12-SAMPLE OF ACTION RESEARCH PROPOSALS FROM BERF APPROVED RESEARCHES.pptx

Schools Division of Iloilo City
Guide for Appraising Research Proposal
(DepEd Order No. 16 s. 2017)

Guide for Appraising Action Research Proposals
Annex 4.b of DepEd Order No. 16 s. 2017

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Action Research Proposals
(Samples by part)

Action Research Title
- The title should not exceed 20 substantive words,
function words not included. However, it is recommended
that the length of the title is 12 to 15 word
- Avoid the use of phrases such as “A Study of”, “An
Investigation of”, etc.

NO. TITLE OF RESEARCH NAME OF SCHOOL NAME OF RESEARCHERS
2016 Completed Researches
1 Reading Preferences and Its Related Issues Among Grade VI Pupils:
Correlates to English Academic Performance
Arevalo ES Gay Liza Carreon
2 Active Learning Plan: A Strategy Combined with Simplified Lesson
to Increase Students' Focus and Performance in Mathematics
Ramon Avanceña
NHS
Geraldine B. Vito
2017 1st Batch - Research Proposals
1 Back-to-Basics Physics Mobile Screencast: Scaffold to Enhance
Physics Performance Among Grade 10 Students
Jaro NHS Romark John B. Jerez
2 Contextualized Lesson: A Tool to Improve Performance in Araling
Panlipunan in Grade 8
Melchor Nava
NHS
Erma I. Gemodiano
3 Conceptualized Organized Worksheet (COW): A Remediation to
Develop Mastery Learning of Earth and Life Science Concepts
La Paz NHS Sarah H. Junio
4 Preparing Teachers Toward Inclusive Education: A Study of Their
Perceptions and Attitudes
A. Bonifacio NHS Jaylord S. Losabia
5 Logical Puzzle Worksheets: To Improve the Critical Thinking and
Problem Solving Skills Among Grade 11 Students
La Paz NHS Ruchel J. Ngipen
6 Vocabulary Strips: To Improve Reading Comprehension Among
Grade 8 - Polaries Students
La Paz NHS Orpha M. Montelijao
List of Qualified BERF Researches in SDO Iloilo City

NO. TITLE OF RESEARCH NAME OF SCHOOL NAME OF RESEARCHERS
2017 2nd Batch - Research Proposals
1 Storytelling-Based Instruction Utilizing Preferred Reading
Activities to Improve English Listening Skills and
Comprehension
Arevalo ES
Gay Liza Carreon,
Nelly Dordas & Marecil
Amante
2 Home Note Intervention to Strengthen Parent Participation
of Children with Behavioral Problems
Iloilo Central ES Grace Ann Segovia
3 One-Minute Individualized Reading Strategy in Filipino:
Addressing Reading Difficulties Among Grade Two Non-
Reader Pupils
Jaro II ES Jesel Glumalid
4 Behavior Contract: A Tool in Improving Poor Writing Skills
Among Grade I Pupils
Arevalo ES Jocel Hamto
5 Project Hanap-Bahay: Addressing Students at Risk of
Dropping Out Through Modular Instruction
Ramon Avanceña
NHS
Maribel Sumagaysay & Ma.
Fee Montealto
6 Development Activity Module: A Means of Facilitating
Learning in Grade IX Cookery
Fort San Pedro NHS Chairose Zarceno

NO. TITLE OF RESEARCH NAME OF SCHOOL
NAME OF
RESEARCHERS
2018 - Research Proposals
1 Teachers Competencies Towards Inclusive Education
Iloilo River Plains IS
Marivic Barros
(Basic Research)
2 Improving Mastery in Araling Panlipunan 6 Through
Teacher-Learner Constructed Essential Questions as a
Study Guide
Iloilo Central ES Micron Rey Fuego
3 Teach and Assist Left Behind Kids (TALK): A
Remediation Activity to Improve the Learners Reading
Level
Bakhaw IS Lorraine Grace Petrola
4 Story Group Mapping: Its Impact on Reading
Comprehension Performance
Hibao-an ES Jossie Sioco
5 Traffic Lights System: A Contributor in Developing
Comprehensiuon Level of Reluctant Readers
Baluarte ES Jovi Rose Braza

NO. TITLE OF RESEARCH
NAME OF
SCHOOL
NAME OF
RESEARCHERS
2018 - Research Proposals
6 The Little Teacher Program: Its Influence on Reading Skills of the
Grade Six Struggling Readers of Mandurriao Elementary School
Mandurriao ES
Leah Poral and Glissen
Villavicencio
7 Think-Pair-Share Guide: Tool to Increase Class Participation and
Learning in MAPEH Among Grade 9-Platinum Students
La Paz NHS Noel Tubungbanua
8 Synthetic Reading Approach Through Computer Assisted
Instruction: A Tool for Improving Reading Skills of Struggling
Readers
Tacas ES Jenelyn Gaitan
9 Pick and Speak: A Strategy to Improve the Academic Performance
of Grade VI Learners in Science
Bakhaw IS Arji Alvarado

Department of Education
ACTION RESEARCH PROPOSAL FORMAT
I. Context and Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention and Strategy
IV. Action Research Methods
a. Participants and/or other Sources of Data and Information
b. Data Gathering Methods
c. Ethical Issues
d. Data Analysis Plan
V. Action Research Work Plan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Advocary
VIII. References
IX. Appendices
a. Research Instument/Tool
b. Certification of Validity and Reliability of Researcher-Made Instrument
b. Curriculum Vitae

Cover page __________(Title of Action Research Proposal)_______
_______________________________________
_____________________________
An Action Research Proposal
Presented to the
Schools Division Research Committee
Presented by:
(Name of Researcher)
(Position)
Name of School

Table of Contents
Table of Contents
Page
Context and Rationale 1
Action Research Questions 5
Proposed Innovation, Intervention and Strategy 6
Action Research Methods 9
Participants and/or other Sources of Data and Information 9
Data Gathering Methods 10
Ethical Issues 11
Data Analysis Plan 12
Action Research Work Plan and Timelines 14
Cost Estimates 16
Plans for Dissemination and Advocary 17
References 18
Appendices 19
Research Instruments/Tools 20
Certification of Validity and Reliability of
Researcher-Made Instrument
Curriculum Vitae 25

