ACTION RESEARCH

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

• Action research is a form of investigation designed for use by

teachers to attempt to solve problems and improve professional
practices in their own classrooms. It involves systematic
observations and data collection which can be then used by the
practitioner-researcher in reflection, decision-making and the
development of more effective classroom strategies. (Parsons
and Brown, 2002)
• Action research is a natural part of teaching. Teachers are
continually observing students, collecting data and changing
practices to improve student learning and the classroom and
school environment. Action research provides a framework that
guides the energies of teachers toward a better understanding
of why, when, and how students become better learners.
(Miller, 2007)
GOAL/PURPOSE OF ACTION RESEARCH
(Best and Khan, 1998)

• The goal is the involvement of both research specialist

and classroom teacher in the study and application of
research to educational problems in a particular
classroom setting.

• Its purpose is to improve the practices: to combine the

research processes, habits of taking, ability to work
harmoniously with others and professional spirit.
• It also focuses on immediate application, not on
development of theory or on generalization of
applications. It is research although many claim it is
nothing more than application of common sense or good
management but it is research because it applies scientific
thinking and method.

• While to the real life problems and represents great

improvement over teachers’ subjective judgments and
decisions based on folklore and limited personal
experiences.
When looking at educational dimension of action research, Gay and
Airasian prove benefits resulted from the application of action
research to education as follows: (Hien, 2009)

1. Teachers investigate their own practice in new ways, looking

deeper in what they and their students actually do and fail to do.

2. Teachers develop a deeper understanding of students, the teacher

learning process and their role in the education of both teachers and
students.

3. Teachers are viewed as equal partners in deciding what works best

and what needs improvement in their classroom or classrooms.
4. In most cases, solutions for identified problems are arrived cooperatively
among teachers.

5. Teachers are often more committed to action research because they

identify the areas they view as problematical and in need of change.

6. Action research is an ongoing process and its strategies can be widely

applied.

7. Professional development and school improvement are core aspects for any
teacher who engages in action research.

8. Teacher reflection can be conducted individually or in a school-based team

composed of students, teachers and administrators.
TYPE OF EDUCATIONAL RESEARCH WITH FOCUS ON ACTION RESEARCH

Major Types of Research (According to Purpose/Goal)

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.

• The purpose of this research is the improvement of improving a

product or a process-testing theoretical concept in actual problem
situations.
• Most educational research is applied research for it attempts to
develop generalizations about teaching-learning process, instructional
materials, the behavior of children and ways to modify it, and so on.

• Fundamental research in the behavioral sciences may be concern with

the development and testing of theories behavior. Educational
research is concerned with the development and testing of theories
of how students and teachers behave in educational settings.
3. Action Research
• The goal is the involvement of both research specialist and
classroom teacher in the study and application of research to
educational problems in a particular classroom setting.

• Its purpose is to improve the practices: to combine the research

processes, habits of taking, ability to work harmoniously with
others and professional spirit.
• It also focuses on immediate application, not on development of
theory or on generalization of applications.

• It is research although many claim it is nothing more than

application of common sense or good management but it is
research because it applies scientific thinking and method.

• While to the real life problems and represents great improvement

over teachers’ subjective judgments and decisions based on
folklore and limited personal experiences
Types of Educational Research
1.Historical Research
The process involves investigating, recording, analyzing, and
interpreting the events of the past for the purpose of discovering
generalizations that are helpful in understanding the past and the
present and to a limited extent, in anticipating the future.
2. Descriptive Research
Quantitative Research. It uses quantitative methods to describe
what is. It involves describing, recording, analyzing and interpreting
condition that exist. It involves some type of comparison or contrast
and attempt to discover relationships between existing non
manipulated variables. Some form of statistical analysis is used to
describe the result of the study.
Quantitative Descriptive Research. It uses non quantitative
methods to describe what is, uses systematic procedures to discover
non quantifiable relationships between variables.

3.Experimental Research. It describes what will be when certain

variables are carefully controlled or manipulated. The focus in on
variables relationships. Deliberate manipulation is always a part of
the experimental research.
 FORMAT ON ACTION RESEARCH
INTRODUCTION
This is short description of the situation where the problem
emanated/originated. The research tells how the problem is discovered; the
circumstance/s that revolve around the problem. He gives a background of
the problem, its importance, the necessity for a research to solve it. A
justification and significance of the research undertaking is necessary and this
includes the people or groups of people, organization/institutions who will
likely benefit from the results of the research and how they will benefit from
it.

