WRITING THE ACTION RESEARCH

I. THE SITUATION- refers to the descriptive background of the

problem. It is an account of the local setting where the
problem. The researcher may talk about her classroom to provide
a clear picture of the problem and the context from which it
occurs. The written observation slowly unfolds the problem, how
it occurs and what conditions surround it. The data to back up
the claim are presented and these will justify the need for a
research. The strength of the justification may rely heavily on
the data presented.

Example:
EFFECTIVENESS OF STRATEGIC INTERVENTION MATERIALS (SIMS) IN
ENHANCING THE PERFORMANCE OF THE FOURTH YEAR STUDENTS IN ARALING
PANLIPUNAN
The action research specifies the approach being tested to
enhance Student’s performance in Araling Panlipunan. The
situation should discuss the rationale for the selection of the
approach. In the given situation, the data released by NETRC
provided the reason for the conduct of the study.

Example:

I. Situation

Department of Education Secretary Lapus, during an

interview, said that,

“The quality of the product is dependent upon the

controlling operation of the whole system. Our ultimate
mission is to produce quality products which are the
students. We are horses running in the same direction, in
attaining the goals. Our teachers, administrative personnel
must all be empowered and geared towards that objective”

Administrators, principals and teachers must very well do

their task to cope with the challenges posed by
modernization and new era. Their collaboration to meet the
goals and objectives of education to produce quality
graduates who are globally competitive faces different
problems.
 Policy makers and technocrats are thinking of the best
strategies and methods in order to cater to the unlimited
needs of students, and the changing trends with the context
of school life, notwithstanding the many hindrances to
student’s effective leaning such as, malling vices, computer
games and influence of bad peers and media.

Instructional materials need to be inspiring and attractive

to improve the motivation and enthusiasm of students I
learning.
Based on the report of National Education Testing and
Research Center for the school year 2004-2005 in Central
Luzon Region, there are competencies in different subject
areas which were not mastered. These are as follows:
Mathematics 1-52%, Mathematics II-44%, Mathematics III-34%
and Mathematics IV-33%; English 1-55%, English II-51%,
English III-29% and English IV-26%; Science i-47%, Science
II-29%, Science III-31% and Science IV-27%; In Filipino 1-
31%, Filipino II-26%, Filipino III-41%, and Filipino IV-19%;
In Araling Panlipunan 1-42%, Araling Panlipunan II-53%,
Araling Panlipunan III-26%, and Araling Panlipunan IV-36%
Based on the result, it was shown that mastery learning in
Araling Panlipunan in all levels was low.
Mastery of the lessons is very important. It is the
indicator that students are learning their lessons. Failure
to attend mastery affects the performance of the students
specially if they are graduating students. They will soon be
entering college and with little knowledge learned, they
will be adding to the unqualified students who will be
moving to college.
II. The Problem- specifies the core of the difficulty or
crisis. This is the main problem. In this portion the
main problem is broken down into specific sub problems
from which the former could be attributed. This is not
similar to the Statement of Problem in a Thesis. It is
the problem that teacher faces in teaching her subject or
any endeavor in the school.
Example:
The problem in Araling Panlipunan is on the enhancement
of students’ performance.
Possible causes based on initial study:
 1. Low mastery learning in Araling Panlipunan because of
lack of meaningful strategy to teach the subject.
2. Low retention rate as n offshoot of lack of meaningful
experiences due to the traditional approach in
teaching the subject.
3. Lack of concrete conceptualization of lessons brought
about by the uninteresting mode of instruction.
4. Inadequate and inappropriate teaching aids.
III. Generating of Alternative Solutions.
This portion brings about the possible approaches to
solve the problem. It must give good reasons for the use
of such alternative actions.
Alternative approaches can be draw from the list of
innovative methodologies that the DepEd endorses for use
in the Elementary and High School levels. For instance,
in the teaching of science, a teacher may explore the
effectiveness or any or combination of the following
strategies: Predict-observe-explain approach, process
approach, practical work approach or cooperative
learning.
Design a plan of action that will allow you to make a
change and to study that change. It is important that
only one variable be altered. As with any experiment, if
several changes are made at once, it will be difficult to
determine which action is responsible for the outcome.
While the new technique is being implemented, continue to
document and collect data on performance.
Example:
This study attempted to use SIMs as strategy to
enhance students’ fourth year Students of Sacata High
School during the academic year 2005-2006.
In a meaningful deliberation of a lesson in a
teaching-learning situation, materials to be used as an
aid to facilitate learning. Materials like workbooks,
modules, visual aids, pictures, graphs, and flipcharts
greatly help the teachers and students for a meaningful
outcome.
Strategic Intervention Materials (SIMs) are self-
learning kits (SLKs) similar to modules. They are used
for individualized instruction. SIMS are made attractive
not to look like books which seem less interesting to
 students. Instead, SIMs are attractive and colourful
activity cards places in envelopes that may pass as games
to the students. The SIMS are modules disguised as
activity cards to eliminate the stereotyped behaviour of
students on books. They are better than modules or SLKs
because of their unique features such as being focuses on
the desired skills, being organized based on the sequence
of the focus skills (in the Guide Card), they have clear
directions; to provide examples to concretize the
concepts particularly those drawn from real-life
experience, students can complete independently in pairs
or in small groups, allow students to make discoveries
and formulate ideas on their own; guides and challenges
students thinking and learning (Activity Card. SIMs have
Guide card which contains the preview, preliminary
motivation scheme and the focus skills desired; the
Activity card as mentioned contain the activities that
would translate the focus skills to activities;
assessment card contains the drills or exercises and
assess students understanding of what they have learned
and correct errors when appropriate, monitor their
learning and use feedback about their progress and
practices students in taking the test. The enrichment
card provides activities that reinforce the content of
the lesson, provides opportunities for students to apply
what they have learned to other subjects areas or in new
contexts and work independently or in groups to explore
answers to their own questions. Lastly, the reference
card provides reading that relates content with students’
life experiences and a carefully researched list of
resources that will reinforce concepts/skills learned,
provide additional content not found in the textbook and
further reading materials.

