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School Research Team

Today, Navotas
National High School
hopes to be able to
lead a successful
school-based action
research program.
August, 2016
TODAY IN NAVOTAS
Teams of teachers happy doing
action research

Pictures were taken during the technical rehearsal of our action research
poster proposal presentation on July 28, 2016.
• 136 junior high school
teachers
• 32 teams (by learning area, per grade
level)
• 32 action research projects
• No evidence of collaboration in
doing action research.
• Only master teachers were
writing action research.
• Teachers did not have a deep
understanding and appreciation
of action research.
Before…

Challenge of harmonizing all policies and communicating to


teachers that all these DepEd Orders and reforms are
interconnected and not compartmentalized.
Action Research as a tool for evidence-based practice
and as a means to carry out the continuous improvement
(C.I.) program and other programs of the Department of
Educ.
How did we achieve this turnaround story?
 The team underwent training on action
research.

Design thinking
workshop from Habi
Education Lab from
Sept. 2015 – Sept.
2016
Division Initiative on Action
Research
How did we achieve this turnaround story?

 We model and use research to inform


school programs and policies.
Findings
1. Moderate levels of research self-efficacy were
identified across all the dimensions among all
research participants.
2. Teacher respondents have moderate levels of
research anxiety. Fear of statistics and fear of
writing were the most anxiety provoking factors.
Results
Table 1
Research Self-Efficacy of Teacher Respondents
Results
Table 2
Research Anxiety of Teacher
Respondents
The team also conducted semi-structured interviews
and group discussions through learning action cells to
confirm and verify the answers to the questionnaires
and to obtain additional responses.
Implications
• Research anxiety among teachers can be
decreased once research self-efficacy is
increased.
• Involving teachers in the design of the
school-based action research program can
be done to foster greater sense of
ownership and ensure relevance to faculty
professional development.
• Provision for more opportunities for
collaboration, peer coaching and active
learning should be hallmarks of school
learning action cells.
We use the Learning Action Cell
as platform to inform, instruct
and inspire teachers to do
action research as way for
continuous professional
development.
HARMONIZING AND SYNERGIZING ALL
REFORM EFFORTS THROUGH LEARNING ACTION CELL

INVOLVE
INFORM

Reg’l Dep-Ed Memo Dep-Ed Order No. 32,


No. 252, s. 2012 s. 2012

DepEd Order No. 35, s. 2016

Dep-Ed Order No. 44, Dep-Ed Order No. 24, s. 2010; No.
s. 2015 43, s 2015, No. 4, s. 2016

INSPIRE
Access, Raise quality and relevance, Improve efficiency and effectiveness, Strengthen management of educ.
services, Enhance partnership with stakeholders. 24
 We carefully design the training program.
We provided a Fun-filled Training Session
for New and Seasoned Teachers
We provided teachers
with learning activities
that scaffold like
templates to help them
do their classroom action
research.
PROBLEM IDENTIFICATION
ANALYZING RESEARCH
QUESTIONS
FINAL RESEARCH QUESTION
MATRIX
Research Topic Research Question Research Strategy Data Collection

What are we What specifically do How will we come to What kinds of things
interested in? we want to find out? know this? What do I need to collect
changes will we before I begin? How
implement in our will I collect the data?
classroom? How often? How
long?
Guide in developing the title

Solution, Intervention, Strategy

The Use of Frayer Model in Improving


Vocabulary Learning of
Grade 8 Students
Problem, Challenges or
Difficulty
Respondents /
Subjects
We inform teachers about available
resources that they can use in doing
action research.
TEMPLATE 2
RELATED
INTERVEN IMPLEMENTATION DATA COLLECTION
LITERATURE &
TION STUDY DESCRIPTION TECHNIQUES