PROBLEM IDENTIFICATION AND ANALYSIS

Problem Identification. This provides information about the results of the
achievement test, difficulty to comprehend, cannot answer questions, and
other academic problems that need instructional intervention in the class.
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.

Alternative Courses of Action. The researcher decides to conduct

instructional strategy as an intervention to solve the problems in the
class that will enhance and improve the study habits. concentration
and attention, understanding the concepts of the topics, and
improve other academic skills.
 These are selected instructional strategies presented by Kelly and
Kelly (2013) that can be employed in the probable causes of action in the
conduct of Action researches : (Slide No. 40)
Active Learning Adaptive Learning Environments Model
Alternative to Recitation Buddy System
Computer-Assisted Instruction Character Analysis
Cloze Procedure Collaborative Learning
Collective Notebook Comic Books
Completed Work Chart Cooperative Learning Model
Group Discussion Discussion Web
Dissections Experimental Inquiry Discovery Teaching Dramatizing
Cooperative Integrated Reading and Composition
Drawing
Error Analysis
Experiential Learning
Generative Learning Model
Group Investigation
Independent Reading Programs
Inductive Inquiry
Inductive Thinking
Jumbled Summary
Inside-Outside Circle
Note-Taking
Opinion Sampling
Scripted
Semantic Feature Analysis
Dream Diary
Cooperative Dyads
General-to-Specific Sequencing
Graphic Organizer
Independent Practice
Induction Matrix
Logical Cycle of Inductive Inquiry
Open Text Recitation
Nutshelling
Instant Messenger
Open Discussion
Paired Comparisons
Semantic Associations
Spiral Sequencing.
Commonly Used Instructional Strategies in Action Research :
Use of Word Puzzles Modular Instruction
Activity Oriented Approach Comic Strips
Picture Books Practical Work
Activity Cards Games and Puzzles
Vocabulary Notebook Noting Details
Reward System Semantic Webbing
Manipulative Devices Flashcards
Remedial Teaching Horn Method
STATEMENT OF THE PROBLEM
This part gives a clear definition of the actual problem. The general/
major problem is usually stated first in declarative sentence followed by the
specific problems stated in question form.

In the one group pretest and post test design, the usual questions of
the improvement and effectiveness of the instructional strategy are the
following:

• The level of performance of the students in before/after the use of specific

instructional strategy.

• The significant differences between the level of performance before/after

the use of specific instructional activity.
SCOPE AND DELIMITATION OF THE STUDY
This part includes the parameters of the study which are the
following: coverage; geographic limits; period of time involved; and
person involved (respondent and subjects; population and sample), etc.

SIGNIFICANCE OF THE STUDY

The researcher is evaluating the certain instructional strategy to
enhance, and improve the teaching strategy in the class.

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.

EXPERIMENTATION AND ACTION

This part includes the following;
• Research design ( if it is descriptive, experimental, or historical)
• Population, sample and techniques ( how many subject/respondent and
sample, how the sample taken)
• Data-gathering instruments ( instrument/tools to gather the data needed)
• Data gathering procedure ( to be explain in detail)
• Statistical treatment of data
Sources of Data. The data for this action research will be generated
from among the students identified by the researcher during
specific school year.

Research Instrument. The researcher conducts and validates the

instructional strategy/ methodology which will serve as the data
gathering instrument. This instrument will be used for the pretest
and posttest.

Data Gathering. Prior to the conduct of this action research

proposal, it will be presented to the school principal for approval.
The instructional process on how to conduct the action research will
be prepared by the teacher.
Statistical Treatment. The data to be gathered will be tested statistically
through arithmetic mean which usually describe the level or status of a given
instructional strategy / method with the corresponding norm of
interpretation. The t-test for dependent samples will be used to determine
the significant difference between the pretest and posttest scores.
This is the example of the following scale of interpretation which will be
used to describe the level of academic performance of the students :
Intervals Description
95-100 Outstanding
87-92 Very Satisfactory
81-86` Satisfactory
75-80 Fair
Below 75 Poor
• The mean, standard deviation and level of academic performance
are presented in the analysis and interpretation of the action
research.

