Ministry of Education

Postgraduate Diploma in Teaching (PGDT)

Module Syllabus

Module Title: ACTION RESEARCH PROJECT

October 2010
CONTENTS
INTRODUCTION......................................................................................................................................................3

PART I: GENERAL AND THEORETICAL GUIDELINES............................................................................4

1. Course Information.................................................................................................................................... 4

2. Course Title: Action Research Project

3. Course Description..................................................................................................................................... 4

4. Objectives of the Course...........................................................................................................................4

5. Detailed Components................................................................................................................................ 5

UNIT ONE: CONCEPTS, IMPORTANCE AND CHARACTERISTICS OF ACTION RESEARCH

(Time: 3 hours)....................................................................................................................................................... 5

1.1. Unit objectives...................................................................................................5

1.2. Unit Contents.....................................................................................................5
1.3. General Approach/Methods/Strategies..............................................................6
1.4. Detailed Activities.............................................................................................6
1.5. assessment strategies and techniques................................................................7
1.6. Instructional Resources (Materials and equipment)..........................................7
1.7. Reading Materials for the unit...........................................................................7
UNIT TWO: PROCESSES OF ACTION RESEARCH (TIME: 4 hours)...................................................8

2.1. Unit objectives...................................................................................................8

2.2. Unit Contents and sub-contents.........................................................................8
2.3. General Approach/Methods/Strategies..............................................................8
2.4. Detailed Activities.............................................................................................8
2.5. Assessment Strategies and Techniques.............................................................9
2.6. Instructional Resources (Materials and equipment)..........................................9
2.7. Reading Materials for the unit...........................................................................9
UNIT THREE: PREPARING AND PRESENTING ACTION RESEARCH REPORTS (Time: 3
hours)....................................................................................................................................................................... 10

3.1. Unit objectives.................................................................................................10

3.2. Unit Contents and sub-contents.......................................................................10
3.3. General Approach/Methods/Strategies............................................................10
3.4. Detailed Activities...........................................................................................11
3.5. Assessment Strategies and Techniques...........................................................11
3.6. Instructional Resources (Materials and equipment)........................................11
3.7. Reading Materials for the unit (mandatory)....................................................12
4. Course Assessment and Strategies........................................................................................................12

4. Course Requirements.............................................................................................................................12
5. Grading Schemes...................................................................................................................................... 13

7. Reading Materials.....................................................................................................................................13

PART II: SPECIFIC GUIDELINES....................................................................................................................16

1. Introduction................................................................................................................................................ 16

2. Objectives.....................................................................................................................................................16

3. Contents to be covered before Practicum......................................................................................17

4. Tasks/Activities.........................................................................................................................................18

5. Reporting Contents..................................................................................................................................20

6. Assessment..................................................................................................................................................20

7. Page Limit:................................................................................................................................................... 21
INTRODUCTION

These guidelines consist of two parts: General and Specific. The General part deals
with the theoretical aspect of action research that lay foundations for the second part.
Inasmuch as this part is to be given in 10 hours time before the students go out for the
practicum, it has followed the formats of syllabus and it is to be taught by the
supervisor. It, therefore, comprises course information; course description; objectives
of the course; detailed syllabus components: unit title, unit objectives, unit contents and
sub-contents, general approach/methods/strategies, detailed activities for students and
instructors, assessment strategies and techniques, instructional resources (materials and
equipment), reading materials for the unit; course assessment and strategies; course
requirements; grading schemes; and lists of reading and supplementary materials.

The second part aims to assist teacher educators/supervisors, student teachers, mentors
and others involved in teacher professional development. It, therefore, outlines the
objectives, contents to be offered before practicum; tasks/activities to be performed
during practicum; the schedule and respective roles of teacher educators, student
teachers, and mentors in the project, reporting contents; and accounts about assessment,
page limit, references, and appendices.
 PART I: GENERAL AND THEORETICAL
GUIDELINES

1. COURSE INFORMATION
Course Title: Action Research

Course code: XXXXX

Credit hours: 2

Contact hours: 3 conjoined with Practicum

Prerequisite course/s: Teachers as reflective Practitioners

2. COURSE DESCRIPTION
This part of the Guidelines taken as a course in action research that the students learn
before going out for the practicum. It focuses on the development of action research
knowledge, skills and dispositions applicable in the context of teaching at secondary
schools in Ethiopia. It develops the conceptual and analytical skills to conduct action
research on issues related to teaching and learning. Students, therefore, will explore
action research conceptions, importance, characteristics, and processes. In a
synchronized manner and interspersed within these contents, the students undertake
practical project work following the processes of action research.

