REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
FIELD STUDY 2 LEARNING EPISODE
Writing an Initial
FS 2 14 Action Research Plan
To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher's class. Note all the information you will need and tasks you will need
to do before working on this episode.
Target Your Intended Learning Outcomes_______________________________
At the end of this Learning Episode, I must be able to write an initial Action
Research Plan.
Developing an Initial Action Research Plan
“A good plan is half of the work done” goes a saying.
Planning is an important skill that every teacher should have. Just like lesson
planning, doing research requires a doable plan. It sets a direction where one is going, how to
go there, why should one go there, and above all, what is there to accomplish. The ultimate
goal of doing action research is to improve teacher’s practices in order to improve learning. it
requires one to be reflective, observant, inquiring and must be ready to take action.
Any research action plan should be placed in writing, just like a lesson plan. This is
what we are going to do.
Clarify Your Task_________________________________________________
The first four episodes of this FS workbook helped you learn the important
purpose and the process involved in doing action research.
The rest of the episodes focused on crucial aspects of teaching and learning. while
you assisted and participated, the episode questions guided you to notice, analyze and reflect
on your experiences. You also identified issues and problems or areas of improvement and
then thought of interventions, innovations, or strategies to address them (Action Research
Prompts). You are now ready elaborate or expand these action research prompts.
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STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
In this final episode, your task is to write an initial action research plan. Any research
action plan should be planned and written well. Put together what you learned about action
research and all insights you gained in working on the past FS 2 episodes.
Revisit the Infographic/s_______________________________________
Let us revisits our Action Research Model. As a beginner, use the model of Nelson, O
(2014) as your basis for developing an initial plan for action research
As
The Action
Research
Cycle
you become more skillful in doing action research, you may like to use the McNiff &
Whitehead (2014) or DepEd DO 16 (2017) models.
Participate and Assist_________________________________________________
We said at the beginning that all teachers can make an Action Research. It is easy to
do it. Let’s try doing it. Today, you shall develop a Plan for our Action Research by
following the simple cycle.
Use the following steps of the model. Your answer to the Key Questions in each step,
will guide you in making your plan.
Step 1: OBSERVE. Observe and notice to identify the common problems.
Key questions:
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STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
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What common problem have I observed and noticed? ▪Can I translate the problem
into questions?
Why is the problem important to me as a future teacher? ▪Why is the problem
important to the learners?
What have I read and learned about this problem in my previous courses?
What do referenced say about the problem?
Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is
done all throughout the action research process.
Key questions:
Is there a way to solve the identified problem? How will I do it?
Is looking for a solution or answer to the problem worth doing?
Will solving the problem improve my teaching practice? How?
Will it improve my skill as a researcher and reflective teacher?
Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.
Key questions:
What probable action will I make? Will my intervention be doable?
How will I describe my intervention, innovation, or actions to address the
identified problem? How long will it take to implement the intervention, action or
innovation?
With whom shall I work with?
Will the result be of use? How?
Step 4: ACT on the PLAN. This step will be done during the Teaching Internship or in
FS 2 if given the time. You may collaborate with your mentor or your classmate.
Remember: Noticing is making sense of your observations and making interpretations to
adapt to the situation. It begins with paying attention which leads to interpretation and
deciding what action should be taken.
Making a capsule Action Research Plan will prepare you to undertake an actual
Action Research. You will also be able to assist your mentor to do similar research together.
In the past episodes focusing on the key aspects of teaching and learning, you have
answered the Action Research Writing prompts. Go back to these and choose which episode
topic you would like to work on as you write an action research plan.
Here are the episodes and the pages where you can find them. Review each Action
Research Writing Prompt and choose one to work on to elaborate this episode.
Episode Title Action Research
s Writing Prompts
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page
1 The literacy skills of students: specifically on reading and 7
word recognition
2 Not applicable
3 A conducive learning environment 20
4 Cookie fund raising for a well ventelated classroom 27
5 Improving reading comprehension using interactive read 37
aloud and questioning strategy
6 Flexibility and integration of strategies for efficient time 47
routine
7 Establishing activity guide of learning activities for 59
teachers
8 Establishing attention cather routine for students focus
9 Enhancing equity and inclusion in instruction: a study of
strategies for selecting and utilizing diverse and accessible
learning resource.
10 Bridging the digital divide: strategies to enhance equity
and inclusion in online learning for all students.
11 Enhancing students learning through effective formative
and self assessment strategies: a case study in cookery
12 Enhancing students learning through the implementation of
differentiated assessment strategies.
13
14
ANALYZE_________________________________________________________
We said at the beginning that all teachers could make an Action Research. It is easy to
do it. Let's try doing it. Today, you shall develop a Plan for our Action Research by following
the simple cycle. You will share your output with your mentor for an opportunity to work
together.
Topic you chose: (from the past episodes): The literacy skills of students: specifically on
reading and word recognition
Episode number and Title: The Teacher we remember.