Criteria

Context and Strategy of the Study
Nurturing the holistically developed Filipino learners through collaborative learning
approach is one of the focuses of the K to 12 Basic Education Program. On the ground that 60% in
the assessment of learners is “performance-based”, accordingly, learners are expected to acquire
effective communication skills, thus, they must be encouraged to actively participate in classroom
discussions. However, many of them are still reluctant to speak. The traditional model of education
that requires students to work alone and listen to an instructor has been replaced with dynamic,
multi-modal learning, and flexible groupings of students and adult experts. From term to term, you
cannot predict the specific behavioral issues you will need to address in class. In some courses,
you may experience few disruptions or problems (in fact, you may wish for more activity in class, in
which case, you will want to seek and draw students into participation and discussion). Other
terms, it may seem as though every student is devising a way to distract, disturb, disrespect, or
otherwise cause problems for you and their fellow classmates. Though, of course, you do not want
to assume every student is a troublemaker at heart; it is wise to be familiar with ways to manage
disruptions and other classroom behavior issues before they occur.
SAMPLE 1 (p1)

For the instructor, classroom time is a golden opportunity to meet face to face with the
students, delivering the teaching material effectively with the aim to ensure that students are
learning what is being taught.
On the other hand, the students are expected to be present at all times and participate
actively to absorb, seek, and apply the skill and knowledge shared in the classroom or other
learning activities. These complementing engagements between lecturers and students do generate
conducive classroom environment. A conducive classroom environment involved a two-way
interaction between students and instructors. This type of classroom environment will stimulate
learning and makes both the instructor and students feel satisfied, which eventually leads to
effective learning process. DepEd Order No. 8, series of 2015, Policy Guideline on Classroom
Assessment for the K to 12 Basic Education Program, Classroom Assessment is an integral part of
curriculum implementation. It allows the teacher to track and measure the learner’s progress and to
adjust instruction accordingly.
As a Grade 9 MAPEH Teacher, the researcher has observed that students lack participation
and sharing of their ideas inside the classroom because of several factors. For example, in the
researcher’s MAPEH class, it was observed that when students were asked to explain, cite an
example and elicit justification, most of them were hesitant to do so. Only questions answerable by
yes or no or questions that require single answer are preferred by students.
SAMPLE 1 (p2)

According to Wade, 2004, most students can obtain the benefits such as the enjoyment of
sharing ideas with others and learn more if they are active to contribute in class discussion. Effective
learning process occurred when both instructors and students interact and actively participate in the
learning activities.
However, as we often hear from the academic world, students still do not actively participate or
become passive in the classroom despite encouragements and use of various teaching methods by the
instructors to stimulate active participation from the students. The concern on the student’s participation
leads a study to investigate the culture of student participation in the learning process, according to
Davis, B. G. 2009.
Ideally, the goal of increasing participation is not to have every student participate in the same
way or at the same rate. Instead, it is to create an environment in which all participants have the
opportunity to learn and in which the class explores issues and ideas in depth, from a variety of
viewpoints (Think-Pair-Share, Lyman 1981). Some students will raise their voices more than others;
this variation is a result of differences in learning preferences as well as differences in personalities.
For example, some students who do not speak often in class are reflective learners, who
typically develop ideas and questions in their minds before speaking; others are shy students who feel
uncomfortable speaking in front of groups (at least initially). Many students who frequently volunteer to
contribute are active learners, who typically think while they speak. The instructor’s goal is to create
SAMPLE 1 (p3)

conditions that enable students of various learning preferences and personalities to contribute. To
reach this goal, you will need to take extra steps to encourage quiet students to speak and,
occasionally, ask the more verbose students to hold back from commenting in order to give others a
chance.
At La Paz National High School, these scenarios are evident. Students are encouraged by
their teachers to actively participate in classroom discussions. However, many of them are still
hesitant to speak; some are shy to express their opinions and ideas. 4
The main objective of this study is to increase the level of participation and learning of
students in their MAPEH classes. This paper highlights the reasons that motivate students to speak in
classroom. While increasing participation is an obvious goal in courses that include frequent
discussions and small-group work, it is also important in a lecture course. In short, if only few students
participate by volunteering answers, asking questions, or contributing to discussions, class sessions
become to some extent a lost opportunity to assess and promote learning. A teacher can improve
student participation in a course by devoting time and thought to shaping the environment and
planning each class session (Cayanus, J. L. & Martin, M. M. 2004).
Researcher: NOEL L. TUBUNGBANUA
La Paz National HS
SAMPLE 1 (p4)

CONTEXT AND RATIONALE
Education in the Philippines becomes globally competitive. This is through the implementation of the
K to 12 Basic Education Curriculum. It covers kindergarten and 12 years in elementary, junior and senior high
school. This program aims to provide sufficient time for mastery of concepts and skills.
According to Ramiro (2016), with the new curriculum, the Department of Education promised to offer
higher quality education and give students enough time to master a field and enhance their skills so that in the
end, K to 12 graduates will become globally competitive.
Learners in this curriculum are provided with context-based and spiral-progression teaching and
learning. Concepts are given from the simplest of its form to more complex ideas. For the 6th grade, subjects
that are included in the curriculum are Filipino, English, Mathematics, Araling Panlipunan, Edukasyon sa
Pagpapahalaga, MAPEH, Edukasyong Pantahanan at Pangkabuhayan, and Science.
Context-based learning approach gives the learners a significant degree of autonomy over the
learning activity. Examples of active learning activities include small-group discussions, group and individual
problem solving task, investigations and role-play exercises. The use of 2 learner-centered, learner-centered,
active learning approaches also stimulates interest and motivation (Bennett, et al. 2005b).
Spiral-progression approach follows progressive type of curriculum. Progressive curriculum anchored
to John Dewey is defined as the total learning experiences of the individual. The curriculum should be
organized in this manner so that the learners could continually build upon what they have already learned
(Andriotes, N., 2017).
SAMPLE 2 (p1)

