REVIEW OF ACTION RESEARCH IN EDUCATION ARTICLE PREPARED FOR: PROF. MADYA DR. HJ. ABD. LATIF B. HJ GAPOR PREPARED BY: ZULYA...
<ul><li>ARTICLE 1: </li></ul><ul><li>MINI-ACTION RESEARCH TUTORING PROJECT </li></ul><ul><li>(Source :  http://www.breathi...
Introduction <ul><li>Student involved was a 17-year-old high school junior in Non-Public school in Silver Spring, MD, USA....
Somekh (1989) model
 
2. Collecting data <ul><li>Data was collected by observation in classroom and workbook. Started with “pre-test” to discove...
3. Analyzing data/ generating hypotheses <ul><li>Tutoring session would help the student to perform better in school that ...
4. Planning Action Steps <ul><li>Six tutoring session will take place for 1 and 2 hours. </li></ul><ul><li>Instrument: “Pr...
5. Implementing action steps <ul><li>Firstly, researcher worked on his metacognitive skills. Student were introduced with ...
6. Collecting data  <ul><li>At the end of the session, researcher gave evaluation of the assessment made so that she will ...
7. Analysis and evaluation <ul><li>Planning chart: Student can submit school work in time given. He also can manage his ti...
 
<ul><li>Post-test:  Overall, sessions were a success for the most part. Even though this brilliant kid has problem with ti...
‘ spiral to next circle’ <ul><li>Teachers can apply the organizational rubrics and time management charts to ensure studen...
<ul><li>THANK YOU </li></ul>
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Review 1st article - Tutoring project

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Review 1st article - Tutoring project

  1. 1. REVIEW OF ACTION RESEARCH IN EDUCATION ARTICLE PREPARED FOR: PROF. MADYA DR. HJ. ABD. LATIF B. HJ GAPOR PREPARED BY: ZULYANEI BT BADOLDIN L20111006526 NURHIDAYAH BT HAMZAH L20111006521 SUHANA ZURYATI BT KAMALUDDIN L20111006530 ZURINA BT MOHAMED ARSHAD L20111006518 SEPT 2011
  2. 2. <ul><li>ARTICLE 1: </li></ul><ul><li>MINI-ACTION RESEARCH TUTORING PROJECT </li></ul><ul><li>(Source : http://www.breathing-underwater.com/portfolio/documents/standards/standard8/Tutoring%20Project.pdf ) </li></ul><ul><li>BY: </li></ul><ul><li>DR. ERINI GOULETA </li></ul><ul><li>Chelsea. </li></ul>
  3. 3. Introduction <ul><li>Student involved was a 17-year-old high school junior in Non-Public school in Silver Spring, MD, USA. </li></ul><ul><li>Diagnosed to have a learning disabilities, officially labeled Attention Deficit Hyperactivity Disorder (ADHD). </li></ul><ul><li>Eventually he was a brilliant and active student in school, but lack of organization, study and management skills which can effect his academic performance. </li></ul>
  4. 4. Somekh (1989) model
  5. 6. 2. Collecting data <ul><li>Data was collected by observation in classroom and workbook. Started with “pre-test” to discover true area of need: </li></ul><ul><li>- including oral assessment of study habits </li></ul><ul><li>- study area and organizational habits. </li></ul><ul><li>Observed student’s backpack and paper work. </li></ul>
  6. 7. 3. Analyzing data/ generating hypotheses <ul><li>Tutoring session would help the student to perform better in school that he initially predicted by creating and establishing organizational, time management and study skill routines. Introducing and practicing planned routines are expected to make the students to study efficiently and doing excellent in school. </li></ul>
  7. 8. 4. Planning Action Steps <ul><li>Six tutoring session will take place for 1 and 2 hours. </li></ul><ul><li>Instrument: “Pre-test”, “Post-test”, Planbook Rubric Assessment, Binder Rubric assessment, Time management Assessment, Time Management Project Planning Assessment. </li></ul><ul><li>Tools: </li></ul><ul><ul><li>Time Management Chart, </li></ul></ul><ul><ul><ul><li>Created Time Management Chart for a final project for student’s Music Class </li></ul></ul></ul><ul><ul><li>‘ To-do-list’, </li></ul></ul><ul><ul><ul><li>Discussed organizational techniques and strategies </li></ul></ul></ul><ul><ul><li>Planbook, </li></ul></ul><ul><ul><ul><li>Used planbook/binder rubrics for initial assessments. Assisted student with organization of binder. Discussed how to properly organize a planbook. </li></ul></ul></ul><ul><ul><li>Binder rubrics. </li></ul></ul><ul><ul><ul><li>Created rubrics (with student) to assess progress of personal planbook and binder organization. • Assessed planbook/binder progress </li></ul></ul></ul>
  8. 9. 5. Implementing action steps <ul><li>Firstly, researcher worked on his metacognitive skills. Student were introduced with the assessment and discussed based on the result of rubric assessment. </li></ul><ul><li>All papers and homework were restructured and organized into binder so that session would run smoothly. Six tutoring session has been done according to action plan. </li></ul><ul><li>Researcher has set a couple or two of objectives to be achieved at the end of the session. Each session lasts for one or two hours. </li></ul>
  9. 10. 6. Collecting data <ul><li>At the end of the session, researcher gave evaluation of the assessment made so that she will know how far the student’s progress. </li></ul><ul><li>Feedbacks from student were crucial in order to make some improvement. </li></ul><ul><li>With a lithe guidance, student was able to organize his school work nicely from session to session. As well as to plan his school works in plan book and binder rubrics introduced in the session at the first place. </li></ul>
  10. 11. 7. Analysis and evaluation <ul><li>Planning chart: Student can submit school work in time given. He also can manage his time effectively. </li></ul><ul><li>Binder: Student can organize and filed paper works nicely, in correct place and can track them all with no effort. </li></ul>
  11. 13. <ul><li>Post-test: Overall, sessions were a success for the most part. Even though this brilliant kid has problem with time management, organization and study skill, he can be thought to study smart by nurturing routines that has been done. </li></ul><ul><li>Student behavior : Student’s performances were interestingly improving better compared to the first session where he was under prepared with work load and unorganized paper works. </li></ul><ul><li>Student emotion : Student’s grade has raised as well his confidence. Student found the sessions very helpful, end up studying efficiently and able to stay consistently organized </li></ul><ul><li>Researcher point of view : Increasing the ability of student in organize, time management and study skills. Student able to see the urgency, understand and implement it. Focusing on the process flow is the key before implementing the elements above. Student will able to manage their self, thus will derive the final result </li></ul>
  12. 14. ‘ spiral to next circle’ <ul><li>Teachers can apply the organizational rubrics and time management charts to ensure student will focus on their tasks and assignment in defined time. </li></ul><ul><li>Student will independently organize themselves by the routine to strength their executive skills. </li></ul><ul><li>Parents should give whole support to this kind of kids as well to check their planbook and binder consistently. </li></ul><ul><li>Both parties have to communicate to each other if the students seems to be having trouble. </li></ul>
  13. 15. <ul><li>THANK YOU </li></ul>

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