Sample-Action-Research-Proposal.docx
- 1. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 1 Republic of the Philippines DEPARTMENT OF EDUCATION Division of Camarines Sur VILLAFUERTE-PEÑA HIGH SCHOOL Ponglon, San Jose, Camarines Sur School I.D.: 309771 _____________________________________________________________________________________ ACTION RESEARCH PROPOSAL IMPROVING STUDENTS’ ACADEMIC PERFORMANCE THROUGH INQUIRY-BASED LEARNING (I-BL) IN VILLAFUERTE-PEŇA HIGH SCHOOL I. PROPONENT: Christopher J. Bayrante, Teacher I Villafuerte-Peña High School, Ponglon, San Jose,Camarines Sur christopherbayrante@yahoo.com +639071691671/ +639499906893 II. BACKGROUNDOF THE STUDY: Inquiry-based learning is an approach to teaching and learning that placesstudents’ questions, ideas and observations at the center of the learning experience. Educators play an active role throughout the process by establishing a culture of learning where ideas are respectfully challenged, tested, redefined and viewed asimprovable, moving children from a position of wondering to a position of enactedunderstanding and further questioning (Scardamalia, 2002). The Villafuerte-Pena High School students’ academic performance for the academic year 2015- 2016 is recognized to be 83.16% from the general average rating in all subject areas in the Junior High School. This study generally aims to improve students’ academic performance by employing Inquiry-based learning as the key teaching approach and be intertwined with effective, efficient and innovative teaching strategies and techniques in all learning areas in the school. III. STATEMENT OF THE PROBLEM: This action research will be conducted to enhance students’ academic performance of the students of Villafuerte-Peňa high school through inquiry-based learning. Specifically, the study seeks to answer the following questions: 1. What is the level of academic performance of the students in Villafuerte-Pena High School in the 1st to 3rd quarter this school year 2016-2017? 2. What is the teachers’ levelof implementation of Inquiry-Based learning in the teaching-learning process of all the subject areas this school year 2016-2017? 3. Is there a significant difference between the levels of the academic performance of the students after the implementation of Inquiry-based learning?
- 2. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 2 IV. SIGNIFICANCE OF THE STUDY: The result of this action research is deemed beneficial to the following: DepartmentofEducation.The results of this study will yield salient information to the curriculum planners and developers in the Department on strengthening and enhancing the development and implementation of the curriculum in craving for quality, holistic and sustainable learning process through higher-order/critical thinking skills. School Administration. The outcomes of this study will give wider avenue for the administration to addresseffective and meaningful learning gaps in enhancing teaching strategiesintertwined with inquiry- based process. Teachers. Implementing the results and findings of this study will help teachers to effectively educate and train students on all learning areas promoting critical thinking skill development. Students. The findings of the study are imperative on deepening their learning achievement through intellectual criticism that combines knowledge of historical context and balanced judgment both important in the development of Higher-order thinking skill. Otherresearchers. Thisstudy may serve as basis for conducting and developing related researches on improving academic performance and inquiry-based learning. Expected Output: 1. An increase of 10% in the over-all generalaverage rating of the students in all learning areas. 2. An improvement in the teachers’ implementation of Inquiry-Based learning. V. SCOPE OF THE STUDY: The study will be conducted among 236 students of Villafuerte-Peña High School, Ponglon, San Jose,CamarinesSur this school year2016-2017. Academic performance includes the generalaverage rating of the students in all subjects in Junior High School. VI. RESEARCH DESIGN: Methodology- This action research will be employing descriptive method. The research will describe the level of academic performance of the students expressed in mean average rating and the level of implementation of the teachersin their teaching processasperceived by the students and teachers expressed in average weighted mean.
