
collaborative research involves both teachers and the principal of the your own
school. This type of research offers the collaboration of many people research?

working jointly on one subject. The joint collaboration often offers

more benefits than an individual action research approach.

(2019, January 22), Retrieved from https://bizfluent.com/list-7608678-types-

action-research-design.html
 P a g e | 11

School Wide Action Research

According to Calhoun, E (2019), in school wide action research,  Individual

a school faculty selects an area or problem of collective interest, then Action
Research
collects, organizes, and interprets the data. Data from other schools,
pertains to a
districts, or the professional literature are funneled into the collective single teacher
conducting the
decision-making process of the faculty, who then determines the
research
actions to be taken. The process is cyclic and can serve as a formative  Collaborative
Action
evaluation of the effects of the actions taken.
research
pertains to 2 or
(2019, January 22), Retrieved from http://www.ascd.org/publications/educational- more teachers
leadership/oct93/vol51/num02/Action-Research@-Three-Approaches.aspx. within the
school
Likewise, Van Baren, (2019) define it as programs that are  School Wide
action
generally created from a problem found within an entire school or
research is a
district. When a program is researched for an entire school, it is called collaboration
school-wide action research. For this type, a school may have concerns of all teachers
within the
about a school-wide problem. This can be lack of parental involvement school or
or research to increase students' performance in a certain subject. The district mostly
participated
entire staff works together through this research to study the problem, by principal
implement changes, and correct the problem or increase performance. and
supervisors.

(2019, January 22), Retrieved from https://bizfluent.com/list-7608678-types-

action-research-design.html
Why do DepEd
Promotes
Research?
 P a g e | 12

What Stops Teacher from Doing Action Barriers to

Research? And How to Solve it? Action
Research

 Negative
If Action Research is very useful, then why not many teachers Attitude
towards
are doing it? Well, the answer lies on several factors. Here are some.
Research
 Fear of being
Negative Attitude Towards Research reviewed by
other teachers
Many teachers have different perspectives on research. Some  Action
believe that everything you need to know had already been taught when Research can
focus on
studying at college. This concept aggravated the view that tenured negativity of
teachers had gains much knowledge which any further research has no teachers and
administrator
contest compare to their own experiences.  Time
Another reason for fear on it is related to academic thesis. It's Consuming
 Additional
hard to do an academic research and sometimes it's expensive. A
paperwork
thesis contains approximately hundred pages upwards. Moreover, it’s  Funding
very long which even take years or more to finish.
To avoid this, there should be an open view of what's In writing an
essay or story,
happening at present teaching experiences. Not everything is learned
the students
in college or at school. Most important knowledge and skills is had a hard
time getting an
experienced within the teaching job. If you think the difficulty or length
inspirations.
of an action research is something to worry about, fear not because it's What is the
best way to
very easy and only takes little time. You just need an open-minded view
increase
so that it will start smoothly and can be finish marvelously. inspiration and
motivation?

Fear of Being Reviewed by Other Teachers

Teachers are afraid that other teachers or schools may figure

out their current school situation. That is, your school's performance is
being compared to other. The worse is they could think of a simple
problem and yet you still need action research to solve it. This will
probably result to embarrassment.
 P a g e | 13

If the teacher's fear is to be reviewed by peers, think the other How to

way and be delighted. Because, the way you’re trying to solve your overcome this
Barrier?
classroom problem is unparalleled to begin with. There’s nothing more
amazing about a teacher who is trying to improve his or her own  Have an open
mindset.
teaching craft.  Its normal that
other teacher
will read your
Action Research Can Focus on the Negativity of Teachers and own work
Administrator  Convert any
problem into a
positive one
 Practice time
Negatives are often expressed by others who are constantly
management
searching and looking. This is embarrassing at best because most of  Seek help from
other teachers
us didn’t want to be exposed with our weaknesses. To avoid this,
 Make your
convert every problem to positive situation. Focus on the best things research as
simple as
made by the teacher and not on its drawbacks.
possible
Time Consuming

There are times when a thorough study takes place. If the Some students
want to constantly
teacher wants to know the answer to his questions through Action
see their
Research, the length of doing so will be longer and longer until he sees academic grades
on a daily or
the solution. To augment this problem, take time in doing so. Don’t cram
weekly basis. Do
every chunks of your research. Create a timeline on when you will start you think this is a
and when you will end. Be mindful on the different phases of it. problem to think
about?
Additional Paperwork’s to Teacher

A hardworking teacher works a lot. He has so much in her desk

to start with. If you want to do Action Research it will certainly be an
additional clerical task. Not to mention the included research-related
matters such as topic finding or solutions gatherings associated with it.

Here’s the key. If the teacher has plenty of paper works and this
become a burden to her, then she must do an Action Research
 P a g e | 14

pertaining to that specific problem. She could even ask other teachers How to
to work hand in hand in solving their difficulty in non-teaching task such overcome this
Barrier?
as this.
 Have an open
Money mindset.
 Its normal that
There are times when teachers need to spend on making one. other teacher
Aside from the computer to be used for typing data, another problem is will read your
own work
related to printing of materials. Additionally, finding books and other  Convert any
researchable materials found in bookstore or the internet also requires problem into a
positive one
money.  Practice time
management
To augment that, the teacher should be mindful of how an Action  Seek help from
Research will be made economically. As mentioned earlier, just make other teachers
 Make your
it simple and do not spend huge amounts on creating it. If you need to research as
borrow materials then don’t hesitate to do so. If you need to print tons simple as
possible
of questionnaires, why not use a recycled paper (the one that has print
on one side). Some students are
very eager to
exercise their
freedom of
speech. Their
disagreement
from simple
problem in school
are very alarming.
What is the best
way to do?
 “I would rather die of passion than of boredom”
P a g e | 15
Emile Zola

CHAPTER TWO  Action

Research is a
cycle. It means
The Process of Action Research that after the
teacher
Many authors and researcher have different interpretation on the researcher has
reflect on the
process of Action Research. Nevertheless they do agree on the implemented
following stages; Problem Identification, Creation of a Plan, solution,
He/she must
Implementation of the Plan, Collection of Data and last is the continue
solving the
Continuation of the Cycle with a Revised Problem. This modified remaining
problem until
the goal of the
What is the research is
Problem? reach.

Continue the Create a Plan or

Cycle with a Strategy to solve You want to instill
revised problem the problem reading habit to
your low achiever
students. But you
don’t have many
books that
matches to their
level. What can
Collect Data and
Implement the you suggest to
Reflect on the
Plan or Strategy solve this?
outome

The Process of Action Research

Hollingsworth, S. Nugent, G., and Malik, S., (2012)

problem is based on the data collected that will be feedback again to

the initial part of the process (which is the problem identification).

Remember that Action Research is a cycle. It means that after

the teacher had reflect on the implemented solution, he/she must
continue solving the remaining problem until the goal of the research is
reach (that is, solving the root of the problem).
 P a g e | 16

The First Part is to Know the Problem The Process of

Action
In all classroom situations there is conflict. It’s impossible not
Research
find any. From student’s misbehaviors up to teacher’s clerical task,
 Know the
problems do exists.
problem
For starters, try to list at least 5 classroom problem you can  Create a Plan
or Strategy
think of. Any situations or scenarios you have bad feeling about. All
 Implement the
uneasy circumstances you keep bumping into. List them all out. Then Plan
pick one which standout.  Collection of
data and
Reflecting on
Let’s say you list down the following problems. the outcome
 Continue the
cycle with a
1. The students are overly dependent on the teacher for specific revised
problem
task, in the long run it create more underachievers.
2. The teacher has a problem instructing the class on specific
activity. This create noise and unnecessary behavior on
Many students do
the part of the students
not engage in
3. The students are unmotivated and always not listening, this homework activity
and even if they
affect their academic performance.
do, the output is
4. The student’s tardiness and frequent absenteeism is very not impressive.
What is the best
prominent in the classroom. This is bad for their academic
thing to do?
standing.
5. Huge class size triggered low academic output
6. Uncooperative parents influence the students’ progress.
7. Lack of prior learning such as non-reader or frustrated readers
divide the teacher’s attention
8. Teachers’ Inability to cope with stress and other external
pressures that leads to exhaustion.
 P a g e | 17

Let’s assume the teacher choose the problem number two. It The Process of
shows the following. Action
Research

“The teacher has a problem instructing the class on specific  Know the
activity. This create noise and unnecessary behavior on the part problem
of the students.”  Create a Plan
or Strategy
 Implement the
After that, list down all possible reasons for this situation. Plan
 Collection of
data and
Reason number 1 Reflecting on
Instructions were not suited to the contextual language of the the outcome
 Continue the
students cycle with a
revised
problem
Reason number 2
Classroom management was not set beforehand
In a group activity,
your class rely too
Reason number 3
much on their
Pre requisite activity is not present leaders. What is
the best way to
solve it?
Reason number 4
Majority of the students are not auditory learners

Reason number 5
The students are preoccupied on other things
 P a g e | 18

You can also create mind mapping techniques to magnify your

own reasons why the problem exist. The Process of
Action
Research
Instructional
materials were  Know the
not suited to the
contextual problem
language of the  Create a Plan
students
or Strategy
 Implement the
Plan
 Collection of
Classroom
management was
Pre requisite data and
activity is not Reflecting on
not set The teacher has a present
beforehand problem instructing the outcome
the class on specific
activity. This create
 Continue the
noise and cycle with a
unnecessary behavior revised
on the part of the
students. problem

You are a grade 2

The students are Majority of the
teacher and half of
preoccupied on students are not your class is
other things auditory learners nonreader.
Reading
assessment is two
months away.
What is the best
way to do?
Possible Reason for student’s unnecessary behavior

In the preceding example, the teacher choose “Instructions

were not suited to the contextual language of the students. He
choose this because he has some evidence in mind that the
instructional materials is the culprit of the problem. As the teacher, you
can choose any possible reason, but select only the one that feels right.
 P a g e | 19

After you identify the set of possible reason, you can change The Process of
the problem identified or stay in to the selected problem. The reason for Action
Research
modifying this problem is to change it to a positive scenario. For
instance if the problem is about teachers frequent absenteeism, it can  Know the
problem
be converted into the teachers coping mechanism to family problems.  Create a Plan
Here are some example. or Strategy
 Implement the
plan
Problems stated negatively Problems stated positively  Collection of
data and
Students are destroying the How to reward the students Reflecting on
school ICT Facilities. who shows responsibility the outcome
 Continue the
inside the school ICT Facilities. cycle with a
Students have low academic How to improve the low revised
problem
performance. achievers study habit?
Half of the class are always What are the strategy of the
absent. financially challenged You are assign to
the lowest section.
Students to go to the school What is the worst
every day? thing that could
happen to you as a
Majority of the students are How to create a positive teacher? How
bullying each other, this create environment that promotes about the best
think that could
stress and depression. cooperation, love and affection happen?
Majority of the students are How to amplify the Cleaning
throwing trash inside your habit of the students inside
classroom. your classroom?
Majority of the students are Respectful traits of selected
very disrespectful. students and how this can be
model to other students?

The reasons for converting the problem into a positive one, is

to make sure it won’t shame any students nor teachers when the issues
are raised. But there’s always a time that you need to stick out with a
negative problem. Just don’t disgrace other for the sake of solving it.
 P a g e | 20

Going back with the problem. In the example, the teacher can The Process of
deduce that the contextual language of the students were not Action
Research
match to the general instruction that exist in the textbook. These
will tell the teacher to start creating contextualized instructional  Know the
problem
materials that match to the needs of the students. That’s it! The problem  Create a Plan
has been identified. or Strategy
 Implement the
plan
identifying selecting  Collection of
creating a
Listing down one one
at least 5 problem
mind map
problem
modify the data and
for possible problem if
classroom that need to
solution to
with a
needed Reflecting on
problems be solve the realistic
most
the problem
solution
the outcome
 Continue the
cycle with a
revised
How to know the Problem?
problem

Create a Plan or Strategy to Solve the Problem Some of the

students are
not attentive to
After you identify your problem, the next question is what you group activity,
what strategy
should do to solve it. After you generalized the main problem you can
should be
now start analyzing the situation and think for a possible solution. done to help
Gathered all resources you can find about the topic you just them engage
in the
selected. Internet Resources is one of the safest way to start. The top classroom
search engine result are mostly informative about the query of your work?

research. Ask your colleagues about the issues you just raised in your
problem. Tell every important details. Don’t afraid to ask questions. As
a teacher, ask your Principal about his stand on the problem. Most of
them are very eager to tell you their side. Most importantly don’t forget
to ask your most trusted students on their insights about the problem.
High achiever students can give informative data and experience on
most challenging issues happening on them.
 P a g e | 21

Implement the Plan The Process of

Action
Research
This is one of the most important parts of Action Research,
 Know the
the implementation of your plan. This section contains your chosen
problem
solution to the problem. Will you introduce new method to existing  Create a Plan
or Strategy
teaching practices? Or will you remove old educational practice which
 Implement the
seems not relevant to current teaching context? Nevertheless, always plan
 Collection of
keep in mind that the solution you first thought might not fit perfectly,
data and
and it is possible that the current school solutions or practices are Reflecting on
already suitable to the problems. the outcome
 Continue the
In implementing your chosen solution, always be ready to cycle with a
tweak small details of the plan. Don’t hesitate to repeat the whole revised
problem
process from knowing again the problem up to this part. Your chosen  Don’t hesitate
problem and solution can change overtime on the course of action to repeat the
whole process
research. from knowing
The teacher researchers learns a lot during this part. It is when again the
problem up to
the theory are being contextualized to the individual classroom or this part.
school settings.

