A classroom-based study to address the areas of difficulty in doing an action research

College

Br. Andrew Gonzalez FSC College of Education

Document Type

Article

Source Title

Advanced Science Letters

Volume

24

Issue

11

First Page

7904

Last Page

7907

Publication Date

11-2018

Abstract

Action research is deemed an important process in successful teaching. In fact, basic education teachers in the Philippines are encouraged, if not required, to do periodic action studies to improve the teaching and learning process in the classroom. It has been observed, however, that in-service teachers were unable to deliver said output in spite constant encouragement by their immediate supervisors because of some difficulties unverified by empirical data. Enthused by this identified need, the areas of difficulty of 32 Bachelor of Elementary Education students in the formulation and conduct of their action research were determined using a 5-point Likert scale questionnaire. After analysis of data, results suggest that the students generally have difficulties in the formulation and conduct of their action research, particularly in formulation of a research topic which will lead to their difficulties in the formulation of the objectives and research problems. The delay of this will cause also the delayed approval of the action research topic. The other parts of the action research proposal which include rationale, and searching for supporting researches and scholarships will be on hold. Due to these delays, the students will not be able to proceed to their research locale to gather data. More so, they will not be allowed to do their practicum unless they formulate and conduct an action research.

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Disciplines

Educational Assessment, Evaluation, and Research

Keywords

Action research in education

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