PrEd 154 - Field Study 2 1
PrEd 154 - Field Study 2
Participation and Teaching Assistantship
Module Overview
This course is a continuation of Field Study 1. It is school-based and allows a
pre- service student to participate and assist in limited actual teaching-learning
activities related to assessment of learning, preparation of instructional materials,
preparation of the bulletin boards, and other routines in the classroom. An eportfolio
that will contain sample lesson or learning plans and demonstration teaching of at
least one subject content area will be required. Action research shall be encouraged
to start in this course and conclude during the Internship.
Module 1: Fundamentals of Action Research
Module Overview
Module 1 is an introduction to action research fundamentals. Action research is
frequently conducted in a school setting. It is a reflective process that incorporates
inquiry and discussion as integral parts of "research." Often, action research is a
collaborative effort among colleagues to find solutions to common, real-world
problems encountered in schools or to find ways to improve instruction and student
achievement. Rather than focusing exclusively on the theoretical, action research
enables practitioners to address immediate concerns, those over which they have
some control and can effect change. Practitioners are increasingly responsible for
school operations and are held publicly accountable for student achievement
outcomes. The action research process assists educators in assessing needs,
documenting inquiry steps, analyzing data, and making informed decisions that can
result in desired outcomes.
Lesson 1.1: Understanding Action Research Concepts, Processes and Models
Lesson Summary
Action research equips every teacher to address all of the challenges inherent in
the teaching profession when it comes to curriculum implementation. It enables
teachers to reflect on their instructional practices and experiences in light of a
particular educational theory. The teacher is the doer of the action in action research,
which means that the teacher plans, develops, and implements the research and then
takes informed action to accomplish the study's objectives.
Some Questions and answers that you need to know.
1. What are the core characteristics of Action Research (Titchen, 2015)?
a. Systematic - Like any form of research, it follows a system.
b. Reflective - It follows a continuous reflection and action
c. Situational - It is more specific to the location (school) circumstances (teaching
and learning, etc.)
d. Participative - AR can be participative where teachers and learners are
coresearcher
e. Future-oriented - It seeks a solution to the current problem for future
improvement.
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 2
2. Why is Action Research useful to me as Teacher Researcher?
a. AR can help me learn how to improve my practice as a teacher in terms of
teaching methods, classroom management, preparation of the learning
environment, developing materials, and assessment.
b. AR can help me learn more about a wider range of research methods that I can
use in the future.
c. AR can provide me with more space to think deeply about the issues that
confront teaching and learning.
d. AR can help me engage with my mentor and peers to improve my teaching
practices through action research.
3. What types of classroom action studies can I engage in?
a. Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?
b. Establishing effects of curriculum restructuring. Example: Will the use of
mother tongue enhance the reading skills of my learners?
c. Enhancing new understanding of learners. Example: What happens when
students get demotivated?
d. Teaching a new process to the students. Example: How can I teach third grades
to do reflection?
Specifically, Action Research is a process of taking scientific action to improve
teaching and learning.
MODELS and GUIDE in CONDUCTING ACTION RESEARCH
Nelson, O 2014
Action Research
The Action Research Process
Cycle
Identify the problem.
1. Based on observation and noticing, what problematic
situations prevail in the classroom or teaching-learning
environment?
OBSERVE
2. Which of these problems shall I focus on?
3. What does the literature say about this problem? On what
theories or principles I learned before is the problem
anchored?
Reflect (Reflection continues throughout the process.)
1. What do I hope to achieve? What do I intend to change for
the better?
REFLECT
2. Is doing this action research important to improve my
practice?
3. Can I do this alone? Or should I collaborate?
Plan an Action Research Strategy
1. What type of research will I use? Quantitative? Qualitative?
PLAN
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
Take Action
1. How do I put my plan into action? How long?
ACT
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 3
The proposed action research cycle (Nelson, 2014), which starts with Observe
followed by Reflect, Plant, and Act, follows a cycle process.
[Link]
[Link]?w=825
DEPARTMENT OF EDUCATION (D.O. 2016) 2017 MODEL
Action Research Key
Action Research Process
Components
I. CONTEXT AND RATIONALE Identifying the Problem
1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/questions am I trying to solve?