You know that the

Collection of Data and teacher must
Reflecting on the Outcome collaborate with
parents for
student’s sakes.
After the initial implementation of your plan, the teacher But half of them do
researcher can now reflect on the outcome of the Action Research. You not cooperate
well. What is the
can assess the outcome by looking on the following data sources like best way to do?
artifacts, observation and inquiry.
 P a g e | 22

Artifacts: Teacher Made Tests, Standardized Test, Written The Process of

assignments, projects, student’s records, lesson plan, meeting notes, Action
Research
student portfolio, records of attendance, report cards and test reports
 Know the
problem
Observation; Fields notes, Anecdotal records, checklists, audio and  Create a Plan
or Strategy
video recording.  Implement the
plan
 Collection of
Inquiry: Interview with parents, students, parents and teachers. Focus data and
Reflecting on
group discussion, surveys/questionnaires, attitude scales, and self- the outcome
assessments.  Continue the
cycle with a
(Practical guide to action research, adopted from Brozo as cited by Hollingsworth, revised
2011) problem

In collecting data, it is only normal that the first outcome won’t Remember:
agree on your initial view of your Action Research. To be exact, the  DO NOT
MANIPULATE
methods or implemented changes to current teaching methodologies THE DATA
JUST FOR THE
you impose isn’t suitable or did not work as expected. If this happens SAKE OF THE
to the teacher researcher, always remember that this research is an DESIRE
OUTCOME!
ongoing cyclic process that goes on and on, (in other words, you have
to repeat the Action Research Process.)
Sometimes, the researcher got tempted to manipulate her data
for the sake of efficiency. In addition they do it for the sake of their You have students
who were always
desired outcome. Never to fabricate data nor facts and figures of your participate to
different sports
research. It will only solve nothing. competition. As
the adviser, you
think this affect his
How to Make Sure your Data Collected is Accurate? academic
performance.
What is the best
way to solve this?
At this stage, the data collected faces another problem of being
inaccurate. This scenario is only normal and to some extent must be
taken with care. William Brozo as cited by Hollingsworth (2011)
proposed the Triangulation Method on solving for this kind of problem.
 P a g e | 23

Triangulation is a process of verifying the validity of the data  Triangulation

collected using three different approaches and viewpoints. This can be is a process of
verifying the
summarized as follows. validity of the
data collected
Observation using three
(What do I see?) different
approaches
and
viewpoints

 After you
collected
your data, the
teacher
Assessments Interview researcher
(What does student (What do my must ask
works show me?) students tell me?) himself the
following
Triangulation Method questions:
Hollingsworth, S. Nugent, G., and Malik, S., (2012) What do I see,
what do my
After you collected your data, the teacher researcher must ask Students tell
me and what
himself the following questions: What do I see? What do my Students
does my
tell me? And what does my students-works shows me? students-
works shows
me?
What Do I See?
(Teacher Point of View of the Problem and the Data Collected) Some of your
students are social
media junkie.
Does the collected data shows progress? Does it give a They keep on
complete picture of the problem you want to solve? Did the collected posting their
problems on
data contradict your initial impression of the whole research? In other Facebook. What
words, this part talks about the stand of the teacher-researcher on the do you think this
could means to
problem. His point of view on why the data reveals differently, or why it their social
won’t reveal any. At this point, the teacher-researcher must have in behaviors?

depth understanding of the topic, He should already read plenty of

literature that lead him to different conclusion of his current research.
 P a g e | 24

What Do My Students Tell Me?  Triangulation

(Students point of view of the problem and the Data Collected) is a process of
verifying the
There’s some instances that the teacher-researcher doubt validity of the
himself about the outcome of the data. Nevertheless even if the teacher data collected
using three
are confident on the collected data, it is necessary to ask the students different
about their insights of the problem raised by the Action Research. approaches
and
Focus group discussion helps a lot in this area. Ask important topics viewpoints
like “why do they think this kind of scenario happens or why the new
 After you
teaching strategy makes their learning worse?” Asking important collected your
questions directly to students will give significant intuitions about the data, the
teacher
what, why and how’s of the data collected. researcher
must ask
himself the
What Does Students Works Tell Me? following
(Tangible output of the students) questions:
What do I see,
Asking students about their insights sometimes give unreliable
what do my
results. They might not tell the truth and worse it could confuse your Students tell
me and what
results. Student’s output in class like project or homework gives an
does my
accurate description of their progress. Using rubrics in assessing students-
works shows
student works give more reliable results. Some of these examples are
me?
the following. Result of Teacher Made Tests, Result of Standardized
Test, Written assignments, projects, student’s records, student Your grade 9 male
portfolio, records of attendance, report cards and test reports. students ask you
about
At this point, you are now sure about the accuracy of your data. contraceptive.
You can proceed to the next phases. What is the best
way to approach
his inquiry?
Continue the Action Research Cycle
With a Revised Problem

At this point, the teacher researcher has made all the first four
steps, however as the terms implies, Action Research is a cycle. After
implementing the plan and had collected data with careful evaluation of
the outcome, it is the time to reflect again and made revision on the
 P a g e | 25

problem. This includes modification on how the first four steps must be Tips on Your
conducted. A question like should the teacher changes his focus on one First Action
Research
problem because it’s difficult to focus on another? Or should he add  Start Small
more so that the result become more accurate? These questions are  Let the
teachers
likely to occur during this stage. Remember that Action Research investigate
undergoes through repeated action and reflection. There’s always though
provoking
minor and major tweak between all steps. issues
 Take time in
making
In summary, the teacher starts with a problem. These could be Research
anything that bothers or troubles him. Then he specify this into simplest
 Read other
definition. One way to do that is to list down all your classroom problems completed
and choose one that bothers you the most. After that, he will look into research
 Determine if
different literature and studies to find some trends on why this happens. you have
A possible solution could rise at this point. He will implement the the
resources to
solution and gather data on the effect of it. Reflection comes after. If the
finish it
solution works great, the teacher can continue doing it, otherwise
repeat the process until the solution has been met. 1/3 of your class
are product of
broken family.
Some Reminders on Doing You want to instill
You’re First Action Research family values to
them. What is the
It is easy to get frustrated the first time you got acquainted with most efficient way
to do this?
Action Research. Just like having to write an essay and get stuck with
the introduction. Making it feels the same thing. To crack that, you need
to be reminded on the following.

1. Start Small. In every endeavor especially in Action Research,

starting with simple topic won’t hurt. A participation of more than
five teachers in a medium size school is too much for some. A
group of three to four passionate teachers solving the most
difficult problem in their school can be a good start. Don’t
 P a g e | 26

hesitate to raise modest issues, because in the end these can

be big if solve gradually. Tips on Your
First Action
Research
2. Do not limit Action Research for exact topics only. Allow the  Start Small
 Let the
teachers to investigate thought provoking issues that they find
teachers
fun and worth doing. On the other hand, it doesn’t necessarily investigate
though
mean that if numerous action research focus so much to reading
provoking
for example, then the teacher will evade such issues. Action issues
 Take time in
research is fact finding and problem solving. Remember that
making
Action Research were not made just for the sake of fancy Research
 Read other
research title.
completed
research
 Determine if
3. Give ample time in conducting your research. Many Action
you have
Research were made just for the purpose of having one. It’s the
possible, however to create one research overnight, but resources to
finish it
unfortunately it won’t solve any noticeable problem.
Your school
doesn’t have
4. Read other completed action research. I suggest to stay away any computer
lab. What is
from academic thesis although they are sure to help. Go online
the best way to
and look for specific topic you have some interest in. teach
technology to
your students?
5. Determine if you have enough resources to finish it. Technically
it’s possible to make it in very limited budget and funds. But in
the end, the quality of your work might suffer. Don’t risk your
effort to inaccuracies and poor context for the sake of having
one.
 “Success only comes to P a g e | 27
those who dare to attempt”
Mallika Tripathi

CHAPTER THREE According to

Editage.com
(2018), in writing
Writing your Action Research your rationale,
you should first
write a
In this Chapter you will write your Action Research. It is background on
assume at this point that you already implemented the steps of Action what all research
has been done on
research and succeeds in solving your own classroom problems. All your study topic.
was left is to inscribe it in text. There are numerous format for writing Follow this with
‘what is missing?’
and presenting it in printed form. Nevertheless they agree on the or ‘what are the
following parts. open questions of
the study?

Outline for Action Research (Modified and adopted from Basic

Education Research Fund format)
You have a junior
 Context and Rationale
high school
 Review of Related Literature student who
confess his feeling
 Research Questions to you. What is the
 Scope and Limitation best way to
approach him/her
 Methodology on which it will not
 Result and Discussion affect your status
as his/her
 Action Plan teacher?
 References
(2019, January 22), retrieved from: http://www.deped.gov.ph/2015/09/16/do-43-
s-2015-revised-guidelines-for-the-basic-education-research-fund-berf/

Context and Rationale

What are the goals of my Action Research? What is the basis
of my interest in the topic I have chosen? What am I trying to know
about the topic? And what is my objective in doing it? These are the
question you need to answer when writing the Context. On the other
 P a g e | 28

hand the rationale of your research is the reason for conducting the
Related
study. The rationale must answer why you are conducting such topic. Literature must
According to “How to write your rationale” (2018), in writing it, answer specific
questions like
you should first compose a background on what all research has been “what studies are
done on your study topic. Follow this with ‘what is missing?’ or ‘what similar to current
research?”,
are the open questions of the study? Identify the gaps in the literature “What are the
contexts
and emphasize why it is important to address those gaps. This will form contained in
the rationale of your study. The rationale should be followed by a other studies that
can be used as a
hypothesis and objectives. guide to the
(2019, January 21) Retrieved from https://www.editage.com/insights/how-to-write- present
the-rationale-for-research). problem?”,
“What content do
other research
Faltado, R., Bombita M., Boholano H., Pogoy., A.(2016), give have which can
the following idea about context and rationale. According to them, it help you in
overcoming
must present a state of knowledge regarding the problem raised. ambiguities to
Moreover it should include the following the current
problem?”, And
“What theoretical
frameworks used
1. Discussion of the problem in general and the specific situations by other studies
as observed and experience by the researcher. that are relevant
to you?”
2. Concepts and ideas related to the problem including clarification
of important terminologies
3. Discussion of existing or present conditions and what is aimed Your co-teachers
to be the future or the gap to be filled in by the research. are burnout in
his/her teaching
career. Any
Review of Related Literature suggestion don’t
seem to work.
Related literature points out how other people treat your problem He/she is about to
in their own approach. This can lead to many differences because the resign. What
possible help you
context of your study may not be the same as in other studies. can give to
Moreover, this should answer specific questions like “what studies are him/her?
similar to current research?”, “What are the contexts contained in other
studies that can be used as a guide to the present problem?”, “What
content do other research have which can help you in overcoming
 P a g e | 29

ambiguities to the current problem?”, And “What theoretical frameworks

Related
used by other studies that are relevant to you?” Literature must
answer specific
questions like
“what studies are
similar to current
“Literature Review”, (2019) give some questions to help you
research?”,
analyze the related literature: “What are the
contexts
 What was the research question of the study you are reviewing? contained in
other studies that
 What were the authors trying to discover? can be used as a
guide to the
 Was the research funded by a source that could influence the present
findings? problem?”,
“What content do
 What were the research methodologies? Analyze its literature other research
have which can
review, the samples and variables used, the results, and the help you in
conclusions. overcoming
ambiguities to
 Does the research seem to be complete? the current
problem?”, And
 What further questions does it raise? “What theoretical
 If there are conflicting studies, why do you think that is? frameworks used
by other studies
 How are the authors viewed in the field? Has this study been that are relevant
to you?”
cited? If so, how has it been analyzed?

The teacher
(2019, January 21) Retrieved from: take a picture
https://libguides.uwf.edu/c.php?g=215199&p=1420520 of a page in a
book and then
project it to the
projector. Do
you think this
can be
considered
ICT utilization?
 P a g e | 30

Research Questions Research

Question must be
simple and not too
The statement of the problem covers the questions that Action complicated
ideas. There are
Research can answer. It should be simple and not too complicated not too many
ideas. There are not too many questions in Action Research. It’s a lot questions in
Action Research.
better if you can shorten it in two to four questions only. It’s a lot better if
you can shorten it
Khan, Khoso & Qureshi, as cited by Malik, N & Hollingswoth, S in two to four
questions only.
(2012), give the following guide on how to form an Action Research
Questions.

