Action Research Title An Action Research on What Teaching Method is Effective as Perceived by the students on How to Improve the

e Financial Statement Analysis Skills of the Financial Management Students of Arellano University Manila School of Business Administration 1. Statement of the problem , question, goal, or issue--a paragraph or so. Statement of the Problem What Teaching Method is effective to Improve the Financial Statement Analysis Skills of the Financial Management Students or Arellano University Manila School of Business Administration. 2. Rationale: This study aims to improve the Financial Statement Analysis Skills of the 3 rd year students of Arellano University Manila School of Business Administration. These students are currently enrolled in the Finance 16 Class of Professor John Evan C. Miguel MBA., for the 1 st term of the school year 2011-2012. The proponents have been teaching for the past 5 years in the School of Business and Administration of Arellano University Manila. During the 1st semester of the school year 20112012 he was given a teaching load of Finance 16 a subject entitled Financial Analysis. The students enrolled in their classes are composed of 3rd year students under the Financial Management Program of Arellano University. The proponent was concerned that most of the students were not that skilled on formulating financial statements. Most of the students were not that knowledgeable of preparing the basic financial statements like the income statement, balance sheet and cash flow statements. This was a serious concern for the proponents because the students were already in their third year of studies. It was presumed that third year Financial Management students should have developed the competency in formulating the basic financial statements. Also, the competency in formulating financial statements is crucial for the students to get hired for the job and for them to accomplish the tasked assigned to them as financial managers.

Why did you select this problem (question, goal, issue)? What is the origin or basis of the problem (where did it come from or what gave you the idea)? Why is this important problem? 3. Context of the project The respondents of the action research are the students of Arellano University Manila School

of Business Administration. The student respondents are in the 3rd year level of the Financial Management program of the said University. The class is composed of 18 students comprising 4 males and 14 females. The age of the students are between 17-22 years old. Most of the students belong to the classes C and D of the society. Some of the students are working students but majority are professional students. : Describe the respondents (age, abilities, and challenges), classroom,resources, materials, limitations, subject area (if appropriate), students' previous experiences, andany other relevant contextual information. 4. Review of Related Literature The proponent was able to obtain the following literature to aid him in his study.

"Experiential Methods for Teaching Financial Management to Youth" Chris Koehler, Washington State University/ Mary Ann Lawroski, University of Idaho/ Marilyn Cross Bischoff, University of Idaho Classroom teaching has often been equated with information given by instructors. The image of teachers imparting knowledge to "students" as they take notes, ask questions, and possibly engage in large or small group discussions is frequently visualized when learners are asked about formal learning settings. This image of teachers up front and learners in rows of chairs persists both in reality and in people's minds, even though using the learner's experience to expand the knowledge base has been promoted in education for decades (Dewey, 1958; Lewin, 1951; Piaget, 1971). However, other forms of teaching, specifically experiential learning, have been supported by a

number of authors. Kolb (1984), and Boud, Keogh, and Walker (1985) are among the prominent writers who have challenged the way knowledge is imparted. These authors include concrete learning experiences as an important part of their models for learning. Learning by doing is by no means a new idea. Confucius us reputed to have said:If I hear, I forget. If I see, I remember. If I do, I understand. Kolb suggests that the learning experience includes four activities: concrete experience, reflective observation, abstract conceptualization and active experimentation. In this model, the learner moves from a concrete experience, through reflective observation to formulate abstract conceptualizations (see figure 1). These conceptualizations are then tested through active experimentation, which creates new concrete experiences. Thus, the learner engages in four distinct activities in the learning process. Individually, learners tend to emphasize certain of these activities and under emphasize others, representing a preferred learning style. Requiring learners to simply engage in games or simulations is not enough. Experiences must be processed through reflections and debriefing in order to maximize their value (Lewis & Williams, 1994). In experiential learning the role of the teacher is as a facilitator. Traditional educators are likely to be ill-equipped for the facilitative role and to be uncomfortable in it (Byrne, 1980). When planning for experience-based teaching, it is essential that educators clearly understand and accept this new role and prepare themselves for the tasks required. Some kind of experiencebased training and practice is necessary. As facilitators in learning rather than conveyors of knowledge and evaluators of performance, educators will be required to re-conceive their tasks.

