HOW TO DO ACTION

RESEARCH IN YOUR
CLASSROOM
 Is it an
action
research?
How can I encourage the
development of my
students’ empathetic
skills to assist in the study
and appreciation of
literature ?
Will drama and
performance in the form
of storytelling increase
students’ social
awareness and
enthusiasm for text in a
grade 3 English?
How can I use multiple
intelligence theory to
assist students in
understanding the
process of creating an
essay outline as an
effective tool for essay
writing?
What impact does
personal goal setting
have on kindergarten
pupils’ proficiency
toward standards?
Is it possible to improve
the self-image of gifted
female students in
computer programming,
a subject that is
traditionally dominated
by males?
 What is an Action
Research?
taking action to improve
teaching and learning
plus systematic study of
the action and its
consequences.
Pangkatang Gawain
Mga Pamantayan:
1. Gumawa nang tahimik.
2. Tumulong at makiisa sa mga kasama
sa grupo.
3. Panatilihing malinis at maayos ang
gawa.
4. Kung tapos na, siguraduhing malinis
ang lugar bago ito iwan.
5. Bumalik sa upuan ng tahimik.
 A SITUATION ON ACTION
RESEARCH - Grade 3

ACTION RESEARCH TITLE:

IMPROVING THE CHILDREN’S
ABILITY TO SOLVE
MATHEMATICS PROBLEMS
BACKGROUND OF THE STUDY

Mr. Abad, an elementary school principal, was very much

concerned about improving instruction in his school. He called
his teachers to a meeting to conduct some kind of problem census
with them. He wanted to make sure that each teacher is sensitized
to his own instructional problem. Toward this end, Mr. Abad
asked, what problems do teachers have, what difficulties do they
encounter in the classroom and the things that thus would like to
improve?
A group of teachers told Mr. Abad that their greatest
difficulty was with pupils who were very poor in solving
mathematical problems. Each of these teachers decided to work
individually on the problem in his own class.
Step 1: Problem Identification
Miss Martin, was not satisfied with the progress of
her pupils in problem solving. Hence, when asked
about difficulties she encountered in the meeting called
by the principal, she gave as her greatest difficulty the
inability of many of her pupils to solve correctly
arithmetic problems. She told Mr. Abad that most of
her pupils obtained low scores on problem solving in
the mathematics test which she gave.
She realized that her procedure in teaching
problem solving was not effective enough. She was
ready to try new and more effective methods and
techniques
Step 2: Problem Analysis and Preliminary Data
Gathering
Miss Martin conferred with the principal. On the
basis of their readings and observations, they agreed
that the inability to solve problem is due to the
following:
 Low mental ability
 Emotional disturbances
• Inadequate experience with numbers
• Reading deficiencies
• Lack of mastery of the four fundamental processes
• Lack of understanding of the steps usually taken in
problem solving
 To make the problem more manageable, it was necessary to
eliminate the least likely causes. It was necessary that Miss Martin
pinpoint the causes in so far as her own class was concerned.

Process of elimination would make it easier to tackle the problem

as the teacher could focus attention and effort on the real cause:
• An examination of previous scholastic ratings and judgments of
teachers in the previous grades indicated that the pupils were
average in ability. Thus, low mental ability as a cause of pupils’
deficiency in problem solving was ruled out.
• A study of school records, visits to pupils’ homes and information
gathered from their playmates and previous teachers revealed that
the pupils came from middle class homes; that a few were shy but not
to the extent of being unusually withdrawn, that a few were shy not to
the extent of being extreme deviates! Therefore, emotional
disturbances could not have caused their deficiency in mathematics,
and hence, it too was ruled out.
• Inquiries from parents and friends of the pupils revealed
that most of them have had adequate experience in
quantitative thinking, problem solving and in the use of
number operations. Many of pupils did some marketing
for their parents and a few even took charge of their
stores on Saturdays and Sundays. Thus, inadequate
experience with numbers as a cause of the deficiency
was also eliminated.
• Results of a reading test showed that the pupils were
average in the general reading skills. However, a test on
mathematical terms showed that the pupils have a very
limited mathematical vocabulary. It was possible that this
posed a handicap in their attempts to solve problems.
• A test on the four fundamental operations revealed that
while the pupils could compute fairly accurately exercises
involving addition and subtraction, they found difficulty
with those involving multiplication and division. This
deficiency in computation skills was likewise noted as a
possible cause of the pupils inability to solve correctly
arithmetic problems.
• To determine whether or not the pupils could tell what
processes to use in solving problems, Miss Martin prepared
exercises. In these exercises, the mathematics vocabulary
used was limited to the very simple terms. The pupils were
able to state in their own words how to find the answer to
the problems. Lack of understanding of the steps in
problem solving was therefore eliminated as a likely cause
for the pupils’ inability to solve problems.
Step 3: Formulating Hypothesis

The preliminary data gathered seemed to point to the following

as the most likely causes for the deficiency of Miss Martin’s pupils in
problem solving:
Inadequate mathematics vocabulary
Lack of skill in computation, particularly in multiplication and divisions

It would seem, therefore, that these pupils’ ability to solve

problems could be improved if:
Vocabulary work on important arithmetic terms and number of
concepts could be intensified.
Emphasis on the need for accuracy in all computations, especially in
multiplication and division could be made.

This indicated that the main purpose of Miss Martin’s action

research was to improve her pupils’ ability to solve problems primarily
through enrichment of their mathematics vocabulary and the
development of their computational skills, especially in multiplication
and division.
Step 4: Experimentation and Action

With the foregoing hypothesis in mind Miss

Martin tried to formulate a plan whereby the
causes of the pupils’ deficiency in problem solving
could be overcome. In the preparation of said
plan she considered a number of factors among
which were the needs and capacity of each
individual pupil, the research method to be used,
the tests and other evaluative instruments to be
developed, and the statistics to be used. After
formulating the plan she evaluated it in the process
of which some changes were made. She discussed
her plan with her fellow teachers, principal and the
district supervisor.
Developing the mathematics vocabulary

A base line in the mathematics vocabulary was

established by determining the terms each pupil
did not know among those taught in the previous
level and in the preceding grades. To do this, a test
on mathematical terms was administered.
On the basis of the test results, vocabulary exercises
were prepared giving emphasis to words which
many of the pupils missed
The vocabulary exercises were supplemented by
lessons in looking up the specific meanings of
difficult and unfamiliar words in problems,
explanations and discussions as the need arose.
Improving computational ability, particularly in multiplication and
division.

A test on multiplication and division was administered.

The results were used as a base for the study.
The following, among others, were taken up:
Meaning of multiplication and of division
Basic facts in multiplication and in division
Relationship between multiplication and division
Certain activities were undertaken as means by which to develop
mastery of the basic facts in multiplication and division.
The need for accuracy in all computations was emphasized. During the
whole process, a careful recording of the procedures and materials
used and the pupils’ responses/reactions were made. As a result there
was an accumulation of evidence to be used in determining whether or
not and to what extent the desired effects on the pupils were produced.
Step 5: Evaluation

Throughout the whole process, Miss Martin kept a general record of

everything that took place – results of tests, changes in the pupils, etc. The
principal, district supervisor and division supervisors observed the class on several
occasions. At times, they checked individually the way pupils solved problems
either by asking them orally or through their written work.
Through the use of word cards, Miss Martin and the principal checked
how many of the words missed at the beginning of the study had been learned
It was noted that the pupils, including the slower ones, became more
interested in problem solving. More pupils volunteered to solve problems on the
board. The homework of the pupils had fewer mistakes.
Approximately five months later, a parallel form of the arithmetic test
given at the beginning of the study was administered. Except for the two pupils
who got sick, the rest will improved in their performance in problem solving.
However, Miss Martin had to devote extra time with her two pupils so
that they could keep up with the rest of the class. Miss Martin was also aware
that the gains of her pupils might be temporary and so more experiences would
be needed to make the changes more permanent
Step 6: Conclusion and Generalization

Miss Martin realized that problem solving is a complex matter,

each factor of which might constitute a block to pupil achievement.
With this new perspective, she saw the advantages of providing pupils
with a variety of experiences designed to overcome specific difficulties
in problem solving, among which are deficiencies in reading, lack of
understanding of the steps in problem solving, inability to perform the
computation involved, etc.

