Sample-Action-Research-Proposal

1. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 1
Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Camarines Sur
VILLAFUERTE-PEÑA HIGH SCHOOL
Ponglon, San Jose, Camarines Sur
School I.D.: 309771
_____________________________________________________________________________________
ACTION RESEARCH PROPOSAL
IMPROVING STUDENTS’ ACADEMIC PERFORMANCE THROUGH INQUIRY-BASED
LEARNING (I-BL) IN VILLAFUERTE-PEŇA HIGH SCHOOL
I. PROPONENT:
Christopher J. Bayrante,
Teacher I
Villafuerte-Peña High School, Ponglon, San Jose,Camarines Sur
christopherbayrante@yahoo.com
+639071691671/ +639499906893
II. BACKGROUNDOF THE STUDY:
Inquiry-based learning is an approach to teaching and learning that placesstudents’ questions, ideas
and observations at the center of the learning experience. Educators play an active role throughout the
process by establishing a culture of learning where ideas are respectfully challenged, tested, redefined and
viewed asimprovable, moving children from a position of wondering to a position of enactedunderstanding
and further questioning (Scardamalia, 2002).
The Villafuerte-Pena High School students’ academic performance for the academic year 2015-
2016 is recognized to be 83.16% from the general average rating in all subject areas in the Junior High
School. This study generally aims to improve students’ academic performance by employing Inquiry-based
learning as the key teaching approach and be intertwined with effective, efficient and innovative teaching
strategies and techniques in all learning areas in the school.
III. STATEMENT OF THE PROBLEM:
This action research will be conducted to enhance students’ academic performance of the students
of Villafuerte-Peňa high school through inquiry-based learning. Specifically, the study seeks to answer the
following questions:
1. What is the level of academic performance of the students in Villafuerte-Pena High School in
the 1st
to 3rd
quarter this school year 2016-2017?
2. What is the teachers’ levelof implementation of Inquiry-Based learning in the teaching-learning
process of all the subject areas this school year 2016-2017?
3. Is there a significant difference between the levels of the academic performance of the students
after the implementation of Inquiry-based learning?

2. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 2
IV. SIGNIFICANCE OF THE STUDY:
The result of this action research is deemed beneficial to the following:
DepartmentofEducation.The results of this study will yield salient information to the curriculum
planners and developers in the Department on strengthening and enhancing the development and
implementation of the curriculum in craving for quality, holistic and sustainable learning process through
higher-order/critical thinking skills.
School Administration. The outcomes of this study will give wider avenue for the administration
to addresseffective and meaningful learning gaps in enhancing teaching strategiesintertwined with inquiry-
based process.
Teachers. Implementing the results and findings of this study will help teachers to effectively
educate and train students on all learning areas promoting critical thinking skill development.
Students. The findings of the study are imperative on deepening their learning achievement
through intellectual criticism that combines knowledge of historical context and balanced judgment both
important in the development of Higher-order thinking skill.
Otherresearchers. Thisstudy may serve as basis for conducting and developing related researches
on improving academic performance and inquiry-based learning.
Expected Output:
1. An increase of 10% in the over-all generalaverage rating of the students in all learning
areas.
2. An improvement in the teachers’ implementation of Inquiry-Based learning.
V. SCOPE OF THE STUDY:
The study will be conducted among 236 students of Villafuerte-Peña High School, Ponglon, San
Jose,CamarinesSur this school year2016-2017. Academic performance includes the generalaverage rating
of the students in all subjects in Junior High School.
VI. RESEARCH DESIGN:
 Methodology- This action research will be employing descriptive method. The research
will describe the level of academic performance of the students expressed in mean average
rating and the level of implementation of the teachersin their teaching processasperceived
by the students and teachers expressed in average weighted mean.

3. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 3
 Statistical Sampling- Complete enumeration among 236 students of Villafuerte-Peña High
School will be utilized in determining the respondents, thus, no sampling technique will be
used.
 Description of Instrument / Data Gathering Focus– A questionnaire will be utilized to
determine the level of the academic performance of the students and the level of
implementation of the Inquiry-Based learning in the teaching and learning process. The
questionnaire will be administered before and after the implementation of Inquiry-Based
learning.
VII. WORK AND FINACIAL PLAN:
Activities Time Frame
Person/s
Involved
Resources
Requirements
Source of Fund
Means of
Verification
PRE-IMPLEMENTATION
Conceptualization, consultation and
Planning meeting with the School
Head and other individuals with
technical-know-how to the subject
matter
September
2016
Proponent,
School Head
and other
indicivudlas
P 20 for printing,
P200 for the
snack
(solicitation)
AR proposal
Preparation, finalization and
submission of Action Research
Proposal
October-
November
2016
Proponent P 20 for printing
Approved AR
Proposal
Communicating the approved action
research proposal to the respondents
February
2017
Proponent
Attendance
Sheet
P 100 for snack
(PTA Fund)
Approved Action
Research
Proposal, Signed
commitment of
stakeholders’
support
IMPLEMENTATIONPLAN
Determine and analyze the level of
academic performance of the students
from 1st
quarter to 3rd
quarter in all
learning areas.
February
2017
Proponent
and class
advisers
Summary of
Grading sheets
Instruments
Administer Pre-test in determing the
level of implemetation prior to the
operation of Inquiry-Based learning.
February
2017
Proponent &
Respondents
P1,860 for the
multiplication of
the tool, (PTA
Fund)
Collated and
tabulated Pre-test
result
Conduct Seminar-wrokshop on the
implementation of Inquiry-Based
learning among the teachers
February
2017
Proponent,
resource
speaker and
teacher
participants
P2,000 for the
over-all
expenditures of
the training
Participant
output, tarining
tools and handout
Conduct twice a week mentoring
among 8 teachers on the
implementation of the I-BL
February
2017-March
2017
Proponent
Teachers
Observation
sheet and
mentoring form
P200 (PTA
Fund)
Conducted
mentoring with
Observation
sheet and
mentoring form
Progress monitoring and evaluation
of all planned activities Twice a week Proponent
monitoring
notebook
Monitoring
Reports &
Attendance sheet
Brainstorming of the teaching
practices implementing Inquiry based
learning
Once a week-
February
Proponent
and Teachers
Journal Journal

4. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 4
Activities Time Frame
Person/s
Involved
Resources
Requirements
Source of Fund
Means of
Verification
2017-March
2017
Administer Post-test using the
questionnaire to determine the level
of implementation of inquiry-based
learning as percieved by the students
and the teachers.
March 2017
Proponent &
respondents
P1,860 for the
multiplication of
the tool, (PTA
Fund)
Collated and
tabulated results
of Post-test
POST IMPLEMENTATION
Preparation and submission of Action
Research Write-up
April 2017 Proponent
P1,000 for the
printing of the
write-up
(Personal)
Action Research
Write up
a. Evaluate the project
b. Gather recommendation and
feedback
c.Submmision of action research
write up
d.Reimplement if found effective
May 2017
Proponent,
teachers,
parents and
other
stakeholders
Bond Paper
Folder and copy
of the materials
Documentation
of the activity
and activity write
– up
Communication of Research results
May 2017 Proponent
Computer
Printer
Bond paper
Action Research
Write up
Reimplementation if found effective
with revisions
S/Y 2017 –
2018
Proponent
Computer
Printer
Bond paper
Action Research
Proposal
Submitted by:
CHRISTOPHER J. BAYRANTE
Proponent
Reviewed by:
JOSEPHINE C. DOROIN
SEPS, Planning and Research
Recommending Approval:
LITA T. MIJARES, Ph.D.
Chief, Curriculum and Implementation
Approved: By authority of Schools Division Superintendent
SUSAN S. COLLANO, Ph.D.
Assistant Division Schools Superintendent

5. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 5
I. Level of academic performance of the students in Villafuerte-Pena High School in the 1st
to 3rd
quarter this school year 2016-2017.
SUBJECTS 1st Quarter
2nd
Quarter
3rd
Quarter
AVERAGE
RATING
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
II. Teachers’level ofimplementation of Inquiry-Based learning in the teaching-learning process of
all the subject areas this school year 2016-2017.
Dear Respondent,
Please feelfree to fill-out the said questionnaire. We are hoping that you will answer the following
questions honestly and with all your effort. Rest assured that all data are highly appreciated and will be
treated with utmost confidentiality.
Thank you very much and God bless.
-The Researcher
Name (optional):________________________________________ Year & Sec.:__________________
INSTRUCTIONS:Check the appropriate column corresponding to how you describe your teacher’s
teaching process focusing to the implementation of Inquiry-Based Learning.
1- Not Implemented Teachers do not employ IBL in a class
2- Slightly Implemented Teachers employ 1-2 times a week in class
3- Moderately Implemented Teachers employ 3-5 times a week in class
4- Highly Implemented Teachers employ every day in class
Descriptions of Inquiry-Based Learning 4 3 2 1
1. The lesson is presented by paying attention to distinct
but related details that lead to the formation of a
conclusion.
2. Teacher asks questions that applies the concepts in a real
life situation.
3. The lesson is done by using specific cases that ends with
the generalization that is applied to specific cases.
4. The lesson is done by studying the typical case
thoroughly and in detail so as to make the concepts
gathered as basis for comparison in studying similar
cases.
5. Learning activity is done by using experimentation with
apparatus and materials to discover or verify facts.
6. Learning activity is done with the teacher who does the
experiment before the class.
7. The lesson is done and performs without leading the
students to conclusion or generalization.
8. Students are free to ask questions that lead to deepen
understanding.
9. Teacher asks questions that elicits analysis of the
concepts.

6. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 6
10. Students are introduced to spontaneous and self-
directed explorations. They continuously observe,
interact and search for more information.
11. Students are led to learn by constructing their own
meaning based on their past experiences, they involved
themselves to continue creation of rules to explain and
observation.
12. Students are led to learn from experiences through
actual observation of natural occurrences.
13. Students are assisted to synthesize and evaluate
information to gain deep understanding and develop
critical thinking and ability to scientifically process
information.
14. There is a collaborative learning activity undertaken by
teacher and specific class and with specific topic.
15. Use apparatuses or tools on their teaching to meet the
needs of the greatest number of students and provide
greater range of students’ participation in learning
experience.
16. Give lectures, explains and demonstrates topics and
answers questions in front of the whole class.
17. Divides the students to provide an opportunity for
them to become more actively and effectively engage
in learning, for the teachers to monitor the students’
progress better.
18. Prepares for every student an individual plan for each
skill or subject based on diagnosis of the students’
proficiency level.
19. Uses activities to make learners more explicit about
what they are doing, seeing or learning and interpret
their activities in terms of principles and concepts.
20. Uses self-learning kit which usually consists of a
package of learning activities, papers, which have to be
accomplished by his/her student.
21. Attempt to get away from the traditional classroom
procedure of the question and answer and recitation
style, uses discussion and group classroom activities in
which teacher and students cooperatively consider
certain topics or problems.
22. Invites small group of expert or well informed lay
person to discuss of a problem for the benefits of an
audience.
23. Conduct symposium to give an audience pertinent
information about a topic or to consider the relative
merits of various solutions to a controversial problem.
24. Let the students have a debate forum whose students
have different beliefs, study the same problem and
arrive at different conclusions.
25. Let students have small discussion, through group
seated face to face around a table without a large
audience.
26. The lesson is done with the students seeing things from
the point of view of others.
27. The lesson is done through the purposive solving or
attempting to solve the problem.

7. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 7
28. The lesson is done by using a technique in service
education and group thinking and planning and it also
involves the use of the group process in attacking and
solving educational problem.
29. The lesson is done through presenting specific
situations or problems to stimulate discussion.
30. The lesson is done by achieving both personal and
social integration of the individual. Uses dynamic
experience which serves as the bases of unity.
III. Significant difference between the levels ofthe academic performance of the students after the
implementation Inquiry-based learning.
SUBJECT AREAS Average
1st-3rd
Quarter
Rating
4th
Quarter
Rating
Difference Interpretation
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
Legend:
Difference Description
10 or above - Highly significant HS
6.67-9.99 - Moderately Significant MS
3.34-6.66 - Significant S
0.10-3.33 - Slightly Different SS
0 or below - Not Different NS