3. OBJECTIVES OF THE COURSE

The course is designed with the main purpose of acquainting the would be secondary
school teachers with basic knowledge and skills of action research applicable mainly in
subject area methods of teaching at secondary schools. By so doing, the course
integrates theory and practice whereby the learners are empowered to challenge the
long existed status-quo through reflection, self-study, and practice at their actual work
environment. By the end of the course, therefore, students will be able to:
 explain the concepts, importance and characteristics of action research ;
 identify the processes to be followed in conducting action research;
 apply their knowledge and skills of action research by identifying an issue
and investigating it following appropriate approach.

4. DETAILED COMPONENTS
The components in the course (Part I of the Guidelines) have been grouped under three
units. Whereas the first two Units deal with face-to-face deliberations on basic
conceptions, processes and issues of action research before the students go out for
practicum, the last unit deals with preparing and presenting action research reports.
This is conjoined with the practicum work whereby the students present their action
research reports and get feedback.

UNIT ONE: CONCEPTS, IMPORTANCE AND CHARACTERISTICS OF ACTION

RESEARCH (T IME: 3 HOURS)
1.1. UNIT OBJECTIVES: Upon completion of this Unit, students will be able to:

1.1.1. Appreciate the diverse conceptions of action research.

1.1.2. Define action research.

1.1.3. Explain the characterizing features of action research.

1.1.4. Identify an issue for investigation following action research approach

(part of the first week of school visit).

1.1.5. Limit the identified issue for investigation.

1.2. UNIT CONTENTS

1.2.1. Concepts of Action Research
1.2.2. Importance of Action Research
1.2.3. Characteristics of Action Research
 1.2.4. Identifying and limiting a relevant topic for investigation
1.2.5. Summary

1.3. GENERAL APPROACH/METHODS/STRATEGIES

The following methods are used as required:

 Brainstorming,

 Informal and gapped Lecture,

 Questioning and answering method,

 Problem solving method whereby an issue for investigation is identified and

pursued,

 Collaborative learning groups providing the virtues of interactive and

participative pedagogy,

 Reading assignment.

1.4. DETAILED ACTIVITIES

1.4.1. Students’ activities

The students are expected to carry out the following:

 Attentive listening;

 Take notes,

 Answer questions posed by teachers,

 Asking questions,

 Present their topics (identified and limited) for investigation,

 Participate in peer evaluation/feedback,

 Collaboratively discuss on issues of interest,

 Read assigned materials.

1.4.2. Instructor’s activities

The instructor is expected to undertake the following:

 Introduces the course and the Unit following brainstorming session,

 Presents the content using informal and gapped lecture method,

  Asks provoking questions so that students answer,

 Answering questions asked by students,

 Plans and put students in collaborative learning,

 Gives feedback to students’ presentations of their topics.

1.5. ASSESSMENT STRATEGIES AND TECHNIQUES

Continuous assessment of students’ assignment by way of examining: a) the relevance

and feasibility of the identified topic; and b) the appropriateness of the limiting of the
topic for investigation.

1.6. INSTRUCTIONAL RESOURCES (MATERIALS AND EQUIPMENT)

 White/Chalkboard, LCD, handouts

1.7. READING MATERIALS FOR THE UNIT

Coghlan, D. & Brannick, T. (2001). Doing Action Research in Your Own

Organization. London: Sage Publications, Ltd.

Daniel D. & Firdissa J. (2009). Action Research Handbook for Higher Education
Institutions. Addis Ababa: AAU Printing Press

Elliott, J. (1991) Action Research for Educational Change. Milton Keynes: Open
University Press.

Firdissa J. (2010). Action Research Practices in Teaching English as a Foreign

Language in Ethiopian Universities: Implications for Quality Language
Teaching (PhD Dissertation)

Hopkins, D. (2002). A Teacher’s Guide to Classroom Research (3 rded.) New York:

Open University Press.

Kemmis, S. (2006) “Participatory action research and the public sphere” Education
Action Research Journal Vol 14, No. 4, pp 459-476. Reprinted in Pontë, P.
and Smit, B. (eds) Quality in Practitioner Research Amsterdam: Sense
Publishers.
McKernan, J. (1996): Curriculum Action Research: A handbook of methods and
resources on the reflective practitioner, (2nd ED.) London: Routledge Falmer.