1. Identify the Problem The Problem is_____________ You are assigned

2. Why the Problem is List several Possibilities in a remote
happening? a.__________________ school. No
b.__________________ electricity nor
c.__________________ cellphone signal.
d.__________________ As a teacher you
e.__________________ missed your life
Choose one or two that represent before you were
your best guess that you can do assigned to this
in a reasonable amount of time school. What is
3. Brainstorm all possible List several solution the best way to
solution to solve the a.__________________ do?
problem. b.__________________
c.__________________
d.__________________
e.__________________
Choose one or two that represent
your best guess that you can do
in a reasonable amount of time
4. Write your research What is _____________ (Effect,
questions. used, importance ,etc)
of ______________ (solution) to
the ___________ (problem)
After formulating your research questions, you can now modify your
Action Research title.
 P a g e | 31

Example Scope and

Limitation
1. Identify the Problem The Problem is the students contain the
don’t actively engage in following:
classroom recitation
2. Why the Problem is List several Possibilities  Purpose of
happening? a. Lack of motivation Action
b. Poor study habits research
c. Lack of Support at Home  Topic Studied
d. Bullying  Local of the
e. Distraction from electronic study
gadgets  Target
f. Poor health Respondents
g. Family problem  Time frame of
the study

3. Brainstorm all possible List several Actions

actions to solve the a. Use differentiated Your class won
problem. instruction a very difficult
b. Utilize proper study habits classroom
c. Home visitation competition.
d. Counseling You want to
e. Utilization of classroom celebrate by
rules on electronic gadget having a party.
f. Feeding program You know you
g. Counseling can’t do this
because of
4. Write your research What is the effect of financial
questions. differentiated instruction to constraint.
student motivation? What is the
The use of differentiated instruction in increasing student best way to
Motivation do?

Scope and Limitation

The scope and limitation should include a short statement about

the purpose of the Action Research. The topics studied and researched
must be included and make a brief description for each. The locale of
the study where the data were collected, this include the name of the
school or the classroom grade level, must be stated clearly. Next is the
target respondents of the study, this include the number of the
 P a g e | 32

respondents and other criteria used on them. And the latter is the time
Action research
when the study was conducted and how long it was done. can be
differentiated
into two
categories. The
Methodology Quantitative
Action Research
and the
This is the part where you express how you created your action Qualitative
Action Research
research. This includes the sequence you made to find out the answers
to the problems. It include the type of Research made, either
You have a
quantitative or qualitative research. How you collected and analyze the students who
are overage for
data. The tools and materials you used in research and the reason why
his grade level.
you used them. His/her
classmates
Type of Research makes fun on
him/her. What is
Action research can be differentiated into two categories. The the best way to
do as a teacher?
Quantitative Action Research and the Qualitative Action Research.
.
Quantitative focus on exact value express in numerical figures. They
are easier to collect and analyze. Example are academic performance
like 90% etc., Age of the respondents. Quantitative data will answer
questions like “How much?”, “How frequently?”, “How far? How long?
Or how many? ”. These data can be answer efficiently with different
statistical techniques.

Qualitative Action Research on the other hand focus on

interviews, focus group discussions, direct observations, written
documents or artifacts. This can be measure using a scale or rubrics.
In other words, Qualitative are measure using respondent’s opinions or
feelings.

Data Collection

This is the how your data are being collected. In Quantitative

data, the researcher can use the following: Paper and pencil test,
 P a g e | 33

Experiments or Direct Observations. In qualitative data, you can use

It creating your
Focus group discussion, interview, and scale or rubrics. result and
discussion, forget
those
unnecessary
Result and Discussion figures which
only makes the
Writing the result of the data collected is no different than presentation
tabulating what you just observed. It must be simple and direct to the unclear and
ambiguous
point. Forget unnecessary figures which only makes the presentation
unclear and ambiguous. Makes a brief description for each tables or
You are blessed
figures and relate them to your literature. This way, your audience will with a very nice
class of students.
likely to understand concept that are less familiar to them. In discussing
They keep on
your result, make sure that you answer all question raised in the making you
happy every day.
statement of the problem.
As their subject
teacher, what is
the best way to
thank them?
Common Statistical Tools and Data Presentation

Mean or Average- This is perhaps one of the most common

statistical tool used in Action Research. The mean/average are simply
finding the central tendency of sets of data. These are useful when you
are trying to evaluate a group of respondents and treat their response
as one. For example; you want to find out whether the use of
differentiated instruction is suited to the needs of unresponsive pupils
during classroom situation. The teacher might give a posttest after
giving a differentiated instruction and find the mean/average of the
whole class. To find the mean or average, add all up the data and the
divide them by how many these data are. For example, the score of the
students are; 90, 95, 94 and 100. The total are 90+95+94+100= 379.
Divide 379 by 4. The mean or average is 94.75.
 P a g e | 34

Median- If the data contain extreme scores which has huge

Action Plan are
impact on the average of data, the teacher can use the median. For your solution to
the problem
example if the data consist of the following grades such as 90, 89, 91
raised during the
92 and lastly there is one respondents who got 60. The use of median conduct of your
action research
can fix the issue of unexpected lowest or highest scores. The
techniques for median is to arrange all the scores from lowest to highest
and then picked up the middle score. In the example given, we can Your
arranged it as, 60,89,90,91,92. As you can see, these data are arrange girlfriend/boyfrie
nd is also your
from lowest to highest score, and the middle score is 90. The score 90 co-teacher. Your
is the most appropriate representation for these set of score. junior high
school students
are keeping you
Frequency Distribution-These tells how many of the uncomfortable
because of this.
respondents fall into different categories. For example, how many male What is the best
or female does the respondent have? The answer might be like; Male way to approach
your students and
= 24, Female= 25. Or how many students like specific school subjects? the situations?
It could be like; Math = 32, Science = 12, English = 21 etc.

Action Plan
The Action plan must consist of the following areas. Area of
concern, objectives, Activities, timeframe, persons involved and
performance indicator. Action Plan are your solution to the problem
raised during the conduct of your action research. They are presented
in the course of months or years.

AREA OF OBJECTIVES STRATEGIES TIME PERSONS PERFORMANCE

CONCERN / ACTIVITIES FRAME INVOLVED INDICATOR
 P a g e | 35

How to Write References?

The truth is, when
you source your
It is important to acknowledge the authors where the original
research, you are
works were taken. Moreover, taking references isn’t just for plagiarism respecting the
intellectual
prevention. The truth is, when you source your research, you are
property right of
respecting the intellectual property right of the original author. Another the original
author. Another
reasons is that citing will give weight to concepts generated by your
reasons is that
own research. By quoting experts in different fields you are giving citing will give
weight to
accurate and quality content to your own work.
concepts
generated by
The most common reference style is the APA Citation. It is short
your own
for American Psychological Association. research.

APA in text citation style uses the author’s last name and the You feel you want
to quit teaching.
years of its publication. Here are some example
Your students tell
you not to. Will
Many teachers prefer paper and pencil test than essay test in you listen to them
urban areas (Dela Cruz, 2009), this was supported by the study of or not? Why or
Martinez, Marquez & Molina which they prove that majority of college why not?
instructor in University and State College in Urban School prefer
objective test than subjective (Martinez, Marquez & Molina, 2009).

On the reference part of the research the following format in APA

style should be used.

Citing a book in print

Author, A. (Year of Publication). Title of work. Publisher City,

Publisher.

Example:

Dela Cruz Michael L. (2009). School and the Community. Quezon

City, Lorimar Publishing, Inc.
 P a g e | 36

Citing a general website article with an author

The truth is, when
Author, A. (Year, Month Date of Publication). Article title. Retrieved you source your
from URL research, you are
respecting the
Example: intellectual
property right of
Sanchez, E. (2018, February 12). The Most Powerful Teacher in the the original
Country, Retrieved from author. Another
http://www.mostpowerfulteacher.org/believe-intro. reasons is that
citing will give
Citing a general website article without an author weight to
concepts
Article title. (Year, Month Date of Publication). Retrieved from URL generated by
your own
Example: research.

The Most Powerful Teacher in the Country. (2018, February 12).

Retrieved from http://www.mostpowerfulteacher.org/believe-
What is the best
intro.
moment you have
in your
classroom? Why
Citing a photograph retrieved online
do you think this
event happen?
Photographer, A. (Photographer). (Year, Month Date of Publication).
Title of photograph [digital image]. Retrieved from URL
Example:

Chan, E. (Photographer). (2018, March 4). Smiling Students [digital

image]. Retrieved from
https://www.google.com.ph/search?q=smiling+students&sourc
e=lnms&tbm=isch&sa=X&ved=:

Tracking every sources and citations for your action research is

very difficult. This is very confusing especially when you are tracking it
from different sources. The best way and the most easiest to do is to
put all sources in the text you just cited. Put a different font color on it
so that it is easy to locate. In other words when you cite an information
don’t forget to place the source on the same page of that same text.
Moreover, when you are at the stage of finalizing your paper, be sure
to transfer them to the reference part.
“The only way to do great work is to love what you do.
If you haven’t found it yet, keep looking. Don’t settle.” P a g e | 37

Steves Jobs

CHAPTER FOUR Context and

Rationale
What are the goals
Writing your Action Research in Template Form of my Action
Research? What is
the basis of my
In this part, you can write on the blank template your own interest in the
topic I have
Action Research. Remember that Action Research must be simple
chosen? What am I
and direct to the point. Also keep in mind that the following are trying to know
about the topic?
suggested format only. It can be modify to suit one own needs. And what is my
objective in doing
it? These are the
___________________________________________________ question you need
to answer when
___________________________________________________
writing the
___________________________________________________ Context. On the
other hand the
(Title) rationale of your
research is the
reason for
(Authors Name) conducting the
study. The
rationale must
Context and Rationale answer why you
are conducting
(Give a general information about your action such topic
research)_____________________________________________
You want to get
_____________________________________________________ out from paper
and pencil
_____________________________________________________
assessment. As a
_____________________________________________________ biology teacher,
you want your
_____________________________________________________
students to dissect
(List down all supporting details or reason for the problem a frog. But it cause
some trouble to
raised)_______________________________________________
your students who
_____________________________________________________ are animal lovers.
What is the best
_____________________________________________________
way to do?
_____________________________________________________
_____________________________________________________
 P a g e | 38

(State the most common solution to that Related literature

problem)______________________________________________ points out how other
people treat your
_____________________________________________________ problem in their own
_____________________________________________________ approach. This can
lead to many
_____________________________________________________ differences because
the context of your
(Tell why the solution work or why it study may not be the
won’t)________________________________________________ same as in other
studies. Moreover,
_____________________________________________________ this should answer
_____________________________________________________ specific questions
like “what studies are
_____________________________________________________ similar to current
research?”, “What
(State your own solution or improvement to the common are the contexts
solution)______________________________________________ contained in other
studies that can be
_____________________________________________________ used as a guide to the
_____________________________________________________ present problem?”,
“What content do
_____________________________________________________ other research have
which can help you in
overcoming
(Relate your own solution or improvement to the common ambiguities to the
current problem?”,
solution)______________________________________________ And “What
_____________________________________________________ theoretical
frameworks used by
_____________________________________________________ other studies that are
relevant to you?”
___________________________________________________

What is your best

Review of Related Literature
classroom
(Look for the most common topic or study related to your own management advice?
research)_____________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
(Give its importance or relation to the present
study)________________________________________________
 P a g e | 39

_____________________________________________________ Related literature

_____________________________________________________ points out how
other people treat
_____________________________________________________ your problem in
their own
(Look for the most common topic or study related to your own approach. This
research)_____________________________________________ can lead to many
differences
_____________________________________________________ because the
_____________________________________________________ context of your
study may not be
_____________________________________________________ the same as in
other studies.
_____________________________________________________ Moreover, this
(Give its importance or relation to the present should answer
specific questions
study)________________________________________________ like “what studies
_____________________________________________________ are similar to
current
_____________________________________________________ research?”, “What
are the contexts
_____________________________________________________ contained in other
(Look for the most common topic or study related to your own studies that can be
used as a guide to
research)_____________________________________________ the present
_____________________________________________________ problem?”, “What
content do other
_____________________________________________________ research have
which can help
_____________________________________________________ you in overcoming
_____________________________________________________ ambiguities to the
current
(Give its importance or relation to the present problem?”, And
study)________________________________________________ “What theoretical
frameworks used
_____________________________________________________ by other studies
that are relevant
_____________________________________________________ to you?”
_____________________________________________________ What is the most
(Look for the most common topic or study related to your own difficult student’s
problem you
research)_____________________________________________ encounter as a
_____________________________________________________ teacher?
_____________________________________________________
_____________________________________________________
_____________________________________________________
 P a g e | 40

(Give its importance or relation to the present

study)________________________________________________ The statement of
_____________________________________________________ the problem
covers the
_____________________________________________________ questions that
_____________________________________________________ Action Research
can answer. It
Research Questions should be simple
and not too
(Khan, Khoso & Qureshi, as cited by Malik, N & Hollingswoth, S , complicated
2012) ideas. There are
Problem Number 1 not too many
1. Identify the Problem The Problem is_____________ questions in
_________________________ Action Research.
It’s a lot better if
_________________________
you can shorten it
in two to four
2. Why the Problem is List several Possibilities questions only.
happening?
a.__________________
You are an English
b.__________________
teacher but you
are assigned to
c.__________________
grade 7
Mathematics. Your
d.__________________
principal insisted
you need to get
e.__________________
out of your
comfort that’s why
Choose one or two that represent
he/she assigned
your best guess that you can do
you to this. Do you
in a reasonable amount of time
think this is right?
Why?
 P a g e | 41

3. Brainstorm all possible List several solution The statement of

solution to solve the a.__________________ the problem
problem. covers the
b.__________________ questions that
Action Research
c.__________________ can answer. It
should be simple
d.__________________ and not too
complicated
e.__________________ ideas. There are
not too many
Choose one or two that represent questions in
your best guess that you can do Action Research.
It’s a lot better if
in a reasonable amount of time
you can shorten it
4. Write your research What is _____________ (Effect, in two to four
questions. used, importance ,etc) questions only.
of ______________ (solution) to
the ___________ (problem)

What are your

advice to new
After formulating your research questions, you can now modify your teachers in Public
Action Research title. school?