BEFORE

DURING

POST
EXAMPLE
RELATED
INTERVEN IMPLEMENTATION DATA COLLECTION
LITERATURE
TION & STUDY DESCRIPTION TECHNIQUES
BEFORE
Project DO 24 s 2010, DO Conduct needs analyis Pretest
DISKARTE 43 s 2015, DO 4 Design Training Program Interview
s2016
Developing Seek permission
Intensive Skills Prepare materials
and Kohlb Adult Invite speakers
Knowledge on Learning Theory DURING
Action (1981) Administer training Formative assessment
Research for Follow activity matrix Observation
Teaching http://www.sites
Feedbacking/Processing
Effectiveness upport.org/actio
nresearch/index. AFTER Focus Group Discussion
html Administer evaluation Evaluation Questionnaire
questionnaire Deliverability Chart (outputs
and assignment)
DATA COLLECTION
TECHNIQUES
Research SOURCE 1 SOURCE 2 SOURCE 3
Question
How effective is PROJECT DISKARTE, a Survey Focus Group Assignme
capacity training program on action Questionnaire Discussion nts and
research, in developing knowledge, (Quantitative) Outputs
skills and attitudes of teachers (Qualitative)
towards action research in Navotas (Quanti &
National High School? Quali)
DIVISION OF CITY SCHOOLS, NAVOTAS CITY

NAVOTAS NATIONAL HIGH SCHOOL

Improving Reading Comprehension of


selected Grade 8 students in Science
through Project STIR
Team Members
Ronalyn Axalan-Bautista
June Kathleen Antonio-Sayo
Leo Mel Ramos
Gemma Payabyab

JUNE 10, 2016


BACKGROUND OF THE
PROBLEM
Based on the data we gathered from our previous test
results and NAT results, some of our students in Science did not
perform well. One of the observations we had is the poor
comprehension of learners to the text/ concept presented to
them. Students cannot learn secondary science content unless
they read science text with comprehension. (Cooper,2004). From
our coordination with the English Department, we learned from
the results of the Mc Call Crabbs’ Comprehension Test that there
are learners in a particular grade level who are striving readers
whose reading ability is far below to what is being expected from
him/her.
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
BACKGROUND OF THE
PROBLEM
Science
. and reading have many process skills in common.
As Armbruster (1993) contends, “The same skills that make good
scientists also make good readers: engaging prior knowledge,
forming hypotheses, establishing plans, evaluating
understanding, determining the relative importance of
information, describing patterns, comparing and contrasting,
making inferences, drawing conclusions, generalizing, evaluating
sources, and so on.

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


BACKGROUND OF THE
PROBLEM
In support to DepEd’s ECARP (Every Child a Reader
Program) and the school’s Reading Literacy program, the
researchers decided to utilize the use of reading literacy tools
to improve reading skills of students in Science. It aims to
help students to better understand science concepts and
enhance science skills through the integration of reading
tools. Furthermore, the project introduces the students to
the benefits of reading and how it will equip them with skills
to make science learning process interesting and enjoyable.

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


PROBLEM ANALYSIS

MILIEU MATERIALS MASTERY

Class size Insufficient activities Lack of interest

presented in the textbook Poor comprehension


Physical conditions
of the classroom
Poor study habits
Low Performance
in Science 8
Poor comprehension Lack of parental support Poor comprehension

Lack of interest Lack of interest Test construction


of learners Student’s behavior
METHOD MOTIVATION MEASUREMENT

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


Main Problem: Low performance in Science 8
Root Cause 1 Root Cause 2 Root Cause 3
Lack of interest Poor Study Habits Poor Reading Comprehension

Proposed Solution or Intervention Proposed Solution or Intervention


• According to Melissa Monk, • Jill Caton Johnson and Lisa
Proposed Solution or Intervention
suggested ways on how to help Martin-Hansen recommended
• According to Robert Harris, to
learners with poor study habits some easy-to-implement
increase the learner’s desire to
and these are: strategies that science teachers
work hard at learning task:
(1) Group learning; can use before, during, and after
(1) Explain the task to the
(2) peers tutors; reading. Each phase should have
learners;
(3) organizational skills; activities to explore the lesson for
(2) Rewards;
(4) challenging assignments; that day.
(3) Have learners
and • Norman Herr, Ph D recommends
participate;
(5) differentiated instruction. some techniques for improving
(4) Teach inductively;
science reading by use of graphic
(5) Make learning visual;
organizer(Cornell notes, KWL,
and
Concept map etc.
(6) Use positive emotions to
• PLAN is a study-reading strategy
enhance learning and
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016for informational text that helps
motivation.
students read strategically
(Caverly, Mandeville, &
Nicholson, 1995).
Research Question