• This will tested as significant difference of the before and after

the use of the instructional strategy/technique.

• 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

PROBLEM IDENTIFICATION AND ANALYSIS

Problem Identification. This provides information about the results of the

achievement test, difficulty to comprehend, cannot answer questions, and other
academic problems that need instructional intervention in the class

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.

Alternative Courses of Action. The researcher decides to conduct instructional

strategy as an intervention to solve the problems in the class that will enhance and
improve the study habits. concentration and attention, understanding the concepts
of the topics, and improve other academic skills.
 These were the examples of action researches conducted in
School Year 2002-2003 by the Master Teachers of the Elementary
and High School in Ilocos Sur.
• The problem identification provides information about the
students’ academic performance particularly in the low scores of
the subject.
• In the action research, it also discusses the problem analysis,
alternative courses of action and probable action as to the
specific instructional strategy in the basic education subjects.
These are the examples of action researches in Science,
Mathematics and English relevant to the problem identification,
problem analysis, alternative courses of action and probable action:
1) Mathematics. After a thorough study of the results of
the achievement test, the researcher found out that
most of the students took the test got the low score in
problem solving. ( Javinollo , 2003)
• Lack of mastery in problem solving
• Lack of comprehension and inability to transform the
word problem into mathematics operation
• Inability to perform the operation and limited use of
instructional material especially activity card.
• To remedy these difficulties, the following alternative course
of action: giving more exercises to solve the problem,
mastery of the four fundamental operations, mastery of the
steps solving problem; and using the activity card. From
these alternative cause of actions, the researcher decided to
use activity cards as an intervention.
2) Mathematics. The third year students specifically of the lower
sections demonstrated the lowest achievement rate in
Mathematics during the third year grading period as compared
to the results of the test during the first year grading periods.
With this observation, the researcher considered the following
probable causes: (Loresto, 2003)
• Irregular attendance and cutting classes
• Classes interruption due to activities like athletic meets,
town fiesta, Science-Math Fair Quiz.
• Lack of students’ interest in Mathematics due teacher
weak strategy.
• Lack of parents’ involvement in education.
• Follow-up lesson at home is neglected.
Given these probable causes, the researcher believes that any of
the following alternative courses of action can be done.
• Mathematics achievement can be improved by suiting the class
with a appropriate strategy like the use of flash cards, concrete
materials and other tangible objects which students can
manipulate.
• Giving incentives can motivate students’ interest to get high
scores.
• Assignment sheets for every lesson should be prepared by the
teacher daily, to be checked, scored and to be returned to the
students before presenting the new lesson. Parents’ signature
should be affixed on the sheets testifying that the students’ do
the work at home.
 With the desire of the researcher to improve the
performance of third year students in Mathematics, the
selected alternative course of action was to use the
assignment sheet for every lesson. (Loresto,2003)
3. Science. The students can recall and identify specific
facts on people, materials and energy. Energy. However,
they are found to have difficulty in comprehending basic
science concepts. (Mati,2003)
With this observation and researcher considered the
following as probable causes:
• lack of interest
• poor intellectual ability
• poor study habits and learning styles
• lack of exposure to science concepts and information
• low comprehension
• training at home
 Given these probable causes, the researcher believes that any of
the following alternative courses of action can be done:
• Science interest should be improved by using a more
interesting teaching strategy like cooperative learning,
discovery approach or constructivism.
• Study habits and learning styles can be enhanced through
independent learning or self-study techniques.
• Comprehension can be better when the learners are given
the chance to construct their experience.
• Self-Learning can be possible with the use of modular
instruction
 With the desire of the researcher to improve science comprehension
ability of the students, the selected intervention is modular instruction
with the belief that self-learning can be more challenging. However,
the independence in learning can develop leaners to become more
responsible and more motivating.