4. What do I hope to achieve?
Proposed Plan
1. What do I plan as a solution to the problem I
III. PROPOSED INNOVATION,
identified? (Describe)
INTERVENTION, AND
2. What innovation will I introduce to solve the
STRATEGY
problem? (Describe)
3. What strategy should I introduce? (Describe)
Plan of Action Research
IV. ACTION RESEARCH
1. Who are to participate? (my students, peers
METHODS
myself)
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 4
a. Participants and/or other 2. What are my sources of information?
Sources of Data and (participants)
Information 3. How shall I gather information?
b. Data Gathering Methods 4. How will I analyze my data/information?
c. Data Analysis Plan
Action Research Work Plan
1. What should my work plan contain? (targets,
V. ACTION RESEARCH WORK
activities, persons involved, timeline, cost)
PLAN AND TIMELINESS
2. How long will I conduct my intervention? (For
Reliable results 8 to 12 weeks)
Action Research Cost – (Consider also the
VI. COST ESTIMATES maximum cost if externally funded like DepEd,
LGUs NGO or personal)
Sharing results
1. How will I share the result of my action
VII. PLANS FOR
research? (Publish, Present, Flyers, LAC
DISSEMINATION AND
sessions)
UTILIZATION
2. Can I collaborate with other teachers to
continue replicating my study
Learning Task
Instruction: Inquire with your cooperating teacher about previous research or action
research that has been conducted at your cooperating school.
Note: If the school is unable to provide an example of Action Research, you may search
for additional references on googlescholar, academia, researchgate, or any other
reputable source.
Complete the tasks by:
1. Writing a critical review of the research or action research of your cooperating
school.
2. Your review must adhere to the specified criteria and questions listed below.
3. The review must be comprehensive and precise.
Parts of the Research Research Review
Introduction
• Are the background and rationale
clear and logical?
• Is there enough theoretical
Background provided for the action
research?
• Is the study significant?
Review of Literature and Studies
• Is there enough study to support
the research?
• Is there a logical presentation of
literature and studies?
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 5
Methodology
• Is the methodology appropriate for
the study?
• Does the study observe ethical
considerations in dealing with the
research participants?
• Are the research tools validated?
Results of the Study
• Is the presentation of results logical
and based on the research
questions?
• Is the statistical analysis valid?
• Are the results triangulated with the
review of related literature and
studies?
Conclusions and
Recommendations
• Is the conclusion supportive of the
results?
• Are the recommendations made
based on the results of the study?
• Are the recommendations helpful
for solving educational issues?
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 6
Lesson 1.2: Matching Problematic Learning Situations with Probable Action
Lesson Summary
To maintain momentum toward a sustainable world, education in all of its forms
must become a priority. However, the traditional spaces and methodologies for
educational research are simply too constrained. As we work toward a sustainable
world that provides opportunity and hope for each individual to thrive collectively
(Bradbury, G., et al., 2019), we must acknowledge the crisis of insufficient, unjust, or
entirely absent education for children and youth.
A Comparison of traditional research and action research (cited in Lufungulo, E.S. et
al.2021)
Examples of Action Research
Several types of action research can be conducted in education, and each type is
dependent on the participants. For example, a single teacher may investigate an issue
in the classroom, a group of teachers may collaborate on a common issue, or a team
of teachers, administrators, and other education stakeholders may focus on a school-
or district-wide issue (Ferrance,2000).
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 7
Types of Action Research in Education (Lufungulo, E.S. et al.2021)
Learning Task
Instruction: Examine five action research articles in education published in the last five
year on googlescholar, academia, researchgate, or any other reputable source. Identify
each article’s gaps and provide an intervention or solution to the gaps.
TITLE OF RESEARCH GAPS YOUR INTERVENTION
1.
2.
3.
4.
5.
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 8
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 9
Module 2: The Learning Assessment
Module Overview
Module 2 is concerned with the assessment of student learning in class.
Although
the idea of a teacher sitting with her students to truly understand what is
happening as they pursue learning challenges is in stark contrast to the role that
assessment and evaluation have traditionally played in schools, many teachers
have always done so. Classroom assessment is a complex endeavor that takes
on different meanings for different audiences and situations as it should be.
Assessment serves various purposes that occasionally complement one another
and occasionally compete or conflict with one another.