How can the use of Project STIR


(Science Towards Improvement
in Reading) improve the reading
comprehension of selected
students in Grade 8?
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
Title of the Related Literature and Studies
Intervention
Duke, N. and Pearson, P. (2009)
Project STIR “Effective Practices for Developing Reading Comprehension”
http://www.jstor.org

(Science Towards Johnson, J and Martin-Hansen, L. (2005)


“ Improving Science Reading Comprehension”
Improvement in Reading) http://www.nsta.org/publications/news/story.aspx?id=50301

“Techniques for Improving Science Reading”


https://www.csun.edu/science/books/sourcebook/chapters/2-
reading/techniques.html

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


RESEARCH PARTICIPANTS

Since the teacher-researchers are


handling Grade 8 students, the
participants will be the identified Grade
8 learners who have below level
proficiency in reading comprehension.
DATA COLLECTION TRIANGULATION PLAN
Research SOURCE 1 SOURCE 2 SOURCE 3
Question
“How can the use of • Pre-test, Post – • Outputs / • Focused-
test(Science Portfolio group
Project STIR improve based-test) (Answered discussion/
the reading VOC (Voice
• Pre-test, Post- science of the
comprehension of test ( Mc Call worksheet) Customers
selected Grade 8 Crabb’s Reading )
Comprehension • Response
students?” Tests) log

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

49
MAPPING OUT THE PROCESS
Insufficient
training for
test
validation

Design of test instrument


and Science Reading Validate the
Tools(SRT) constructed test
materials and Analyze of
B
* Science Reading
Administer
Worksheet ( SRW) Science Reading Pre-test’
*Intervention Activity Tools(SRT) Pre-test
E Worksheet(IAWS) (c/o English Dept. results
* Strategic Intervention Head and MTs)
F Material( SIM)

Availabilit
O y of the
parents
R
Meet & secure Coordinate with the
E permit from the Identify Grade 8 English teachers
Identify the students with regarding the results
parents of respondents of Mc Call Crabbs’
identified poor reading
comprehension Reading
respondents Comprehension Tests

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

50
MAPPING OUT THE PROCESS

D Utilize Science Reading


Tools
U ( SRTs) to the Grade 8
R respondents. Monitor
I
PAIN
* Monday – SRW POINT
S
students’ task
* Wednesday POINTS
–PAINIAWS and output
N
*Friday - SIM
G

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

51
MAPPING OUT THE PROCESS
Conduct Coordinate with
Administer Focused- the Grade 8
English teacher
of Post-test group regarding with
A (Science- Discussion the Mc Call
Crabb’s
F based) among the Comprehension
respondents Test
T
E Insufficient
training for

R data
analysis

Sharing of
Data
Research Analysis
(SLAC)
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

52
WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET
RESOURCES COST
NEEDED
1. Design of test materials and Science Books, laptop, Curriculum
P 700-1000
Reading June – July, 2016 Guide for grade 8 Science Reproduction
Tools(SRT) July, 2016 Pre & Post Science based Test of materials

2. Validate the constructed test materials and sample, SRTs


Science Reading Tools(SRT)
(c/o English Dept. Head and MTs) 1st week of August, Testpaper (Science based pre-test)
3. Administer Pre-test 2016 Science based Pre-test results
PRE-IMPLEMENTATION

