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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 observed
discrepancies emerge between what is
intended and wat actually occurs in the
classroom.

TASK 1. Interview your Resource Teacher on what is the most

common problem she/ he experienced during his/ her classes
during face to face classes and online classes.

Research relevant information about the problem including

related literatures about the problem encountered.

Develop a research plan based on the information and related

literatures. State your research design, research subjects, data
gathering procedures,data analysis/ statistical tools.

Place your answer in a separate paper.

The common problems that my resource teacher experienced during her face to face
and online classes are the following:

• Lack of time management- as online classes require a lot of time and intensive
work.
• Pupils with a “traditional” mindset find it difficult to adapt the E-learning;
however, they need to accept the new learning circumstances with an open mind
and heart.
• Many students are not provided with the high bandwidth or the strong internet
connection that online courses require, and thus fail to catch up with their virtual
classmates.
• Poor reading comprehension and writing skills of the students due to online
classes.

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 Challenges in learning with video conferencing during new normal
education

COVID-19 has impacted negatively on almost every industry on the globe.

Education is the only industry that is still growing. In most countries around the
world, everything has been converted to an online form. During the pandemic,
online learning was the best option for continuing education, particularly in
tertiary education (Mahyoob, 2020). In recent years, advances in Internet based
technology have made the e-learning model an important role in remote
education. E-learning, defined as education based on electronic tools and media
delivered over the Internet and network technologies, is a new type of education
that brings together teachers and students from various backgrounds. When
evaluating video conferencing procedures, it's common to mistakenly equate the
atmosphere visually with that of a typical face-to face classroom and use it in
this way. While video conferencing allows for simultaneous seeing, listening, and
discussion with others, human interaction is not as beneficial as it is in
traditional education. Studies on the effectiveness of video conferencing in
education have found that the participants' expectations are still not being
satisfied effectively. This situation has an impact on students' learning
opportunities. Students reported that the applicable technologies, device
locations, and technical issues such as sound, picture, and video were the most
important factors, connection issues, interaction within and outside of the
classroom, the teachers' use of body language, and the length of the courses
were all elements that influenced their online learning experiences.

The impact of engagement, class communication experience, and the

relational traits demonstrated by an instructor while engaging directly with
students was researched by Umphrey et al. (2008) in comparison to student
perceptions of video conferencing education. Students believe that face-to-face
education is beneficial, according to the findings of the study. In terms of the
teacher's closeness, understanding the teacher, reciprocal communication in the
classroom, success, and quality, is preferable to video conferencing. The most
effective video conference courses, based on these findings, appear to feature
interaction and in-class engagement.

De Guzman et al., (2021) stated that the silence in synchronous

videoconferencing lectures (SVLs) takes on a different meaning because the
communication channels are limited and the educator and learner's attention is
mostly focused on the chat; if the learners' silence is excessively long, repair
techniques, such as inspections for technical issues, are far more important than
in-class lectures. Limited internet data services, according to a study, are really a
barrier to online learning. Teachers, on the other hand, must consider two distinct
audiences: those who learn live online and those who view the lesson
asynchronously, watching the video clip afterward.

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 Research also found out that there is a conflict with the connection, given that
our current scenario is sudden and new to everyone, several components of it are
interfering with students' learning. One student stated that “whenever I
experience disconnection of the internet or unstable internet during a math lesson,
it is hard for me to follow or catch up the lesson or part of the lesson I missed, so I
sometimes end up self-studying the lesson which is very hard for me since it is
math.”, one moment missed can cause misperception to learners”.

A weak network connection or a lack of bandwidth is a prevalent issue during

video conferencing or online learning. Freezing the video, inability to screen-share,
a long delay, or scratchy audio are all signs of this. When students fail to upgrade
their hardware or software to the most recent version, difficulties might emerge,
and the product will no longer perform properly (Bowers, 2018).

Research Design

A qualitative research design will be used in this study. University of Texas

Arlington defined qualitative research as a kind of naturalistic inquiry that aims to
gain a better understanding of social phenomena in their natural environment. It
emphasizes the "why" of social phenomena rather than the "what," and it is based on
people's actual experiences as meaning-makers in their daily lives. Additionally, this
design is also used to collect and work with non-numerical data, and it seeks to
interpret meaning from these data that helps researchers to understand the social life
through the study of targeted populations or places (Crossman, 2020)]. This design is
appropriate to be used since the study will delve into the challenges of the Grade 4
elementary students in Rizal Elementary School using video conferencing as a
platform.