Problem Number 2 (Must be related to problem number 1)

1. Identify the Problem The Problem is_____________
_________________________
_________________________
 P a g e | 42

2. Why the Problem is List several Possibilities

happening? The statement of
a.__________________ the problem
covers the
questions that
b.__________________
Action Research
can answer. It
c.__________________ should be simple
and not too
d.__________________ complicated
ideas. There are
e.__________________ not too many
questions in
Choose one or two that represent Action Research.
your best guess that you can do It’s a lot better if
in a reasonable amount of time you can shorten it
in two to four
questions only.

3. Brainstorm all possible List several solution

solution to solve the a.__________________ You already
problem. graduated
b.__________________ masters of
education. All
c.__________________ your co-teachers
are not interested
d.__________________ of having one.
What do you think
e.__________________
is the reason for
this?
Choose one or two that represent
your best guess that you can do
in a reasonable amount of time
4. Write your research What is _____________ (Effect,
questions. used, importance ,etc)
of ______________ (solution) to
the ___________ (problem)

After formulating your research questions, you can now modify your
Action Research title.
 P a g e | 43

The scope and

Scope and Limitation limitation should
include a short
The purpose of this Action Research is _________________ statement about the
_____________________________________________________ purpose of the Action
Research. The topics
_____________________________________________________ studied and
___________________________________________ researched must be
included and make a
(State the topic studied and researched) brief description for
_____________________________________________________ each. The locale of
the study where the
_____________________________________________________ data were collected,
_____________________________________________________ this include the name
of the school or the
___________________________________________ classroom grade
(State the locale of the study, the school, the grade level or level, must be stated
clearly. Next is the
section) target respondents of
_____________________________________________________ the study, this
include the number
_____________________________________________________
of the respondents
_____________________________________________________ and other criteria
used on them. And
____________________________________________
the latter is the time
(State the number of the respondents) when the study was
conducted and how
_____________________________________________________
long it was done
_____________________________________________________
_____________________________________________________ What is your
_____________________________________________ happiest moment in
teaching low
(State the time or duration of the Action Research) achiever students?
_____________________________________________________
_____________________________________________________

Methodology
The study use ____________________________ (type of
research). The data was collected from
_____________________________________________(respondents
 P a g e | 44

) and analyze using ___________________________ (Statistical Writing the result

tools). of the data
collected is no
different than
The Research use _____________________________ tabulating what
you just observed.
_________________________ (other materials or equipment It must be simple
utilized in the study) for and direct to the
point. Forget
_________________________________________________ (State unnecessary
figures which only
the reason of using them) makes the
presentation
unclear and
ambiguous.
Result and Discussion
Makes a brief
(First Problem) description for
each tables or
1. __________________________________________________ figures and relate
__________________________________________________ them to your
literature. This
__________________________________________________ way, your
audience will
________?
likely to
understand
concept that are
Table 1 less familiar to
__________________________________________ them. In
discussing your
__________________________________________ result, make sure
that you answer all
question raised in
the statement of
the problem.

What is your best

tool in combating
least master
skills?

It can be gleaned from Table 1 that

_______________________________________________________
 P a g e | 45

_______________________________________________________ Writing the result

_______________________________________________________ of the data
collected is no
The result is supported by the study of different than
tabulating what
_________________________________________________ which you just observed.
shows that It must be simple
and direct to the
_______________________________________________________ point. Forget
_______________________________________________________ unnecessary
figures which only
_______________________________________________________ makes the
presentation
unclear and
(Second Problem) ambiguous.
Makes a brief
2. __________________________________________________ description for
__________________________________________________ each tables or
figures and relate
__________________________________________________ them to your
literature. This
________? way, your
audience will
likely to
Table 2 understand
__________________________________________ concept that are
less familiar to
__________________________________________ them. In
discussing your
result, make sure
that you answer all
question raised in
the statement of
the problem.

Your classroom is
constantly having
plenty of trash.
You are a grade
one teacher. What
will be your best
weapon to combat
It can be gleaned from the table 2 that this problem?
_______________________________________________________
_______________________________________________________
_______________________________________________________
 P a g e | 46

The result is supported by the study of Action Plan are

_________________________________________________ which your solution to
the problem
shows that raised during the
_______________________________________________________ conduct of your
action research.
_______________________________________________________ They are
_______________________________________________________ presented in the
course of months
or years.
It was find out that
_______________________________________________________ Is it right to
occasionally give
_______________________________________________________
a bonus item in a
_______________________________________________________ quiz? Especially
if your students
__________________________________________
behave well or
(State a summary of the result and how it solve the problem) had done good?

Action Plan
AREA OF OBJECTIVES STRATEGIES / TIME PERSONS PERFORMANCE
CONCERN ACTIVITIES FRAME INVOLVED INDICATOR
 P a g e | 47

It is important to
References acknowledge the
authors where the
Author, A. (Year of Publication). Title of work. Publisher City, original works
Publisher. were taken.
_______________________________________________________ Moreover, taking
_______________________________________________________ references isn’t
_______________________________________________________ just for plagiarism
_______________________________________________________ prevention. The
truth is, when you
Author, A. (Year, Month Date of Publication). Article title. Retrieved source your
from URL research, you are
_______________________________________________________ respecting the
_______________________________________________________ intellectual
_______________________________________________________ property right of
_______________________________________________________ the original
author. Another
Article title. (Year, Month Date of Publication). Retrieved from URL reasons is that
_______________________________________________________ citing will give
_______________________________________________________ weight to
_______________________________________________________
concepts
_______________________________________________________
generated by
your own
Photographer, A. (Photographer). (Year, Month Date of Publication). research.
Title of photograph [digital image]. Retrieved from URL
Is cooperative
_______________________________________________________ learning will work
_______________________________________________________ on low achievers?
_______________________________________________________
_______________________________________________________
 P a g e | 48

The following is a sample Action Research for Inclusive Education namely the
Alternative Learning System. It won the Division of Rizal Research Conference (2017)
held in Cainta, Rizal and in the International Conference on Basic Education Research
(2017) held in Pasay City.
The Statement of the Problem used in this Action Research had follow the
format prescribe by the conference.

DIGITAL LEARNING TOOLS FOR OUT OF SCHOOL YOUTH AND ADULTS

OF THE INDIGENOUS PEOPLE UNDER ALTERNATIVE LEARNING
SYSTEM OF BARANGAY TINUCAN, TANAY, RIZAL

2017
ANIVER M. VERGARA
ABSTRACT
This action research was conceived from the prospective of digital learning technologies to
improve instructional technique and student engagement. Specifically, it determined the acceptability
and effects of digital learning tools among the out of school youth and adults of the indigenous people
(IP) under the alternative learning system (ALS). The digital learning tools namely computer tablet,
virtual reality headset and video were incorporated into their lessons for two- month period.

All IP-ALS learners enrolled in Tanay, Rizal during fiscal year 2017 participated in this study.
Prior the implementation, they were asked to accomplish the personal data sheet and to take a test to
determine their literacy level. The modes used to find out the acceptability of the learning tools were
interviews after each lesson. A post literacy test was administered to determine their literacy progress.

Majority of the participants were 26 years old and older. Seventy-five percent had some
elementary or not been to school at all. They are all below poverty line and live in a nipa hut.

Prior the implementation, 90% of them were within the basic to elementary literacy level. The
posttest showed improvements in their literacy. None performed in the basic level anymore. Further,
45% more students have raised literacy to secondary level. Meanwhile in terms of the acceptability of
selected digital learning tools, video based instruction was most preferred and virtual reality headset
was least preferred.

Overall, there is potential in the use of the digital learning tools in the teaching learning of the
IP- ALS learners. Future studies on other types of digital tools, extent of influence of the digital tool
integration in other subjects, duration of use and impact on academic performance may be pursued.

Keywords
Alternative Learning System, Indigenous People, Educational Technology, Digital Learning Tools, Out
of School Youth, Out of School Adults
 P a g e | 49

INTRODUCTION

Indigenous Peoples account for 14 million Filipinos, they are the least served in terms
of quality education (United Nation, 2013). It is true that there are school who does cater the
needs of the Indigenous but they are still in their early stage (DepEd, 2015) and they only
accommodate the students and not their parents and dropouts. Moreover, parents and school
dropouts that surround their ancestral community has little to no education at all, since they
are the one that never go to formal school (UNDP, 2013). The situation become worst with the
facts that the Indigenous are the poorest among the poor and have little economic and political
rights (IWGIA, 2011). It seems the idea of a rich and intelligent indigenous people are hard to
reach given the current situations. But should it be that way? Definitely not. Also if there is a
term Intellectual Discrimination, these IP’s is most likely to be a candidate.
This conundrum were supposed to be solved by the establishment of non-formal
education which were presently called Alternative Learning System. As stated in Article XIV,
section 2, paragraph 1 of the Philippine constitution;
It declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the
needs of the people and society; and paragraph (4) concisely encourages
non-formal, informal and indigenous learning systems as well as self-
learning, independent and out-of-school study programs particularly those
that respond to community needs.
With this article in mind, some strategies was already been utilized in Alternative
Learning System like the traditional barangay teaching and barangay literacy mapping to those
illiterate. But to reach a solid goal, bold moves can be prove useful. One these are so called
Digital Learning.
Digital learning technologies can enable learners to grasp concepts more quickly and
fully, to connect theory and application more adeptly and to engage in learning more readily
while also improving instructional techniques. Digital learning technologies includes
smartphone, computers, projectors and any other gadget that use electricity that can be utilized
in teaching and learning (Massachusetts Institute of Technology, 2014).
Nevertheless, why the current educational system doesn’t employ such strategies such
as digital learning to Indigenous People? One of the reason is the availability of other learning
methods or sometimes called mainstream learning methods which is a lot cheaper and easy
to produce such as traditional didactic teaching. Moreover, even if we solved the problem of
financial constraint about this technology, giving out computers or any digital tools to the
learners won’t solve the problem since we don’t know the best way to utilize it to their current
learning schema.
Digital learning is expensive compare to other learning tools likes books, posters and
the like (NEPC, 2014), additionally digital learning is frequently associated to financially
successful students (Porter, 2015). On the contrary, Indigenous people are commonly marked
as poor and label as only just (UNDP, 2013). Moreover, the researcher believes that every
Filipinos regardless of race and ethnicity are entitled for true quality education especially in the
Alternative Learning System, and that’s one of the reasons the researcher conducted this
study. The researcher also believes that we don’t only need to protect and invest on the culture
of our IP’s but also on their future.
 P a g e | 50

Statement of the Problem

In this study, the researcher explored the feasibility, acceptability and effects of the use of digital
learning tools into the lessons taught to indigenous people and ALS learners. Specifically, it sought
answers to the following research questions:
1. What is the profile of the participants in terms of:
a. age,
b. gender,
c. educational attainment,
d. daily average income,
e. number of family members,
f. type of house?
2. What is the level of functional literacy of the participants before and after the implementation of
the digital learning tool integrated lessons?
3. What is the level of acceptability of the following digital learning tool among the IP-ALS:
a. computer tablet?
b. virtual reality headset?
c. video based instruction?
4. How do the IP-ALS learners experience the digital learning tools integrated lessons?
5. What are the different ways the IP-ALS learners learn with the use of the digital learning tools?

Scope and Delimitation

This study is on the feasibility, acceptability and effects of the integration of digital learning tools
into the lessons of IP-ALS learners during fiscal year 2017. The participants of this study were the 20
Dumagat-Remontado IP, ALS, out-of school learners from Barangay Tinucan Tanay, Rizal. The digital
learning tools utilized in this study were the computer tablet, virtual reality headset and video based
instruction. The project lasted for 2 months.
The data analyzed were derived from the results of the pre and post functional literacy test,
personal data sheet, and interviews on the acceptability and experience of the participants on digital
learning tools.

