Learning Task 11 Writing a Classroom-Based Action Research (CBAR)

Domain 1. Content Knowledge and Pedagogy Domain 7. Personal Growth and

PPST Domain(s) Professional Development
1.1.1 Demonstrate content knowledge and its 7.4.1 Demonstrate an understanding
application within and / or across of how professional reflection
curriculum teaching areas and learning can be used to
Strands 1.2.1 Demonstrate an understanding of improve practice
research-based knowledge and principles
of teaching learning

Program Outcomes of 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing and
Teacher Education reporting learning processes and outcomes
Competency Framework for 0.1 Deepen and broaden my knowledge on what I teach
CFSAT Southeast Asian Teachers
0.2 Understand education trends, policies and curricula
for the 21st Century
0.3 Keep myself updated on local, national, regional and global developments

TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

 Give the importance of classroom-based action research (CBAR). (1.1.1)

 Conduct a Classroom-Based Action Research (CBAR). (1.2.1)
 Use professional reflection and learning to improve practice. (7.4.1)

CLARIFYING MY TASK

As Pre-Service Teachers, you are already aware of the benefits of action

research. This topic was already discussed in Field Study 1 and 2 and your research subjects. Let
us try to review some concepts to enable you to write your action research in Teaching
Internship.

Action research refers to a wide variety of evaluative, investigate and analytical

research methods designed to diagnose problems or weaknesses-whether organizational,
academic or instructional– and help educators develop practical solutions to address them
quickly and efficiently.

According to Hensen, action research (a) helps teachers develop new knowledge directly
related to their classrooms, (b) promotes reflective teaching and thinking, (c) expands teachers’
pedagogical repertoire, (d) puts teachers in charge of their craft, (e) reinforces the link between
practice and student achievement.

Characteristics and Importance of Action Research

 Improves educational practice
 Involves action, evaluation, and reflection
 Gathers evidence to implement change in practices.
 Is participative and collaborative
 Is situation and context-based.
 Develops reflection practices based on the interpretations made by
participants.
 Is created through action and application.
 Is based on problem-solving if the solution to the problem results in the
improvement of practice.
 Is iterative; plans are created, implemented, revised, then implemented,
 Is an ongoing process of reflection and revision.
 Are not conclusive or absolute, but ongoing findings emerge as action
develops and takes place

REVISITING THE INFOGRAPHICS

PLAN ACT

The Action
Research
Cycle

REFLECTION OBSERVE

FIGURE 1. THE Action Research Cycle

Source: Nelson, O. 2014

 PERFORMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1
Conducting Classroom-Based Action Research (CBARs) on a specific teaching-learning area

Using the Action Research-Based Model of the Department of Education (DO 16) 2017,
write action research on your learning area. You may ask your Cooperating Teacher for possible
research problems that you can work on together, you may also want to revisit the action
research proposal that you have done in FS 1 and 2.

There might be some areas that you still need to explore or work on. It is best that you
also see samples of accomplished action research.

Action Research Components

I. Context and Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention and Strategy
IV. Action Research Methods
V. Action Research Workplan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References

Performance Task 2
Listing references used in the CBARs following TEI prescribed referencing or citation styles

After you have chosen your topic, you are now ready to list down the references that
you may need in your action research. You may visit your Online Public Access Catalog (OPAC).
This is the online database of materials in your library. It tells you the available materials needed
in your research. Try also to search other open online resources and other programs to enrich
your research.

Aguyahon, HG., Tingson, RD., & Pentang, JT (2023). Addressing Students Learning Gaps in
Mathematics through Differentiated Instruction. International Journal of Educational
Management and Development Studies, Vol. No. 4, Issue 1.
https://doi.org/10.53378/352967
Serdyukov, P. (2017), "Innovation in education: what works, what doesn’t, and what to do about
it?", Journal of Research in Innovative Teaching & Learning, Vol. 10 No. 1, pp. 4-
33. https://doi.org/10.1108/JRIT-10-2016-0007
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful Learning in Mathematics: A Research Synthesis
of Teaching Approaches. International Electronic Journal of Mathematics Education,
17(2), em0679. https://doi.org/10.29333/iejme/11715
Lopez, DM., & Schroeder, S. (2008). Designing Strategies That Meet The Variety of Learning
Styles of Students. ED500848. (files.eric.ed.gov )
 Performance Task 3
Sharing results of the research with an audience through any available platform.

Now that you have completed your action research, you are now ready to share the
results. Your College Supervisor and Cooperating Teacher will schedule the dissemination of your
research together with the other interns in an available learning platform. Dissemination of your
research findings will enable-others to learn more from your research.

