Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
by
Christopher F. Bueno, PhD
UNIVERSITY OF NORTHERN PHILIPPINES
Vigan City
LECTURE 1a: Types of Educational Research with Focus
on Action Research
LECTURE 1B: Format of Action Research ( General and
DepEd)
I. DEFINITIONS OF ACTION RESEARCH
7. Professional development and school improvement are core aspects for any
teacher who engages in action research.
1. Basic Research.
• It is formal type drawn from the physical sciences and represented by
rigorous, and structured type of analysis.
• The goal of basic research the development of theories by the
discovery of broad generalizations or principles.
• It employs careful sampling techniques/procedure to extend the
findings beyond the group or situation studied.
• There is little concern for the application of finding actual problems
in areas considered to be the concern of the people other than the
investigator and the approach is knowledge’s sake.
2. Applied Research
• It has most of the characteristics of fundamental or pure research,
including the use of sampling techniques and subsequent inferences
about the target population.
In the one group pretest and post test design, the usual questions of
the improvement and effectiveness of the instructional strategy are the
following:
DEFINITION OF TERMS
Many terms are used in the research. To make these clear and so
they may not interpreted otherwise, these must be defined according
to how they are used in the research. Usually, variables in the
conceptual paradigm are defined operationally starting from the
dependent variables.
HYPOTHESIS
A hypothesis is an intelligent guess as a solution/s to a problem.
Hypothesis are necessary for these build a bridge between the problem and the
location of empirical evidence that may solve the problem (Van Dalen, 1973)
They can be expressed in negative or positive statements; the affirmative way
also called research hypothesis or negative way also called the null hypothesis.
• The mean difference during the pretest and posttest of the study
will be presented including the computed t-test value ( at .05
level of significance) to arrive at a particular decision whether the
null hypothesis is accepted or rejected
ACTION RESEARCH
by
Christopher F. Bueno, PhD
UNIVERSITY OF NORTHERN PHILIPPINES
Vigan City
LECTURE 3 : The Problem and Hypothesis
WRITING THE PROBLEM and HYPOTHESIS
Analysis of the Problem. This is the researcher’s observation and experience with
the students prompted to conclude instructional intervention due to the reasons of
lack of mastery and comprehension, lack of Interest and concentration, lack of
interesting visual aids, low comprehension ability, low parental guidance and others.
The action research uses the one group pretest - posttest design. If there is only one intact
class that will be used in the study.
The design is illustrated on the model below:
O1 X 02
WHERE
O1 = pretest results
O2 = posttest results
X= experimental variable being tested.
Action Research Title Instructional Hypothesis Problem Analysis of the Statement of the
Strategies Identification Problem Problem
1. Use Of Activity Cards In Use Of Activity Significant Low score in Lack of mastery Level of Performance
Improving The Ability Of Cards in Solving Difference problem solving and before and after
Grade V Pupils In Solving 1- 1-Step Problem between the comprehension
Step Problem Of San Jose level of Inability to
Elementary School During The Grade 5 Proficiency perform the
School Year 2002-2003 operation
( Aurelia J. Javonillo)
ENGLISH
1. Active Learning
Any approach that engages learners by matching instruction to the
learner's interests, understanding, and developmental level. Often
includes hands-on and authentic activities.
4. Buddy System
Pairing students during the first week of class to create pairs who are
responsible to help each other get missing assignments due to
absence, or watch out for each other during field trips.
7.Cloze Procedure
An activity created by the teacher to give students practice with
language usage. The teacher selects a passage of text, marks out
some of the words, then rewrites the text with blank lines where the
marked out words were. The result is a "fill in the blank" that should
be enjoyable for the student while at the same time giving the
teacher information about the student's language skills.
8. Collaborative Learning
Any kind of work that involves two or more students.
9. Collective Notebook
A notebook maintained by a group in which each member of the
group is expected to add an idea or observation during a specified time
period (typically each day or each week). The contents of the notebook
are regularly shared or published and discussed
15.Discussion Web
A form of discussion that starts out with individual students formulating a response,
then each student pairs with one other, then the pairs pair to form groups of four. Finally,
when the groups have refined their answers, they share their thoughts with the whole
class.
16. Dissections Experimental Inquiry
As a Meaningful Use Task it includes observation, analysis, prediction,
testing, and re-evaluation. As a variation of inquiry, experimental inquiry
involves generating and testing hypotheses to explain phenomena.
18. Dramatizing
Students act out roles from stories or historical events.
19. Drawing
Students can illustrate text they have read, draw diagrams of problems
they have heard, or simply draw to stimulate creativity.
34. Nutshelling
A form of summary. It usually involves asking a student to examine
synthesize a brief statement that captures the essence of all that has been
written or stated to that point. Often used in writing classes to help
students find the key points in their own writing.
43. Note-Taking
The process of recording information presented by a teacher for the
purpose of improving recall or understanding by the student. Notes
typically include a combination of direct quotes of what a teacher says,
diagrams, and additions by the student to add emphasis or to indicate
areas where outside study may be required.