FS

Title of the Unit/Learning Episode: Module 2 - Prof. Ed 12

2 (FS 2 - Participation and Teaching Assistantship)

Embedding Action Research for Reflective Teaching

Intended Learning Outcomes

At the end of the Learning Episode, I must be able to:
1. Be familiar about action research as a reflective
teacher.
2. Underscore the importance of doing action research.

PRESENTATION OF TOPICS/CONTENT

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it.
Teachers and students can do it.
This episode focuses on doing action research as one of the roles
of the teacher. Every teacher should take interest to know how
students learn, wants to make innovations in the curriculum and
desires to improve teaching practice. In order to achieve these, a
teacher has to do action research on the everyday practical
problems. These problematic situations and observe
discrepancies emerge between what is intended and what
actually occurs in the classroom.
Revisit the Infographic/s

Inquiry
multiple
Understanding
practice
actions
change multiple
One deep Practice Questions
Process evidence
researchers learning
research work Action theory

There is a general agreement among action research

community that action research is about ACTION: taking action to
improve practice and RESEARCH: finding things out and coming to
a new understanding that create new knowledge.
Action research is not new. It dates back to the time of John
Dewey in 1920 when he introduced the idea if inquiry. This was
followed by Coller, 1945; Lewin, 1949; Corey, 1953 and may
others who came later. Schon introduced the notion of action
research as a habit of continuing inquiry. Inquiry begins with
situations that are problematic, confusing, uncertain and
conflicting, and so does Action Research.
It was Stephen Corey 1953) who defined Action Research as
the process through which practitioners like teachers, study their
own practice to solve their personal professional practical
problems. Further on, John Iliot in 1993 clarified that action
research is concerned with everyday practical problems
experienced by the teachers, rather than the theoretical problems
defined by pure researchers.

Action research is grounded on the reality of the school,

classroom, teachers and students. Sometime it is labelled as
Teacher Action Research (TAR) but it is popularly known simply as
Action Research (AR).

Action Research is a process that allows teachers to study

their own classrooms, schools and educational setting in order to
understand them better and to improve their quality and
effectiveness. The process of observation, reflection and inquiry
lead to action that makes a difference in teaching and learning. It
bridges doing (practice) and learning (study) and reflection
(inquiry)

PARTICIPATE AND
ASSIST

You must have experienced in you past subject, doing some

activities or accomplishing tasks similar to an action research.
These are activities that required you to do Reflections and Make
Action or the other way around. Schon (1987) distinguishes
Reflection in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an Action
Research. Now it is the opportunity for you to participate and
assist in ways that you are capable of doing.

Here is what you will do.

Making a List of Completed Action Research Titles by

Teachers in the field.
1. Make a library on-line search of the different. Completed
Action Research Titles Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action
Research Studies in your mentor as reference.

Inventory of Sample Action Research Conducted

by Teachers

List of Completed Action Author/Authors

Research Titles
Ex. Differentiated Instruction in Mary Joy Olicia
Teaching English for Grade four
classes.
1. “The effect of
 Collaborative Learning on John David and Maria Cruz
Student Engagement and
Achievement in
Mathematics”
2. Improving Reading
Comprehension Through Anna Lopez
Story Mapping Strategy in
Grade 3 Pupils”
3. “ Enhancing Student
Motivation and Josephine Reyes
Performance through
Gamified Learning in
Science.
4. “Implementing Peer
Tutoring to Improve Michael Santos and Angela

Academic Performance in Garcia

Grade 6 Mathematics”
5. “Using Visual Aids
Enhance Vocabulary Sarah Mendoza
Retention in Grade 2
Students”

NOTIC
E
Based on your activity on Making a List of Completed Action
Research Titles, let’s find out what you have noticed by answering
the following questions.
 Questions My Answer
1. What you have noticed 1. Identified problem to
about the action research be solved in title no. 1
titles? Do the action Identified Problem: Students
research (AR) titles imply may struggle with
problems to be solved? engagement and achievement
/
Yes _____ in mathematics, and this
No._____ research aims to explore how
collaborative learning might
If YES, identify the address these issues.
problems from the title
you have given. Answer 2. Identified problem to
min the space provided. be solved in title no. 2
Identified Problem: Grade 3
pupils may have difficulties
with reading comprehension,
and this research focuses on
using story mapping as a
strategy to improve their skills.
3. Identified problem to
be solved in title no. 3
Identified Problem: Low
student motivation and
performance in science,
with the research
investigating how
 gamified learning can
enhance these aspects.
4. Identified problem to
be solved on title no. 4
Identified Problem:
Grade 6 students may
face challenges in their
academic performance in
mathematics, and peer
tutoring is examined as a
potential solution.
5. Identified problem to
be solved in title no. 5

Identified Problem:
Grade 2 students might
struggle with vocabulary
retention, and the study
aims to determine if
visual aids can help
improve this area.