Findings
Based on the quantitative data gathered, the study revealed the following findings:
1. During the first trial run, majority of the students from the experimental group
obtained a learning proficiency of satisfactory to outstanding level. However, majority of the
students in the control group did not meet expectations.
2. During the second trial run, the students from the control group got 74% and below,
categorized as Did not Meet Expectations; while majority from the experimental group got 75%
and higher.
3. There was a significant difference between the learning proficiency of students in
using Quizizz app in the control and experimental groups in during the first trial run.
4. There was a significant difference between the learning proficiency of students in
using Quizizz app in the control and experimental groups in during the second trial run.
5. The participants perceived that Quizizz app provides immediate feedback, improves
memory, measure prior knowledge, brings fun and enjoyment, excitement and thrill, interactive
and engaging, also found out its user-friendly and time saving, it boosts confidence, focus
improvement, and it enhance analytical skills, learning experience, improves analysis and
thinking skills. The students also perceived Quizizz app to be convenient and time saving,
engagement and enjoyable, flexible and accessible, randomized questions and gives immediate
results, however they pointed out some of disadvantages of the app, namely: internet
independent, device requirement, time pressure, distractions and technical challenges as some
of the disadvantages.

Conclusions
Based on the findings, the following conclusions are hereby drawn:
1. In the first trial run, the students in the control group did not meet expectations,
while the experimental group shows a satisfactory to outstanding learning proficiency.
2. During the second trial run, the students in the control group shows poor learning
proficiency. In contrast, the student-participants in the experimental group shows a high
learning proficiency.
3. The students in the experimental group performed better than the control group.
4. The Quizizz app helps increase learning proficiency of the students.
5. Through using Quizizz app as an assessment, it helps the students to improve their
learning proficiency and retention skills. Hence, Quizizz app as an assessment tool improves the
learning performance of the students. The challenges encountered by the participants are the
aforementioned downfall of the app (disadvantages). The Quizizz app as an assessment tool has
a lot of advantages than its disadvantages.

Recommendations
 Based on the findings and conclusions drawn from this study, the following
recommendations are offered:
1. That the school administrator may conduct seminar/in-service trainings at school or
district level that caters new trends and technologies in assessing Mathematics through
alternative assessment (Quizizz app).
2. That the institution or a school may provide the availability of internet connection to
all students. This may help students to lessen the issue of stability and connectivity of an
internet through their phones.
3. That teachers may venture on Quizizz app as an assessment tool for the students
cognitive domain as it had been proven effective in improving the learning proficiency of
students in Mathematics.
4. The student may explore the Quizizz app and its features on how it affects the
learning performance of an individual.
5. That relevant study will be conducted by the future researchers that focus on
improving learning proficiency on students by using Quizizz as an assessment tool that covers
more variables.

WRITING MY REFLECTION

Complete the structured frame.

I need to write action research because writing an action research serves several
important purposes, and it plays a crucial role in the process of inquiry, improvement, and
professional development. Hence, writing an action research report is not just a formal
requirement; it is a valuable process that enhances your professional development, contributes
to the collective knowledge of educators, and promotes evidence-based improvements in
teaching and learning.
 CHECKING FOR MASTERY

Encircle the letter of the correct answer.

1. Why is there a need to do action research?

a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with the requirements
2. What steps must be followed in action research?
a. Reflect, Plan, Observe, Act
b. Act, Reflect, Plan, observe.
c. Observe, Reflect, Plan, Act
d. Plan, Observe, Reflect, Act
3. What is the first step in doing action research?
a. Read literature on the topic.
b. Search for open online resources.
c. Interview stakeholders on an issue.
d. Look for problematic situations that prevail in the classroom.
4. How can you make your action research beneficial to teaching and learning?
a. Results will lead to your action promotion.
b. Results will lead to more research.
c. Results will give you prestige as a researcher.
d. Results will lead to improvement of instruction.
5. After doing action research, what do you need to do?
a. Publish the research
b. Utilize the research
c. Document the research
d. Create more researches
 WORKING ON MY LEARNING ARTIFACTS

Post pieces of evidence of learning in this learning task (pictures, screenshots, and others). Label
them.
 SCORING RUBRIC FOR THE TEACHING-LEARNING ACTIVITIES

INDICATORS Meets Approaching Meets Does Not Meet

Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard
CRITERIA 4 3 2 1
Performance Tasks *Have all the *Have some *Have minimal *No aspect of
aspects of work aspects of work aspects of work meets
that exceed that exceed level work that meet level of
level of of expectation. level of expectations.
expectation. expectation.
*Demonstrate *Have errors
*Show solid *With some admissions
exemplary performance and errors and and
performance understanding MASTERY is misconception.
not thorough.
Checking for With 5 correct With 4 correct With 3 correct With less than
Mastery answer answers answers 3 correct
answer
Learning Artifacts All the pieces The piece/s of The pieces of The pieces of
of evidence of evidence of evidence of evidence of
learning are learning is are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned
learning SOME of the ONE of the with the
outcomes. learning learning learning
outcomes. outcomes. outcomes,
Creativity The learning The learning The learning The learning
Resourcefulness tasks are done tasks are done tasks are done tasks are
very creatively creatively and quite creatively poorly done
and resourcefully. and and need
resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks are learning tasks learning tasks
are submitted submitted a day are submitted are submitted
on or before after the 2 days after the of 3 days or
the deadline . deadline. deadline. more after the
deadline.
MY TOTAL SCORE

BUENA D. CALUNSAG
Signature of College Supervisor