4. Analyze of Pre-test’ results August, 2016


Test results of Mc Call Crabb’s
5. Coordinate with the English teachers Reading Comprehension Test
regarding the results of Mc Call Crabbs’ August, 2016
Reading Comprehension Tests
6. Identify Grade 8 students with poor reading List of Grade 8 students
comprehension August, 2016
7. Identify the respondents List of population with poor reading
August, 2016 comprehension of Grade 8

8. Meet & secure permit from the parents of permit


August, 2016
identified respondents SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED
9. Utilization of Science Reading Tools 3rd week of August, SRT, IAWS, SIM
IMPLEMENTATION PROPER

( SRTs) 2016 – 4th week of


January, 2017

10. Monitoring of student’s task and output


All throughout the STIR Deliverability
period Chart

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED

11. Administer of Post-test


1st week of February, Testpapers
(Science-based) 2017
12. Conduct of Focused-group
POST-IMPLEMENTATION

Discussion among the February, 2017 Questionnaire Reproduction of


respondents questionnaire and
incentive
13. Coordination with the P 500-700
Grade 8 English teacher
regarding with the Mc Call February, 2017
February, 2017 Test results, response
Crabb’s Comprehension logs, outputs
Test
14. Data Analysis
February, 2017
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
REFERENCES
• Duke, N. and Pearson, P. (2009) “Effective Practices for Developing
Reading Comprehension” http://www.jstor.org
• Johnson, J and Martin-Hansen, L. (2005) “Improving Science Reading
Comprehension”http://www.nsta.org/publications/news/story.aspx?i
d=50301
• Barton, M. and Jordan, D. (2001) “Teaching Reading in Science”
http://www.ascd.org

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


We aim to develop a very
practical Action Research Toolkit
We continuously provide
technical assistance to
support teachers’ action
research journey through
what we called as
“Kumustahan.”
Computer Laboratory
December 8 and 16, 2016
Opening Program
Dr. Maria Cristina Robles delivers the
opening remarks. She highlights the
need to do the “kumustahan” in order
to continously provide meaningful
technical assistance to the teams of
teachers.
Presentation of Teachers

32 teams of teachers shared the initial findings


and result of their action research projects.
Feedbacking and Processing

Dr. Robles leads in the feedbacking


and processing of teachers’ action
research projects.
Teacher Reflection
"Conducting an action research is not an easy task
for first time researchers like me and maybe the rest
of the participants of this activity. It's really
challenging and requires a lot of hard work. But a
follow up program like this one that we have today
is really essential in finding out where we are and if
we are on the right track. This only proves that
collaboration, teamwork and openness in sharing
one's knowledge and expertise are really the keys
for a successful attainment of our desired goals and
objectives. This also reveals that action research can
really be done; that though we look at it before as
an impossible thing to do, the outputs presented
today show another significant milestone and
achievement for NNHS. In behalf of the participants,
we would like to thank the brilliant and innovative
minds behind this successful program. Thank you
and God bless us all!"
Photo-taking by Department
Action Research Follow-up/ Kumustahan Template

Date
Results/
Activities Reflections Accomplished/
Findings
Focal person(s)
Pre-intervention

During Intervention

Post-Intervention
SAMPLE KUMUSTAHAN OUTPUTS

DIVISION OF CITY SCHOOLS, NAVOTAS CITY

NAVOTAS NATIONAL HIGH SCHOOL

Improving Reading
Comprehension of selected
Grade 7 students in Science
through Project STIR
Researchers:
Ronalyn A. Bautista
Claudine Alyssa T. Pangilinan
Gemma Payabyab
Leomel C. Ramos
June Kathleen A. Sayo
SAMPLE KUMUSTAHAN OUTPUTS
Planned Activities Persons Involved & Outcome/Findings Reflections
Date Accomplished
Pre Difficulty in constructing
Science reading tools
1. Design test Grade 8 Teachers Teachers’ made because focus on the
materials and November, 2016 “Science- based Test” reading comprehension.
Science Reading & 20 Science Reading Seek advise from the
English teachers.
Tools(SRT) Tools.
Grade 8 - Teachers, Dept. Test materials was Researcher had no
2. Validate the Head & MTs (English) approved by the difficulty in the validation
December, 2016 of test because the MT
constructed test English Master
was very
materials and teacher. accommodating.
Science Reading
Tools(SRT) (c/o
English Dept. Head
and MTs)
The students took the
Grade 8 Teachers, Grade 7 Grade 7 Students had
3. Administer Pre-test test properly & come-
shown a positive
Students, December 2016 in time. feedback because they
are informed properly.
SAMPLE KUMUSTAHAN OUTPUTS

