Data Driven Plan-Action Research

INTRODUCTION

Education is a continuing process which goes on throughout life. It is not merely a

preparation for life but it is life itself. Hence, it stressed that educating a person means

helping him develop all his potentials to the optimum. Moreover, at any point and at any level

of education, the process aims to develop the person to become his best.

The aim of education is an education for living. It gives meaning and direction to all

people do – including not only what, but how and why they might learn any technical

information.

Teacher must promote learning. This is the reason why teachers need to translate

useful information to improve student achievement and to make teaching and learning

efficient and effective.

Steps in Guidance Utilization Framework

 Awareness of Data

 Extraction of information ( Action Research)

 Dissemination of Information

 Utilization of Data

 Feedback

Translating Data into Information

 Problem

 Assumption

 Guidance Data

 Result and Discussions

 Conclusion

 Plan of Action
 ACTION RESEARCH

The Significant Influence of Math Teachers

to

Students’ Performance

I. Problems

1. To what extent do the teachers influence the students’ learning?

2. What plan of actions can be further done to increase the influence of teachers

to students to promote learning?

II. Assumptions

Acquisition of learning can be best measured when mental

ability is correlated with their academic performance. Learning is promoted when

academic performance show significant degree of influence by their mental

abilities. (Rohde & Thompson, 2007)

III. Guidance Data

1. Mental Ability Test Results

2. Final Academic Performance

 Descriptive Statistics

Of

Mental Abilities and Academic Performance

Table 1

Mental Ability Final Academic Performance

Grade/ Year Level

Mean Verbal Mean Verbal

Grade 1 4.70 Average 82.00 Average

Grade 2 4.60 Average 85.70 Above Average

Grade 3 4.32 Average 83.02 Average

Grade 4 4.16 Average 83.38 Average

Grade 5 4.29 Average 83.01 Average

Grade 6 4.72 Average 81.79 Average

Year I 4.31 Average 79.00 Below Average

Year II 4.58 Average 80.48 Average

Year III 4.86 Average 80.20 Average

Year IV 5.25 Average 80.86 Average

 Measure of Influence of the Academic Performance to Mental Ability

Table 2

Grade / Year Adjusted R

Significant- Value Decision
Level Square
-15
Grade 1 23.75 % 3.74 x 10 Significant
-14
Grade 2 27.90 % 1.79 x 10 Significant
-21
Grade 3 44.32 % 6.43 x 10 Significant
-25
Grade 4 50.40 % 7.99 x 10 Significant
-06
Grade 5 20.73 % 1.48 x 10 Significant
-34
Grade 6 47.52 % 7.74 x 10 Significant
-19
Year I 31.91 % 4.57 x 10 Significant
-6
Year II 13.15 % 7.91 x 10 Significant
-29
Year III 35.87 % 1.51 x 10 Significant
-30
Year IV 37.34 % 3.59 x 10 Significant

IV. Conclusion

We, therefore, conclude that the teachers’ efforts, help and

guidance given to the students of various grade levels are of significance in their
learning and progress.

V. Plan of Actions

1. Give students the fundamentals they need to succeed in Math, to build solid
foundation on their Math skills, to help them reach the level of Math skills
required for their grade level, to provide students with another method of
approaching Math, to enhance their interest in learning, to stimulate their
thinking and reinforce the effectiveness of teaching.
2. Enhance and master his/her mathematical skills, to advance his/her speed and
accuracy in computing and solving, to improve his/her analytical, critical and
logical thinking in solving problems and to develop a deeper appreciation of
Mathematics and its application in real life situations.
 3. Inform/notify the parents or guardians of the students of their children’s
progress in the subject and to advise them to continue supporting their sons
and daughters with their love of Math by spending time with them as they
work on activities that will develop their computational and problem - solving
skills.
4. Strengthen the content knowledge and leadership skills of Math teachers.
5. Provide reinforcement for those who got the lower grades base on the data.
6. Help math teachers remain abreast of developments in other grade level.
Disseminate “best practices” for math teaching and learning through
professional development activities.

Interpretation
Quarterly Grades
Mental Ability
Grade Scale Verbal
Description Grade Scale Verbal
95-100 Outstanding Description
7-9 Above Average
90-94 Nearly
Outstanding 4-6 Average
85-89 Above average
1-3 Below average
80-84 Average
75-79 Below Average
70-74 Poor

Adjusted R Square Significance

Needs to be converted to percent
If the value is = or lower than 0.05
the interpret it as SIGNIFICANT if not
Tells the extent in numerical form then NOT SIGNIFICANT