Science in the context of the K to 12 Curriculum is ideally aligned into the aforementioned
approaches. These are the most effective strategy in teaching scientific processes.
In the present generation, learners are surrounded with intervening stimulus that would cause
them to become unmindful with the concepts they learned in school. That is why retention of learning is
affected.
Retention focuses on recalling information from memory in response to standard prompts,
transfer focuses on the ability to apply the information in a context differently from the one which was
originally learned.
As for Andriotes (2017), retention is the process by which new information is transferred from
short term to our long-term memory. In other words, its all about making new knowledge stick.
Hermann Ebbinghaus (2017) was describing the Learning Curve back in the 19th century. He
also described the Forgetting Curve which demonstrates how about 70% of any new information is lost
within 24 hours if we don’t make effort to retain it.
Learning Science is difficult to keep up due to the fact that Science concepts that are taught in a
particular grading period are not encountered most of the time. And so, the 3 application of Science
concepts are highly disregarded leading to learners’ low academic performance. Andriotis (2017) added
that many traditional models of learning often view learner as a passive recipient of knowledge. This flies
SAMPLE 2 (p2)

in the face of almost knowledge retention strategies. Instead, one should consider designing a content
that regards the learners as active participants. Research shows that active learning increases
engagement and leads to much better retention of learning. Use interactive activities, scenarios, and
stimulations to bring learners into the learning environment. The simple way to boost learning retention
is through good and old-fashioned repetition. This is how learners reiterate important concepts.
Repeating new knowledge or tasks is crucial in allowing the information to move into a learner’s long-
term memory.
In the present situation, Grade VI learners show low retention of Science concepts. In fact, 55%
or 47 out of 86 Grade VI learners in Bakhaw Integrated School have low academic performance or
below 75% mastery level based on the result of the teacher-made summative test. So, pupils’
performance in Science would generally affect the school academically. With this, it is a call to have an
intervention program that would help sustain learning.
This action research aims to find out the effect of an intervention strategy in Science, Pick and
Speak, that would help improve learners’ academic performance. It is a repetitive and active application
of concepts in order to sustain the retention of learning. This is to be done during instructional delivery
and remedial sessions and at the same time a Pick and Speak box will be displayed for the
enhancement in the application of Science concepts during break-away sessions.
Researcher: ARJI J. AlVARADO
Bakhaw IS (2018)
SAMPLE 2 (p3)

Context and Rationale
Reading is one of the basic skills that is taught in the first few years of school. It is a simple
process wherein readers decode each word in a text then automatically comprehend the meaning of
the word (Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999). In this view of reading, the credit (or
blame) for child’s reading ability goes to primary grade teachers, upper elementary, and secondary
school teachers at each grade level which they are expected to learn new vocabulary and concepts
relevant to new content.
In 2009, the Department of Education (DepEd) challenged the Bilingual Education Policy by
issuing an order that called for institutionalization of mother tongue-based multilingual education (MTB-
MLE). This order requires use of the learners’ first language as the medium of instruction for all subject
areas in pre-kindergarten through grade three with Filipino and English being taught as separate
subjects (Philippines Department of Education, 2009). Another order was issued in 2012 that offered
more specific guidelines for MTB-MLE and embedded the reform in the newly adopted K to 12 Basic
Education Program (Philippines Department of Education, 2012). This order shifted from the original
mother tongue approach by specifying twelve major regional languages to be used as the languages
of instruction. Under this order, teachers are 2 provided government-issued materials in their regional
languages but are expected to adapt them to reflect the students’ first languages.
SAMPLE 3 (p1)

Moreover, this curriculum was one of the reasons how learners master the basics of reading. It
may give positive results to other learners and may also have negative effects to others since phonics is
not given emphasis in the primary grades as the curriculum suggests.
At present, Tacas Elementary School has 82 struggling readers from Grade 1 to Grade 6 which
could be the reason of low literacy and numeracy level of pupils. Seven (7) of them belong to the
intermediate grade wherein they are expected to master the basic of phonics however they were not
able to master the skill. Moreover, these learners also encounter low performance in different subject
areas that makes the school’s failure rate increases.
The synthetic reading approach tends to emphasize the segmenting and blending of sounds
early on in reading development and will be introduced through a computer assisted instruction. The
National Reading Panel (2000) noted that computer assisted learning has considerable potential,
particularly word processing approaches, as reading and writing activities can be integrated. Eshiet
(2014) found out in her study that synthetic phonics method of teaching beginning readers will enhance
the teaching and learning of reading skills. Through the teaching of sounds, blending and sounding
skills in a participatory classroom environment, pupils quickly learn the basics of reading which then
make them keen to learn more. The positive attitude to learning to read will encourage pupil’s interest in
reading and the more they read, the more they will want to read. As they discover they can read texts,
they will eagerly reach out for more texts to read thereby becoming good readers.
SAMPLE 3 (p2)

In this context, this study will try to find out the effectiveness of synthetic reading through
computer assisted instruction in helping struggling readers to read. Synthetic phonics is also known as
synthetic reading, emphasizes a part-to-whole approach, letter by letter phonological decoding wherein
a child learns to sound and blend the sequential letter sounds. Sounds are learned in isolation and
blended together like (/c/a/t/), (NCCA, 1999). Furthermore, synthetic reading will be more helpful to
learners if it is integrated with computer-based interventions, it may have potential, but need to be
carefully targeted. Slavin et al. (2008) suggested that computer based learning was not so effective,
unless it was combined with other methods. Therefore, the researcher will try to combine these two
approaches in teaching reading to struggling readers.
Researcher: JENELYN G. GAITAN
Tacas ES (2018)
SAMPLE 3 (p3)

II. Action Research Questions
Criteria

This action research will examine the frequency of engagement in
academic cheating among Grade VII students of San Jose National High School
for School Year 2016-2017.
Specifically, this study will seek to answer the following questions:
1. What is the Mathematics performance of Grade VI pupils before the
intervention?
2. What is the Mathematics performance of Grade VI pupils after the
intervention?
3. Is there a significant difference in the Mathematics performance of
Grade VI pupils before and after the intervention?
4. What action should be undertaken to improve the Mathematics
performance of Grade VI pupils?
Action Research Questions
Sample 1

This action research will be conducted to find out the effectiveness of
Teacher-Learner-Constructed Essential Questions in a Study Guide in
improving learners’ performance in Araling Panlipunan 6. Specifically, it seeks
to answer the following questions:
a. What are the pre-intervention and post intervention performance of learners
in Araling Panlipunan 6?
b. How effective is the use of teacher-learner-constructed essential questions
as a study guide to improve the learners’ performance in Araling Panlipunan
6?
c. What are the benefits of teacher-learner-constructed essential questions as a
study guide as perceived by the learners Araling in Panlipunan 6?
Researcher: Micron Rey Fuego
Iloilo Central Elem. School (2018)
Sample 2