Planned Activities Persons Involved & Date Outcome/Findi Reflections


Accomplished ngs
Most of the students There is really a need
4. Analyze Pre-test’ Grade 8 Science Teachers, for the students to
December, 2016 failed in the science- undergo PROJECT
results based test STIR.
5. Coordinate with the
English teachers Grade 8- Teachers, Dept. Head Most of Grade 7
Very thankful for
the cooperation &
regarding the results of English December, 2016 students have poor support of the
of Mc Call Crabbs’ reading English Dept. and
comprehension level the Grade 7 Science
Reading 5.0-5.40 based on Mc
Teachers
Comprehension Tests Call Crabbs’ Reading
Comprehension Tests

6. Identify Grade 7 Grade 8 Teachers Come-up with 20 The researchers &


December, 2016 Grade 7 respondents the Grade 7 Science
students with Teachers are very
poor reading Grade 8 Teachers, Grade 7 positive to help the
comprehension Teachers - December, 2016 20 identified
students.
SAMPLE KUMUSTAHAN OUTPUTS

The researchers meet the selected Grade 7 respondents


for the orientation of Project STIR.
SAMPLE KUMUSTAHAN OUTPUTS

Respondents from Grade 7


answer the Science- based
pre test at the Gulayan at
Aralan sa Halamanan (GASH)
We mentored elementary teachers as part of our action
research partnership advocacy.

Photos taken during the semestral break inset Seven Collaborative Action
October 24-28, 2016. Research Projects were
created by teachers in SRES
We helped them develop their own action
research proposals.
Truly, we are proud of our
accomplishments as 32 of
our teachers’ action
research projects were
awarded the Basic
Education Research Fund.
LIST OF ACTION RESEARCH PROJECTS OF NNHS TEACHERS

MATHEMATICS ENGLISH SCIENCE FILIPINO


• The Effectiveness of • Developing Oral Reading • Project GRADESSA: Group • Addressing Absenteeism and
Enhanced Remedial Class Skills in Grade 8 Students Roles – Aid to Develop Improving Academic
Intervention to the through the Modified DOLCH Engagement of Students in Achievement of Grade 7
Academic Performance of Program Science Activities Students Through Enhanced
Grade 7 Students in Reward System
Mathematics • Improving the Pronunciation • Improving Reading
Skills of Grade 8 Students Comprehension of Selected • Improving the Reading
• Application of Differentiated through Project ROPE Grade 8 Students through Comprehension Skills of
Instruction in Mathematics: (Routinary Oral Project STIR (Science Grade 8 Students in Filipino
Its Impact on Grade 8 Pronunciation Exercise) Toward Improvement of through “Enhanced Halina’t
Students’ Academic Reading) Magbasa Program”
Performance • Enriching Grade 9 Students’
Oral Fluency through Project • Improving Critical Thinking • Project KPAP (Kahusayan sa
• Project IRC (Intensive EMODE (Eleven Minute Oral Skills of Grade 9 Students in Pagbasa at Pakikinig)
Remedial Class): An Drills and Exercise) Using the Science through Project Towards Improved Listening
Innovative Intervention to Webster MultiDict App COLA (Collaborative and Reading Comprehension
Help Struggling Students in Learning Approach) Levels
Grade 9 Mathematics • The Use of Frayer Model in
Enhancing Grade 10 • Improving Academic • Improving Reading
• Improving Students’ Students’ Vocabulary Skills Performance of Grade 10 Comprehension of Grade 10
Academic Performance Students through Project Students through Project
through the Use of ASAP (Afterschool Science GBM (Gabay Basa sa Mag-
Intervention Activity Academic Program) aaral)
Worksheets
LIST OF ACTION RESEARCH PROJECTS OF NNHS TEACHERS

SOCIAL STUDIES T.L.E. MAPEH VALUES ED.