Lesson 2.1: Assessing FOR, AS, and OF Learning
Lesson Summary
Teachers make professional judgments about students' performance in every
teaching and learning session they conduct, whether consciously or
unconsciously. Assessment for Learning focuses on using professional
judgments and translating them into feedback on the quality of individuals' work.
Successful Assessment for Learning strategies results in continuous
improvements in learner progress. The primary feature of Assessment for
Learning is effective feedback from teachers to learners on their progress.
Learning Task
Based on your classroom observation, create a concept map to communicate
information about the following questions.
a. Identify five purposes why a teacher assesses the students?
b. Based on the five purposes of assessing students, which is the most important?
c. Give an example of an assessment that is more applicable in a 21st -century
classroom. Explain why?
A concept map is a diagram or other graphical representation of the relationships
between concepts and ideas. Most concept maps depict ideas as boxes or circles (also
called nodes), which are hierarchically structured and connected via lines or arrows
(also called arcs).
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 10
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 11
Lesson 2.2: Grade and Reporting
Lesson Summary
Grading student work is used to determine whether or not a student has learned
something. [Assessment] of learning is a summative assessment that is used to
make judgments about student achievement. Summative assessment is designed
for predetermined events that occur after a unit, activity, course, term, or program
and is used for grading and reporting to those outside the classroom.
Learning Task
Instruction: Participate and assist your CT in scoring assessment tasks, computing
grades, and reporting grades to parents and guardians. Otherwise, if you are unable to
assist your CT, you may conduct an interview.
1. Confer with your CT about scoring students’ assessment tasks, grade
computation, and reporting. This may also be done online.
2. Ask your CT what you can do to assist in scoring students’ assessment tasks,
grade computation, and preparation for reporting in the Parents-Teacher
Conference.
Write a reflection paper about your experience and thoughts as you assisted your CT:
• Score tests and assessment tasks
• Computing grades
• Preparing for PTC
Discuss the Following questions comprehensively.
Note: If you could not observe some of the items, you may conduct an interview with
your CT.
STATEMENT DISCUSSION
1. What are the teaching implications
of the students’ test scores and
grades?
2. In what subjects did students
perform best? Poorest?
3. How was the PTC attendance of
parents and guardians? What does
this imply?
4. What parents/guardians’/
comments were most common
during Card-Giving Day?
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 12
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 13
Module 3: Instructional Planning
Module Overview
Module 3 focuses on creating an instructional learning plan. Lesson planning is
an important part of the teaching-learning process. A lesson plan is a step-by-step
guide that lays out the framework for important learning. It is critical to classify the
learning outcomes for the class before planning a lesson. It is significant because it
assists the teacher in maintaining a consistent teaching pattern and prevents the
class from straying from the topic.
Lesson 3.1: Writing MY Learning/Lesson Plan
Lesson Summary
A lesson plan is a step-by-step guide that establishes the framework for critical
learning. Before planning a lesson, it is critical to classify the class's behavioral
outcomes. It is necessary because it assists the teacher in maintaining a consistent
and high-quality teaching pattern and prevents the class from straying from the topic.
Lesson planning is a critical component of the teaching-learning process. A lesson
plan is a step-by-step guide that establishes the framework for critical learning. Prior
to planning a lesson, it is critical to categorize the class's learning outcomes. It is
critical because it assists the teacher in maintaining a consistent teaching pattern and
prevents the class from straying from the topic. Pre-planning enables the teacher to
be more prepared to respond to questions from students during the lecture. An
effective lesson plan consists of three components: the course's goals and objectives,
teaching and learning activities, and assessments to determine students'
comprehension of the topic.
Learning Task
Ask for a topic from your CT for your lesson planning. Develop your own Learning/
lesson plan
Follow the template for the Detailed Lesson Plan (DLP) of DepEd.
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 14
Lesson 3.2: Delivering My Lesson
Lesson Summary
After establishing the aims and objectives, it is critical to ensure that the students
understand the planned lesson. The teacher should prepare a variety of explanation
methods to assist students in quickly grasping the subject. Methods may include
using real-world examples or creating a hypothetical situation related to the subject.
Additionally, showing videos related to the subject may aid in comprehension.