This action research aims to address the reading difficulties of grade 5
learners of Bakhaw Integrated School in reading. Specifically, it attempts to
answer the following:
a. What are the reading levels of grade 5 pupils of Bakhaw Integrated
School in the pre-test?
b. What are the reading levels of grade 5 pupils of Bakhaw Integrated
School in post-test or after a Teach and Assist Left-Behind Kids (TALK) using
individualized remedial reading was conducted?
c. How do Teach and Assist Left-Behind Kids (TALK) using individualized
remedial reading improve the reading level of the grade 5 pupils?
Researcher: Lorraine Grace S. Petrola
Bakhaw Integrated School
Sample 3

Generally, this action research aims to determine the effectiveness of Pick and
Speak Strategy in the enhancement of academic performance of Grade VI
learners in Science.
Consequently, this action research will seek to answer the following specific
questions:
1. What is the learner’s level of reception to the Pick and Speak Strategy
2. What is the level of academic performance of Grade VI learners in Science
prior to the Pick and Speak Strategy
3. What is the level of academic performance of Grade VI learners in Science
after the Pick and Speak Strategy
4. Is there a significant difference in the academic performance of Grade VI
learners in Science after the Pick and Speak Strategy
Researcher: Arji J. Alvarado
Sample 4

ACTION RESEARCH QUESTIONS
Generally, this action research aims to determine the impact of the Group Story
Mapping on the reading comprehension performance of Grade Four- Athena pupils of Hibao-an
Elementary School, SY 2018-2019.
Specifically, this study aims to answer the following questions:
1.) What is the status of the reading comprehension performance of Grade Four- Athena pupils
before the implementation of Group Story Mapping?
2.) What is the status of the reading comprehension performance of the Grade Four-Athena
students after the implementation of Group Story Mapping?
3.) Is there a significant difference between the reading comprehension performance before
and after the implementation of Group Story Mapping of Grade Four- Athena pupils in terms of
Phil IRI pretest and post test results?
Researcher : JOSSIE N. SIOCO
Hibao-an ES (2018)
Sample 5

Sample 6
Action Research Questions
This study aims to determine the effect of using Think-Pair-Share Guide to
increase class participation and learning in MAPEH among Grade 9- Platinum
students at La Paz National High School, School Year 2018 -2019.
Specifically, it will seek to address the following questions:
1. What is the level of class participation and learning in selected MAPEH lessons of
Grade 9- Platinum students prior to the use of Think-Pair-Share Guide?
2. What is the level of class participation and learning in selected MAPEH lessons of
Grade 9- Platinum students after the use of Think-Pair-Share Guide?
3. What is the mean difference in the level of class participation and learning in
selected MAPEH lessons of Grade 9- Platinum before and after the intervention?
4. How effective is the use of Think-Pair-Share Guide in increasing the level of
participation and learning in MAPEH Class of Grade 9- Platinum?
Researcher: NOEL L. TUBUNGBANUA
La Paz National HS

Criteria
III. Proposed Innovation, Intervention
and Strategy
This portion outlines in detail the researcher’s proposed
innovation, intervention and strategy to solve/address the
problem or issue identified in the research.

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
The teacher-researcher initiated Pick and Speak as an innovation that aims to enhance the
academic performance of Grade VI learners through repetitive and active application of Science concepts.
Pick and Speak process begins after identifying the least learned Science concepts. It will be the
intervention program that would help improve the learners’ academic performance in the subject.
In this strategy, the teacher shall prepare set of situations, pictures, videos, objects or words
based on the identified least learned Science concepts. The learners will pick from the prepared set of
materials then present it in class with the application of Science concepts in the form of explanation or
demonstration. After the pupils’ 5 presentation, the teacher shall elaborate further the Science concept
related to the given material or situation.
The Pick and Speak Strategy will be included in the learners and teacher’s daily routine. This will
be done before the formal instructional delivery and during remedial classes. The materials will be
displayed and the learners will also be informed about the process so that they could do Pick and Speak
even during vacant periods. This program will be repeated until the end of each quarter.
These are the activities to be undertaken in implementing the intervention.
Sample 1 (p1)

Sample 1 (p2)

Bakhaw IS (2018)
Sample 1 (p3)

III. Proposed Innovation, Intervention, and Strategy
Prompted with the problem of having low level of participation and learning in MAPEH
classes, the researcher finds Think-Pair-Share Guide as a way to resolve it. It is originally
developed by Frank T. Lyman (1981) which allows the students to contemplate a posed question or
problem silently. Here, a student may write down thoughts or simply just brainstorm. When
prompted, the student pair up with a peer and discuss his ideas and then listens to the ideas of his
partner. Following pair dialogue, the teacher solicits responses from the whole group. When
teachers use this technique, they do not have to worry about students not volunteering because
each student will already have an idea; therefore, the teacher can call on anyone and increase
discussion productivity.
Furthermore, in think-pair-share guide strategy, the teacher acts as a facilitator, and poses
a question or a problem to the students. The students are given sufficient time to think and gather
their thoughts, after which the teacher asks them to pair themselves and share their thoughts with
each other.
Sample 2 (p1)

As the students begin to share their thoughts and views, each learns to see the different
perspective of thinking among their peers. By doing so, the student’s learning is enhanced by the
formation and articulation of an idea. This also enables the students to have clarity of thought and
have the ability to communicate their thoughts and ideas to another student.
Think-pair-share guide is designed to help the students understand the concept of the
given topic, develop ability to filter the information formulate an idea or thought, and draw
conclusions. The most important aspect of the think-pair-share is that students will develop the
ability to consider and appreciate the different viewpoints of their peers.
Think-pair-share guide is a collaborative learning strategy in which students work together
to solve a problem or answer a question about an assigned reading. This technique requires
students to (1) think individually about a topic or answer to a 6 question; and (2) share ideas with
classmates. Discussing an answer with a partner serves to maximize participation, focus attention,
and engage students in comprehending the reading material (IQ-MS Research Project Disciplinary
Literacy Strategies- Think-Pair-Share and Variations).
Sample 2 (p2)