Significance of the Study

This study is a pioneer, at the very least in DepEd Rizal as regards 1) the use of the digital
learning tools, 2) for the indigenous people, and 3) ALS learners. In addition, it shed light on the
acceptability of the use of digital learning tools as well as its effects on the learning of the IP-ALS
learners. It explored in what ways and how well do learners learn with the use of the digital tools.
The findings of the study would contribute to the body of literature on the use of digital and
mobile learning in the context of inclusive education. Furthermore, it would be relevant to the building of
instructional design guidelines based on a solid theoretical framework for mobile learning, a need
identified in the study by Park (2011).
This research like any other researchers is an example that for the sake of their learners,
educators would always find ways on how to improve instruction and student learning. It is the advocacy
of the researcher to ensure entitlement of every Filipino regardless of status and ethnicity to authentic
quality education, most especially for those who have been underprivileged like the learners in the
Alternative Learning System and indigenous people. Furthermore, the researcher as IP-ALS teacher
adheres that it is the moral duty of an educator not only to protect and invest on the culture of our
indigenous people but also on their future.
 P a g e | 51

Related Literature Review

Digital Learning Tools and Enhancing Learning
According to MIT (2017) studies have proven the benefits to learners and educators of digital
learning. They said that digital learning technologies help students to learn more efficiently, digital
assessments offer students rapid feedback on their understanding, allowing both students and
instructors (who can access this information) to concentrate their efforts on where further understanding
is most needed. Learn more fully, rapid assessment, simulations, visualizations, games, annotation
technology, and videos with multiple instructors provide a richer learning environment toward a fuller
understanding of concepts. Learn with mastery, the ability to pace learning to one’s preference, to review
material, and to be assessed on a section before moving to another leads to mastery learning. Learn
the best way, active engagement, hands-on experiences, discussions and flipped classrooms allow
students to experience learning that applies best practices and directly employs current theories of
learning. Learn anytime, anywhere, asynchronous classrooms allow students to “go to school” where
and when they are most ready to learn. This helps graduate student’s access advanced information
needed for their thesis research when they need it. It gives flexibility to undergraduates to study abroad
or pursue an internship. And, it allows lifelong learners to continue to pursue an education, while meeting
work and family commitments. Digital learning makes education more accessible and affordable to
students on campus and also worldwide.
The meta-analytic study of Tanim et al. (2011) covered the last forty years of technology use in
education and found that, the average student in a classroom where technology is used will perform 12
percentile points higher than the average student in a traditional classroom setting that does not use
technology to enhance the learning process.
Galatis and White (2013) conducted a study on mobile learning and the use of tablets. They
pointed out the result of mobile learning, they said that these new type of technologies have been a
catalyst for merging the boundaries of formal and informal learning. They also insisted that the current
educational system must adopt to these technologies.
ICT has been integrated in the Philippine education. However, based on the study by Manaligod
(2012), revealed that public high schools in Metro Manila have a computer to student ratio of 1:63.
Moreover, half of the students has never used the computer at all. Accordingly, 1 computer to 63
student’s ratio is not a good ICT integration.
Digital Learning and Inclusive Education
Although digital and mobile learning has wide applications from basic to higher education, formal
and informal learning, and distance learning, Park (2011) pointed out that there has little researches
conducted to categorize the numerous examples of mobile learning in the context of inclusive education.
Additionally, there has a few instructional design guidelines based on a solid theoretical framework for
mobile learning.
Digital Learning Strategy
One of the concerns on the use of digital learning, such that even when computers and other
digital tools are doled out, is the lack of know-how and confidence on its application to the current
learning schema. Guido (2017) listed the easy ways on how to use technology in the classroom.
Strategies like running a virtual field trip, using videos for mini lessons, using computer manipulatives,
running learning stations, game based learning, and play simulations have been very successful in
teaching students specially the low achievers.
Harvard researchers Quoidbach and Dunn (2013) explained how to combat hedonic adaptation
or the tendency of humans to quickly return to a relatively stable level of happiness despite major positive
or negative events or life changes, in the light of using digital learning tools. They found out that the
game Candy Crush Saga has a strategy known as a variable ratio schedule of reinforcement. In that
 P a g e | 52

game you can predict when you’re going to win, but you win just often enough to keep you coming back
for more. Another feature of the game that strongly affects how people respond is the limit on how much
players can play at any given time. Candy Crush effectively puts you into "time out" after five losses.
This means you can never be completely satiated when playing and always leaves you wanting more.
And by not letting you play, the game actually becomes even more rewarding when you are get back
into Candyland. This is also how Candy Crush makes its fun to use. This scenario is called hedonic
adaptation.
As a teacher of the IP-ALS, the researcher has observed that IP learners tended to get hooked
to the tablet educational games every time they play it. They never seem to burnout on the educational
game because of few breaks and immediate rewards given. The related literature cited provided the
researcher ways on how and which digital tool to incorporate in the lessons for the IP-ALS.
Notwithstanding the positive benefits of utilizing these tools into the instruction.

METHODOLOGY
Participants
This study included all the twenty (20) out-of school IP learners enrolled in the ALS program
during the fiscal year 2017. They are the Dumagat-Remontado indigenous people from Barangay
Tinucan Tanay, Rizal.

Data Gathering Procedure and Instruments

The researcher prepared the lessons for the 2-month period incorporating the use of digital
learning technologies based on the tips or guidelines gathered from the literature. The learning tools
utilized in this study were the computer tablet, virtual reality headset and video based instruction.
Prior the implementation, a personal data sheet were filled out by the participants. They also
took a standardized functional literacy test. For the spread of two month period of class, the computer
tablet was used 12 times, the virtual reality headset was used 12 times and the video based instruction
was used 12 times. After each class session, focus group discussion and interviews follows. The
discussion revolves on how the participants experience digital learning. A guide questions on how they
experience digital learning was utilized. The 3 digital tools are measured using a 3 likert scale design.
Upon completion of the implementation, the participants answered the post functional literacy
test to determine the level of the learners.

Data Analysis
Data particularly for research questions 1-3 were analyzed using frequency, mean and
percentage distribution. On the other hand, the responses gathered from the interviews, observations
and surveys on their lived experience and viewpoints on the use of digital learning tools employed a
qualitative approach of analysis. They were organized into themes and subthemes using the thematic
analysis method (Braun & Clarke, 2006). Three steps were undertaken: 1) providing some labels which
refer to the collected open answers (Level 1- Coding), 2) identifying groups of labels which have similar
meaning and clustering them into themes (Level 2- Coding), and 3) clarifying the relationships among
themes into concise coherent narrative which connects the emerged themes.
 P a g e | 53

RESULTS AND DISCUSSION

I. Profile of the Participants

The profile of the participants with respect to age, gender, educational attainment, daily income,
number of family members and type of house are presented in the following tables.

Table 1
Gender of the Participants
N=20
GENDER FREQUENCY PERCENTAGE
Male 10 50%
Female 10 50%
Total 20 100%

The participants are equally distributed in terms of male or female. As presented in Table 2
below, majority of them are within 26-35 age range. The youngest is 16 years old while the oldest among
them is 55 years old.

Table 2
Age of the Participants
N=20

AGE FREQUENCY PERCENTAGE

16-25 years old 3 15%
26-35 years old 9 45%
36-45 years old 6 30%
45 and above 2 10%
Total 20 100%

Five out of twenty (25%) had not attended any formal education. Majority (50%) reached
elementary but were not able to complete it. The remaining 25% were high school undergraduates.

Table 3
Educational Attainment
N=20

EDUCATIONAL FREQUENCY PERCENTAGE

ATTAINMENT
No Schooling 5 25%
Elementary Undergraduate 10 50%
High School Undergraduate 5 25%
Total 20 100%
 P a g e | 54

Table 4
Daily Family Income
N=20

FAMILY INCOME FREQUENCY PERCENTAGE

Less than Php100 18 90%
Php 100 - 350 1 5%
Php 350 - 500 1 5%
Total 20 100%

In terms of family income, 90% of them earn less than a hundred a day. Only one of them
claimed to be earning more than Php 350 –Php 500 per day. Nonetheless, all of them said they live in
nipa huts or non-concrete houses.

Table 5
Type of House
N=20

FAMILY INCOME FREQUENCY PERCENTAGE

Nipa Hut 20 100%
Semi Concrete 0 0%
Concrete 0 0%
Total 20 100%

The IP-ALS learners in this study are typically mid-age adults, from low-income family with 4-6
members. The highest educational attainment is some high school; none had completed secondary
education. A quarter of them never even had entered formal schooling. These data conform to United
Nations Development Program (2013), that the Philippines IP have been subject to marginal processes
and least educational and economic benefit.

II. Level of Functional Literacy Before and After Implementation

Before the implementation, 5 out of 20 (25%) had basic literacy. Majority performed within
the elementary level, out of which 50% were within the lower elementary and 15% in the advance
elementary range. Only 2 (10%) had literacy level at the secondary.
 P a g e | 55

Table 6
Level of Literacy Before and After the Implementation
N=20

BEFORE AFTER PERCENT

LITERACY LEVEL
F PERCENT F PERCENT INCREASE/
AFTER
DECREASE
Basic 5 25% 0 0% (25%)*
Lower Elementary 10 50% 5 25% (25%)*
Advance Elementary 3 15% 4 20% 5%
Secondary 2 10% 11 55% 45%
Total 20 100% 20 100%
* Percent decrease
There was significant improvement in their literacy of the IP-ALS after the implementation. None
was retained in the basic level. Majority after the implementation were in the secondary level. From 2
there now has 11 students that reached the secondary literacy level which is an increase of 45%.
The findings of this study confirmed the assertion of Guido (2017) that digital learning like
running a virtual field trip, using videos for mini lessons, using computer manipulatives, run learning
stations, game based learning, and play simulations increase the academic performance of the students.
Additionally, it is similar to the findings by Tanim et.al. (2011) on increased improvement of 12 percentile
points higher to those who didn’t use classroom technology. In the present study the increase reached
as high as 45%.
This study encompassed the inclusive education for indigenous people and out of school youth
and adult. This therefore addressed the call by Park (2011) for more researches on mobile learning in
the context of inclusive education. It was intended to have contributed to the few researches that would
provide instructional design guidelines based on a solid theoretical framework for mobile learning.
III. Level of Acceptability of the Digital Tools by the IP-ALS

Table 7 shows the level of acceptability of the digital learning tools among the IP-ALS learners.
According to rank, video based instruction ranked first- very much accepted, followed by computer
tablet and virtual reality headset last. Virtual reality headset obtained a rating that is considered not
accepted.

Table 7
Level of Acceptability of the Digital Learning Tools
Digital Learning Tools Mean Score Verbal Interpretation
Video Based Instruction 2.90 Very Much Accepted

Computer Tablet 2.30 Much Accepted

Virtual Reality Headset 1.65 Not Accepted

These results were supported by Galatis and White (2013). They said that these new type of
technologies have been a catalyst for merging the boundaries of formal and informal learning. They also
insisted that the current educational system must adopt to these technologies.
 P a g e | 56

IV. IP-ALS Experience of the Digital Learning Tools

The experiences of the IP-ALS learners are mostly positive. They have transcended beyond
their experience of the digital learning tools to the relevance of education in general. As such, it incited
them with hope and promise of a better future and life- education is a way to combat poverty. Through
interviews and focus group discussion, three separate themes were developed.

Theme 1: Quality Education

Majority of the participants believed that quality education is a must for them. They reaffirmed
that most of their children who went to school had experienced discrimination. They added that when
they were still studying, the same discrimination also happened to them.
Contrary to this, their experience of the digital learning tools was new, exciting and positive.

Theme 2: Poverty Alleviation

The IP work tirelessly to combat poverty. Over the years, they have been poor and seem to be
being passed on or automatically acquire this status. Motivational video which consisted of success
stories created a positive learning environment for them. They professed that they frequently shared
their learnings from the motivational video to the other members of their community and have wanted
that others would be inspired to achieve their dreams of a better life.
Theme 3: Cooperation
Their close ties within their community is reflected on how they solve everyday lessons. Thus
they prefer to work on group when given a task. Learning with digital tools promote group activity. The
learners were more confident when they are group to do learning task

V. IP-ALS Ways of Learning with the Use of the Digital Tools

The ways of learning of the IP-ALS with the use of the digital tools emanate from the following
major categories or themes: intrinsic motivation, self-assessment and feedback mechanism and hedonic
adaptation.
Theme 1: Intrinsic Motivation
Majority of the IP view that their efforts to study hard would someday bear fruit. They are
intrinsically motivated to complete their studies and have kept telling their children the importance of
good education. For them, education is wealth, enabling, and would sustain them wherever they would
be.
Theme 2: Assessment and Feedback
Immediate assessment, timely feedback and self-evaluation of academic score facilitated
improvement and endeavor to be better and strive harder. Knowing their weaknesses and areas for
improvement have been very useful. They welcome feedback and right away work on it and become
better.
Theme 3: Hedonic Adaptation
Educational computer games can be addictive to the learners and thus keep them engaged to
the activity. Learners are fastened to the activity, which lead them to improve their literacy like mastery
of arithmetic and ability to read English sight words.
 P a g e | 57

There is something in games that hedonic adaptation is maintained. Harvard researchers Jordi
Quoidbach and Elizabeth Dunn (2013) found out that the game found mostly on android game has a
strategy known as a variable ratio schedule of reinforcement. In that game you can predict when you’re
going to win, but you win just often enough to keep you coming back for more. Another feature of the
game that strongly affects how we respond is the limit on how much we can play at any given time. This
means you can never be completely satiated when playing and always leaves you wanting more. In
other words, when playing in computer tablet, the learner will want to play more thus increasing his
chance of mastering basic arithmetic and communication skills which is found on the computer tablet
that they are playing.