4. Science. The students can identify specific facts on people and

materials. However, they are found to have difficulty in
comprehending basic science concepts. ( Tabila,2003)

With this observation, the researcher considered the following

probable causes :
• Poor study habits
• Lack of knowledge on basic science concepts.
• Lack of concentration and attention on science.
Given the probable Causes, the researcher believes that any of the
following alternative courses of action can be done :

• Science habits and learning styles can be enhance through

independent and self-study techniques.
• Science interest can be improved by using a more interesting
teaching strategy like the POE method ( Prediction, Observation
and Explanation)
• Comprehension in Science can be better when the learner are
given the chance to construct their own experiences.
Attention and concentration of learners in Science can eb
enhanced through the use of instructional devices.
 The researcher is desirous to improve the understanding of
Science among the students and POE ( Prediction,
Observation and Explanation is the selected alternative with
the belief that self-learning can be more challenging.

5. Filipino. It is observed that there is a low achievement in

Filipino among our students. This points out a need to
develop instructional strategies that can improve students’
cognitive, affective as well as behavioral learning outcomes.
(Julio,2003)
 During the launching of the Basic Education Curriculum
(BEC), cooperative learning one of the approaches being
emphasized and developed. The cooperative learning is one
of the instructional method which has been proven effective
in improving students’ achievement and attitude in all subject
at all levels. Hence, it can also be effective in teaching
Filipino.

With the desire of the researcher to improve the

students’ performance in Filipino, the selected alternative is
to use the cooperative learning approach.
6. English. The students can identify pictures, read words, and sentences.
However, they are found to have difficulty in reading comprehension,
particularly getting the main idea of a selection read.

With this observation, the researcher considered the following a probably

causes:
• lack of Interest
• lack of concentration
• lack of reading interest
• limited vocabulary
• poor study habits and learning styles
• low comprehension ability
• low parental guidance
• lack of interesting visual materials
Given this probably causes, the researcher believes that any of the
following causes of action can be done:
• Motivation can sustain interest.
• Home visitation and dialogue with parents.
• Improving study habits and learning styles through independent
learning styles through independent learning and self-study
• Remedial teaching
• Use of instructional devices specifically use of comic strips

With the desire of the researcher to improve the ability in

getting the main idea of a selection read of the students, the
selected alternative is to use comic strips with the belief that this
can be more challenging, and thus interest to the reading.
EXPERIMENTATION AND ACTION TO TEST THE HYPOTHESIS OF THE ACTION RESEARCH

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 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

Findings, Conclusions and Recommendations

• The mean value of pretest was 21, this means that the performance of the pupils in solving 1 step problem is
poor
• The mean value of the posttest was 69, it implies that there was an improvement with a standard deviation of
8.28.
• The difference between the two mean yielded aa t-value of 32.65 which is significant higher than the mean of the
pretest.
• There was significant improvement in the pupils ability in solving 1 step problem when activity is very effective
because it requires mental alertness of the pupils.
 Action Research Title Instructional Hypothesis Problem Analysis of Statement of the
Strategies Identification the Problem Problem
Improving Mathematics Use of Significant The third year Irregular classes What is the level of
Achievement Through The Assignment difference in the students achievement with
Use Of Assignment Sheets Sheets mathematics specifically of the Lack of students and without the use
(Jovita C. Loresto) achievement of lower sections interest of assignment
MATHEMATICS third year students demonstrated the sheets?
with and without lowest Follow up
the use of achievement rate lesson at home Is there a significant
assignment sheets in Mathematics is neglected difference of the
during the third mathematics
grading period as Classes achievement of the
compared to the interruption third year students
results of the tests with and without the
during the first two use of assignment
grading periods sheets?
Findings/Conclusion and Recommendations
• The level of the two groups were poor, III Ilang-ilang, the experimental group has a higher mean of 45 % and III-Rosal, the
control group has 28%. The standard deviation of 17 for III-Rosal and 11 for III Ilang-ilang showed that the control group, was
composed of a more heterogeneous class.
• The computed t-value of 5.31 is higher than the critical value of 2.023 shows a significant difference between the
performance of the control group and the experimental group. Thus the use of assignment sheets is effective in teaching
mathematics.
 SELECTED INTRUCTIONAL STRATEGIES IN THE CONDUCTED
OF ACTION RESEARCH

These are selected instructional strategies presented by Kelly and

Kelly (2013) that can be employed in the probable causes of action in the
conduct of Action Researches:

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.

2. Adaptive Learning Environments Model (ALEM)

Combination of individual and whole class approach which helps to
integrate students with special needs into the classroom.
3. Alternative to Recitation
Similar to recitation, but the questions are generated by the
students. Usually included : preparation (students read and generate
questions), review, quiz, and evaluation.