Hence, this study will employ the use of researcher-made Think-Pair-Share (TPS) Guide in selected
MAPEH lessons where students will be given questions by the teacher for them to contemplate and share ideas
with each other. This aims to increase their level of participation and learning.
This study will use Think-Pair-Share Guide as part of the Detailed Lesson Plan consists of three (3) parts,
Part I- Students Activity, video clip, and picture presentation; Part II- Lower Order Thinking Skills which ranges
from 3-5 questions; Part III- Higher Order Thinking Skills which ranges from 3-4 questions that will allow students
to think with his pair, and be able to share or interact answers in the class as basis for his class participation.
This study will use a rubric to determine the level of class participation and a 20-item researcher made
test to determine the level of learning of the students during the process/intervention period. The level of class
participation of the students will be classified as “high”, “average”, and “low” level of class participation. The 20-
item test will be given as Pre-test and Post-test which will contain both Lower Order Thinking Skills (LOTS) and
Higher Order Thinking Skills (HOTS) questions taken from lessons in Music, Art, Physical Education and Health
based on the required competencies. The level of learning based on the scores on the test will be classified as
“high”, “average”, and “low” as shown in the table below.
Point Scale Description
3 times High
2 times Average
1 time Low
Rubric for Class Participation:
Sample 2 (p3)

Researcher: Noel L. Tubungbanua
La Paz National High School
Sample 2 (p4)

Sample 3 (p1)
III. Proposed Innovation, Intervention, and Strategy
In support with the Education department’s initiatives in developing the reading
competence of every Filipino pupil, this action research will use Teach and Assist Left-Behind
Kids (TALK) using individualized remediation program for the learners who belong to the
frustration level after the conduct of the PHIL-IRI pretest as part of the pre-intervention stage.
This remediation program will teach and assist pupils who were said to be left-behind because of
their struggle to read and understand what they are reading.
During the intervention stage, the teacher-researcher will conduct a one-on-one reading
using the crafted reading exercises booklet prepared by the teacher-researcher and record
pupil’s progress of the day depending on the performance of the pupil in the reading activity
given by the teacher. The moving ahead of the pupil’s reading will depend on the words read by
the pupil every day. And on this part, the teacher will decide whether to continue or repeat the
reading activity until mastered by the pupil. After this process, the teacher will assist the learners
go through the different reading exercises depending on the development of their reading
assessment every day.

This project TALK will also reach out parents of these learners who will undergo the
remediation to talk and be part of this program. This will help the teacher and parents to
discuss and give reports on the progress of every learner and take their part to follow-up
leaners at home.
In the post intervention stage, the teacher-researcher will assess the learners‟ reading
progress through a PHIL-IRI posttest after the 10 weeks individualized remedial reading
sessions.
Bakhaw IS (2018)
Sample 3 (p2)

IV. Action Research Methods
This contains details of how the research will be conducted.
Criteria

a. Participants and/or other Sources of Data and
Information– details should be provided about who will
participate in the research; number of people and the
characteristics of those who will participate in the research; and
how will be the sample be selected and recruited.
Criteria

Participants and/or Other Sources of Data and Information
The research participants in this study will be the identified struggling readers enrolled
in Tacas Elementary School. A pre-survey will be conducted first before purposively choosing
the participants. The class advisers will conduct a reading assessment using PHIL-IRI. The
level of selection will be used for all levels is from the Grade 1 level. After the conduct of
reading assessment, the teacher-researcher will collect the names of learners who belong to
the frustration level category in the PHIL-IRI.
The teacher-researcher will purposively come up with 30 participants who are
determined struggling readers by their teacher advisers. These 30 participants are chosen to
participate in the remediation classes daily. The teacher-researcher comes up with this number
to follow the standard size of a class and to satisfy normality assumption of data.
Researcher: Jenelyn G. Gaitan
Tacas Elementary School
Sample 1

Participants and/or Other Sources of Data
The respondents of the study will be the 40 Grade Four - Athena pupils of Hibao-an
Elementary School, 20 female respondents and 20 male respondents. The Phil IRI 2018, Pre Tests
and Post Tests (English) are used to gather the data needed to determine the impact of Group Story
Mapping to the reading comprehension performance. As per the PHIL IRI Pre test results, the
results will determine the aforementioned respondents. The target respondents will be selected
using purposive sampling. Purposive sampling is a non- probability sample that is selected based on
characteristics of a population and the objective of the study., where in the respondents are selected
based on a criteria provided by the researcher which is: The student must posses different levels of
reading comprehension (determined through Phil IRI pretest). The number of pupils to be involved in
the study are as follows:
Researcher:
Jossie N. Sioco
Hibao-an Elem. School
Section No. of Female
Pupils
No. of Male
Pupils
Total No. of
Pupils
4 Athena 20 20 40
Sample 2

Sample 3
Sample 4
PARTICIPANTS AND OTHER SOURCES OF DATA AND INFORMATION
The participants of this action research will be the Grade VI – Beryl pupils enrolled in Bakhaw
Integrated School in District V – B Mandurriao, Schools Division of Iloilo City, School Year 2018-2019.
It consists of thirty-two learners. The selected group is the class advisory of the teacher-researcher
Participants/Other Sources of Data and Information
The participants of this study will be the purposively chosen 44 learners enrolled in Iloilo Central
Elementary School. Specifically, the learners who belong to section Del Pilar. The participants are
comprised of 23 males, and 21 females. The final rating in Araling Panlipunan 5 showed that 50% of
the participants performed satisfactorily, 31.8 % were very satisfactory, and 18.2 % were fairly
satisfactory.
Researcher: Micron Rey B. Fuego
Iloilo Central Elem. School

Sample 5
Participants and/or other Sources of Data and Information
This action research will use the Grade II Rosal pupils S.Y. 2017-2018 of Jaro II Elementary School
who will be identified as non-reader pupils.
A Teacher-Made Assessment Tool will be used to test the reading ability of the pupils. Those who will be
identified as non-readers will be given one minute reading lesson everyday and they should be taught according
to their own pace.
This individualized reading strategies will focus only in Filipino.
Researcher: Jesel P. Glumalid
Jaro II ES (2017)

b. Data Gathering Methods– the various instruments and
procedures for data collection should be outlined and
extensively discussed.
Criteria

The data gathering methods of this action research will follow three
stages: (1) pre-assessment stage; (2) intervention stage; and (3) post-
intervention stage.
Pre-assessment Stage
In pre-assessment stage, the research tool to be used is teacher-made
assessment test that will undergo content validation. The instrument is in a
form of formative and/or summative test. This comprises Science concepts
covered in the given learning competency. Every after the formal instructional
delivery of each competency, a pre-assessment test will be done.
This stage will also determine the least learned Science concepts that
are ready to be remediated by the teacher-researcher.
Sample 1 (p1)