CONCLUSION AND RECOMMENDATIONS

Summary of Findings
The IP-ALS learners in this study are the out of school youth and adults who are predominantly
30 years old and older and have not completed elementary. They are all below poverty line and live in
non-concrete houses.
Prior the implementation, majority of the participants had basic to lower elementary literacy
levels. After the implementation, majority have moved to advance elementary and secondary levels.
There was an increase of 45% in the secondary level before and after the implementation.
Among the digital tools, video based instruction obtained the highest acceptability followed by
computer tablet. Virtual reality headset was not preferred.
The experiences of the IP-ALS on the use of digital tools were all positive. They viewed the
experiences to be part of quality education, education as a means to alleviate poverty and cooperation
among IP to enable them to combat poverty and reach progress.
The IP-ALS believe that what have been helpful in their learning with the use of the digital tools
are because of the following: intrinsic motivation, self-assessment and feedback mechanism and
hedonic adaptation.

Implications and Recommendations

Overall, the findings of the study supported the advantages of the use of digital learning tools in
instruction for the IP-ALS learners. Lessons integrated with digital learning tools enabled a new, exciting
and positive experiences for them. Coupled with intrinsic motivation for learning and effective feedback
and self-evaluation mechanisms and hedonic adaptation, significant improvement occurred.
Digital literacy have been found effective and therefore recommended. Also, contextualizing
video based instructions on the IP culture and level of the out of school youth and adults may prove
beneficial.
Furthermore, future studies on other types of digital tools, extent of influence of the digital tool
integration in other subjects, duration of use and impact on academic performance may be pursued.
 P a g e | 58

REFERENCES
A. Public Documents

1987 Philippine Constitution

B. Books

Braun, V. and Clarke, V. Victoria. Using Thematic Analysis in Psychology, New York, Teacher
College Press, 2005
Mack et al. Qualitative Research Methods: A Data Collector’s Field Guide New York, Teacher
College Press, 2005
Quoidbach, Jordi & Dunn, Elizabeth, Give It Up: A Strategy for Combating Hedonic
Adaptation, Vancouver Canada, University of British Columbia Publication ,
2013
C. Published Research Materials

Castillo, Mercy S. “A Phenomenological Study on Alternative Learning System (ALS)

Teachers and Learners Interactions to Gain Functional Literacy”, Ateneo de Naga
University 2015.
D. Internet Sources

Deped, “What is the difference between the Formal Education System and the Alternative
Learning System (ALS) Non-formal Education?”,(2015) Retrieved on August 2, 2017
from (http://www.deped.gov.ph/als)
Galatis, Helen and White, Gerry K., "Mobile learning - why tablets?" ,(2013). Retrieved on
August Retrieved on August 10, 2017 from
(http://research.acer.edu.au/digital_learning/9)
Guido Marcus, “25 easy ways to use technology in the classroom”, (2017) retrieved on
August 5, 2017 from (https://www.prodigygame.com/blog/ways-to-use-technology-in-
the-classroom/)
International Work Group for Indigenous Affairs (IWGIA), “Update 2011-Philippines”,(2011),
Retrievedon August 5, 2017 from (http://www.iwgia.org/regions/asia/philippines/890-
update 2011 Philippines
Manaligod, Hector “Integration of Information & Communication Technology in Public
Secondary Schools in Metro-Manila, Philippines”, (2012) retrieved on August 5, 2017
from
(https://en.m.wikipedia.org/wiki/Information_Communications_Technology_education
in the Philippines)
Massachusetts Institute of Technology, “The Value of Digital Learning” ,(2017)
Retrieved on July 19, 2017 from (https://odl.mit.edu/value-digital-learning)
National Commission on Indigenous Peoples. Retrieved from
https://www.ncipro67.com.ph/indigenous-peoples-of-the-philippines/NEPC-National
Education Policy Center, ”Digital Learning is more cost effective, maybe not” (2014)
Retrieved on August 10, 2017 from
 P a g e | 59

(http://www.npr.org/sections/ed/2014/11/25/366401940/is-digital-learning-more- cost-
effective maybe-not)
Park, Yeonjeong, “A pedagogical framework for mobile learning: categorizing educational
applications of mobile technologies into four types. International Review of Research
in Open and Distance Learning”, (2011). Retrieved on June 4, 2017 from
(http://www.irrodl.org/index.php/irrodl/article/view/791/1699)
Porter Eduardo, “Education Gap between Rich and Poor is Growing Wider”, (2015), retrieved
on September 22, 2015 from
(https://mobile.nytimes.com/2015/09/23/business/economy/education-gap-between-
rich-and-poor-is-growing-wider.html)
SMART, “Smart Techno Cart wins International Awards”,(2017), retrieved on August 5, 2017
from (http://smart.com.ph/About/newsroom/press-releases/2016/12/06/smart-
technocart-wins-in-london)
United Nation “Fast Facts: Indigenous Peoples in the Philippines”,(2013), Retrieved on July
10, 2017 from
(http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/F
astFacts-IPs.html)
 P a g e | 60

The following Action research was presented at Division of Rizal Research

Conference (2015) held at Cardona, Rizal, which won as the Best Research Concept.
It was also presented at Luzon Conference on Basic Education Research in 2015 held
at Tagaytay City and in the 6th Midyear Convention of the Philippine Association for
Teachers and Educators (PAFTE) in 2016 held at Baguio City.
The Statement of the Problem used in this Action Research had follow the
format prescribe by the conference.

ABSTRACT

ENHANCING THE RELEVANCE AND RESPONSIVENESS OF MULTI-GRADE CLASSES

THROUGH INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) INTEGRATION
2015

ANIVER M. VERGARA
PURPOSE: The researcher sets out to investigate the ICT integration on grade one and two pupils within
the particularities of a multi-grade setting.
DESIGN/METHODOLOGY/APPROACH: The method of research used is experimental.
FINDINGS: The Profile of the multi-grade classes in terms of Ethnicity shows that from the 20
respondents, 10 were Dumagat learners and 10 were Non-Dumagat learners.
The total average score of the pre-test from the control group (No ICT integration) is 54% while the total
average score of the experimental group (With ICT Integration) 63%.
The total average score of the post-test from the control group (No ICT integration) is 58% while the total
average score of the experimental group (With ICT Integration) is 100%.
There is significant difference between the performances of the control group and the experimental
group in the post-test.
The implication of ICT integration to pupil’s performance on Mathematics is that integrating Information
and Communication Technology as a tool to aid learning will help the pupils in multi-grade setting
achieve higher scholastic performance.
RESEARCH LIMITATIONS/IMPLICATIONS: The study focused on 20 pupils.
PRACTICAL IMPLICATIONS: ICT integration will improve pupil’s academic performance.
ORIGINALITY/VALUE: The researcher identified that ICT Integration in the teaching and learning
process sets no boundaries even from the far flung areas.
KEYWORDS: Multi-Grade, ICT Integration, Smart TV, Net book, and Ethnicity.
TYPE OF RESEARCH: Research Paper.
 P a g e | 61

INTRODUCTION

About half of the Philippines’ 88 million people live in rural areas. Poverty is most severe and
most widespread in these areas and almost 80 per cent of the country’s poor people live there 1. This is
the current scenario our country is facing. Moreover, this was aggravated by the fact that Multi-grade
teaching is often the only type of education to which this learners have access especially in far flung
mountains. In many areas, parents do not have the opportunity to choose between sending their child
to a school with multi-grade or mono-grade classes.2 If they choose not to place their child in a multi-
grade class, the child will remain uneducated. To add up, illiteracy, unemployment and the incidence of
famine are higher among indigenous peoples and people living in the upland areas. 3

The poorest of the poor are the indigenous peoples, small-scale farmers who cultivate land
received through agrarian reform, landless workers, fishers, and people in mountainous areas. 4

Can technology directly influence their lives? Indirectly indeed, the researcher believes that
integrating ICT into education can help to bring quality education to everyone, everywhere – a key goal
of the Education for All initiative. The citizens of the future must be equipped with sufficient knowledge
to keep up with technological advances and demands of the 21st Century even if they are classified as
poor, indigenous, live in remote areas, and learn in a multi-grade environment.
The Philippine president, his Excellency Benigno Aquino III also believe that the Filipino students
need to be armed with ICT tools such as computers instead of books. This was his speech during the
launching of K-12 basic education program in Malacañang in 2012. He said, they just waiting for the
price of tablet computers to go down before the government procures them. It clearly shows that the
government believes in the power of this new type of learning. The president also added “Hinahabol po
natin na yung mga reading materials ay magiging tablet based 5”. (Were working on the idea of converting
school text book to tablet based book).
On the other hand, this research begins with an appreciation of the fact that technology and
pedagogy are complementary and offer the opportunity to enhance pupils’ learning. In this context, the
researcher sets out to investigate the RELEVANCE AND RESPONSIVENESS OF MULTI-GRADE
CLASSES THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
INTEGRATION, within the particularities of a multi-grade setting. The researcher points to the literature
arguing that the use of this technology can positively impact student motivation, engagement and the
social dimensions to learning. In teaching, the literature indicates the benefits of flexibility and versatility,
and a move to a more interactive process away from the didactic, teacher-centred practice. The
researcher also argues that many teachers in multi-grade classrooms feel that the use of ICT could be
very beneficial given sufficient resources.

RELATED LITERATURE AND STUDIES

Wolff and Garcia (2000) says that Technology can be a powerful tool to provide access to
adequate education to students attending multi-grade schools because it is able to provide training to
teachers in multi-grade methodologies and allow students to engage in innovative, participatory multi-

1
rural poverty portal
2
Centre for Multi-grade Education
3
rural poverty portal

4
Centre for Multi-grade Education
5 GMA News “PNoy wants tablet PCs for PHL students” by Amita Legaspi.
 P a g e | 62

grade learning activities. Surprisingly, with one or two exceptions, multi-grade programs usually do not
use technologies other than workbooks and face to face training.
Jennifer Jilks of Ottawa-Carleton District School Board mentioned on her study that
independent group work, self-directed learning, integrative and multimedia projects all have a place in
the multi-grade class. Whatever works best for a particular subject and domain must be in the repertoire
of the multi-grade classroom teacher and a place from which s/he may draw whatever works for the
best. (Jilks, 2015)
The field of education has been affected by ICTs, which have undoubtedly affected teaching,
learning and research (Yusuf, 2005).
ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage
students, to help relate school experience to work practices, create economic viability for tomorrow's
workers, as well as strengthening teaching and helping schools change by (Yusuf, 2005).
Harris (2002) conducted case studies in three primary and three secondary schools, which
focused on innovative pedagogical practices involving ICT. Harris (2002) concludes that the benefits of
ICT will be gained “…when confident teachers are willing to explore new opportunities for changing their
classroom practices by using ICT. As a consequence, the use of ICT will not only enhance learning
environments but also prepare next generation for future lives and career.
People have to access knowledge via ICT to keep pace with the latest developments (Plomp, Pelgrum
& Law, 2007).
It improves the perception and understanding of the world of the student. Thus, ICT can be used
to prepare the workforce for the information society and the new global economy (Kozma, 2005).
Plomp et al (2007) state that the experience of many teachers, who are early innovators, is that
the use of ICT is motivating for the students as well as for the teachers themselves.
ICT improves the quality of education by facilitating learning by doing, real time conversation,
delayed time conversation, directed instruction, self-learning, problem solving, information seeking and
analysis, and critical thinking, as well as the ability to communicate, collaborate and learn (Yuen et al,
2003).
Laval and Rehbein (2004) state that the literature contains many unsubstantiated claims about
the revolutionary potential of ICTs to improve the quality of education. They also note that some claims
are now deferred to a near future when hardware will be presumably more affordable and software will
become, at last, an effective learning tool.
ICT helps students to their learning by improving the communication between them and the
instructors (Valasidou and Bousiou, 2005).
Fuchs and Woessman (2004) used international data from the Programme for International
Student Assessment (PISA), they showed that while the bivariate correlation between the availability of
ICT and students’ performance is strongly and significantly positive, the correlation becomes small and
insignificant when other student environment characteristics are taken into consideration.
Fister et al (2008) depict the power of tablet PCs to improve mathematics instruction. ICTs have the
potential for increasing access to and improving the relevance and quality of education. The use of ICT
in educational settings, by itself acts as a catalyst for change in this domain. Students using ICTs for
learning purposes become immersed in the process of learning and as more and more students use
computers as information sources and cognitive.
The Must Learn IT project targets primary schools in different European countries operating
under special conditions such as multigrade and remote schools, where a few teachers (or even a single
teacher) are responsible for teaching a small number of pupils of different ages and grades a variety of
lessons and where often there are no “subject specific expert” teachers for a number of lessons, as
 P a g e | 63

opposed to larger “standard” primary schools where several teachers of various specializations cater for
classes, each of which consists of pupils of the same age and abilities. (mustlearnIT project 2015)
The impact this project generates the following:
On an educational level it will reinforce the teaching of special subject lessons for which a
relevant "expert" teacher is not available to small/isolated multigrade primary schools. In the cases
where there was previously no opportunity to teach the special lesson, now there is a prospect for these
pupils to be provided by instruction in this lesson. In other cases, a chance is provided to upgrade
instruction in lessons for which the teacher currently responsible is not suitably qualified. An interest in
the concept of sharing resources among schools, be it personnel, educational material or infrastructures,
all with the support of ICT
On a social level teachers and pupils will feel less isolated and excluded from the school reality
of larger "standard" central schools and the opportunities/facilities/etc. they offer their pupils.
(mustlearnIT project 2015)
Teachers will broaden their experience and outlook on using ICT within the particular conditions
their small and/or multigrade school environment imposes. (mustlearnIT project 2015)
The use of ICTs in education have a positive impact on teaching and learning. ICT can affect
the delivery of education and enable wider access to it. Moreover it will increase flexibility so that learners
can access the education regardless of ethnicity, type of community and scholastics performance. It can
influence the way pupils are taught and how they learn.