• Parents’ Involvement • Improving the Levels of • Increasing the Level of • The Effectiveness of Parental
Towards Students’ Motivation of Grade 7 Hygiene Awareness of Grade Counselling to Address
Learning in Social Studies Students through Active 7 Parents Bullying Cases in NNHS
Learning
• Improving Attendance • The Use of Collaborative • The Use of One-on-One
through Enhanced Home • Improving the Levels of Learning in Reducing Counselling to Address
Visitation Program Reading Interest of Students’ Misbehavior in Bullying Cases in NNHS
Students through the Grade 8 MAPEH Classroom
• Isang Bata, Isang Balita Integration of Real Life • The Effectiveness of Home
Project: A Strategy to Success Stories in Grade • The Use of Learning Visitation to Address Bullying
Improve Social Awareness 8 TLE Worktexts Contracts in Improving Cases in NNHS
of Grade 9 Students Attendance and Quality of
• The Use of Enhanced ICT- Homework of Grade 9 • Addressing Bullying Cases of
• The Effects of Active based Lessons in Students SY 2016-2017 Selected Grade 10 Students
Learning Management Improving Students’ through Enhanced Peer
Styles on Students’ Engagement in Grade 9 • Improving the Level of Counselling
Motivation and Interest TLE Classroom Confidence of Grade 10
Students through
• The Use of Group Performance-Based Activities
Coaching in the TLE
Classroom to Enhance
Skills of Low Proficiency
Grade 10 Students
We are poised to take
greater heights as we are
about to embark on a first
Action Research Festival
initiated by a school, funded
by Australian Aid on
February 25, 2017.
DIVISION OF CITY SCHOOLS, NAVOTAS CITY
NAVOTAS NATIONAL HIGH SCHOOL

“Improving Teacher Quality and Classroom Practice through Action


Research”

25th of February, 2016

Thank You to Our Major


Sponsor
TIMELINE: 1st NNHS Action Research Festival
December 28, 2015 – Soft launching and initial February 02, 2016: Follow-up training on Action Capacity Training of the
training for the 1st NNHS Action Research Festival. Research conducted by Mr. Marco Meduranda School Research Team
32 teachers.

• On November 22, 2016, 14 action research projects were given grants from
the Basic Education Research fund. The signing of MOA was done in
DepEd NCR on the said date. Two research articles made by Mr. Marco
Meduranda, Master Teacher in English and Dr. Maria Cristina A. Robles
landed on the pages of DepEd NCR’s research journal - The Manyuscript.
June 6-10,
2016: Design thinking workshop from Habi
Education Lab from Sept. 2015 – Sept. 2016
Intensive
Training on
Action
Research for
all teachers
in NNHS Activities Date
• Implementation of the approved action
August – November, 2016
research project proposal

June 28, 2016: August 5-7,


2016: Poster • Presentation of findings December 8, 2016
Technical Rehearsal presentation
for the Poster of action • Grand Culminating Activity
Presentation in research • Action Research Conference and
preparation for the proposals and February 25, 2017
technical Publication of the 1st NNHS Action
August 5-7, Baguio
writing Research Journal
Activity.
training.
FUTURE DIRECTIONS
We plan to continue inspiring the teachers to
undertake research together with students to further
strengthen and intensify the culture of research.

Students presenting
community based
action research.
FUTURE DIRECTIONS

Students presenting
community based
action research.
At the heart of all our efforts–
the desire to help the Batang
Navoteño

“Para sa Bata, Para sa Bayan!”


For our children and country..

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