2. What interpretation about Title of the Action

action research can you Research:
make out of your answer “The effect of Collaborative
 in question no. 1? Learning on Student
Engagement and Achievement
in Mathematics”

3. Write the Title and your

interpretation of the study Interpretation of the Study:
from the title. From the title, I think the
study is investigating how
collaborative learning impacts
student engagement and
achievement in mathematics.
It seems focused on exploring
whether working together in
groups can help students
become more interested in
math and perform better
academically. This study might
be looking at how interactions
with peers can make learning
math more engaging and less
intimidating, potentially
leading to better
understanding and higher
achievement. I believe it aims
to provide insights into
whether collaborative learning
 can be an effective strategy for
teachers to improve their
students’ overall experience
and success in mathematics.

4. What do you think did the I think the authors designed

author’s do with the their studies to actively
identified problem as address the specific problems
presented in their titles? identified in their titles by
implementing targeted
strategies or interventions. For
example, they likely conducted
experiments or classroom-
based trials to test whether
these approaches—like
collaborative learning, story
mapping, gamified learning,
peer tutoring, and visual aids—
could effectively solve the
challenges faced by students,
such as low engagement, poor
comprehension, and difficulties
with academic performance. I
believe they collected data,
observed the changes in
student behavior and learning
 outcomes, and analyzed the
results to determine if their
chosen methods were
successful in improving the
identified issues. By doing so,
the authors aimed to provide
evidence-based solutions that
can help educators enhance
teaching and learning
experiences in their
classrooms.

ANALYZ
Analyze
E

Action research seems easy and familiar. Since teaching seems

to be full of problematic situations and that the teacher has a
responsibility of finding solution for everyday problems in school,
hence teachers should do action research. This is an exciting part
of being a teacher, a problem solver.

Let us continue to examine and analyze what you have noticed

and interpreted in the previous activity.
 My Answer
Key Questions Choose from the option given.
You may check more than one
answer.
1. From what source do Choices:
you think, did the ______ Copied from research books.
/
author identify the ______ From daily observation of
problems of their their teaching practice
action research? /
______ From the difficulties they
observed of their learners.
/
______ From their own personal
experience.
______ From the old experiences of
their co-teachers
2. What do you think is Choices:
the /
teacher’s ______ To find a solution to the
intention in problematic situation.
conducting action _______ To comply with the
research? 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 Choices:
 get as a student in ______ Prepare me for my future job
FS 2 in ______ Get good grades in the course
understanding /
and ______ Learn and practice being an
doing action action researcher
research ______ Improve my teaching practice
/
______ Exposure to the realities in
the teaching profession
/
______ Become a better teacher
everyday
4. In what ways can ______ By co-researching with my
you assist /
your mentor
mentor in his / her ______ By assisting in the design of
Action Research the intervention
Activity? /
______ By assisting in the
implementation of the AR
______ By just watching what is being
done.

Reflect
Based on the reading you made and the previous activities that
you have done.

1. What significant ideas or concepts have you learned

about action research?
I learned that action research is a powerful tool for educators
to directly address challenges in the classroom, allowing us
 to take an active role in improving our teaching practices
and student outcomes. It’s not just about identifying
problems but also about finding practical, evidence-based
solutions tailored to our students' needs. Through action
research, I realized the importance of being reflective and
adaptable as a teacher, constantly learning from what works
and what doesn’t. This approach makes me feel more
connected to my students because it emphasizes that
teaching is not just about delivering content—it's about
understanding and responding to the unique dynamics of
each classroom. It has taught me that being a great teacher
means being open to change, willing to experiment, and
dedicated to continuous growth for the benefit of my
students.

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
I realized that being an action researcher is essential as a
future teacher because it empowers me to make a real
difference in my students' learning experiences. It’s about
taking ownership of the challenges I see in the classroom
and not waiting for others to find solutions. Through action
research, I can better understand my students’ needs, test
new teaching strategies, and adjust my approach based on
 what truly works. This process helps me grow as an educator
and ensures that I’m always striving to create a positive and
effective learning environment. It makes me feel more
proactive and engaged in my profession, knowing that I have
the tools to continuously improve and make learning more
meaningful for my students.

Write Action Research Prompts

OBSERV
E

From what teaching principles of theories can this problem be

anchored?
 I have observed and noticed that Action Research begins
with a problem or a problematic situation.
Write a problematic situation that you have observed and
noticed

Problematic Situation Observed:

I have observed and noticed that action research begins
with a problem or a problematic situation. In my
observations, the problematic situation I’ve encountered is
that students’ interest and attention in learning are very low,
and many of them seem to lack motivation or engagement
during lessons. It’s disheartening to see that no matter how
 much effort is put into teaching, some students remain
disconnected and uninvolved, making it challenging to
create a dynamic and interactive learning environment.

REFLEC
T

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a
solution.
Write a problematic solution to the problematic situation above

Solution to the Problematic Situation:

To address the issue of low student interest and attention, I would
start by incorporating more interactive and hands-on activities
that connect learning to real-life experiences, making lessons
more relatable and exciting for the students. I would also explore
different teaching strategies, such as gamified learning,
collaborative group work, or integrating technology, to create a
more engaging classroom environment. Additionally, I would
strive to build stronger relationships with my students, getting to
know their interests and learning preferences, so I can adapt my
lessons in ways that resonate with them. My goal is to create a
space where students feel motivated to participate and see
learning as an adventure rather than a chore.