Writing Action Research Prompt page:
Model A:
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STATE UNIVERSITY OF NORTHERN NEGROS
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Activity 1: Developing an Initial Research Action Plan
A. Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in the
classroom. The slow learners are left behind.
Write your own observed/noticed classroom problem here:
The students are having problem recognizing and reading some English words.
B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will it be done?
Example response: I think yes, students who’s having a hard time can be helped through peer
mentorship or literacy remedial classes.
Write your reflective response to the problem you stated:
This experience has highlighted the critical role of strong foundational
literacy skills, particularly in word recognition and decoding. Observing students
struggle with these basic skills has reinforced the importance of early intervention
and the need for a systematic and multi-sensory approach to teaching reading. I
realize that addressing these foundational literacy challenges requires a multi-
faceted approach, including explicit phonics instruction, the use of engaging and age-
appropriate reading materials, and creating a supportive and encouraging classroom
environment that fosters a love of reading.
What will I do as a teacher to solve the problem?
Implement a systematic phonics instruction program, focusing on phonemic awareness, phonics,
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and fluency.
Utilize multi-sensory approaches, incorporating visual, auditory, and kinesthetic learning
techniques.
Create a structured and engaging literacy-rich environment in the classroom.
Provide individualized support to students who are struggling.
REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
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Now, to further elaborate on your Action Research Plan, use the Dep Ed template
below: Remember to read the rubric in this episode to know how your teacher will evaluate
your Action Research plan. This rubric will remind you of the criteria for an excellent action
research plan.
You can also watch this short video, explaining the parts of the DepEd Action
research template: HOW TO WRITE AN ACTION RESEARCH PROPOSAL? DepEd Order
No. 16.5.2017 - YouTube
Here is the link of the sample proposal discussed in the video:
https://www.researchgate.net/publication/344608953_Improving Attendance_and
Academic Performance Among Grade 12 Students through Incentive-Based_Intervention
Model B. DepEd Template
Action Research Proposal
Name: ROMEL S. DIVINAGRACIA JR.
Proposed Title: Enhancing Early Reading Skills: An Action Research Study on
Improving Word Recognition and Decoding in Grade 11 Students
I. Context and Rationale Study Background
This action research project addresses the concern of poor reading skills, specifically in
word recognition and decoding, among a group of Grade 11 students in Sagay City
Senior High School. Observations indicate that a significant number of students are
experiencing difficulties in sounding out unfamiliar words, recognizing sight words,
and developing reading fluency. These challenges can significantly impact reading
comprehension and overall academic success. This study aims to investigate the
effectiveness of a targeted intervention focused on enhancing phonemic awareness,
phonics instruction, and fluency building activities to improve students' reading skills.
II. Action Research Question AR Question
How can a targeted intervention focusing on phonemic awareness, phonics, and
fluency instruction improve word recognition and decoding skills among 11 students
in Sagay City Senior High School?
III. Proposed Innovation, Intervention Strategy Describe
innovation/Intervention/Strategy
The intervention will consist of a multi-sensory approach to literacy instruction,
incorporating the following elements:
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COLLEGE OF EDUCATION
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Systematic Phonics Instruction: Daily explicit instruction on phonemic awareness
(identifying and manipulating sounds), phonics rules (letter-sound
correspondences), and blending sounds to form words.
Interactive Read-Alouds: Engaging students in daily read-alouds, modeling fluent
reading, and discussing key vocabulary and comprehension strategies.
Guided Reading: Providing small-group instruction to address the specific needs
of individual students, focusing on targeted skills and providing differentiated
support.
Independent Reading: Encouraging daily independent reading through a variety
of engaging texts, such as leveled readers, picture books, and age-appropriate
literature.
Use of Manipulatives: Incorporating hands-on activities using manipulatives such
as letter tiles, magnetic letters, and word cards to enhance phonemic awareness
and phonics instruction.
Home-School Connection: Encouraging active parental involvement through
regular communication and the provision of home reading activities.
IV. Action Research Methods (Describe Action Research Method)
a. Participants/Other sources of Data
The participants of this study are students from grade 11 ravana and
grade 11 spinx of Sagay City Senior High School.
b. Data Gathering Methods A comparison group of students who will receive
traditional literacy instruction.
c. Data Analysis Plan
Pre- and post-assessments: Standardized reading assessments
V. Action Research Work Plan (Summarize Action Research Work Plan)
Week 1-4:
Conduct baseline assessments.
Introduce the intervention program to students and parents.
Begin daily phonics instruction and guided reading activities.
Week 5-8:
Continue with daily instruction, incorporating multi-sensory activities and
independent reading.
Monitor student progress through regular assessments and observations.
Provide individual support and interventions as needed.
Week 9-12:
Conduct mid-intervention assessments to monitor student progress.
Adjust instruction based on student needs and progress.
Continue with daily phonics instruction and guided reading activities.
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Week 13-16:
Conduct final assessments to evaluate student progress.
Analyze data and draw conclusions.
Prepare a final report summarizing the findings and recommendations.