THEORIES OF THE STUDY

This study follows the Cognitive Load Theory, cognitive load refers to the total amount of mental
effort being used in the working memory. Cognitive load theory was developed out of the study of
problem solving by John Sweller in the late 1980s. Sweller argued that instructional design can be used
to reduce cognitive load in learners. He devised several principle of this theories based on the following:
Multimedia principle: Deeper learning is observed when words and relevant graphics are both
presented than when words are presented alone (also called the multimedia effect). (Clark, etal 2011)
Simply put, the three most common elements in multimedia presentations are relevant graphics, audio
narration, and explanatory text. Combining any two of these three elements works better than using just
one or all three, in the study, computer tablet and the Smart TV act as the multi-media devices.
Modality principle: Deeper learning occurs when graphics are explained by audio narration instead of
onscreen text. Exceptions have been observed when learners are familiar with the content, are not native
speakers of the narration language, or when only printed words appear on the screen.(Clark, etal 2011).
In the study, the computer tablet and the Smart TV both have loud speaker for the pupils to hear the
multimedia.
Signalling principle: The use of visual, auditory, or temporal cues to draw attention to critical
elements of the lesson. Common techniques include arrows, circles, highlighting or bolding text, and
pausing or vocal emphasis in narration (Clark, etal 2011) in the study, colorful and engaging images
draw the pupil’s attention toward the computer tablet, with this attention of the pupils is prioritized.

Learner control principle: Deeper learning occurs when learners can control the rate at which
they move forward through segmented content. (Moreno 2007) Learners tend to do best when the
narration stops after a short, meaningful segment of content is given and the learner has to click a
"continue" button in order to start the next segment. Some research suggests not overwhelming the
learner with too many control options, however. Giving just pause and play buttons may work better
than giving pause, play, fast forward, reverse buttons (Savoji 2011), In this study, computer tablet can
be manipulated by the pupils at their own pace, thus individual learning is established.
 P a g e | 64

METHODOLOGY AND RESEARCH DESIGN

The method of research used is experimental. In this method, the group is exposed to a certain
experimental factor (ICT integration), however before the start of the experiment, this group is given a
pre-test about the subject matter (Mathematics) to be covered by the experiment. Then after the
experimental period, the group is given the same pre-test but in different form. The excess of the result
of the post-test over the result of the pre-test is considered caused by the experimental factor. Moreover,
the level of excess found is matched from the control group (Without ICT integration) who by the same
method but without the influenced of the experiment.
With this in mind, the study focus on 20 pupils, taken from grade one and grade two of Nayon Elementary
School using their general weighted average from Mathematics. 10 pupils were selected from grade one
and 10 pupils were selected from grade two. Ranking method were used and the top performer from
each group were selected as the respondent.
From the 20 respondent, 10 from grade one and 10 from grade two went to the study.
From this 10 respondents of grade one, 5 pupils has been taught using ICT integration
(Experimental group) and 5 pupils has been taught using the usual practice of teaching (Control Group)
From the 10 respondents of grade two, 5 pupils has been taught using ICT Integration
(Experimental group) and 5 pupils has been taught using the usual practice of teaching (Control Group)

STATISTICAL TREATMENT

To determine the performance of the control group and experimental group in pre –test and
post-test, average and percentage score was used.

RESEARCH RESULT AND DISCUSSION

RESULT AND DISCUSSION
1. What is the Profile of the multi-grade classes in terms of Ethnicity?
From the 20 respondents, 10 were Dumagat learners and 10 were Non-Dumagat learners.
TABLE 1
Profile of the Multi-Grade classes in terms of Ethnicity

GRADE LEVEL DUMAGAT LEARNERS NON-DUMAGAT TOTAL

LEARNERS

GRADE ONE 5 5 10

GRADE TWO 5 5 10

TOTAL 10 10 20

The table reveals that there is an equal number of grade one and grade two respondents and equal
number of Dumagat learners and Non-Dumagat learners.
This implies that in academics, Dumagat learners compete in terms of academic performance to non-
Dumagat learners.
 P a g e | 65

2. What is the average score of the control group and experimental group in the pre-test?
TABLE 2
PRE-TEST AVERAGE SCORE OF THE CONTROL GROUP (NO ICT INTEGRATION)

The average of the pre-test from the control group (No ICT integration) is 13.6 or 54%.
PRE-TEST AVERAGE PERCENTAGE
SCORE

GRADE ONE GRADE TWO

AVERAGE 12.2 15 13.6 54%

This implies that the average percentage score is below the mastery level.

TABLE 3
PRE-TEST AVERAGE SCORE OF THE EXPERIMENTAL
GROUP (WITH ICT INTEGRATION)

PRE-TEST AVERAGE PERCENTAGE

SCORE

GRADE ONE GRADE TWO

AVERAGE 16.2 15.6 15.8 63%

The average of the pre-test from the experimental group (With ICT Integration) is 15.8 or 63%.
This implies that the average percentage score is below the mastery level.
 P a g e | 66

3. What is the average score of the control group and experimental group in the post test?
TABLE 4
POST-TEST AVERAGE SCORE OF THE CONTROL GROUP (NO ICT INTEGRATION)

The average score of the control group (No ICT integration) is 14.5 or 58%.

POST-TEST AVERAGE PERCENTAGE

SCORE

(GRADE (GRADE
ONE) TWO)

AVERAGE 13.4 15.6 14.5 58%

This implies that the average percentage score is below the mastery level.

TABLE 5
POST-TEST AVERAGE SCORE OF THE EXPERIMENTAL GROUP (WITH ICT INTEGRATION)

POST-TEST AVERAGE PERCENTAGE

SCORE

(GRADE (GRADE
ONE) TWO)

25 25 25 100 %

AVERAGE

The average score of the experimental group (With ICT Integration) is 25 or 100%.
This implies that the respondents got the highest mastery level on the post test.
4. Is there a significant difference between the performance of the control group and
experimental group in the post test as revealed by their average scores?
There is a significant difference between the performances of the control group and experimental group
in the post-test. The total average of the control group (No ICT Integration) is 58% while the experimental
group (With ICT Integration) 100%.
 P a g e | 67

TABLE 6
AVERAGE PRE-TEST SCORE AND POST TEST SCORE OF THE CONTROL GROUP AND
EXPERIMENTAL GROUP

POST-TEST
PRE-TEST
RESPONDENTS PERCENTAGE
PERCENTAGE SCORE
SCORE

CONTROL GROUP
54% 58%
(NO ICT INTEGRATION)

EXPERIMENTAL GROUP
(WITH ICT INTEGRATION) 63% 100 %

The table reveals that the experimental group (With ICT Integration) have a higher percentage score as
compare to the control group (No ICT Integration).
This implies that ICT integration improves the score of the post-test as compare to the group with no
ICT integration.

Implication of ICT integration to pupil’s performance on Mathematics

The respondents from the experimental group who undertook the ICT integration shows a bigger
increase in their grade compare to the group who did not receive the ICT integration. This implies that
integrating Information and Communication Technology specifically the smart TV, netbook, computer
tablet as a tool to aid learning will help the pupils in multi-grade setting achieve higher scholastic
performance.
CONCLUSION
There is significant difference between the performance of the control group and experimental group in
the post-test.
The experimental group with ICT integration performs better in post-test compare to control group with
no ICT integration.
RECOMMENDATION
1. Continues use of ICT tools in teaching must be implemented.
2. Conduct similar research using other respondents and variables.
3. Intensify networking to other agencies, institutions, Government Organization, Non-Government
Organization for the provision of computer technology tools.
 P a g e | 68

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Valasidou A, Sidiropoulos D, Hatzis T, Bousiou-Makridou D (2005).”Guidelines for the Design and
Implementation of E-Learning Programmes, Proceedings of the IADIS”. International Conference
IADIS E-Society 2005, 27 June- 30 June, Qawra, Malta.
http://www.nyu.edu/classes/keefer/waoe/amins.pdf
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian national
policy for information technology. International Education Journal Vol. 6 No. (3), Pp; 316-321.
http://www.nyu.edu/classes/keefer/waoe/amins.pdf
 DON’T LIMIT YOUR CHALLENGES, P a g e | 70
CHALLENGE YOUR LIMIT

Anonymous

 Review your
CHAPTER FIVE Research
Paper well
How to Make an Effective Oral Research Presentation? before the
Presentation
 Know and
understand
Now it’s time to make your hard work pay off. You want your
audience
other teachers to see your craft and let them decide whether they
 Trim down
can use it or not. You want other researcher to evaluate it and make your
presentation
some suggestion afterwards. But no matter how easy it might look,
to a
an oral presentation still brings panic to many teachers. To mitigate manageable
time
that, here are some suggestions.
 Organize
your topic
 Use cues and
body
Review your Paper Well language
when hitting
Analyze your work again and again. There’s nothing more important
important than having a well-reviewed paper. Teachers fall into a trap detail
 Provoke
of relying so much to index card for reference guide. That little notes curiosity to
you have in hand while you are presenting is sure to help. But if you your
audience
will look like a person which read everything he says, you will be view
You have a
as less prepared. If you need to memorize important details of your
students who sell
work then so do it. Things like a good introduction that elicit banana que and
palamig in your
excitement to the audience must be recall in head and not read on
class. You know
notes. Important data and figures are equally important as well. that the student
are very poor and
Sometimes when you lost track of your presentation, details like
you allow him to,
these seems difficult to look in your slides. Its better that you too but the school
memorize them. canteen insisted
otherwise. What
will you do as a
teacher?
 P a g e | 71

Know your Audience

No two audience are alike, nor two group of crowds. In

 Review your
other words, executing your works to any audience won’t bring same Research
results. An applauded presentation from your co-teachers might not Paper well
before the
do so well to a group of school heads and principals. Always ask Presentation
beforehand what could your audience needs from you? And then try  Know and
understand
to amplify that needs in your presentation. There’s no need to your
highlight information that eventually common to your listener. Just audience
 Trim down
the complicated topic which support your ideas. your
presentation
Limit your Presentation to Manageable Time to a
manageable
If you rushed your presentation you’re sure to fail. Don’t time
bring everything to the table of your audience. Don’t make yourself  Organize
your topic
sound like a broken CD. Things like these happens when you try to  Use cues and
cram all details to your presentation. There’s no need to put every body
language
text and figure to your slides. Sure it look like a well-made when hitting
PowerPoint™ but what’s the deal? Do you think they will listen to it? important
details
Unfortunately they will become bored and might say “I understand  Provoke
nothing!” So to avoid such problem, make your presentation match curiosity to
your
to the given time. Trim down all less important and amplify the topic audience
that’s suited to the taste of the listeners.
Your school
MOOE is given
Organize Your Topic properly to the
school and
Let your audience feel the same way as making a teacher’s needs.
completed research. Start with a good introduction, followed by a well Unfortunately this
is not much. Is it
cited literature and study reviews. Methodologies and Result and appropriate to
Discussion comes after. Make your presentation look like you start make a teachers
contribution to
with a problem that ended with a solution formulated specifically for patch up the
that problem. This way, your audience can follows you and financial
shortages?
eventually make some great insights about your works.
 P a g e | 72

Use Cues and Body Language When Hitting an Important

Details  Less is better
when using
One of the difference between a good speaker and an powerpoint
average one is the way the former hit several words that triggered presentation

motivations. Every emotions is matched with language cues and  Lighter

body movement. Used that to pin point important matter. It will be background
and less
easy to your audience to catch your ideas that way. Hand gesture animation is
and eye contact are some prime example. good for
presentation
Provoke Curiosity To Your Audience
 Always
practice with a
Tease your listener about your works. The same way as a
friend
movie trailer excite the moviegoers, curiosity increase their profits.
To do it, think of the things your audience don’t usually heard or seen. Some of the
If it is something new it will sure give some interest. Make your students watch a
porn video on
presentation a dire need to your listeners. their lunch time.
This create
commotion and
noise in the
Tips on PowerPoint™ Presentation canteen. You are
the only teacher in
Less is Better the area. What is
the first thing you
People assume that more is better. Well in the case of will do?