Intervention Stage
The intervention in this action research will be the use of Pick and
Speak Strategy. This is a quarterly intervention that aimed to enhance Science
concepts through repetitive and active application of learning. The activities to
be undertaken in implementing the intervention will be divided into three parts:
before class session, during remedial class, and break-away sessions. 8
Post-intervention Stage
In the post-intervention stage, a posttest will be administered to the
participants using a teacher-made assessment test, Quarter Examination.
After the posttest, intensive application of the program will be done in
order to enhance the academic performance of Grade VI Beryl learners in
Science.
Researcher:
Arji J. Alvarado
Sample 1 (p2)

Data Gathering Methods
In order to gather data from the subjects, the following instrument will be used:
Think-Pair-Share Guide. Think-Pair-Share Guide as part of the Detailed Lesson
Plan consists of three (3) parts, Part I- Student’s Activity, video clip, and picture 8
presentation; Part II- Lower Order Thinking Skills which ranges from 3-5 questions; Part III- Higher
Order Thinking Skills which ranges from 3-4 questions.
Monitoring Rubric. The rubric will be used to determine the class participation
rate of the students during the process/intervention period. The Rubric will be used to
determine the level of class participation of the students and how many students had
“high”, “average”, and “low” level of class participation. The scale below will be used to
determine the level of class participation of the students before and after the conduct of
the intervention.
Mean Score Description
07 – 10 High
03 - 06 Average
00– 02 Low
Sample 2 (p1)

Detailed Lesson Plan. The daily lesson log prepared by the teacher researcher will
be used as a plan during the conduct of the intervention. The teacher-researcher will prepare
Detailed Lesson Plans in Music, Art, PE, and Health, in specified monthly lessons with the
integration of Think-Pair-Share readings and activities supported by LOTS/HOTS Questions
which would elicit student’s ideas and allows them to share with his partner and the whole
class.
Pre-test and Post-test. The instrument will be used to determine the level of
learning of the participants. The 20-item researcher-made Pre-test and Post-test will contain
Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions
taken from lessons in Music, Art, PE, and Health based on the required competencies. The
scale below will be used to determine the level of learning on selected students in Music, Art,
PE, and Health lessons before and after the conduct of the intervention.
Mean Score Description
14 - 20 High
07 - 13 Average
00 - 06 Low
La Paz National High
School
Sample 2 (p2)

Data Gathering Methods
All the 85 pupils in Grade 5 will be given a pre-assessment test using
a PHIL-IRI 2018 (Pre-test) as an assessment tool. The results in the pre-test
will be used to identify the reading levels of the grade 5 pupils. Pupils
identified in the frustration level, using the PHIL-IRI pretest will undergo the
Teach and Assist Left-Behind Kids using the individualized remedial reading.
After the determination of reading levels, those pupils who have been
identified in the frustration level will be recommended for the individualized
remediation sessions. Prior to the actual conduct of remedial classes, the
teacher-researcher will craft reading material that is appropriate to the need
of the learner. The contents of these reading materials will ensure that the
individual needs of the pupils are catered.
Sample 3 (p1)

Once the reading materials are done, teacher-researcher will conduct 30-day
individualized remedial activities to the learners with least mastered reading
competencies. The reading material/s to be given to the pupils will depend on the
reading level assessed by the teacher during the pre-assessment test.
During the actual remedial sessions, the teacher-researcher will conduct a
one-on-one reading with the pupil and record pupil’s progress of the day depending
on the 6 performance of the pupil in the reading activity given by the teacher. The
moving ahead of the pupil’s reading will depend on the words read by the pupil every
day. And on this part, the teacher will decide whether to continue or repeat the
reading activity until mastered by the pupil.
After the 10 weeks remedial sessions, the teacher-researcher will conduct
learner’s evaluation using a PHIL-IRI (Posttest) as a tool. This is important in order to
assess the learner’s reading level after the intervention was conducted.
Sample 3 (p2)

Sample 3 (p3)

Bakhaw IS (2018)
Sample 3 (p4)

c. Ethical issues
- identification of ethical concerns that could possibly emanate
from the conduct of the research, and discussion on how to
prevent these from taking place.
It can include, but not limited to the following:
➢right to conduct a study or investigation to answer
a question;
➢securing free prior and informed consent from
respondents and/or parents and guardians of
learners; and
➢issues of confidentiality and anonymity.

Ethical Issues
The participants are informed of all aspects of the study. The parents of the
participants will also be informed about their right to refuse to participate in the study or to
withdraw from participating at any time. Furthermore, an informed consent will also be secured
and the participants are given consent forms for the parents wherein objectives of the study
are explained to them. They are likewise given information about how their data will be used,
what will be done with the photos, audio and video recordings. The information obtained from
the participants during the course of the study is considered confidential. Only the researcher
and members of the School and Division Research Committee have the access to the
collected data. The researcher will assure the participants that the valuable and sensitive
information they will share with the researcher are protected.
Researcher: Jenelyn G. Gaitan
Tacas Elementary School
Sample 1

Samples 2
Ethical Issues
Informed consent forms will be prepared and distributed to the participants
following the ethical considerations established in this study.
The purpose of the consent form is to inform the participants about the details of
the study such as the potential benefits of the study, the duration of the study, and the
research procedures to be undertaken inclusing data gathering procedures.
Also, the consent form will inform the participant that their identity will be protected
by ensuring confidentiality of the data that the participant’s name will not be mentioned in
the study. This will also inform the participants that their participantion is voluntary and they
may have the right to withdraw from the study at any time.
In addition, their responsed and scores in the Survey on the Number and Type of
Mobile Phones, Basic Physics Concepts and Skills Test, and Physics Performance Test will
have no bearing on the grades of the participants.
Researcher: Romark John B. Jerez
Jaro NHS

