Action research in an Alternative Learning System (ALS) typically involves

identifying a specific problem or area for improvement within the educational

environment, implementing changes, and then assessing the impact of those
changes. Here's an example:

### Title: **Improving Reading Comprehension in Out-of-School Youth Through

Interactive Storytelling**

---

### **Context:**
The Alternative Learning System (ALS) in a rural community is designed to provide
educational opportunities to out-of-school youth. However, many learners struggle
with reading comprehension, which hinders their overall academic progress. The
learners are between 12-17 years old, with varying levels of literacy.

### **Problem Statement:**

Despite regular reading activities, many learners in the ALS program have low
reading comprehension skills, affecting their ability to understand and retain
information.

### **Research Question:**

How can interactive storytelling improve the reading comprehension skills of out-of-
school youth in the ALS program?

### **Objectives:**
1. To assess the current reading comprehension levels of the learners.
2. To implement an interactive storytelling approach in the reading sessions.
3. To evaluate the impact of interactive storytelling on learners' reading
comprehension.

### **Action Plan:**

1. **Baseline Assessment:**
 - Conduct a pre-assessment of reading comprehension using a standardized test
or teacher-made reading comprehension exercises.
- Identify learners who are struggling the most.

2. **Implementation of Interactive Storytelling:**

- Develop or select stories that are culturally relevant and age-appropriate.
- Engage learners in reading sessions where they take turns reading aloud,
discussing the story, and predicting outcomes.
- Incorporate multimedia elements (e.g., images, videos) and interactive
questions to make the sessions more engaging.
- Encourage learners to create their own stories and share them with the group.

3. **Monitoring and Feedback:**

- Observe learner participation and engagement during the sessions.
- Collect feedback from learners about their experience and enjoyment of the
sessions.

4. **Post-Assessment:**
- Conduct a post-assessment using the same or similar reading comprehension
test.
- Compare the results with the baseline assessment to determine any
improvements.

### **Data Collection:**

- **Quantitative Data:** Pre- and post-assessment scores on reading
comprehension.
- **Qualitative Data:** Observations of learner engagement, interviews, and
feedback from learners.

### **Expected Outcomes:**

- Improved reading comprehension scores.
- Increased learner engagement and participation in reading activities.
- Positive feedback from learners about the storytelling sessions.
### **Reflection and Next Steps:**
- Analyze the data to determine the effectiveness of the interactive storytelling
approach.
- If successful, consider incorporating interactive storytelling as a regular part of the
ALS curriculum.
- Share findings with other ALS educators to promote best practices.

---

This example demonstrates how action research can be applied to a specific issue
within an Alternative Learning System, allowing educators to make data-driven
decisions to improve learning outcomes.
### **Title:** Improving Mathematical Problem-Solving Skills in Alternative
Learning System Learners through Contextualized Teaching Strategies

### **Background:**
In an Alternative Learning System (ALS), learners often struggle with mathematical
concepts due to gaps in their foundational knowledge and lack of confidence in the
subject. Traditional teaching methods may not fully address the unique needs of ALS
learners, who benefit from contextualized and relevant learning experiences. This
action research aims to enhance mathematical problem-solving skills by using
contextualized teaching strategies that connect math concepts to real-life
situations.

### **Research Question:**

How can contextualized teaching strategies improve mathematical problem-solving
skills among learners in the Alternative Learning System?

### **Objectives:**
1. To identify the current challenges ALS learners face in solving mathematical
problems.
2. To implement contextualized teaching strategies in mathematics lessons.
3. To assess the impact of these strategies on learners’ problem-solving skills.
4. To refine teaching practices based on the results of the study.

### **Methodology:**

#### **1. Planning:**

- **Data Collection:**
- Conduct initial assessments to determine learners’ current mathematical
problem-solving abilities.
- Interview learners to understand their attitudes towards math and identify
specific areas where they struggle.
- Review relevant literature on contextualized teaching strategies in mathematics.
- **Strategy Development:**
 - Develop lesson plans that incorporate real-life scenarios relevant to the learners'
daily lives (e.g., using math to budget, calculate distances, or understand
measurements in practical tasks).
- Prepare materials and resources that align with these contextualized scenarios.

#### **2. Action:**

- Implement the contextualized teaching strategies over a period of 6-8 weeks.
- Example Activities:
- Budgeting exercises where learners use basic arithmetic to manage a household
budget.
- Measurement activities involving real objects to understand concepts like area,
perimeter, and volume.
- Problem-solving tasks that relate to everyday situations, such as calculating
travel time or dividing resources.
- Engage learners in group discussions and collaborative problem-solving sessions
to encourage peer learning.

#### **3. Observation:**

- Collect data through:
- Observations during lessons to monitor engagement and understanding.
- Post-lesson quizzes and assessments to measure improvement in problem-
solving skills.
- Feedback from learners on the relevance and helpfulness of the contextualized
activities.
- Analyze the data to identify trends, improvements, and areas needing further
attention.

#### **4. Reflection:**

- Reflect on the effectiveness of the contextualized teaching strategies in enhancing
problem-solving skills.
- Identify which contextualized scenarios had the most significant impact and why.
- Discuss the challenges encountered during implementation, such as time
constraints or learners' initial resistance to the new methods.
- Plan adjustments or new strategies based on the findings.
### **Results:**
- Learners demonstrated improved problem-solving skills, particularly in tasks
related to everyday situations.
- Increased confidence and positive attitudes towards mathematics among learners.
- Identification of specific contextualized strategies that were most effective in
helping learners grasp difficult mathematical concepts.