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.

5. Computer-Assisted Instruction (CAI)

Students learn at own pace with interactive computer programs.
6.Character Analysis
Character analysis in education has two meanings. The most
commonly used is to describe activities designed to help students
understand characters in their fictional reading. The second meaning
is analysis of the student's own character with regard to ethics and
values.

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

10. Comic Books

Useful for engaging visual learners and encouraging a wide
variety of students to become involved in discussions of literature and
the wide range of social, scientific, and historical topics covered in
comic books.
11. Completed Work Chart
Make and publicly post a chart that lists all assignments along the top
and students' names vertically along the left. When a student finishes an
assignment, the teacher marks out the box for that assignment on the chart
so students can quickly see if they are missing any work. In this approach,
grades are never publicly posted, and if work is so late it will no longer be
accepted, the box is also marked out. The chart is used only as a reporting
mechanism to let students know about work they need to do that will still be
accepted for credit.

12. Cooperative Integrated Reading and Composition (CIRC)

A cooperative approach to reading in which students work in pairs for
practice and to prepare for assessments. Teacher-administered assessments
are not taken until the student's teammates decide they are ready for the
assessment.
13. Cooperative Learning Model
In this approach, students share knowledge with other students through a variety
of structures. Cooperative Learning, as a phrase, originated in the 1960's with the work of
David and Roger Johnson. True cooperative learning includes five essential elements:
positive interdependence, face-to-face interactions, individual accountability, some
structured activity, and team-building (group processing) skills. Similar to the "Social
Learning Model.

14. Discussion Groups

In the classroom, a discussion group is formed when a discussion is carried out by
only a part of the class. Outside the classroom, discussion groups are composed of
individuals with similar interests. These groups meet regularly to discuss a variety of
literary or social issues.

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.

17. Discovery Teaching

A constructivist approach. Students begin learning with an activity
designed to lead them to particular concepts or conclusions. Students
acquire basic and advanced knowledge in random order.

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.

20. Dream Diary

Useful creativity technique in art and writing classes. Students keep a
diary of their dreams, then can use the images and ideas in their
compositions.

21. Error Analysis

Error analysis takes two basic forms in the classroom. In the most
common form, teachers analyze the errors students make (in mathematical
computation, grammar, language, literature interpretation, and so on) and
use that analysis to guide further instruction. In science classroom, some
teachers teach students to analyze experimental errors to improve critical
thinking skills.
22.General-to-Specific Sequencing
An instructional approach in which objectives are
presented to learners beginning with general principles and
proceeding to specific concepts. Compare to: Chronological,
Known-to-Unknown, Part-to-Part-to-Part, Part-to-Whole, Part-
to-Whole-to Part, Spiral, Step-by-Step, Topical, Unknown-to-
Known, Whole-to-Part

23. Generative Learning Model

A four phase method (preliminary, focus, challenge, and
application) that encourages students to "do something" with
information. This constructivist approach allows students to
construct (or generate) meaning through their active use of
information.
24.Generative Learning Model
A four phase method (preliminary, focus, challenge, and application)
that encourages students to "do something" with information. This
constructivist approach allows students to construct (or generate) meaning
through their active use of information.

25. Graphic Organizer

Graphic organizers are visual frameworks to help the learner make
connections between concepts. Some forms of graphic organizers are used
before learning and help remind the learner of what they already know about
a subject. Other graphic organizers are designed to be used during learning to
act as cues to what to look for in the structure of the resources or
information. Still other graphic organizers are used during review activities
and help to remind students of the number and variety of components they
should be remembering.
26. Group Investigation
The class is divided into teams. Teams select topics to investigate,
gather information, prepare a report, then assemble to present their findings
to the entire class.

27. Independent Practice

Practice done without intervention by the teacher. This approach
includes many activities done with a computer.