VI. Cost Estimate (Write Cost Estimate)
This action research would need 50, 000 pesos
Minimal costs associated with purchasing educational materials, workbooks,
manipulatives. Potential costs for photocopying and printing materials.
VII. Plan for Dissemination and Utilization (Describe how the Results will be shared)
Share findings with colleagues at school and district level through
presentations, workshops, or articles in school newsletters.
Present findings at professional development conferences.
Document and share the intervention on the school website or intranet.
Utilize the findings to inform future instructional practices and curriculum
development.
References (write at least three references)
1. Moats, L. C. (2010). The science of reading: A comprehensive guide to phonemic
awareness, phonics, fluency, vocabulary, and comprehension. Routledge.
2. Blevins, W. (2016). Phonics pathways: A comprehensive guide to teaching phonics.
Wiley.
3. Fountas, I. C., & Pinnell, G. S. (2017). The reading teacher's book of lists. Heinemann.
Reflect______________________________________________________________
Remember: Reflection is a process of making sense of one's previous experience. Please
take a look at what you do in the classroom and think about why you do it. Recall things that
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you have done in the previous segment. You may include your thoughts, feelings, reasoning.
relating and reconstructions about it.
What was your experience in writing the action research plan?
Writing the action research proposal was a valuable learning experience. It
required me to carefully consider the specific challenges faced by my students, identify a
clear research question, and develop a well-defined plan for addressing the issue. The
process of researching evidence-based practices and designing an intervention plan was
both challenging and rewarding. It helped me to deepen my understanding of effective
literacy instruction and develop a more nuanced approach to addressing the needs of
my students.
What knowledge, attitude, and skills did you have that helped you accomplish it?
My background in educational psychology, including knowledge of learning
theories, child development, and effective instructional strategies, provided a strong
foundation for developing this action research proposal. My positive attitude towards
continuous learning and a commitment to improving my teaching practices motivated
me to undertake this research. Furthermore, my skills in critical thinking, problem-
solving, and written communication were essential in formulating the research question,
designing the intervention plan, and writing the proposal.
What do you still need to learn and develop in yourself to be a skilled teacher-researcher?
Developing this action research proposal was a valuable learning experience. It
reinforced the importance of grounding educational decisions in research and data. I
learned the value of careful planning, data collection, and analysis in improving
teaching practices and enhancing student learning.
Check for Mastery_______________________________________________
Preparing an Action Research Plan requires observation, noticing, inquiry, reflection,
prior readings. It is a tedious process but you will find it easy to implement if you have a
good plan. As mentioned earlier "A good plan, is half of the work done."
Direction: Choose the most appropriate answer from the options given.
1. As a beginning action researcher, what should be your primary task?
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COLLEGE OF EDUCATION
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A. Identify the problem that is a cause of concern in the class.
B. Reflect on the other problematic situations.
C. Ask help from your mentor on how to solve the problem.
D. Disregard the problem, after all you are still a student
2. In doing action research, continuous reflection in every step of the way should be done.
A. This statement is NOT true since reflection has its own time.
B. This statement is true since research requires continuous inquiry.
C. This statement is doubtful since there are steps to follow.
D. This statement is only applicable to other kinds of research.
3. In looking for an appropriate solution to the identified problem, the main purpose is to
A. remove malpractices in teaching-learning
B. reward learners who do more than others
C. promote teachers who conduct research
D. A, B and C
4. In an action research, you should see to it that the intervention
A. is doable
B. is of short duration
C. is new
D. should not require statistics
5. Planning an action research requires a researcher to
A. follow strict procedure
B. frequently reflect on the process
C. match the solution to the identified problem
D. A, B and C
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Work on my Artifacts______________________________________________
Your artifact will be taken from your activity in preparing an action research plan in this
episode. You will just expand the answer that you have given and place in the template below
My Initial Action Research Plan
Proposed Title: : Enhancing Early Reading Skills: An Action Research Study on
Improving Word Recognition and Decoding in Grade 11 Students
I. My Identified Problem:
This action research project addresses the concern of poor reading skills,
specifically in word recognition and decoding, among a group of Grade 11
students in Sagay City Senior High School. Observations indicate that a
significant number of students are experiencing difficulties in sounding out
unfamiliar words, recognizing sight words, and developing reading fluency.
These challenges can significantly impact reading comprehension and overall
academic success. This study aims to investigate the effectiveness of a targeted 158
intervention focused on enhancing phonemic awareness, phonics instruction,
and fluency building activities to improve students' reading skills.
II. My Reflection about the Problem
This action research journey has been a valuable experience. It has allowed me to
REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
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Week 1-4:
Conduct baseline assessments.
Introduce the intervention program to students and parents.
Begin daily phonics instruction and guided reading activities.
Week 5-8:
Continue with daily instruction, incorporating multi-sensory activities and 159
independent reading.
Monitor student progress through regular assessments and observations.
Provide individual support and interventions as needed.
Week 9-12:
