INVENTORY OF SAMPLE ACTION RESEARCH TITLES

LIST OF COMPLETED ACTION RESEARCH TITLES

Title: Utilizing Action Research During Student Teaching

Authors: James O. Barbre and Brenda J. Buckner

Title: Repositioning Teacher Action Research in Science Teacher Education

Authors: B. Capobianco and A. Feldman

Title: Action Research and Teacher Leadership

Authors: K. Smeets and P. Ponte

QUESTION NO. 1

Identified Problem to be solved in Title No. 1 

(Utilizing Action Research During Student Teaching )

Identified Problem: Enhancing professional pedagogical disposition through active reflection during student teaching. 

Identified Problem to be solved in Title No. 2

(Repositioning Teacher Action Research in Science Teacher Education )

Identified Problem: Improving teaching practices and students' learning in science education.

Identified Problem to be solved in Title No. 3

(Action Research and Teacher Leadership  )  

Identified Problem: Enhancing teacher leadership and collaborative practices within special schools through action research. 

QUESTION NO. 2 and 3

What interpretation about action research can you make out of your answer?

1. Title: Utilizing Action Research During Student Teaching

From the title, we think the study explores how action research helps student teachers reflect on and improve their teaching. The focus might be on encouraging them to adapt their strategies based on classroom experiences.

2. Title: Repositioning Teacher Action Research in Science Teacher Education

From the title, we think the study focuses on improving science education by using action research to enhance teaching strategies and student engagement.

3. Title: Action Research and Teacher Leadership

From the title, we think the study examines how action research helps teachers take on leadership roles and collaborate better within their schools.

QUESTION NO. 4

What do you think did the authors do with the identified problem as presented in their titles? 

1. Title: Utilizing Action Research During Student Teaching

We think the authors likely guided student teachers in observing their own practices, analyzing results, and making adjustments to improve their teaching effectiveness during their training​ 

2. Title: Repositioning Teacher Action Research in Science Teacher Education

We think the authors worked with science teachers to identify challenges in their teaching, test new approaches, and apply evidence-based changes to make learning more effective for students​ 

3. Title: Action Research and Teacher Leadership

We think the authors encouraged teachers to solve classroom or school-wide problems through research, then share their findings to inspire and lead others in improving educational practices​ 

Key Questions

1. From what source do you think, did the authors identify the problems of their action research? 

Choices:

Copied from research books

From daily observation of their teaching practice. /

From difficulties they observed of their learners. /

From their own personal experience. /

From the told experiences of their co-teachers. /

2. What do you think is the teacher's intention in conducting the action research? 

Choices:

To find a solution to the problematic situation. /

To comply with the requirement of the principal .

To improve teaching practice. /

To try out something, if it works. /

To prove oneself as better than the others.

3. What benefit do you get as a student in FS 2 in understanding and doing action research? 

Choices:

Prepare me for my future job. /

Get good grades in the course.

Learn and practice being an action researcher. /

Improve my teaching practice. /

Exposure to the realities in the teaching profession. /

Become a better teacher everyday. /

4. In what ways, can you assist your mentor in his/her Action Research Activity? 

Choices:

By co-researching with my mentor. /

By assisting in the design of the intervention . /

By assisting in the implementation of the AR. /

By just watching what is being done .

1. What significant ideas or concepts have you learned about action research?

2. Have you realized that there is a need to be an action researcher as a future teacher? Yes No. If yes, complete the sentence below.

1. We learned that action research helps us understand what’s happening in the classroom and find ways to improve teaching and learning. It allows us to reflect on what needs to change, explore ideas from others, and try new methods in a practical way.

2.We realized that as future teachers, we should do action research because it helps us improve our teaching, solve educational problems, and reflect on our practices to grow and become better educators.

OBSERVE
    The issue we are facing is the low compliance of students with wearing the proper P.E. attire, which is affecting their overall learning experience during Physical Education classes. This problem can be anchored in several teaching principles, such as behaviorism and social learning theory. Behaviorism suggests that reinforcing proper attire with rewards or sanctions will encourage compliance. Social learning theory emphasizes modeling behavior, where students learn by observing their peers and teachers, thus showing the importance of proper uniform through consistent actions and expectations.

REFLECT
    We have realized that the lack of proper uniform compliance may be due to students not fully understanding its importance in maintaining discipline and focus during P.E. classes. What we hope to achieve is a classroom environment where students consistently wear the proper attire, leading to better engagement and a more structured learning experience. By promoting this behavior, we aim to foster responsibility and respect for the learning process in our students.

PLAN
    To address this issue, we will implement a points system where students earn rewards for wearing the correct P.E. attire and face consequences for non-compliance. We will also introduce activities like class discussions on the significance of proper attire in promoting discipline and respect for the subject. Visual reminders will be placed in the classroom, and we will encourage students to reflect on how their actions, including wearing the proper attire, contribute to their overall learning experience in P.E. classes.

ACT
    If we conduct or implement our plan, a suitable title could be: "APEA: COMPLIANCE TO A SATISFYING LEARNING EXPERIENCE". This title reflects the goal of improving student compliance with uniform standards to create a more focused and structured learning environment in P.E. classes.

1. B

2. A

3. B

4. C

5. B

IMPROVING MATHEMATICS PERFORMANCE AMONG GRADE 11 STUDENTS

THROUGH JIGSAW TECHNIQUE

PEDE I. CASING, MAEd

II. ABSTRACT

      This action research aimed to improve the mathematics performance of 56 Grade 11 students of Buug National High School students. Thirty-one or 55% scored the average and poor level of mathematical skills in the Diagnostic Test. The researcher addressed in improving mathematics performance using the Jigsaw technique. The results of the study showed that the number of students who were within a poor level was reduced in the Evaluation Test. There is a significant difference (p = 0.030) in the Mathematics performance of Evaluation Test results between the lecture method and the Jigsaw technique. The findings stressed that the results of the Evaluation Test of control and treatment groups have significant differences. It is proposed that teachers should design activities through the Jigsaw technique to promote mathematics understanding by having students practice, solve, manipulate, reason, and perform. Jigsaw technique may help students make connections across mathematical skills and concepts, and other disciplines. Following the Jigsaw technique activity, students should have time to discuss how they perform in solving mathematical activities. With careful planning, implementation, and evaluation mathematical activities can be achieved successfully by most students.

Keywords: mathematics performance, skills, and concepts; manipulate; jigsawtechnique; cooperative learning; solving; and mathematical activities