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The document outlines the concept of Classroom-Based Action Research (CBAR) as a process for teachers to identify and solve problems within their classrooms to enhance teaching practices and student outcomes. It distinguishes between Action Research, which focuses on localized issues, and Educational Research (EDRES), which aims for broader generalizable findings. Additionally, it presents a research agenda and specific research objectives related to improving student engagement through experiential learning strategies in early childhood education.

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Alleah Camacho
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11 views3 pages

Notes

The document outlines the concept of Classroom-Based Action Research (CBAR) as a process for teachers to identify and solve problems within their classrooms to enhance teaching practices and student outcomes. It distinguishes between Action Research, which focuses on localized issues, and Educational Research (EDRES), which aims for broader generalizable findings. Additionally, it presents a research agenda and specific research objectives related to improving student engagement through experiential learning strategies in early childhood education.

Uploaded by

Alleah Camacho
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Aug.

28, 2024 Notes: Ma’am Gail

CLASSROOM-BASED ACTION RESEARCH (CBAR)

Definition of terms

Iterative – repetition to gradually improve.


Empirical – based on observation and experimentation.

What is action research/CBAR?

 Process where teacher identify and solve problems in their own classroom.
 To improve teaching practices and student outcomes in specific context.
 It involves teachers in the research process to improve their own practice.
 To address immediate issues in a specific classroom or school setting.
 Identifying the problem is the first step.

Sept. 10, 2024: Notes

Research Agenda

1. Equity and alternative assessments


2. Relevant and innovative curriculum
3. Transformative School Governance
4. Quality Teacher Education
5. Transformative Pedagogy and Innovative Materials
6. Transformative Futures of Education

Action Research or Educational Research?

Action Research

 Primary goal – solve a specific, localized problem or improve practice within a particular setting,
such as a classroom, school, community.
 Practitioners – often conduct research to address immediate concerns and implement solutions
directly.

EDRES

 Purpose – contribute to broader knowledge about education, often generalizable findings that
can be applied across different context.
 It tends to be more theoretical, and focused on developing or testing educational models,
methods, or theories.

Scope and Scale

Action Research

 Focused on a small, specific group or setting, such as one class, a grade level, or particular
school.
 It addresses immediate issues within a confined context and aims for practical actionable
outcomes.

EDRES

 Broader, investigating issues across larger populations, multiple schools, or even nationwide
educational systems.
 Results are

Researcher’s Role

Action Research

 The researcher is usually the practitioner (ex. teacher, school leader, or administrator) who is
directly involved in the context they are studying
 Participatory and the researcher is actively implementing and evaluating changes.

EDRES

 Researcher may or may not be directly involved in the context they are studying
 Educational researchers are often external observers and tend to focus on data collection and
analysis without necessarily participating in the implementation of the interventions they study.

Research Design and Process

Action Research

 Follows a cyclical process of planning

EDRES

 Follows a more structured, linear design.


 Generally, more formalized, focused on rigorous data collection and analysis to produce
generalized things.

SEPT. 17, 2024

TITLE: THE INTEGRATION OF EXPERIENCIAL LEARNING AS A STRATEGY IN EARLY CHILDHOOD TO


IMPROVE ACTIVE ENGAGEMENT OF THE STUDENTS DURING LESSONS.

Statement of the problem – Always on question form (quantitative research)

Research Objectives – in objective form (ex. to explain etc. Qualitative )

Stem – thesis statement or grand question. Write in paragraph form and specify the statement of the
problem, the questions specific to the

Ex. This descriptive, quantitative, non-experimental study will look into the effectiveness of play-based
strategy in improving social skills. (dapat ispecify) Specifically, it will seek to answer the following
questions:
Case study – tanan iingon iapil sa study

Phenomenology – tanan experiences na giingon related sa study mao ray iapil sa study

Ethnography – same with case together, and pheno but you have to live together with the person.

Research in objective forms

Specifically, (identify, describe, explain, explore, draw)

1. to describe the challenges of k-teachers in handling learners with shyness.


2. to identify the coping mechanism of k-teachers handling learners with shyness
3. to draw insights from the experiences of the k-teachers handling learners with shyness.

ABSTRACT AND RECOMMENDATIONS – READ RRL

TITLE: THE INTEGRATION OF EXPERIENTIAL LEARNING AS A STRATEGY IN


KINDERGARTEN TO REDUCE STUDENTS’ LOW ENGAGEMENT DURING LESSONS.
This descriptive, qualitative, non-experimental, phenomenological study will
look into the strategies of k-teachers in improving student engagement.
Specifically:
1. to describe the challenges of k-teachers in improving active engagement of
students during lessons.
2. To identify the strategies utilized by k-teachers in improving student active
engagement during lessons.
3. To gather observations from the experiences of k-teachers in improving
student active engagement during lessons.

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