Incorporating lesson-related activities helps students retain information. The critical
factor is time management. A teacher must time all activities during class hours to
complete the lesson on time. Everything, including explanations, examples, and
activities, must be timed so that the lesson does not overlap with the following class.
Learning Task
Conduct a teaching demonstration on the lesson you wrote in the previous
assessment. Apply all your CT’s suggestions.
Request to use the rubric being used by DepEd for Demonstration Teaching and
attached the copy with suggestions by your FS cooperating Teacher
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 15
Module 4: Instructional Resources
Module Overview
Module 4 discusses classroom instructional resources. Recent advancements
in multimedia technology have opened up new avenues for communication that
enhance the distance learning experience. Thus, the incorporation of multimedia
content into educational materials enhances the learning process. Indeed, virtual
learning environments are brimming with potential (Padmore et al., 2006).
In the context of modular learning, instructional resources play a crucial role in
ensuring that students receive quality education despite the lack of face-to-face
interactions. Self-learning modules (SLMs) serve as the primary tool for delivering
lessons, providing structured content, guided activities, and assessments. The
integration of multimedia elements such as QR codes, video links, and interactive
exercises can further enrich modular learning by making the lessons more engaging
and accessible. Effective modular instruction requires well-designed materials, clear
learning objectives, and regular teacher feedback to support student progress.
Lesson 4.1: Utilizing Application (Apps) for Teaching and Learning
Lesson Summary
The teacher can use apps during the planning, preparation, implementation, and
evaluation stages. They also use these to create high-impact presentations that aid in
the delivery of content. Teachers also use apps to encourage student participation,
which leads to higher and more enjoyable engagement.
Learning Task
Based on your investigation to the different apps used in class, identify what apps will
you apply in your own class in the future. Create a strategy for incorporating apps into
your class. Determine the purpose and selection criteria of the five (5) educational
applications (apps).
Grade level: __________________________
Lesson: _____________________________
Explain why you selected
What is the use or the app, based on the five
Apps you plan to purpose of using the criteria: (developmental
utilize in the lesson. app? Describe how you appropriateness, motivation,
will use each. instructional design, engagement,
and accessibility).
1.
2.
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 16
3.
4.
5.
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 17
Lesson 4.2: Utilizing Modular Learning for Flexible Education
Lesson Summary
Modular learning is a widely used instructional strategy that promotes self-
paced, independent learning. It involves the use of self-learning modules (SLMs) that
contain structured lessons, activities, and assessments to guide students through the
learning process. These modules allow for flexibility in time and place, making
education accessible to students with varying learning needs and environments. The
effectiveness of modular learning depends on the quality of the instructional
materials, clear learning objectives, and structured content that engages learners.
Teachers play a crucial role in monitoring progress, providing feedback, and ensuring
that learners remain motivated despite the absence of face-to-face instruction.
Learning Task
Based on your classroom observations, conduct a S.W.O.T. analysis on the
implementation of modular learning in your cooperating school.
(SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. A SWOT analysis
helps evaluate the effectiveness of a specific educational strategy and identifies areas
for improvement.)
Note: If you could not observe this, you may conduct an interview with your CT.
Strengths Weaknesses Opportunities Threats
1. What problems or challenges did the teacher, and the students encounter during
the modular learning?
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___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 18
2. How did the challenges in the modular learning affect the teacher and students?
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3. What part/s of modular learning do you think can still be improved? How can
these be improved?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 19
Module 5: Research Title and Problem
Module Overview
Module 5 is concerned with the creation of a good research title and problem. A
good research question prompts action, such as trying something new, improving a
teaching/learning situation, or implementing actions that can make a difference in
students’ lives. "There is no action without research, and no research without action."
Even when the goal of the research is to gain deeper knowledge and understanding of
a student, as in a case study or a descriptive review, it is assumed that the ultimate
goal of such acquired knowledge and understanding is to improve one's teaching or
to advance student learning and/or development.
Lesson 5.1: Selecting Topics and Questions for Action Research
Lesson Summary
Choosing topics and developing a good research question from among these
options necessitates reflection, observation, conversation, and research into the
natural life of the classroom. It is important to remember that the initial question
driving an action research study may change as it progresses. Because action
research is recursive, iterative, and spiraling, a research question may change and be
refined as new data and issues emerge in the research study.