UNIT TWO: PROCESSES OF ACTION RESEARCH (TIME: 4 HOURS)

2.1. UNIT OBJECTIVES: UPON COMPLETION OF THIS UNIT, STUDENTS WILL BE ABLE TO:
2.1.1. Appreciate the dynamism of the Processes of action research;

2.1.2. Identify some basic process of conducting action research;

2.1.3. Elaborate a spiral cycles of action and research in the context of

teaching;

2.1.4. Develop an action research plan of their topics;

2.1.5. Implement the plan.

2.2. UNIT CONTENTS AND SUB-CONTENTS

2.2.1. Dynamism of the Processes of action research

2.2.2. Basic process of conducting action research

2.2.3. Spiral cycles of action and research

2.2.4. Action research planning and implementation

2.2.5. Summary

2.3. GENERAL APPROACH/METHODS/STRATEGIES

 Lecture method

 Buzz group
 Mini-research proposal or project method

2.4. DETAILED ACTIVITIES

2.4.1. Students’ activities

Students will accomplish the following activities:

 Attentive listening,

 Take notes,

 Observe and participate in performance approach of the teaching,

  Actively participate in Buzz group discussion,

 Present their action research plans,

 Implement their action research plans,

 Participate in peer evaluation/feedback

2.4.2. Instructor’s activities

Among others, the instructor will:

 Introduce the Unit contents,

 Present the lesson using gapped lecture,

 Demonstrate,

 Organize and monitor the Buzz group discussion,

 Monitor student learning,

 Give feedback to students’ presentations on their action research plans,

 Evaluate the students’ implementations.

2.5. ASSESSMENT STRATEGIES AND TECHNIQUES

Continuous and practice-based assessment: Assignments by way of examining the
content of the developed and implemented action research plan

2.6. INSTRUCTIONAL RESOURCES (MATERIALS AND EQUIPMENT)

 White/Chalkboard, LCD, handouts, diagrams, Figures

2.7. READING MATERIALS FOR THE UNIT

Altricher, H., Posch, P. & Somekh, B. (1993). Teachers Investigate their Work: An
Introduction to the Methods of Action Research. London: Routledge.

Brindley, G. (1991). Becoming a researcher: Teacher conducted research and

professional growth. In E. Sadtono (ed.). Issues in language teacher
education. Singapore: SEAMEO Regional Language Center.

Hopkins, D. (2002). A Teacher’s Guide to Classroom Research, (3 rded.) New York:

Open University Press.

Kemmis, S. and McTaggart, R. (eds.) (1988). The Action Research Planner. (3rd ed.)
Geelong, Victoria: Deakin University Press.
McKernan, J. (1996): Curriculum Action Research: A handbook of methods and
resources on the reflective practitioner, 2 nd Ed. London: Routledge
Falmer.

McNiff, J. (2002.). Action Research: Principles and Practices. (2nd ed.). London & New
York: Rout ledge Falmer.

Verma, G. K. and Mallick, K. (1999). Researching Education Perspectives and

Techniques. London: Falmer Press.

UNIT THREE: PREPARING AND PRESENTING ACTION RESEARCH REPORTS

(TIME: 3 HOURS)

3.1. UNIT OBJECTIVES: UPON COMPLETION OF THIS UNIT, STUDENTS WILL BE ABLE TO:
3.1.1. Prepare reports using standard procedures,

3.1.2. Apply the findings of the action research conducted (during

practicum);

3.1.3. Communicate the results of the implemented action research;

3.1.4. Reflect on the research process and on the outcomes of the

implementation of action research outcomes.

3.2. UNIT CONTENTS AND SUB-CONTENTS

3.2.1. Action research report planning and presentation

3.2.2. Implementing the action research plan

3.2.3. Sharing and communicating the results of the implemented action

research plan;

3.2.4. Reflection on the action research process, lessons, and actions.

3.2.5. Summary

3.3. GENERAL APPROACH/METHODS/STRATEGIES

 Brainstorming on the overall action research cyclical steps, of course related to
the students’ project work,

 The Problem Solving Method so as to revisit the phases of action research

whereby the students started by identify an issue and ended with finding
solution for problems and learning
  Questions and answers related to the presentations by students,

 Portfolio

 Feedback by: a) mentor; b) peers, c) instructor/supervisor

3.4. DETAILED ACTIVITIES

3.4.1. Students’ activities

Students will perform the following activities:

 Respond to brainstorming questions,

 Report their synthesized action research projects, portfolios, and solicit feedbacks

 Give assessment feedback to each other.