Note: It is along this premise that the study would like to

explore the effectiveness of the SIMs a means to enhance
student’s performance in Araling Panlipunan.

IV. THE PLAN OF ACTION is divided into subcomponents namely,

Areas of Concern, Objectives, Strategies, Persons
Involved, Time Frame, Budget, Output
 PROPOSED ACTION PLAN FOR IMPROVED STUDENTS’ ACADEMIC PERFORMANCE

Area of Objectives Strategies Persons Time Budget Output

Concern Involved Frame

1.Regular PTA Confront the -Discuss with the Parents,Teach Every

Conference performance of the parents the ers,Principal Quarter of
students performance of their the School
Php Minutes and
children Year
Attendace Record
5,000
-Identify the
strength and
Written Agreement
weakness of the
child through open
communication with
parents

2. Attitudes of To improve Call up students Teachers, At the start

Students students attention students, of the
towards Factors performance in all principal, school year
Php Students Improved
related to subjects Guidance and the
Performance
Academic Counselors whole year 5,000
Demonstrate
Performance round
intervention in terms of
giving remedial classes

Evaluate Performance
of the Students
3. Faculty and To improve Evaluate teachers Teachers,
Staff teachers and performance Principal,
Development educators Guidance October and Php Improved skills in
competencies in Counselors May of the 50,000 applying strategies
dealing with school year
Invite speakers for In teaching
students competency based in
service training seminar,
lecture and workshops
Enhanced
students learning
interest and
interaction of the

V. RESEARCH DESIGN
Use any of the following:
Descriptive Research
The Causal Comparative Research
Experimental Design
One-shot Experimental Design
Posttest only control Design
The Pretest/Posttest only Design
The Solomon four-group design
VI. Evaluation Criteria
Its function is to assess the merits of a practice or program in a specific
situation. The application of the results is at a given site or sites and this
primary focus of the evaluation. Evaluation results aid in decision making in
specific situation.
Objects of Evaluation
1. Instructional Methods-lectures, inquiry teaching, linguistic approach to
reading instruction, manipulatives in Science instruction.
2. Curriculum materials-Textbooks, slide tapes, sineskwela, multimedia packages,
rubric
3. Educators- in service teachers, principals, practice teachers, tutors,
4. Students-elementary students, gifted students, students with behavioural
problems
The Input evaluation model-This is the most basic evaluation model. Input
concerns judgment about the resources and strategies needed to accomplish
program goals and objectives. Information collected during this stage
evaluation should help decision makers to choose the best strategies and
resources within constraint. The output refers to the resulting condition due
to the inputs. Outputs should be measured in terms of student’s scores after
the inputs were used.
Proposed evaluation Procedure specifies how the research shall measure its
outcomes. When is it considered a success or not? This present indicators of
success for the study.

Example:
1. Using statistical tools.
To determine the progress made by the students using a proposed action, the
result of the pretest and posttest will be compared. If significant gains in
scores are observed, the research may be considered a success.
2. Using Definite Criterion. This is done by establishing criterion by which
results could be compared.
Example: The results of the research shall be reported after 70% of the
students