Aspects of school life that can prompt action research
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 20
Learning Task
Read three action research articles and review the alignment of research title and
questions in action research. In the table below, list the titles, research questions,
and the alignment of both title and questions.
Review on the
Alignment of
Title of Research Research Questions
Title and research
questions
1.
2.
3.
Identify the problem you encountered during class observations.
IDENTIFYING PROBLEM AREA
Your observation/
Problem observed
Your Focus / initial
question/s
Type of Action
Research
Reason for choosing
this type
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 21
Lesson 5.2: Review of Related Literature
Lesson Summary
A thorough literature review can help the researcher distinguish between what
has been done and what needs to be done; comprehend the structure of the problem;
identify significant variables relevant to the study; establish relationships between
ideas and practice; identify areas of contention in the research; and establish and
define the social, educational, or cultural context.
Learning Task
As a group, make a literature mind mapping on the topic you have decided to do.
Follow this example of Mind Mapping the Literature Review | SPSP
(A mind map is an excellent tool for deconstructing complex ideas into their component
parts and thus better comprehending their relationships. At its simplest, you can use it
to jot down notes as you read each paper.
This straightforward method is characterized by a central visual or concept and
branches that originate from the central figure and branch out into smaller branches,
each representing a different aspect of the central concept. According to Tony Buzan,
this visual representation is more consistent with how the brain works, making it
extremely beneficial for learning and brainstorming.)
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply
into the lesson? Share any personal reflections that may be beneficial for action
research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 22
Module 6: Action Research Methods
Module Overview
Module 6 demonstrates the methodology used in conducting action research.
The redefinition of methodology in action research is a complex issue that can lead to
discontinuities and internal divisions. Regardless of the differences, all share one
principle: inquiry must be conducted by practitioners or members of the social
practices themselves. "Participants," McIntyre (2008) reminds us, "must engage in all
aspects of the [action research] project". This imperative is derived from everything
that has been said thus far, and it will be implied in everything that is added in the
future.
Lesson 6.1: Data Gathering Methods
Lesson Summary
It is critical to remember that data collection in action research does not occur
once; rather, it occurs repeatedly over time. As a result, utilizing a calendar or checklist
is one way to ensure consistency in the data collected. Pine (2009) continues by
stating that a good data collection plan is systematic in nature, taking into account
what data will be collected, when, how, and how frequently it can be collected, as well
as how the data will be analyzed.
Learning Task
Instruction: Open and read the attached Action Research e-journal. Then proceed on
to Chapter 5, Collecting Data in Your Classroom, pp 70-91. After you've gone over the
data collection method, complete the table on the problem statement and data
collection plan.
Follow the link for the article:
Action Research ([Link])
Citation: Clark, J. Spencer; Porath, Suzanne; Thiele, Julie; and Jobe, Morgan, "Action
Research" (2020). NPP eBooks. 34.
[Link]
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 23
By Group, write the Rationale/Purpose of your study. And identify the Data Analysis
plan based on your formulated research questions.
PROBLEM STATEMENT AND DATA COLLECTION PLAN
Purpose of the Study
Specific Research
Questions
Data Collection Plan
REFLECTION AND ACTION RESEARCH PROMPTS
Share any personal reflections that may be beneficial for action research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 24
Lesson 6.2: Data Analysis Plan
Lesson Summary
The goal of data analysis is to generate information that is useful and usable.
Analyses can be used to define and summarize data, identify relationships between
variables, compare variables, identify differences between variables, and forecast
outcomes, regardless of whether the data is qualitative, quantitative, or action
research-based. Thematic (qualitative) analysis and statistical analysis are the two
most used data analysis techniques (quantitative). Framework analysis and thematic
network analysis are the two broad categories of qualitative techniques. A
combination of both approaches is commonly used in qualitative analysis.
Learning Task
Open and read the attached Action Research e-journal. Then proceed on to Chapter 6.
Analyzing Data from Your Classroom, PAGES 92-106, After you've gone over the data
collection method, complete the table on the problem statement and data analysis
plan.
Follow the link for the article:
Action Research ([Link])
Citation: Clark, J. Spencer; Porath, Suzanne; Thiele, Julie; and Jobe, Morgan,
"Action Research" (2020). NPP eBooks. 34.