Teaching Strategies Merlot Pedagogy a program of California State University Source: http://pedagogy.merlot.org/index.html There are a variety of teaching strategies that instructors can use to improve student learning. The links below will show you some ways to make your classes more engaging. Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to multiple-choice questions they ask of students in class. Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups. Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. Experiential Learning - Experiential learning is an approach to education that focuses on

"learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises. Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students. Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances. Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing so. Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and retention. Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. This method encourages students to build research skills that can be used throughout their educational experiences. Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class. Instructors who participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a better appreciation of their own discipline content. Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student. Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community, all participants take responsibility for achieving the learning goals. Most important, learning communities are the process by which individuals come together to achieve learning goals. Lecture Strategies - Lectures are the way most instructors today learned in classes. However, with todays students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed location. Online/Hybrid Courses - Online and hybrid courses require careful planning and organization. However, once the course is implemented, there are important considerations that are different from traditional courses. Communication with students becomes extremely important. Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their careers. Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some community project. The learning is structured and supervised and enables the student to reflect on what has taken place. Social Networking Tools - Social networking tools enable faculty to engage students in new and different means of communication. Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need assistance in knowing how to deal with them. Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations. Cases also encourage students to develop logical problem solving skills and, if used in teams, group

interaction skills. Students define problems, analyze possible alternative actions and provide solutions with a rationale for their choices. Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared. Research has found that students are more responsible and more engaged when team-based learning is implemented. The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting. Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a setting defined by mutual respect and a shared interest in a topic. In most cases both faculty members are present during each class and can provide different styles of interaction as well as different viewpoints. Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content. Pedagogy in Action Science Education Resouce Center Carleton College Classroom Experiments Source: http://serc.carleton.edu/sp We got tired of it. Lecturing to sleepy students who want to "go over" material that they have already highlighted in their textbooks so that they can remember the "key ideas" until the midterm. We wanted to engage our students in active learning, to exploit their natural curiosity about economic affairs, and to get them to ponder the questions before we tried to give them answers. We found that conducting experiments in class, with discussions before, during, and after the experiments is an effective and enjoyable way of moving from passive to active learning. --Bergstrom and Miller, 1999. What are Classroom Experiments? Classroom experiments are activities where any number of students work in groups on carefully designed guided inquiry questions. Materials provide students with the means of collecting data through interaction with typical laboratory materials, data simulation tools or a decision making environment, as well a series of questions that lead to discovery-based learning. During the experiment itself, collect data or observations. The instructor's role is to act as facilitator, asking leading questions and drawing attention to interesting results. A welldesigned experiment targets common misconceptions, focusing on major ideas that students will need to understand correctly in order to support deep learning. Classroom experiments differ from classroom demonstrations because the students are involved in collecting data or observations. However, just as in an interactive classroom demonstration, students involved in classroom experiments can be asked to make predictions and to reflect upon their observations. All experiments involve collecting observations or observing actions to try to answer a

question or solve a problem. Classroom experiments do this as part of a class to help students learn more about the material they are studying. In this case the hypothesis to be tested will generally be derived from material contained in a textbook or other course materials. Research experiments generally involve both control and treatment groups in order to facilitate comparison. In the classroom, an observational experiment where students "see what happens" can also be useful. Why Teach Classroom Experiments Experiments can be used either to introduce new ideas or to clarify puzzling aspects of topics with which students typically struggle. If the result of an experiment is surprising yet convincing, students are in the position to build ownership of the new idea and use it to scaffold learning. In addition to checking that the conceptual focus of the experiment has been understood correctly, assessments can push students to describe a follow-up experiment or to extend the concept to another application. Note that some classroom experiments, such as those that involve observing chemical behavior, require safety precautions and may need to take place in a laboratory. Classroom Experiments help instructors achieve a variety of classroom goals related to: Student Learning Outcomes Instructor Satisfaction With Teaching Grades Attendance Student Retention in Course and Major Teaching Evaluation Scores The pedagogy is built on research on learning that shows that most students do not respond best to pure "chalk and talk," but rather to "active learning" environments. Classroom Experiments keep learners engaged because they get a hands-on experience. How to Teach with Classroom Experiments Conducting a classroom experiment is easy to do. The first time you try one, it is probably a good idea to use an experiment that someone else has prepared. In a published experiment, there will typically be "instructor's notes" containing detailed instructions for conducting the experiment.