Ethical Issues
The participants will be asked to accomplish a consent form indicating their approval
as subjects of the study. Anonymity of the participants will be ensured by not requiring
participants to disclose personal data about themselves. Furthermore, confidentialily of the
results will be warranted by using the result not to pass judgment to the subjects but solely for
educational research and for planning purposes.
Researcher: Jaylord Losabia
A. Bonifacio Integrated School
Ethical Issues
The subjects’ identity will be kept sacred and their individual scores will be treated with
utmost importance and confidentiality. The researcher should take the initiative to explain to
the respondents that their active participation and cooperation are necessary for the success
of this action research.
Researcher: Erma R. Gemudiano
Melchor Nava NHS
Sample 3
Sample 4

d. Data Analysis Plan
- how the data will be analyzed and reported; it should specify the
qualitative and/or quantitative methods that will be used in analyzing
the data gathered for the research.
Criteria

Sample 1
Data Analysis Plan
The data obtained in this study will be subjected to descriptive tests as follows:
Frequencies will be used to determine the number of students who has low, average, and high class
participation and learning rate before and after the intervention.
Percentage will be used to determine the level of students who has low, average, and high
class participation rate and learning before and after the intervention.
Mean will be used to determine the level of participation and learning of the students. 10
Mean Difference will be used to determine if there is an improvement on the level of class
participation and learning of the students.

Sample 2 Data Analysis Plan
For the descriptive data analysis, scores will be computed using the standard formula
for Phil-IRI, Number of Correct Answers/Number of Total Items X 100 = N to identify the mean or
average of the Grade VI participants and will be used to describe the level before and after the
use of traffic lights system or highlighting. Mean will be converted using a scale to determine
their comprehension level, interpreted as follows:
Score Interpretation
80%-100% Independent
59%-79% Instructional
58% and below Frustration
For the qualitative data analysis, thematic analysis will be used through line by line
coding. Thematic analysis will be applied to discover emerging themes of the data obtained from
the individual interviews conducted before, during, and after the intervention. Qualitative data
results will serve as secondary data to provide further evidences on the effectiveness of the
strategy. The second source of qualitative data is the reading behaviour checklist; data from the
checklist will be based from the observed behaviours of participants while reading during pretest
and posttest. It will be analysed and summarized to find out the common behaviours the
participants demonstrate while reading. Summarized results of checklist during pretesting and
posttesting will be compared to find out the growth or changes in the behaviour of participants
after intervention has been given. Researcher: Jovi Rose D. Braza
Baluarte ES (2018)

Sample 3 (p1)
Data Analysis Plan
SPSS statistical package was used to obtain descriptive statistics, including means and
standard deviations to determine learners’ performance.
Mean the mean scores that were obtained from the pretest and posttest will be used to
describe the pre-intervention and post-intervention performance of learners.
Standard deviation will be obtained in order to determine the spread of scores in pre and
post intervention performance.
Wilcoxon Signed Ranks Test will be employed to determine whether the mean scores of
the pretest and posttest are significantly different. The result of this test will provide support to
answer the question about the effectiveness of the strategy.
Next, qualitative data analysis will be used. By listening to students’ experiences, the
researcher can gain insight into learners’ statements. Students’ responses will be analyzed
through open coding inductive analysis of the qualitative data. Transcripts will be reviewed
several times before they will be unitized, coded.

Familiarizing the data. The researcher will encode the data transcribed from follow-up
interview and the individual narratives in MS Word. Also, the researcher will read the text
several times to be familiarized with the responses.
Generating initial codes. The researcher will review all the data gathered and will
identify the latent meaning of the text which will be used as codes.
Searching for themes. The researcher will highlight familiar patterns and will classify
together similar codes to determine existing themes.
Reviewing themes. The researcher will create a matrix to organize the themes
generated. Also, the researcher will identify the relationship among themes and will review
the research questions.
Producing the report. The results of the data analysis will be finalized for findings,
conclusion, and recommendations. The study will be disseminated to the research panel for
the final comments/suggestions.
Researcher: Micron Rey B. Fuego
loilo Central ES (2018)
Sample 3 (p2)

Data Analysis Plan
This study will assess how Teach and Assist Left-Behind Kids (TALK) using individualized
remedial sessions help improve the reading level of pupils. It will use the PHIL-IRI 2018
structured observation tool to assess the reading level of the pupils. The computation of Oral
Reading Scores will be based on the template given by PHIL-IRI 2018. The scores will be
analyzed based on the interpretation suggested as follows:
Oral Reading Level Word Reading Sore(in %)
Independent 97 – 100%
Instructional 90 – 96%
Frustration 89% and below
The results in the pre-test and post-test will be compared and carefully analyzed. Once
the difference between the two results was established, the teacher-researcher will make
recommendations on whether the pupils will have to undergo individual remedial sessions once
again for those who remain to be in the frustration level or proceed to the next level of reading
intervention if identified in the instructional or independent level.
Sample 4
Bakhaw IS (2018)

Plan for Data Analysis
The data gathered before and after the intervention, which was the Phil IRI pretest and post test will
be the data that will be encoded in the dependent sample t-test. Other descriptive statistics such as
means and standard deviation will also be presented. The mean will be used to determine the
average scores of students if the average is below the passing score. The standard deviation is used
to identify the gap between the data in relation to the mean, determining whether or not the scores of
the students are far from each other. The dependent sample t-test according to Laerd Statistics is an
example of a "within-subjects" or "repeated-measures" statistical test. This indicates that the same
participants will be tested more than once. Thus, in the dependent t-test, "related groups" indicates
that the same participants are present in both groups. The reason that it is possible to have the same
participants in each group is because each participant will be measured on two occasions on the
same dependent variable. In this study, the dependent sample t-test will be used to determine the
difference between the reading comprehension performance before and after the intervention.
The table of the results for both descriptive and inferential will be presented below:
Sample 5
Researcher: Jossie N. Sioco
Hibao-an ES (2018)

V. Action Research Work Plan and
Timelines
Criteria
This part contains the research timelines– when
will the project begin and how long will it take for it to
be completed; include time estimates for each step in
the research process (e.g. 5 days, 2 weeks).