3.4.2. Instructor’s activities

The instructor will undertake the following activities:

 Poses brainstorming questions,

 Plans and activates the students to synthesize and report their action research
project whereby the students participate and give feedback in the form of
reflection on the processes,

 Assesses the overall action research project of each students,

 Examines portfolio of each students,

 Gives feedback.

3.5. ASSESSMENT STRATEGIES AND TECHNIQUES

Continuous assessment: test, term paper, portfolio, presentation of the action research
project work, written exams, peer assessment of the presentations, mentor feedback.

3.6. INSTRUCTIONAL RESOURCES (MATERIALS AND EQUIPMENT)

 White/Chalkboard, LCD, handouts, diagrams, Figures

3.7. READING MATERIALS FOR THE UNIT (MANDATORY)

Anderson,G.L., K. Herr and A.S. Nihlen (1994). Studying your own School. An
Educator’s Guide to Qualitative Practitioner Research. Thousand Oak, CA:
Carwin Press
Ashcroft, K., and Foreman-Peck, L. (1994). Managing Teaching and Learning in
Further and Higher education. London: The Falmer Press.
Brindley, G. (1991). Becoming a researcher: Teacher conducted research and
professional growth. In E. Sadtono (ed.). Issues in language teacher
education. Singapore: SEAMEO Regional Language Center.

Elliott, J. (1991) Action Research for Educational Change. Milton Keynes: Open
University Press.

Elliott, J. and Adleman, C. (1973). Reflecting where the action is: the design of the
Ford Teaching Project. Education for Teaching, 92:8-20.

Firdissa J. (2010). Action research practices in teaching English as a foreign language

in Ethiopian universities: implications for quality language teaching (PhD
Dissertation)

Firdissa J. (2007c). Action Research Practices in Teaching English as a Foreign

Language at Addis Ababa University: Implications for Quality Language
Teaching. Ethiopian Journal of Higher Eduaction, vol. 4(2), pp. 1-21
Stringer, E. T. (1999). Action Research: A handbook for practitioners. (2nd ed.),
Newbury Park, ca.: Sage.

4. COURSE ASSESSMENT AND STRATEGIES

Whereas the overall learning assessment is continuous in nature, each student will give
his/her course assessment report to the instructor who taught him/her action research
and/or subject area methods in writing as feedback for the improvement of the course
and delivery mechanisms

4. COURSE REQUIREMENTS

In addition to the standards that the University has set., the students are expected to
meet the following specific requirements to successfully complete the course.

 A minimum of 80% attendance;

 Active participation in interactive/face-to-face sessions;
 Independent/self-study and project work;
 Preparation and timely submission of project reports, papers, portfolio, etc.
5. GRADING SCHEMES

The overall grading schemes of the students’ final assessment shall be done as
follows:

 Written tests and exams (30%)

 Project and presentation (50%)

 Portfolio of evidence (10%)
 Mentor assessment (10%)

7. READING MATERIALS
7.1.1. Selected Books

Coghlan, D. & Brannick, T. (2001). Doing Action Research in Your Own

Organization. London: Sage Publications, Ltd.

Daniel D. & Firdissa J. (2009). Action Research Handbook for Higher Education
Institutions. Addis Ababa: AAU Printing Press

McNiff, J. (1988.). Action Research: Principles and Practices. London: Routledge.

Scott , D. & Usher, R. (1996). Understanding Educational Research. London:

Routledge.

7.1.2. Relevant Articles and Essays

Firdissa J. (2010). Action research practices in teaching English as a foreign language

in Ethiopian universities: implications for quality language teaching (PhD
Dissertation)

Rainey, I. (2000). Educational Action Research, Volume 8, Number 1; Action

Research and the English as a Foreign Language Practitioner: time to take
stock; University of Surrey, Guildford, United Kingdom (available at
[Link]/ index/[Link])

Summerford, J. (2002). Action Research: A Method for Identifying School Success

When Standardized Testing Fails; The NCSC NEWS. Vol.1. No. 7

7.2. Supplementary Reading Materials

7.2.1. Books
Carr, W. & Kemmis, S. (1986). Becoming Critical: Education Knowledge and Action
Research ([Link].). London: Falmer Press

Kemmis, S. & McTaggart, R. (eds.) (1988). The Action Research Planner. (3 rd edn.)
Victoria: Deakin University Press.
McKernan, J. (1996): Curriculum Action Research: A handbook of methods and
resources on the reflective practitioner (2nd edn.). London: Kogan Page Limited.
Schon, D.A. (1983). The Reflective Practitioner. London: Temple Smith
Stringer, E. T. (1999). Action Research: A handbook for practitioners. (2nd ed.).
Newbury Park, CA: Sage Publications.