PLAN
What strategies, activities, innovations can I employ to
improve the situation or solve the problem?
 As a future action researcher, I can plan for an
appropriate intervention like:
 Implementing Gamified Learning: I can introduce
educational games or gamified elements like points, badges,
and rewards to make learning more engaging and fun. By
turning lessons into interactive challenges, I hope to capture
students’ attention and motivate them to participate more
actively.
 Incorporating Real-Life Applications: I would design
activities that connect the content to real-world scenarios,
making the lessons feel relevant and meaningful. For
instance, using everyday examples in math problems or
exploring science through simple experiments can help
students see the value of what they are learning.
 Using Collaborative Learning: I plan to incorporate group
work and peer collaboration, where students can learn from
each other. Activities like group projects, peer discussions,
and problem-solving tasks can make learning more social
and less isolating, encouraging students to stay engaged.
 Integrating Technology: Utilizing tools like interactive
whiteboards, educational apps, or online resources can add a
modern twist to lessons, making them more visually
 appealing and engaging. This approach can cater to different
learning styles and keep students interested.
 Personalizing Learning Experiences: By getting to know
my students better, I can tailor lessons to their interests,
such as incorporating topics they are passionate about or
allowing them to choose projects that resonate with them.
This personalized approach can boost their motivation to
learn.
 Creating a Positive and Stimulating Classroom
Environment: Setting up a vibrant and welcoming
classroom with interactive displays, engaging visuals, and
flexible seating can create a space that feels more dynamic
and conducive to learning

ACT

If I conduct or implement my plan, what can be its title?

“Enhancing Student Engagement and Motivation Through
Gamified and Collaborative Learning Strategies”
 CHECK FOR
MASTERY

Direction: Choose the best answer.

1. Every future teacher should do action research because

________
A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add points to teacher’s performance
D. It is a part of the teacher’ standard
2. Spotting a problematic situation in teaching and learning will
_______
A. Spark an idea of doing Teacher Action Research
B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine
3. Which of the following statements motivates a teacher to do
the action research?
A. Any problem that occurs in any class will soon pass.
B. For every teaching-learning problem, there is always a
solution.
C. Leave those problematic situation for other teachers to
solve.
D. There are more important routines than finding solutions.
 4. “Every teacher be an action researcher”. This statement is
_________
A. Applicable only for teachers in big schools.
B. Not doable and very idealistic.
C. The call for teachers in the current times.
D. Appropriate for honor graduates
5. Which of the following statement is TRUE?
A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action
research.
D. Action research is an optional teacher activity.

WORK ON MY ARTIFACTS

Your artifact will be an Abstract of a completed action research.

ABSTRACT

IMPROVING THE LISTENING SKILL OF GRADE 2 PUPILS

THROUGH THE INTEGRATION OF RADIO AUDIO CLIPS

This action research aimed to assess the impact of integrating

radio audio clips on the listening comprehension skills of Grade 2
pupils at Linao Elementary School, Libon, Albay. The study’s
objectives included evaluating initial listening proficiency,
implementing the intervention with radio audio clips, and
measuring its effectiveness in enhancing students’ abilities.
Conducted to enhance overall academic performance by
addressing crucial aspects of language learning, the study
involved eight Grade 2 pupils who underwent pre-assessment and
post-assessment tests.

Before the introduction of radio audio clips, Grade 2 pupils at

Linao Elementary School had generally students demonstrated
low listening proficiency in both Filipino and English, underscoring
the need for targeted intervention, particularly in English.
Following the introduction of radio audio clips, a significant
improvement in listening skills was observed, highlighting the
efficacy of auditory learning tools in enhancing language
comprehension and proficiency.

The analysis shows that radio audio clips were highly effective in
significantly improving the listening skills of Grade 2 pupils in
both Filipino and English, demonstrating the substantial benefits
of auditory learning tools for language comprehension and
proficiency.

The analysis revealed substantial increases in mean scores and

performance levels for both languages, emphasizing the benefits
of incorporating radio audio clips into educational practices.

Based on these findings, recommendations include integrating

auditory learning methods across subjects, providing professional
development for teachers, standardizing the use of radio audio
clips, and encouraging parental involvement in at-home listening
activities. These measures aim to capitalize on the success
observed in enhancing academic growth and language proficiency
among young learners.

The intervention using radio audio clips proved effective in

improving listening skills among Grade 2 pupils, enhancing their
performance and fostering increased engagement and interest in
listening activities. Positive changes in listening abilities were also
evident through improved classroom participation and behavior,
indicating a broader positive impact on the overall learning
experience.

Therefore, the study establishes that integrating radio audio clips

significantly enhances listening skills among Grade 2 pupils,
boosting engagement, comprehension, and academic
performance. These findings advocate for the ongoing use of
audio clips as a valuable teaching tool to address listening
deficiencies and enhance overall educational outcomes.