The strategic inquiry that will be used is the Phenomenological Inquiry. This is
a qualitative study in which researchers attempt to build the essence of experience
from participants (Creswell, 2014). Furthermore, according to Creswell,
phenomenology inquiry constructs a rich, detailed description of a central
phenomenon. In this study, the researchers will focus on collecting data from the
Grade 4 elementary students of Rizal Elementary School and will retell then develop
themes. Furthermore, phenomenology will be used to reflect on students' learning
challenges using video conferencing and to provide a better understanding of the
study's purpose. Researchers will be able to meet the study's goals by using the data
that will be presented.

Research Participants

According to Creswell & Poth (2018), the number of participants depends on

the qualitative research approach. The target participants of this study will be twelve
(10) Grade 4 students from Rizal Elementary School. The research participants will
be selected and identified through purposive sampling. Purposive sampling is known
as judgmental, selective, or subjective sampling (Alchemer, 2021). In the case of the
number of participants, qualitative research particularly on phenomenological
inquiry, the number of participants ranges from three to ten (Creswell, W. & Creswell,
D., 2018).

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 Furthermore, according to Creswell, phenomenology inquiry constructs a rich,
detailed description of a central phenomenon. In this study, the researchers will
focus on collecting stories and experiences from the Grade 4 students in Rizal
Elementary School.

The researcher will identify and select the participants using the following
selection criteria: (a) male and female; (b) a Grade 4 student in Rizal Elementary
School, and (c) must be a student that actively participate in online class back then.
The responses to our research questions were based on the research participants.
The participants exemplified their own opinion and personal experiences about
the learning challenges via video conferencing. The researchers held these
participants confidential and giving of code names that helps to hide their identity.

Data Collection/Gathering Method

To obtain sufficient data necessary for the study, the major data source will be
an interview utilizing the Interview Guide Questionnaire (IGQ), which is an
unstructured questionnaire. After the questionnaire is created, the content will be
validated and improved before being used. The study will employ an in-depth
interview (IDI), which will entail intensive individual interviews with Grade 4
students at Rizal Elementary School to elicit their personal experiences about the
learning challenges in terms video conferencing.

Data Analysis Plan

Interviews conducted such as an in-depth interview will be transcribed by the

researchers to become acquainted with the data. The data will be analyzed after
conducting phenomenological interviews. In analyzing the data, it is recommended
to present the data in a series of steps so that readers can see how one step leads
to another for a complete discussion on the data analysis. The researcher should
build patterns, categories, and themes (Creswell, 2014).

The following will be the steps to be followed in analyzing the data. First, the
researchers will prepare and organize the raw data into a meaningful unit of
analysis. These steps include transcribing the text and audio from the interview.
The second step will be a reduction of experiences. This process involves reading
the text several times. Then, categorizing and classifying the data transcribed are
part of the step this will allow deeper immersion. Memoing and chunking will be
done next. The process of reducing data from chunks into clusters and codes to
make meaning of the data.

Third, the researcher will do data interpretation and themes. This process
involves creating meaning for those clusters and coding with labels, this is called
themes. Then, interpret themes to answer the research questions. Lastly, the
researcher will do data representation. The researcher will interpret the data as
they read and re-read the data, categorize, and code the data and inductively
develop a thematic analysis. Themes will become the story or the narrative.

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 PHILIPPINE
PROFESSIONAL
STANDARDS
FORTEACHERS
ACTION RESEARCH is the 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 processes 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).

Four Stages of Action Research

Planning Acting Developing Reflecting

Stage Stage Stage Stage

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 SOUTHEAST ASIA
TEACHERS
COMPETENCY
FRAMEWORK
Integrating Action Research Organization into the Stages of Action
Research

Process of Action Research

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 PARTICIPATE
AND ASSIST
You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required
you to do Reflection and Make Action or the other way around. Schon (1987)
distinguishes Reflection in Action or Reflection on Actions as two different things.

Perhaps your mentor teacher has already done an Action Research. Now is the
opportunity for you to participate and assist in ways that you are capable of doing.

Making a List of Completed Action Research Titles by Teachers in the Field

1. Make a library or online 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 Titles of Completed Action Research Studies to your
mentor as reference.

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/ Authors

Example: Parrello, S., Lorio, I., Carillo, F., &
Teaching in the Suburbs: Participatory Moreno, C.(2019). Teaching in the
Action Research Against Educational suburbs: Participatory action research
Wastage against education wastage. Frontiers in
Psychology. Doi:
https://doi.org/10.3389/fpsyg.2019.02
308
The Effects of Formative Feedback and Anderson, A., & Horihan, B. (2022). The
Assessment Tools on Writing Proficiency Effects of Formative Feedback and
and Motivation in Elementary Assessment Tools on Writing
Classrooms Proficiency and Motivation in
Elementary Classrooms.