7.2.2. Articles

Adinew T. (2007). A First-Timer's Impressions of Engaging in Action Research: A

Case in Ethiopian Pre-service Teacher Education. Action in Teacher Education,
29(1), 71-80.

Firdissa J. (2007). Action Research Practices in Teaching English as a Foreign

Language at Addis Ababa University: Implications for Quality Language
Teaching. Ethiopian Journal of Higher Eduaction, vol. 4(2), pp. 1-21
Hairon, S. (2006). Action Research in Singapore Education: Constraints and
Sustainability. Educational Action Research, 14(4), 513-523.
Holly, M. L. (2009). Writing to Learn: A Process for the Curious. In S. Noffke & B.
Somekh (eds.), Educational Action Research (pp. 267-277). London: SAGE
Publications Ltd.
Kemmis, S. (2007b). Participatory Action Research and the public sphere. Education
Action Research, 14(4), pp 459-476.
Jeylan W. (2006). Hopes and challenges in using action research: the outcome of
attempting to help in-service teachers learn how to design, evaluate and use
reading comprehension questions collaboratively. Educational Action Research,
14(3), 377–393
Jeylan W. (2007). Experience gained through engaging student teachers in a
developmental reflective process, Teacher Development, 1(2), 189–201
Mattsson, M. and Kemmis, S. (2007). Praxis-related research: Serving two masters?,
Pedagogy, Culture and Society, 15(2), 185 – 214
Susman, G., & Evered, R. (1978). An assessment of the merits of scientific action
research. Administrative Science Quarterly, 23(December), pp. 583 - 603.

7.2.3. List of Websites

Firdissa J. (2007). Analysis of Language Teachers’ Beliefs vis-à-vis their Teaching
Practices in Higher Education Institutions. (Available at
[Link]

[Link]

[Link]

[Link]

[Link]

[Link]
 PART II: SPECIFIC GUIDELINES

1. INTRODUCTION

This guideline is designed with the purpose of assisting teacher educators, student
teachers, mentors and others involved in teacher professional development. The second
part aims to assist teacher educators, student teachers, mentors and others involved in
teacher professional development. It, therefore, outlines the objectives, contents to be
offered before practicum; tasks/activities to be performed during practicum; the
schedule and respective roles of teacher educators, student teachers, and mentors in the
project, reporting contents; and accounts about assessment, page limit, references, and
appendices.

2. OBJECTIVES

The Guideline intends to assist teacher educators, student teachers, and mentors to:

 Internalize the action research project contents to be covered before the

students go for practicum;
 Performs tasks at specified time periods;
 Use appropriate reporting formats;
 Apply assessment mechanisms using different continuous approaches;
 Contextualize the required page limits;
 Apply standard referencing and listing appendices.
3. CONTENTS TO BE COVERED BEFORE PRACTICUM

Students are given basic contents on issues of action research before going for the

practicum. Specifically,

1) concepts, importance and characteristics of action research

( three hours); and
2) processes of action research (four hours)

Alongside with the afore-mentioned contents, the students are expected to

 identify an issue,
 plan and make preparations for the practicum and the
reporting time after practicum, which is part of Unit Three
4. TASKS/ACTIVITIES

Whereas flexibility is an inherent aspect of the overall action research project, there are
some activities to be performed at specified time period by students, supervisors,
mentors and others who may participate in the teacher development program.