Miss Martin also expects to use her research findings should she
meet a similar situation in the future. In other words, if sometime in the
future she will have a class approximately of the same ability as her
present class and if the pupils in that class will find difficulty in problem
solving also because of inadequate mathematics vocabulary and lack
of skill in computation, Miss Martin might use the procedures and
materials which she found effective with her present class. In this way,
the generalizations that she had arrived at will be continuously retested
in actual situations.
Let’s Answer
1. What problems do you
have? Backgroun
2. What difficulties
d do you
encounter
of theinStudy
the
classroom?
3. What are the things that
you would like to improve?
One thing I would like
to change is …
(Isang I.bagay
Problemna nais
kong baguhin ay ….)
Identification
What are the causes of
the problem
encountered?
(Ano ang mga dahilan
kung bakit
nagkakaroon ng
problema?)
My practice could be
improved by…
II. Problem
(Magbabago
Analysis and ang

takboData
ngGathering
aking
Preliminary

klasrum kung…)
The students I worked
with need…
(Kailangan ng aking
III. Formulating

mag-aaral na…)
Hypothesis
What are your proposed
intervention or solution
to your classroom
IV.
dilemma?
Experimentation
and Action
(Ano ang iyong mga
ipinanukalang interbensyon o
solusyon sa problema sa iyong
klase?)
How is your classroom
after your
intervention?
(Kumusta na ang iyong
klasrum matapos ang iyong
interbensyon?)
What are the
changes you
observed in the
dynamics of it?
(Ano-ano ang mga
pagbabagong iyong
namalas sa daynamiks nito?)
(What are your proofs
that it happened?)
(Ano ang iyong mga
V. Evaluation
patunay na nangyari nga
ang mga ito?)
What are your realizations
after the change that you
made in your classroom ?
(Ano-ano ang iyong mga natanto
matapos ang pagbabagong iyong
isinagawa sa iyong silid-aralan?)
(In general , are there any
changes in your
classroom? )
(Sa pangkalahatan, nagbago ba
ang mukha , takbo at bilis ng iyong
klasrum?)
What are your
plans for the
VI. Conclusions,
future? and
Generalizations,

Recommendations
(Ano ang mga balak pa
sa hinaharap?)
SAMPLE ACTION RESEARCH TITLES

 Improving Achievement and Attitude Through

Cooperative Learning in Math Class, Scott Johnsen

 Cooperative Grouping Working on

Mathematics Homework, Maggie Pickering

 Enhancing Problem Solving Through Math

Clubs, Jessica Haley Thompson

 Building Confidence in Low Achievers through

Building Math Vocabulary, Val Adams
SAMPLE ACTION RESEARCH TITLES
 Rubric Assessment of Mathematics Processes in Homework,
Aubrey Weitzenkamp
 Mathematics Problem-solving and Reading
Comprehension go Hand-in-Hand, Loren Murcia
 Reading as a Learning Strategy for Mathematics, Monte
Else
 Computer Based Instruction (CBI) as a Way of Reducing
Math Anxiety, Mharfe Micaroz

 Step-One-on-One in Math (SOOM) for Better

Understanding of Operations on Integers, Harris D.
Arcigal
 The secret of success
in the teaching
profession
is to continually grow
and learn.
(Ang lihim ng tagumpay sa propesyon ng
pagtuturo ay ang patuloy na lumaki at
matuto. )
In order to make powerful
connections among
policy, practice, and
student achievement…