Sample 1 (p1)

La Paz National High School
Sample 1 (p2)

Sample 2
Researcher:
Jenelyn G. Gaitan
Tacas Elementary
School

Activities Timeline Duration
A. Planning
 Preparing the Research Proposal
1st week of October
2018
1 week
 Review of the AP6 Curriculum Guide and Araling
Panlipunan 6 Textbook and Construction of
Questions
B. Implementation
 Design and Development of the Study Guide 2nd week of October
2018
1 week
 Construction of the Pre-test and Posttest
 Validation of the Pre-test and Post-test
3rd and last week of
October 2018
2 weeks
 Administration of Pre-test November 2018 1 day
 Implementation of the Study Guide November - January 3 months
 Monitoring of the Study Guide November - January 3 months
Work Plan and Timeline
Sample 3 (p1)

Activities Timeline Duration
 Administration of Post-test Last week of January 2018 1 day
 Consolidation and analysis of data and
observations
1st week of February 2018 1 week
 Formulation of conclusions and
recommendations based on the results
C. Dissemination
 Preparing the Final Write-up 2nd week of February 2018 1 week
 Approval with the Final Research Paper 3rd week of February 2018 1 week
 Presentation of conclusions and
recommendations to higher office
Last week of February 1 week
 Preparing article for the school paper/
presentation of the results to stakeholders
March 2018 2 weeks
Span of Time
1st week of October – 2nd
week of March
6 months
Researcher: Micron Ray B. Fuego
Iloilo Central Elementary School
Sample 3 (p2)

Action Research Work Plan and Timelines
The following timelines will be observed in the conduct of this study:
Research Activity Duration Timelines
1. Preparation of research proposal 2 weeks July 3-14, 2018
2. Development of research instrument 1 week July 16-22, 2018
3. Implementation of the strategy 1 month August, 2018
4. Data collection activities 2 weeks September 4-15, 2018
5. Data analysis and interpretation 1 week September 17-23, 2018
6. Preparation of final report 1 week September 24-30, 2018
Researcher: Karen Faye P. Lagunday
Antique (2018)
Sample 4

Gantt Chart
Researchers: Roju M Dumdum & Joan Mondin
Escalante City (2018)
Sample 5

VI. Cost Estimates
Criteria

Researcher:
Lorraine Grace S. Petrola
Bakhaw IS (2018)
Sample 1 (p2)

QTY UNIT PARTICULARS
UNIT
COST
TOTAL
COST
1 pc Flash Drive 350.00
350.00
1 bots Epson Ink, Black (refill) 245.00 245.00
3 bots Epson Ink, Colored (refill) 245.00 735.00
5 reams Bond paper, Short 158.00 474.00
3 pcs
Snacks for validators of instruments
200.00 600.00
44 pcs
Snacks for respondents during the administration
of Pre-test 30.00 1,320.00
44 pcs
Snacks for respondents during the administration
of Post test 30.00 1,320.00
44 pcs Ball pens for the Respondents 10.00 440.00
1 Notarial Fee 200.00 200.00
Travel Expenses from School West Visayas State
University for the Validation of Instrument 100 100
Travel Expenses for:
 Purchasing of Snacks for Validators
 Purchasing of Snacks for Respondents
 Purchasing of Supplies for the Research
100
100
100
100
100
100
TOTAL 6,084.00
Sample 2
Researcher:
Micron Rey F. Fuego
Iloilo Central ES
(2018)

Researcher:
Leah L. Poral
Glissen P. Villavicencio
Mandurriao ES (2018)
Sample 3

Researcher:
Jossie N. Sioco
Hibao-an ES (2018)
Sample 5

Sample 5 (p1)

Researcher:
Jovi Rose D. Braza
Baluarte ES (2018)
Sample 5 (p2)

Sample 4
Researcher:
Jenelyn G. Gaitan
Tacas Elem. School

VII. Plans for Dissemination
and Advocacy
Indicate how the results of the research will
be cascaded to the intended user of the
research findings (i.e., Presentation in
conferences, etc.)

Sample 1
Researcher:
Lorraine Grace S. Petrola
Bakhaw IS (2018)

Objectives Activity Persons Involved
To inform other teachers about the result
of the study in a School Learning Action
Cell
Presentation of the
Completed Study During a
School Learning Action Cell
School Head
Teachers
Researcher
To publish the result of the study in the
school paper
Publication of the Study in the
School Paper
School Paper Coordinator
Researcher
To make revisions on the study guide to
be utilized for the following school year
and be distributed to other teachers of
Araling Panlipunan 6
Study Guide Development
Researcher
Teachers
Plans for Dissemination and Utilization
Sample 2
Researcher: Micron Rey F. Fuego
Iloilo Central ES (2018)

Sample 3 (p1)

Researcher:
Jenelyn G. Gaitan
Tacas ES (2018)
Sample 3 (p2)

Plans for Dissemination and Advocacy
The primary aim of this action research is to develop a Think-Pair-Share Guide to
increase the class participation and learning of the students in MAPEH Class of Grade 9-
Platinum of La Paz National High School for School Year 2018-2019.
The results of this study will be of great importance to all teachers specially those
teaching Music, Arts, PE, and Health in the Junior High School. The tool used after undergoing
thorough evaluation and validation considering its effect to increase class participation and
learning of the students will be compiled, reproduced, and shared to this teachers for adaptation
or modification in their respected classes.
Table 3 below shows the plan for dissemination and utilization of the results and
recommendations to be obtained in this action plan.
Sample 3 (p1)

Table 3: Plans for Dissemination and Utilization
Sample 3 (p2)

Researcher:
Noel L. Tubungbanua
(2018)
Sample 3 (p3)

References
Anderman, E.M. & Midgley, C.(2014). Changes in self-reported academic cheating across the
transition from middle school to high school. Contemporary Education Psychology, 29, 499-
517.
Johnson, S. & Martin, M. (2012). Academic dishonesty: A new twist to an old problem. Athletic
Therapy Today, 10 (4), 48-50.
Mc Cabe, D. L., Terivino, L. K. & Butterfield, K. D. (2011). Cheating in academic institutions: A
decade of research. Ethics and Behavior, 11(3), 219-232.
Petress, K. C. (2013). Academic dishonesty: A plague on our profession. Education, 123 (3), 624.
Roberts, E. (2012). Strategies for promoting academic integrity in CS Courses. Annual Frontiers
in Education, 3.
Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating. International
Journal of Teaching and Learning in Higher Education, 20 (2), 98-105.
Sample
VIII. References

Includes the instruments to be used and curriculum
vitae of the researcher/s
IX. Appendices

Required Documents to be submitted together
with the Action Research Proposal
1) Research Proposal Application Form and
Endosement of Immediate Supervisor (Revised)
2) Declaration of Anti-Plagiariasm
3) Absence of Conflict of Interest

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