No Activities When? Students Teachers/supervisors Mentors

4.1 Problem/issue During the students Guide students, give Support

identification first week of identify issues feedbacks on the the
school or problems for feasibility of the issues students,
observation investigation identified by each of and
prior to following action the students supervisors
starting research
classes approach

4.2 Limiting and First week of Present their Give Feedback Support
problematizing action topics that have the
the issue research been identified students,
class and and
problematized supervisors

4.3 Develop an During face- Present their Give Feedback Support

action to-face plans the
research plan sessions students,
of the issue and
identified supervisors

4.4 Implementing During Collect data, Give Feedback Support

their plans practicum analyze, the
develop action students,
plan, take and
action, and supervisors
report

4.4 Synthesize Throughout Synthesize Guide and direct Support

portfolio the training portfolio students’ project work the
and students,
practicum and
times supervisors

The topic/issue identifications the earliest activity in the action research project work.
Among the topics to be identified by the students during the first week of their school
observation are: methods of teaching and learning, assessment, school facilities, school
leadership, school and learning environments, learning contents, learning experiences,
and the like. Problem identification may come out from preliminary investigation.
Action research is carried out to immediately and intelligently fix a classroom problem
which is assumed to be responsible for undesirable students performances in learning.
An assessment of the existing practice and its contexts is needed to have a clear
understanding of the problem, to identify the causative factors, to figure out the
magnitude of the impact of the problem on the current practices, and to hypothesize the
possible actions taken to improve the practice. The students, therefore present the
summary of the assessment result of the preliminary investigation conducted to have a
clear picture of the problem in order to find out workable solutions .They can choose to
have subheadings in this section if the problem has multiple facets.

This is then followed by limiting the topic and planning to inter into intervention,
during which the student describes the actions taken, the strategies involved to address
the problem identified and what happened as the research proceeded. It is possible to
have subheadings if the action or strategies used have various aspects which need to be
treated separately for better presentation and understanding.

Following intervention, the student evaluates the processes of the project as well as the
outcomes of his endeavors. It also includes comparing and contrasting pre –and post –
intervention summary of the data collected through different tools. Numerical data
need to be summarized in a table or a graph and presented for discussion. Qualitative
data should be synchronized to validate the numerical data. The post –and pre-
intervention results can be juxtaposed and presented in one table.

In the discussion of the post-observation, the student should make mention of the
insights gained, what these mean in the classroom context, and its consistence, or
discord with previous relevant findings.
Evaluation, is then followed by reflection. At the stage of reflection, the student provides
the highlight of his professional and personal reaction to the research. He/she reflects on
the research process by using some questions. Among others, he/she may pose questions
like: How have I felt about this? What would I change or do next time?

It is therefore hoped that the would be teachers in secondary schools in Ethiopia

develop professional competence and thus this section of the report focuses on the
benefits the students have derived from the research for their future professional career
development.

5. REPORTING CONTENTS

The action research project report of students should comprise the following.

5. Cover Page: contains title, the students name, and the name of the institute to which
the research is to be submitted.
6. Second page: includes title, the students name, the supervisor’s name, the name of
the institute to which the research is to be submitted, and date.
7. Table of Contents: This outlines the main headings with their corresponding page
numbers.
8. Acknowledgements: This presents the name(s) of in individual(s) who has/have
contributed for a successful completion of the research project.
9. Body of the report: this clearly outlines the steps followed to undertake the project
(the processes of action research) whereby the whole picture of the research work is
presented revealing the cyclical steps of action research as indicated in Unit Two of
first part of the this Guideline.
10. References: References contain the list of the materials used in the research.
Others’ works should be duly acknowledged. A good care, therefore, should be
taken in using others work .The references need to be organized based an accepted
standard or style, Preferably APA.
11. Appendices: Appendices consist of samples of research tools, activities used
during intervention, and transcripts of recorded and transcribed materials.
 6. ASSESSMENT

The learning assessment of students take different forms. Among others, written tests
and exams (30%), project and presentation (50%), Portfolio of evidence (10%), and
mentor assessment (10%). Whereas tests and exams are to be handled by the
teacher/supervisor, portfolio and action research project and presentations are to be
assessed by two or more instructors as their contents may cut across several subject
matter domains. Departments, therefore, need to assign experienced assessors to
moderate other assessors of portfolio and action research project and presentations. In
addition, competent school teachers should be assigned to participate in the assessment
of the students. The mentors’ assessments in this particular course shall account for a
maximum of 10% of the total assessment scores that decide their action research project
grade.

7. PAGE LIMIT: Basically, the length of the report can be contingent on the nature of the
topic and the methods involved in addressing it. It is, therefore, difficult to determine
the number of page the action research project report should have. The Practicum
Committee of the respective College/faculty/Department can, nonetheless limit the
length of the report to be between 15-30 pages including the appendices. However, the
page limit can be negotiated with the supervisor and mentor provided that the research
is Complete consisting of all essential parts of action research. This flexibility and
negotiation should not compromise the salient qualities of action research project
report.