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The Relationship Between Teacher Use Austin, R., & Zeidler, B. (2022). The
of Exclusionary Discipline and Using a Relationship Between Teacher Use of
Problem-Solving Approach to Conflict Exclusionary Discipline and Using a
with Eighth Grade Students Problem-Solving Approach to Conflict
with Eighth Grade Students.

A Prepared Environment At Home For Herrick Franzen, M. (2022). A Prepared

One Adolescent: The Effect of Exercises Environment At Home For One
of Practical Life on Self-Regulation of an Adolescent: The Effect of Exercises of
Adolescent Practical Life on Self-Regulation of an
Adolescent.

The Effects of Cognitively Engaging Osborn, E. E. (2022). The Effects of

Exercise on Children’s Executive Cognitively Engaging Exercise on
Functioning Children’s Executive Functioning.

The Effects of Social-Emotional Learning Stang, L., & Wells, A. (2021). The Effects
Strategies on Promoting Positive of Social-Emotional Learning Strategies
Behavior on Elementary Students on Promoting Positive Behavior on
Elementary Students.

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 Answers
1. What have you noticed about the Based on what I’ve observed from the
action research titles? Do the action research titles, it focuses on the
action research titles imply educational field or in the aspect of
problems to be solved? learning environment of the students.
And yes, the titles of the action imply

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 problems to be solved.

If yes, identify the problems from the Identified Problem to be solved no. 1
title you have given. Answer in the ➢ The effects formative feedback and
space provided. rubrics play on student motivation
and proficiency levels in writing.

Identified Problem to be solved no. 2

➢ Determine the impacts of using a
problem-solving approach to
behavior instances within the
classroom that decreases the use of
office referrals.

Identified Problem to be solved no. 3

➢ The effect of exercises of practical
life on the self regulation of an
adolescent in his prepared
environment at home.

Identified Problem to be solved no. 4

➢ The effect of combining vigorous
exercise with cognitively engaging
games on children’s executive
functioning skills such as self-
direction, engagement, and focus.

Identified Problem to be solved no. 5

➢ The effects of social-emotional
learning (SEL) lessons to students
and help promote positive behaviors
in the classroom.

2. What interpretation about action The objective of the action research is

research can make out of your to comprehend what is occurring in a
answer in Question no. 1? particular school or classroom and to
identify potential improvements to
student learning locally. As a result,
action research encourages reflective
teaching and thinking, increases the
pedagogical variety of teachers, gives
educators authority over their
profession, and solidifies the link
between practices and performance.
Additionally, it helps teachers discover

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 new information that is particularly
salient to their classroom teaching
environment.

3. Write the title and your Title of the Action Research

interpretation of the study from the
title. ➢ The Effects of Social-Emotional
Learning Strategies on Promoting
Positive Behavior on Elementary
Students

From the title, I think, the study aims and

focus to implement social-emotional
learning (SEL) lessons to help promote
positive behaviors in the classroom
learning environment. Hence, social-
emotional is vital this days because it
teaches them salient life skills, including
the ability to understand themselves,
develop a positive self-esteem, take full
responsibility for their actions, and
strengthen relationships with the people
around them.

4. What do you think did the author/s I think the author/s first came up with
do with the identified problem as a possible solution to the identified
presented intheir titles? problem/s, then developed their
action plan for them to have a
systematic process, collected the data
that they sought, and analyzed it in
order for it to be reliable and factual.

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

Let us continue to examine and analyze what you have noticed and
interpreted in the previous activity.

Key Questions My Answers

Choose from the options given. You make check
more than one answer

1. From what source do Choices:

you think, did the authors Copied from research books
identify the problems of ✓ From daily observation of their teaching practice
their action research? ✓ 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 Choices:

the teacher’s intention in ✓ To find solution to the problematic situation
conducting the action To comply with the requirement of the principal
research? ✓ To improve teaching practice
To try out something, if it works
To prove oneself as better than the others

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3. What benefit do you Choices:
get as a student in FS2 in ✓ Prepare me for my future job
understanding and doing Get good grades in the course
anAction Research? 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 Choices:

assist your mentor in ✓ By co- researching with my mentor
his/herAction Research ✓ By assisting in the design of the intervention
Activity?
✓ By assisting in the implementation of the Action
Research
By watching what is being done

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 Based on the readings 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 collaborative effort of all the participants

in order for them to achieve a certain or specific purpose. It is a method
that enhances different instructional strategies. Its approaches include
action, assessment, and reflection. The procedure of gathering is used to
make adjustments in such procedures in work that typically needs
improvements. As a result, action research can be focused on problem-
solving if the problem’s resolution leads to an adjustment in practice.