[Link]
By Group, write the Rationale/Purpose of your study. And identify the Data Analysis
plan based on your formulated research questions.
PROBLEM STATEMENT AND DATA ANALYSIS PLAN
Purpose of the Study
Specific Research
Questions
Data Analysis Plan
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 25
REFLECTION AND ACTION RESEARCH PROMPTS
Share any personal reflections that may be beneficial for action research.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 26
Module 7: Research Proposal and Oral Defense
Module Overview
Module 7 focuses on developing an action research proposal and defending it
orally. Action research is a proactive endeavor. It is geared toward both
comprehension and improvement of practice. The goal is to use the data collected to
assist educators in comprehending and experimenting with new or necessary
methods or paradigms for teaching and administration. Johnson (2012) suggests that
decisions about instructional strategies should be made based on findings. Certain
strategies are more effective than others, necessitating an obvious choice.
Occasionally, all strategies will prove equally effective. In that case, the choice is made
based on the preferences of the teachers or learners. As a result, following the
collection of data, action should be taken.
Lesson 7.1: Writing an Initial Action Research Plan
Lesson Summary
The ultimate goals of action research are the following: to assist teachers in
developing new knowledge relevant to their classrooms, to promote reflective
teaching and thinking, to expand teachers' pedagogical repertoire, to empower
teachers to take ownership of their craft, to reinforce the connection between practice
and student achievement, to foster an openness to new ideas and to learn new things,
and to empower teachers to own effective practices.
Learning Task
Write a comprehensive initial action research plan as a group. Follow the format
outlined below.
My Initial Action Research Plan
Proposed Title:
I. My Identified Problem:
II. My Reflection about the Problem
III. My Plan of Action:
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 27
References:
REFLECTION
Share any personal reflections in preparing for the initial research plan.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 28
Lesson 7.2: Proposed an Action Research Proposal
Lesson Summary
In the educational context, action research is defined as a systematic inquiry
conducted by actors such as teachers, school directors, and other duty bearers such
as the DOE and POE through the research process. The primary objective is to assess
their own actions in the areas of teaching, professional development, planning, and
school or institution management in terms of how well they have been carried out thus
far, as well as what is working well or not working well and what needs to be improved.
Because action research entails the active participation and involvement of education
actors in transforming situations and improving the quality of strategic plans, policies,
and practices, it can be conducted by large or small groups with the assistance of
professional researchers to ensure the result is of the highest possible quality and
efficiency.
Learning Task
Write a complete action research proposal using the DepEd Format outlined below.
Action Research Proposal
Name:
Proposed Title:
I. CONTEXT AND
RATIONALE (Study
Background)
II. ACTION RESEARCH
QUESTIONS
III. PROPOSED
INNOVATION,
INTERVENTION, AND
STRATEGY
IV. ACTION RESEARCH
METHODS
a. Participants
and/or other
Sources of Data
and Information
b. Data Gathering
Methods
c. Data Analysis
Plan
V. ACTION RESEARCH
WORK PLAN AND
TIMELINESS
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City
PrEd 154 - Field Study 2 29
VI. COST ESTIMATES
VII. PLANS FOR
DISSEMINATION
AND UTILIZATION
VIII. REFERENCES
Defend your Action Research Proposal to your FS Supervisor, and Panel Members.
Follow the criteria below for your reference.
Criteria Description Points Rating Remarks
1. Clarity and The proposal is well-structured, with 20
Organization a clear research title, problem
statement, and objectives.
2. Content The presenter demonstrates a strong 25
Knowledge understanding of the research topic,
literature review, and methodology.
3. Methodology The research design, data collection, 20
and and ethical considerations are
Feasibility appropriate and achievable.
4. Presentation The presenter communicates ideas 20
Skills effectively, maintains engagement,
and answers questions confidently.
5. Significance The study’s potential contributions to 15
and Impact education and its practical
application are well-articulated.
Total Points 100
REFLECTION
Share any personal reflections in the oral action research defense.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Main Reference:
Vega, Mark Gil A. (2022) Field Study 2: Participation and Teaching Assistantship, First Edition. VSU. VSU Baybay City