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Action research: its' significance to educationThe importance of action research in education

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the importance of action research in education.

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Action research: its' significance to educationThe importance of action research in education

  1. 1. Action Research…….. Republic of the Philippines Department of Education Region III DIVISION OF NUEVA ECIJA TALAVERA NATIONAL HIGH SCHOOL Talavera, Nueva Ecija “IMPROVING MATHEMATICAL SKILLS AND PERFORMANCE LEVEL OF STUDENTS IN MATHEMATICS II THROUGH PARENT ASSISTED PROGRAM IN ENHANCING LOGICAL-MATHEMATICAL INTELLIGENCE.” AN ACTION RESEARCH Presented to The Schools Division Superintendent Division of Nueva Ecija Cabanatuan City by: RAMIL P. POLINTAN Head Teacher III
  2. 2. Action ResearchWhat is Action Research? Action research is a type ofresearch which is undertaken byteachers, heads, and administrators, inorder that they make better decisionsand engage in better actions in theirday-to-day work. It is the practitioners type ofresearch.
  3. 3. Action ResearchAction research is also called 1. operational, 2. practical, and 3. developmental research. The term “action research”means nothing more than goodmanagement.
  4. 4. Action ResearchWhy more than good management? Alternative SolutionsPROBLEM ? Collect Data Best Proposed Solution Action Research
  5. 5. Action Research Now, why should “ActionResearch” be an integralpart of:1. Teaching,2. Administration and3. Supervision?
  6. 6. Action Research Teaching for reflective thinkingAction Research for observation Supervision and study improvement of Administration existing conditions
  7. 7. Action Research Purposes of using action research in educationACTION 1. Remedying problems R E 2. In-service training S 3. Innovatory approaches means E 4. Preferable alternative A R Subjective, impressionistic C approach to problem solving in H the classroom.
  8. 8. Action ResearchImportance of Action Research• Change is an essence of progress for all, particularly school people;• change is desired not for its own sake but for worthwhile ends.
  9. 9. Action Research Action Research Change is an change is essence of desired not for progress for its own sake butall, particularly for worthwhile school people; ends.
  10. 10. Action ResearchCharacteristics of action research 1. A practical focus; 2. The educator-researcher’s own practices; 3. Collaboration; 4. A dynamic process; 5. A plan of action and; and 6. Sharing research.
  11. 11. Action Research
  12. 12. Action ResearchModel
  13. 13. Action Research STEPS IN THEPROCEDURAL SEQUENCE IN CONDUCTING AN ACTION RESEARCH
  14. 14. Action ResearchStep 1. Problem IdentificationStep 2. Problem Analysis (Diagnosis)Step 3. Formulating Action HypothesisStep 4. Experimentation and ActionStep 5. EvaluationStep 6. Conclusion and Generalizations
  15. 15. Step 1. Problem Identification Problem Identification The study presents the problemstatement indicating that the school was onthe verge of an educational crisis and wasexperiencing low teachermorale, conflict, mediocre student testscores, high disciplinary incidents, poorfacilities, and instructional materials.
  16. 16. Action ResearchThe problem of identifying school problemsis often not as easy as we something think.This may be due to many causes amongwhich are:1. Lack of sensitivity do certain problems (problem blindness),2. Refusal to accept the existence of a problem,3. The what- does- it – matter attitude, (Indifference), and4. The nothing- can- be- done- about- it attitude (Hopelessness).
  17. 17. Step 2. Problem AnalysisProblem Analysis (Diagnosis) The method of collecting dataconsisted of an organizational survey andexamination of student test scores fromthe Iowa Test of Basic Skills of Readingand Total Math.
  18. 18. Step 3. Formulating ActionFormulating Action Hypothesis The analysis consisted of establishing abenchmark of the student tests based uponthe Iowa Test of Basic Skills of Reading andTotal Math as well as the mean scores fromthe organizational survey, which consisted ofitems such as staff morale, school facilities,instructional programs, fiscal management, etc.The feedback process involved reporting theresults of the survey to the stakeholders (e.g.,educators, parents, and community members).
  19. 19. Step 3. Formulating ActionFormulating Action Hypothesis Problem analysis involves several typesof activities depending upon the nature of theproblem: understanding the various aspectsof the problem or securing some preliminarydate in order to see more clearly thepertinent causal factor that might havebrought about the problem andmight, therefore, be the cause of thedifficulty.
  20. 20. Action ResearchExperimentation and Action After the hypothesis regarding themost promising action has finally beenformulated, a design for the study in line withthis hypothesis is structured giving carefulconsideration to:(1) the pupils to be tested,(2) the research method to be used,(3) the tools or instruments to be developed,(4) the statistics to be computed. In setting a design for the study, humanrelations factors also need to be considered
  21. 21. Step 5. EVALUATIONEvaluation The results are examined to determinewhether the particular action resulted in thedesirable consequences that were anticipated, orwhether the methods used to solve a problem orovercome a difficulty actually brought aboutimprovement. In this step proper bench marksestablished at the start of the research processwhen compared with interim and end results give ameasure of the value of the action taken. Thenvalid conclusions and generalizations are madebased on the findings.
  22. 22. Step 6. Conclusion /GeneralizationConclusion and Generalizations The action researcher generalizestentatively and cautiously from the evidencecollected. Because action research isconducted in an actual school setting, actionresearch studies are undertaken not to makepossible vertical extension generalizationsbut to make possible vertical extensions withthe vertical line going into the future.
  23. 23. Step 6. Conclusion /GeneralizationConclusion and Generalizations This implies that a third- grade teacherwho conducts an action research in her classto improve the achievement of her pupils inthe subject like arithmetic, for example, andhas reached certain conclusions that couldfind applicability to similar groups she mayrecommend it for duplication. In this way, thegeneralizations are continuously retested inaction situations.
  24. 24. Action Research Classroom-basedAction Research Format TopicI. SituationII. ProblemIII. Possible SolutionIV. Plan of ActionV. Findings/ResultsVI. Follow-up action
  25. 25. Action Research How to Conduct an Action ResearchStep 1 - Prepare the Action Research Proposal with request letter of the proponentStep 2 - Indorsement of the District in the DOStep 3 - Division Committee Review (Evaluation and Approval of the DO)Step 4 - Correction and Technical AssistanceStep 5 - If approved by DO, conduct the research, gather data, interpret, and prepare the manuscriptStep 6 - Indorsement of the Manuscript (Evaluation and Approval of the DO)Step 7 - If there is any correction, do it. (Signing of the Approved Final Manuscript of Action Research
  26. 26. Action Research Sample of Action Research Approved by theSchools Division Superintendent For implementation (Math Sample)
  27. 27. Action Research Conclusion Action research is so suitable toeducation as it is a process ofexploration in which teachers exploresuch things as themselves as aneducators, their lives or uniqueperspectives of their students, thestructure and practices of educationalsystems in order to bring positivechange to our school.
  28. 28. Action Research
  29. 29. Action Research Thank You for Listening….RAMIL PASCUAL POLINTANDepartment Head, Mathematics

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