5. What exactly will you do? The proponent will also conduct different types of teaching methodologies and strategies to measure which methodology will be most effective for the students to learn. The proponent will also try to identify different kinds of technological tools to make learning more effective and efficient for the students.

GANTT CHART

Activity Observation Individual Interviews Survey Questionnaire Validation and Analysis of Data

Person Responsible

Time frame

Key Results

6. Data The proponent will use observation, survey and individual interview as his methodology in gathering data. The proponent shall give a diagnostic exam to evaluate the level of competency that the students have with regard to formulating financial statements. The researcher will make use of this questionnaire in his survey to obtain relevant information from his student respondents. SURVEY QUESTIONNAIRE Name (optional) Age: Gender: High School Attended: Are you a working student? If yes please indicate you position and company Awards and Honors received during High School: What is you average grade for the past 2 years: Are you living with your parents? Please rate from 1 to 9 which of the following teaching strategies is most effective for you to learn Finance Subjects: a. Case-Based Small-Group Discussion: Small groups of 5-10 address case-based tasks, exchanging points of view while working through a problem-solving b. Computer Simulation: Use of computer aided technology in learning activities and lectures. c. Game: Used to bring competition, participation, drills, and feedback into the learning experience as a motivator and opportunity for application of principles d. Demonstration: Performing an activity so that learners can observe how it is done in order to help prepare learner to transfer theory to practical application.

e. Independent Study: Designed to enhance and support other instructional activities. Learning activity is typically done entirely by the individual learner (or group of learners) using resource materials. May be done using computer/web-based technology. f. Large Group Discussion/ Question & Answer: Employs the art of seeking information and stimulating thinking and elaboration at all levels of human reasoning to achieve a given objective g. Lecture/Presentation: Primarily didactic presentation of information, usually to a large group and often with the use of audiovisual aids to transmit information. h. Role Play: One or more participants adopt a specified role and try to behave in ways characteristics of a person in that role. i. Self-Awareness Exercise/Test: Provide insight into how the learner thinks, acts, reacts, or scores regarding a particular topic. *** Reference of teaching strategies in the questionnaire: Wehrli, G., Nyquist, J.G. (2003). Creating an Educational Curriculum for Learners at Any Level. AABB Conference How will you gather relevant information about your project? What are your sources of data and how will you keep records. What information will you need to determine if you havemet your goals, solved the problem, answered the question, or addressed the issue in question Iabove? Will you observe, interview, use traditional or other testing, videotape or audiotape,examine student work, develop portfolios, use journals, note activity patterns, do sociograms, oruse other ways to understand the situation and the changes that follow from your project? 7. Analysis and Recommendations:

How will you use the information you gather? What will you do with it after you collect it? How will you pull it together to address question I above? 8. Resources and References: - "Experiential Methods for Teaching Financial Management to Youth" Chris Koehler, Washington State University/ Mary Ann Lawroski, University of Idaho/ Marilyn Cross Bischoff, University of Idaho - Teaching Strategies Merlot Pedagogy a program of California State University Source: http://pedagogy.merlot.org/index.html - Pedagogy in Action

Science Education Resouce Center Carleton College Classroom Experiments Source: http://serc.carleton.edu/sp - Creating an Educational Curriculum for Learners at Any Level. AABB Conference by Wehrli, G., Nyquist, J.G. (2003). List at least four empirical references from refereed journals that you used in designing and thinking about your project.