PowerPoint presentation it’s the opposite. Look at any billboard Ad

or any promotional poster. You’ll see that it contain the most
important details and contain less text. Your audience hate reading
long words and figures. They prefer straight to the point slides and
less distraction. If everything can be seen on your slide then what’s
the use of the person who will present? That is, memorize important
details and practice your works in order not to tempted to read
everything written at your slides
 P a g e | 73

Use Light Slide Background and Less Animation

 Less is better
when using
Don’t put your luck on fancy animation and striking
powerpoint
background. Your audience are after on the content of the research presentation
not on the pleasure of watching flying clipart or moving objects. In
 Lighter
addition make your slide background on the lighter side. This give background
and less
emphasis on the content especially when it is use on a projector.
animation is
good for
presentation

Practice with a Friend  Always

practice with a
A common mistake of beginner presenter is about his/her friend
mannerism. They fall into the trap of constantly looking at their slides
hoping all their fear will vanish right away. This could be avoided You have one
student who sings
when you practice with a groups of friends. Your audience want you
very well. She
to look at them at all times and not on your slides. Moreover, your even know how to
play some musical
colleagues can point out your weakness and at the same time your
instruments.
strengths. You can easily magnify your good points with their Because of this,
her parents thinks
feedbacks.
she should work
for a singing
career right away.
Do you think their
decision is
correct?
 P a g e | 74

Tips for Making an Action Research Poster  Your Poster

must not
It’s very common for a Research Conference to have a contain
poster presentation. This type of exhibition are intended to teachers everything
your paper
who need to grasp the concept immediately. The main purpose of it has. You
is for easy communication of ideas and research designs made by should include
only all
the author/s. necessary
details and
The next page shows an example of Poster for Action ideas.
Research. Note that each text is clear and easy to read. Your Poster
must not contain everything your paper has. You should only include
You want to
all needed details and ideas. In terms of aesthetic, use implement inquiry
based instruction.
complementary colors and different shades of the same color for
But your students
easy readability and artistic feel. are not
cooperative. They
hate to ask
“How to Create a Research Poster” (2019) give some tips
question and
on what makes a good Research Poster. insisted to spoon
feed all info that
 they need. What is
Important information should be readable from about 10 feet away
the best way to
 Title is short and draws interest do?
 Word count of about 300 to 800 words
 Text is clear and to the point
 Use of bullets, numbering, and headlines make it easy to read
 Effective use of graphics, color and fonts
 Consistent and clean layout
 Includes acknowledgments, your name and institutional affiliation

2019, January 20, Retrieved from (https://guides.nyu.edu/posters)

 P a g e | 75

A good introduction start with what

your study is all about, Excite your
audience by using positive words and
energetic phrases.

Make only 2 to 4
Identify relevant information about
questions.
how the research was made

Don’t use irrelevant words.

Make your Result

Straight to the point.

Simplify your conclusion and recommendation

Don’t forget to
acknowledge your
references

 Note that the Text has been reduced to portray readability. A common
poster has a larger size which could accommodate smaller text.
 The clipart of smiling students was sourced on the following site: (2018,
March 4). Child hands [digital image]. Retrieved from
https://www.google.com/search?q=child+hands+clipart&client=ms-android-
samsung&source=androidbrowser&prmd=insv&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwiyrLKfgp3iAhWPGqYKHXMJB8Q_AUoAXoECAwQAQ&biw=360&bih=544#imgrc=8
nzwvla2ehQvYM&imgdii=9VTn8yr_M8QKnM
 P a g e | 76

Tips on Presenting at the Conference Tips on

presenting at
the Conference
In contrast to Oral Research presentation, poster on the other
 Be Attentive
hand is a tad simpler and relaxed. Don’t get me wrong, it still needs  Tell them how
you did it
some cues and reminders for it to be successful. Now, here are some
 Be open for
recommendations. future
collaboration
Be Attentive
You implement
Your audience want to hear a lot from the authors themselves. differentiated
Your mere presence must dictate the quality and substance of your instruction by
using station
work. Give them the impression that you are knowledgeable about based lesson.
your topic and you know every detail of building it. Always What do you think
will be your prime
acknowledge every queries raised by the viewers no matter how problem in
simple or complicated their questions. Point your strong qualities. Tell implementing it?

them how you come up with the study and how you did solve daunting
problems related to your work. If you are not sure about their
questions, don’t get embarrassed to ask again. You can even tell them
to rephrase it if necessary. This will prompt them that you are very
interested. And lastly always have a spill to tell. Memorize certain
phrases or words that will be remembered by your audience.

Tell Them How You Did It

Create a narrative on how you come up with your Action

Research. Did it start immediately or its ideas originates from a long
time ago? Excite your audience from your setbacks and excruciating
challenges. Let them feel that you love your work and this give you
wisdom on your current careers.

The easiest way to do this is to build a scenario where your

current problem lies and then let your audience guess a possible
 P a g e | 77

solution to it. Acknowledge that solution and tell them you just come up Tips on
with a good substitute. Tell them that your alternative is the product of presenting at
the
the action research. Tell also some possible future topic which is related Conference
to your existing research. In that sense, they will have some ideas to  Be Attentive
 Tell them how
work with in their own school. you did it
 Be open for
Be Open For Future Collaborations future
collaboration

If someone is very eager to know your work, you should suggest

a separate meeting with them. If that wasn’t possible, at least be sure to
communicate right after. Who knows, they might have the resources that How graphic
organizer can
could fuel your endeavor to a higher level. A good collaboration means
help to develop
you’re not alone in your problem. Research conference don’t stop the ideas and
creativity?
moment the programs end. Most of the time the teachers and principals
who participate become more interested on research which leads to
unprecedented output.
 P a g e | 78

APPENDIX

TEMPLATE FOR ACTION RESEARCH (Suggested Format)

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
(Title)

(Authors Name)

Context and Rationale

(Give a general information about your action research)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(List down all supporting details or reason for the problem raised)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State the most common solution to that problem)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 P a g e | 79

(Tell why the solution work or why it won’t)

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State your own solution or improvement to the common
solution)_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

(Relate your own solution or improvement to the common

solution)_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________

Add your final thoughts to the problem

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 P a g e | 80

Review of Related Literature

(Look for the most common topic or study related to your own
research)____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Give its importance or relation to the present
study)_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Look for the most common topic or study related to your own
research)____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Give its importance or relation to the present
study)_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Look for the most common topic or study related to your own
research)____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 P a g e | 81

(Give its importance or relation to the present

study)_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Look for the most common topic or study related to your own
research)____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Give its importance or relation to the present
study)_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Look for the most common topic or study related to your own
research)____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(Give its importance or relation to the present
study)_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 P a g e | 82

Research Questions
(Khan, Khoso & Qureshi, as cited by Malik, N & Hollingswoth, S , 2012)
Problem Number 1
1. Identify the The Problem is
Problem ________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
2. Why the Problem List several Possibilities
is happening?
a.______________________________________________

b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time.

3. Brainstorm all List several solution

possible solution a.______________________________________________
to solve the
problem. b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time
 P a g e | 83

4. Write your
research
What is __________________________________________
questions.
___________________________ (Effect, used, importance ,etc)
of _________________________________________(solution)
to the ______________________________________ (problem)

Formulate your research question

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Problem Number 2
1. Identify the The Problem is
Problem ________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
2. Why the Problem List several Possibilities
is happening?
a.______________________________________________

b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time
 P a g e | 84

3. Brainstorm all List several solution

possible solution a.______________________________________________
to solve the
problem. b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time
4. Write your
research
What is __________________________________________
questions.
___________________________ (Effect, used, importance ,etc)
of _________________________________________(solution)
to the ______________________________________ (problem)

Formulate your research question

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 P a g e | 85

Problem Number 3
1. Identify the The Problem is
Problem ________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
2. Why the Problem List several Possibilities
is happening?
a.______________________________________________

b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time

3. Brainstorm all List several solution

possible solution a.______________________________________________
to solve the
problem. b.______________________________________________

c.______________________________________________

d.______________________________________________

e.______________________________________________

Choose one or two that represent your best guess that you can
do in a reasonable amount of time
 P a g e | 86

4. Write your
research
What is __________________________________________
questions.
___________________________ (Effect, used, importance ,etc)
of _________________________________________(solution)
to the ______________________________________ (problem)

Formulate your research question

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Scope and Limitation

The purpose of this Action Research is ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State the topic studied and researched)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State the locale of the study, the school, the grade level or section)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State the number of the respondents)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(State the time or duration of the Action Research)
____________________________________________________________________
____________________________________________________________________
 P a g e | 87

Methodology
The study use ____________________________ (type of research). The data was
collected from _____________________________________________ (respondents)
and analyze using ___________________________ (Statistical tools).

The Research use __________________________________________________

__________________________ (other materials or equipment utilized in the study)

for _________________________________________________ (State the reason of
using them)

Result and Discussion

(First Problem)
1. _________________________________________________________________
_________________________________________________________________
____________________________?

Table 1
__________________________________________
__________________________________________

It can be gleaned from the table 1 that

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 P a g e | 88

The result is supported by the study of ______________________________________

which shows that _______________________________________________________
______________________________________________________________________
______________________________________________________________________

(Second Problem)
2. _________________________________________________________________
_________________________________________________________________
____________________________?

Table 2
__________________________________________
__________________________________________

It can be gleaned from the table 1 that

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The result is supported by the study of ______________________________________
which shows that _______________________________________________________
______________________________________________________________________
______________________________________________________________________
 P a g e | 89

(Third Problem)
3. _________________________________________________________________
_________________________________________________________________
____________________________?

Table 3
__________________________________________
__________________________________________

It can be gleaned from the table 1 that

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The result is supported by the study of ______________________________________
which shows that _______________________________________________________
______________________________________________________________________
______________________________________________________________________
 P a g e | 90

Action Plan
AREA OF OBJECTIVES STRATEGIES / TIME PERSONS PERFORMANCE
CONCERN ACTIVITIES FRAME INVOLVED INDICATOR

References
Author, A. (Year of Publication). Title of work. Publisher City, Publisher.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Author, A. (Year of Publication). Title of work. Publisher City, Publisher.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Author, A. (Year, Month Date of Publication). Article title. Retrieved from URL
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Article title. (Year, Month Date of Publication). Retrieved from URL

 P a g e | 91

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Article title. (Year, Month Date of Publication). Retrieved from URL

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Article title. (Year, Month Date of Publication). Retrieved from URL

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________

Photographer, A. (Photographer). (Year, Month Date of Publication). Title of photograph

[digital image]. Retrieved from URL
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______
 P a g e | 92

ABSTRACT
This Action Research was conceived from ________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________ (State the general problem)
Specifically it determined the (effectiveness, used or effect) of_____________________________
_______________________________________________________________________________
_________________________________________________________ (State the solution created)
The methods of research use is/are ____________________________________ (Quantitative or
Qualitative). The researcher utilized _______________________________________________
_____________________________________________________________________________
____________________ (state the tools or equipment used such as questionnaire or interviews)
It is used for ____________________________________________________________________
____________________________________________________________ ( State how the tools
and equipment has been used)
The respondents are ______________________________________________________
______________________________________________________________________________
_____________________________________________________ (State the characteristics of your
respondents).
The study shows that ______________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________ (state the summary of your findings)

Keywords _______________, ________________, ________________, ________________

(List down all related topic or words from your research)
 P a g e | 93

REFERENCES

Books

Faltado III, R., Bombita, M., Boholano, H.,& Pogoy, A.,(2016). Practical Research 2,
Quantitative Research. Quezon City, Metro Manila, Lorimar Publishing Inc.

Hollingsworth, S. Nugent, G., and Malik, S., (2012). A Practical Guide to Action
Research for Literacy Educators. Washington DC, International Reading
Association Inc.

Prieto N., Naval, V., & Carey, T., (2017). Practical Research for Senior High School 1,
Qualitative. Quezon City, Metro Manila, Lorimar Publishing Inc.

Electronic Sources

http://www.ascd.org/publications/books/100047/chapters/What-Is- Action-
Research%C2%A2.aspx

https://www.edglossary.org/action-research/

https://gse.gmu.edu/research/tr/tr-action

https://uk.sagepub.com/en-gb/eur/what-are-the-benefits-of- educational-research-for-
teachers

http://www.ascd.org/publications/educational- leadership/oct93/vol51/num02/Action-
Research@-Three- Approaches.aspx

https://bizfluent.com/list-7608678-types-action-research-design.html
 P a g e | 94

http://www.deped.gov.ph/2015/09/16/do-43-s-2015-revised-guidelines-for-the-basic-
education-research-fund-berf/

https://www.editage.com/insights/how-to-write-the-rationale-for-research).

https://libguides.uwf.edu/c.php?g=215199&p=1420520

https://guides.nyu.edu/posters

https://www.google.com/search?q=child+hands+clipart&client=ms-android-
samsung&source=android-
browser&prmd=insv&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiyrLKfgp3iAhWP
GqYKHXMJB8Q_AUoAXoECAwQAQ&biw=360&bih=544#imgrc=8nzwvla2ehQvYM
&imgdii=9VTn8yr_M8QKnM)

http://openphd.blogspot.com/2012/01/differences-between-action-research-and.html