2. As a future teacher, what are your realizations in the importance of doing

an action research?

Action research is definitely important, not just because it seeks answers

but also because it allows researchers to work directly on the problem.
And, for those of us who are pre-service teachers, it provides knowledge
and awareness of problems that we commonly encounter in the classroom
learning environment. Hence, it seeks improvements in the educational
practices in schools.

1. OBSERVE 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 an example of a problematic situation that you have
observed and noticed.

Some of the problems or situations that I usually observed in the classroom

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 learning setting are the following:

➢ Poor writing skills of students For example, when they’re tasked with
writing something in their notebooks, it takes some time for them to finish
what they’re writing. Also, they usually wrote it word for word.

➢ Students' lack of respect towards their teacher. Based on my observation,

nowadays there are a lot of students that casually communicate with their
teachers. They’re no longer using the proper address, just like "Opo and Po."

➢ Poor reading skills and comprehension of students When you ask them to
read some paragraphs or books, they usually ask "what’s the meaning of
that?" and some of them are slow readers.

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

I realized that for every teaching learning problem, there is a solution.

Write aprobable solution to the problematic situation above.

➢ I strongly believe that the teacher should help the students in terms of
reading and writing, extend their reading time sessions, and tell them to
practice their writing skills at home for them to mold and enhance them.
Lastly, teachers should impose or use strict kinds of teaching for the
students. In this way, we can assure that students will respect the teacher.

➢ PLAN What strategies, activities, and 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

when it comes to poor reading skills and comprehension, is to improve the
vocabulary of the students. The ability of your students to guess what a word
means in a particular context will improve by implementing reading time in
the classroom learning environment. As they read, always keep an eye on
your students and offer assistance if necessary. In order to practice their
writing abilities concurrently, learners can also make a list of new terms as
they read and look them up in a dictionary. And when it comes to the
students' lack of respect, teachers should constantly talk about the word
"Respect" with the students, teach polite responses as well as praise their
respectful behavior, and last but not least, be an excellent role model for
them. I firmly believe that if the students see their educators treating one
another with respect, they will do the same.

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

If I will implement my doable plan in the future, my title would be;

Scaffolding Strategy: Implementing Reading Time Using Books for the

Development of Reading Comprehension and Writing Skills of Rizal
Elementary School Students

Technology-Based Learning: The Effectiveness of ICT Integration in the

Improvement of Reading Comprehension and Writing Skills of Rizal
Elementary School Students

Direction: Read the questions and choose the letter of the

correct answer.

1. Every future teacher should do an action research because _____________

A. it is a requirement for teachers in the field
B. it will improve the teaching practice
C. it will add points to teachers’ performance
D. it is part of the teachers’ 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 every teaching
D. add burden to teachers’ daily routine
3. Which of the following statements motivates a teacher to do action research?
A. any problems that occurs in my class will soon pass
B. For every teaching- learning problem, there is always a solution
C. Leave the problematic situation for other teachers to solve
D. There are more important classroom routines than finding solutions
4. “Every teacher should 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 a problematic situation
C. Much of the teaching time should be spent in action research
D. Action research is an optional teacher activity

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 Choose from the five Action Research Titles and write here its
Abstract

The Effects of Formative Feedback and Assessment Tools on Writing

Proficiency and Motivation in Elementary Classrooms

ABSTRACT

This action research aimed to determine the effects formative feedback and rubrics
play on student motivation and proficiency levels in writing. This four-week
intervention took place in a suburban 1st-grade classroom and an urban 3rd-grade
classroom through whole group and small group instruction, collaborative
conversations, student reflections, and student attitude inventories. Data was
collected through the use of pre-and post-intervention writing attitude surveys. In
addition, a pre-intervention, rough draft, and final draft writing sample that the
teacher and student graded was utilized. Finally, data were collected during small
group, reflective conversations involving student understanding and application of
rubrics alongside writing samples. An increase in student proficiency was
demonstrated following the use of formative feedback alongside rubrics when
crafting personal narratives. Additionally, an increase in motivation was
demonstrated, yet not significant enough to say that formative feedback paired with
the use of rubrics increases student motivation in writing. Research should continue
to identify patterns in students' confidence or attitudes towards their writing and
proficiency levels over time. Furthermore, a longitudinal study involving
Kindergartners-3rd grade would be beneficial to measure proficiency and
motivation rates in writing over an extended period to identify patterns. This
research can support educators so that we may better understand rubrics,
formative feedback, and their influence on proficiency and motivation levels over
time. Moreover, we can utilize the information to best inform our instruction and
support systems with elementary student writers.

CONGRATULATIONS! You have successfully completed Learning Episode 2.

You may now proceed to Learning Episode 3.

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