- 3. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 3 Statistical Sampling- Complete enumeration among 236 students of Villafuerte-Peña High School will be utilized in determining the respondents, thus, no sampling technique will be used. Description of Instrument / Data Gathering Focus– A questionnaire will be utilized to determine the level of the academic performance of the students and the level of implementation of the Inquiry-Based learning in the teaching and learning process. The questionnaire will be administered before and after the implementation of Inquiry-Based learning. VII. WORK AND FINACIAL PLAN: Activities Time Frame Person/s Involved Resources Requirements Source of Fund Means of Verification PRE-IMPLEMENTATION Conceptualization, consultation and Planning meeting with the School Head and other individuals with technical-know-how to the subject matter September 2016 Proponent, School Head and other indicivudlas P 20 for printing, P200 for the snack (solicitation) AR proposal Preparation, finalization and submission of Action Research Proposal October- November 2016 Proponent P 20 for printing Approved AR Proposal Communicating the approved action research proposal to the respondents February 2017 Proponent Attendance Sheet P 100 for snack (PTA Fund) Approved Action Research Proposal, Signed commitment of stakeholders’ support IMPLEMENTATIONPLAN Determine and analyze the level of academic performance of the students from 1st quarter to 3rd quarter in all learning areas. February 2017 Proponent and class advisers Summary of Grading sheets Instruments Administer Pre-test in determing the level of implemetation prior to the operation of Inquiry-Based learning. February 2017 Proponent & Respondents P1,860 for the multiplication of the tool, (PTA Fund) Collated and tabulated Pre-test result Conduct Seminar-wrokshop on the implementation of Inquiry-Based learning among the teachers February 2017 Proponent, resource speaker and teacher participants P2,000 for the over-all expenditures of the training Participant output, tarining tools and handout Conduct twice a week mentoring among 8 teachers on the implementation of the I-BL February 2017-March 2017 Proponent Teachers Observation sheet and mentoring form P200 (PTA Fund) Conducted mentoring with Observation sheet and mentoring form Progress monitoring and evaluation of all planned activities Twice a week Proponent monitoring notebook Monitoring Reports & Attendance sheet Brainstorming of the teaching practices implementing Inquiry based learning Once a week- February Proponent and Teachers Journal Journal
- 4. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 4 Activities Time Frame Person/s Involved Resources Requirements Source of Fund Means of Verification 2017-March 2017 Administer Post-test using the questionnaire to determine the level of implementation of inquiry-based learning as percieved by the students and the teachers. March 2017 Proponent & respondents P1,860 for the multiplication of the tool, (PTA Fund) Collated and tabulated results of Post-test POST IMPLEMENTATION Preparation and submission of Action Research Write-up April 2017 Proponent P1,000 for the printing of the write-up (Personal) Action Research Write up a. Evaluate the project b. Gather recommendation and feedback c.Submmision of action research write up d.Reimplement if found effective May 2017 Proponent, teachers, parents and other stakeholders Bond Paper Folder and copy of the materials Documentation of the activity and activity write – up Communication of Research results May 2017 Proponent Computer Printer Bond paper Action Research Write up Reimplementation if found effective with revisions S/Y 2017 – 2018 Proponent Computer Printer Bond paper Action Research Proposal Submitted by: CHRISTOPHER J. BAYRANTE Proponent Reviewed by: JOSEPHINE C. DOROIN SEPS, Planning and Research Recommending Approval: LITA T. MIJARES, Ph.D. Chief, Curriculum and Implementation Approved: By authority of Schools Division Superintendent SUSAN S. COLLANO, Ph.D. Assistant Division Schools Superintendent
- 5. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 5 I. Level of academic performance of the students in Villafuerte-Pena High School in the 1st to 3rd quarter this school year 2016-2017. SUBJECTS 1st Quarter 2nd Quarter 3rd Quarter AVERAGE RATING English Mathematics Science Filipino Araling Panlipunan MAPEH T.L.E. EsP AVERAGE RATING II. Teachers’level ofimplementation of Inquiry-Based learning in the teaching-learning process of all the subject areas this school year 2016-2017. Dear Respondent, Please feelfree to fill-out the said questionnaire. We are hoping that you will answer the following questions honestly and with all your effort. Rest assured that all data are highly appreciated and will be treated with utmost confidentiality. Thank you very much and God bless. -The Researcher Name (optional):________________________________________ Year & Sec.:__________________ INSTRUCTIONS:Check the appropriate column corresponding to how you describe your teacher’s teaching process focusing to the implementation of Inquiry-Based Learning. 