### **Conclusion:**
The action research revealed that contextualized teaching strategies significantly
improved the mathematical problem-solving skills of ALS learners. By relating math
concepts to real-life situations, learners were able to better understand and apply
their knowledge, leading to greater engagement and success in the subject.

### **Follow-Up Actions:**

- Share the successful strategies with other ALS educators to promote wider
adoption.
- Continue using contextualized teaching methods in mathematics lessons and
explore their application in other subjects.
- Conduct further action research to address additional challenges in mathematics
education within the ALS context, such as enhancing learners' numerical literacy or
preparing them for higher-level math.

---

This example shows how action research can be applied in mathematics education
within an ALS setting, focusing on improving specific skills through innovative and
relevant teaching methods.
Here's an example of an action research study titled **"Improving Reading
Comprehension in an Alternative Learning System: An Action Research Study."**

---

### Title:
**Improving Reading Comprehension in an Alternative Learning System: An Action
Research Study**

### Introduction:
- **Context:**
- Reading comprehension is a crucial skill for academic success and lifelong
learning. However, students in an Alternative Learning System (ALS) often face
challenges in this area due to gaps in their formal education, diverse learning
needs, and limited access to reading materials. Improving reading comprehension
for these learners is essential for their overall development and future
opportunities.

- **Problem Statement:**
- Many ALS students struggle with understanding and interpreting texts, which
affects their ability to learn across all subjects. They may have limited vocabulary,
difficulty making inferences, or lack strategies for engaging with and retaining
information from texts.

- **Purpose of the Study:**

- This action research study aims to identify and implement strategies to improve
reading comprehension among ALS students. The study will focus on enhancing
students' ability to understand, interpret, and engage with texts in meaningful
ways.

### Research Questions:

1. What teaching strategies can be most effective in improving reading
comprehension among ALS students?
2. How does the use of interactive reading activities and discussions impact
students' understanding of texts?
3. What role does targeted vocabulary instruction play in enhancing reading
comprehension for ALS learners?

### Methodology:
- **Participants:**
- The participants will include a group of ALS students ranging from ages 14 to 18,
with varied educational backgrounds and reading levels. The group will consist of
both male and female students who have been identified as struggling with reading
comprehension.

- **Data Collection Methods:**

1. **Pre-Assessment:**
- Administer a reading comprehension pre-test to establish baseline data on
students' current reading abilities. The test will include passages followed by
multiple-choice and short-answer questions designed to assess comprehension.

2. **Observation:**
- Observe students during regular reading activities and during the
implementation of new strategies. Focus will be on student engagement,
participation, and the ability to answer questions about the texts.

3. **Intervention:**
- Implement a series of instructional strategies over a six-week period, including:
- **Guided Reading Sessions:** Small group or individual reading sessions
where the teacher provides support and scaffolding as students read aloud.
- **Interactive Reading Activities:** Activities such as predicting, summarizing,
and questioning that encourage active engagement with the text.
- **Vocabulary Building:** Targeted instruction on key vocabulary words found
in the reading materials, including the use of word maps, flashcards, and context-
based exercises.
- **Use of Visual Aids:** Incorporate graphic organizers, story maps, and other
visual tools to help students organize and understand the information.

4. **Post-Assessment:**
 - Conduct a post-test identical to the pre-test to measure any improvement in
reading comprehension. The results will be compared to the pre-test to assess the
effectiveness of the interventions.

5. **Student Feedback:**
- Collect feedback from students through surveys and informal interviews to
understand their perceptions of the strategies used and their own progress in
reading comprehension.

- **Data Analysis:**
- Analyze the pre- and post-test results to determine the extent of improvement in
reading comprehension. Use qualitative data from observations and student
feedback to identify trends, challenges, and successes in the implementation of the
strategies.

### Findings:
- **Quantitative Results:**
- Present the comparison of pre- and post-test scores, highlighting any significant
improvements in reading comprehension.

- **Qualitative Insights:**
- Summarize observations on student engagement and participation during the
interventions. Discuss feedback from students regarding their experiences with the
reading activities and strategies.

### Conclusion:
- **Summary of Findings:**
- Reflect on the overall effectiveness of the strategies implemented in improving
reading comprehension among ALS students. Discuss the strengths and limitations
of the study.

- **Recommendations:**
- Based on the findings, provide recommendations for ALS educators, such as the
importance of guided reading, the use of interactive activities, and the integration
of vocabulary instruction into reading lessons.
- **Implications for Practice:**
- Suggest how the strategies could be adapted or expanded for use in other ALS
settings or with different groups of learners. Highlight the potential for ongoing
professional development in reading instruction for ALS teachers.

### Action Plan for Future Research:

- Explore the potential for integrating digital tools and resources to support reading
comprehension in ALS.
- Investigate the long-term impact of the implemented strategies on students'
overall academic performance.
- Consider further research on specific reading comprehension challenges, such as
inferencing or critical thinking skills, within the ALS context.

### References:
- Include a list of academic articles, books, and other resources that informed the
study, particularly those related to reading comprehension, alternative education,
and action research methodologies.

---

This structure provides a comprehensive framework for conducting an action

research study focused on improving reading comprehension in an Alternative
Learning System. The study emphasizes practical strategies and data-driven results,
making it valuable for both practitioners and researchers in the field of education.