28. Independent Reading Programs

Programs in which students proceed at their own pace through reading
and take assessments when they feel prepared. Accelerated Reading is one
example of an Independent Reading Program. In some programs, students
may choose their books from a pre-selected pool of books. In other cases, the
reading is ordered and students read the books in a particular sequence.
 29. Induction Matrix
A form of graphic organizer using a grid to compare concepts and
categories. The matrix is filled in at the beginning of a lesson and as students
learn more, they correct and update the matrix to reflect new knowledge.
30. Inductive Inquiry
Teaching that follows the cycle used in scientific inquiry. Steps usually
include: searching the literature, making observations, generating hypotheses,
designing and carrying out experiments, then analysis of results and restarting
the cycle.
31. Inductive Thinking
Analyzing individual observations to come to general conclusions.
Proceeding from facts to the "big picture." Inferential Strategy Like DR-TA but
occurs only before and after reading.
32. Inside-Outside Circle
Review technique. Inside and outside circles of students face each
other. Within each pair of facing students, students quiz each other with
questions they have written. Outside circle moves to create new pairs.
Repeat.

33. Jumbled Summary

Teacher presents randomly ordered key words and phrases from a lesson to
students. Students put the terms and phrases in a logical order to show
understanding.

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.

44. Open Discussion

Open discussion is the least structured form of discussion. The
teacher sets the boundaries by describing the general topic for the
discussion, but the direction of the discussion follows student interests
within that topic.

45. Open Text Recitation

A form of recitation in which students can use their books, notes, or
other texts to support their answers.
46. Opinion Sampling
Opinion sampling can be used either as an assignment for students.
Teachers may also collect student opinions for the purpose of altering
classroom structure.

47. Paired Comparisons

A structured method for comparing many objects or ideas that involves
creating a matrix, comparing each pair individually, then using the paired
comparisons to generate a ranked list.

48. Scripted Cooperative Dyads

Pairs both read complex material, then alternate in roles of recaller
(who summarizes and explains what was read) and listener (who listens, then
corrects or adds to what was said by recaller).
49. Semantic Associations
Making connections between words based on meaning and context.

50. Semantic Feature Analysis

Chart or grid where students explore their existing knowledge about
relations between concepts.

51. Spiral Sequencing

An instructional approach in which objectives are presented to
learners beginning with simple concepts and then periodically revisiting the
concepts and expanding on the concepts as is appropriate for the learner's
cognitive level. Compare to: Chronological, General-to-Specific, Known-to-
Unknown, Part-to-Part-to-Part, Part-to-Whole, Part-to-Whole-to Part, Spiral,
Step-by-Step, Topical, Unknown-to-Known, Whole-to-Part
REFERENCES:
Calhoun, Emily F. “How to Use Action Research in the Self-Renewing School.” Alexandria,
Va.: Association for Supervision and Curriculum Development, 1994.
Gay L.R., P. Airasian, Education research , 2nd ed, Prentice Hall, New Jersey, 2003.
Hien, T. T. T. (2009). Why is action research suitable for education. VNU Journal of Science,
Foreign Languages, 25, 97-106
Mati, Milagros A. (2003) Improving Science Comprehension with the Use of Modular
Instruction among the Grade VI Pupils of Paypayad Elementary School. Department of
Education, Candon City.
Miller, Christine A. “Action Research: Making Sense of Data.” On-line article recovered
11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm.
Parsons, Rick D., and Kimberlee S. Brown. Teacher as Reflective Practitioner and Action
Researcher. Belmont, Calif.: Wadsworth/Thomson Learning, 2002.
Rowan K and Rowan JK (2013) Glossary of Instructional Strategy. University of Tennessee in
Knoxvillehttp://www.beesburg.com/edtools/glossary.html#digits
 Examples of Completed Action Researches conducted in School Year 2002-
2003 implemented in the Action Research Capability Building of Master
Teachers in Elementary and High School in the Department of Education,
Division of Ilocos Sur

Javonillo, Aurelia J (2003) Effectiveness of the Use of Activity Cards in

Improving the Ability of Grade V Pupils in Solving 1-Step Problems of San Jose
Elementary School During the School Year 2002-2003

Loresto, Jovita C. ( 2003) Improving Mathematics Achievement Through the

Use of Assignment Sheets. Dili National High School, Dili, Sta. Curz, Ilocos Sur (
March 2003)

Tabila, Efleda L. ( 2003) Improving the Understanding of Basic Science

Concepts through the Use of POE Method ( Prediction, Observation and
Explanation among the Grade VI Pupils of San Esteban South Central School, SY
2002-2003