1- Not Implemented Teachers do not employ IBL in a class 2- Slightly Implemented Teachers employ 1-2 times a week in class 3- Moderately Implemented Teachers employ 3-5 times a week in class 4- Highly Implemented Teachers employ every day in class Descriptions of Inquiry-Based Learning 4 3 2 1 1. The lesson is presented by paying attention to distinct but related details that lead to the formation of a conclusion. 2. Teacher asks questions that applies the concepts in a real life situation. 3. The lesson is done by using specific cases that ends with the generalization that is applied to specific cases. 4. The lesson is done by studying the typical case thoroughly and in detail so as to make the concepts gathered as basis for comparison in studying similar cases. 5. Learning activity is done by using experimentation with apparatus and materials to discover or verify facts. 6. Learning activity is done with the teacher who does the experiment before the class. 7. The lesson is done and performs without leading the students to conclusion or generalization. 8. Students are free to ask questions that lead to deepen understanding. 9. Teacher asks questions that elicits analysis of the concepts.
- 6. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 6 10. Students are introduced to spontaneous and self- directed explorations. They continuously observe, interact and search for more information. 11. Students are led to learn by constructing their own meaning based on their past experiences, they involved themselves to continue creation of rules to explain and observation. 12. Students are led to learn from experiences through actual observation of natural occurrences. 13. Students are assisted to synthesize and evaluate information to gain deep understanding and develop critical thinking and ability to scientifically process information. 14. There is a collaborative learning activity undertaken by teacher and specific class and with specific topic. 15. Use apparatuses or tools on their teaching to meet the needs of the greatest number of students and provide greater range of students’ participation in learning experience. 16. Give lectures, explains and demonstrates topics and answers questions in front of the whole class. 17. Divides the students to provide an opportunity for them to become more actively and effectively engage in learning, for the teachers to monitor the students’ progress better. 18. Prepares for every student an individual plan for each skill or subject based on diagnosis of the students’ proficiency level. 19. Uses activities to make learners more explicit about what they are doing, seeing or learning and interpret their activities in terms of principles and concepts. 20. Uses self-learning kit which usually consists of a package of learning activities, papers, which have to be accomplished by his/her student. 21. Attempt to get away from the traditional classroom procedure of the question and answer and recitation style, uses discussion and group classroom activities in which teacher and students cooperatively consider certain topics or problems. 22. Invites small group of expert or well informed lay person to discuss of a problem for the benefits of an audience. 23. Conduct symposium to give an audience pertinent information about a topic or to consider the relative merits of various solutions to a controversial problem. 24. Let the students have a debate forum whose students have different beliefs, study the same problem and arrive at different conclusions. 25. Let students have small discussion, through group seated face to face around a table without a large audience. 26. The lesson is done with the students seeing things from the point of view of others. 27. The lesson is done through the purposive solving or attempting to solve the problem.
- 7. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School- Christopher J. Bayrante Page 7 28. The lesson is done by using a technique in service education and group thinking and planning and it also involves the use of the group process in attacking and solving educational problem. 29. The lesson is done through presenting specific situations or problems to stimulate discussion. 30. The lesson is done by achieving both personal and social integration of the individual. Uses dynamic experience which serves as the bases of unity. III. Significant difference between the levels ofthe academic performance of the students after the implementation Inquiry-based learning. SUBJECT AREAS Average 1st-3rd Quarter Rating 4th Quarter Rating Difference Interpretation English Mathematics Science Filipino Araling Panlipunan MAPEH T.L.E. EsP AVERAGE RATING Legend: Difference Description 10 or above - Highly significant HS 6.67-9.99 - Moderately Significant MS 3.34-6.66 - Significant S 0.10-3.33 - Slightly Different SS 0 or below - Not Different NS