Research Papers from PDF. Effects of Mindfulness Strategies on Student Self-regulation Skills in Primary and Elementary Students, Kandace Alphonso, Saboohi Durrani, and Monika Sood. PDF. The Impact of Self-Set Writing Goals on Student Engagement and Academic Outcomes in Middle School Special Education, Emily Alvarez It would help if you recognized how your actions affect your future. Examining your progress is called action research. This method applies to psychology, marketing, and education. Action research is used by teachers to find solutions to problem areas or formulate research plans for factors that need improvement. The results of action research are useful to the participants since it helps them better The action research training was aimed at fostering teaching that would make the teacher or education administrator interrogate and reflect on his/her own practice, focusing on processes, with a view to improve, develop and advance results of learning and
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Sample Action Research courtesy of Sir Kenneth D. Admin TeacherPH Facebook Group. This is my promised Action Research by one of the teachers at Victoria Reyes Elementary School.
Notice that it was conducted only for a week and the Statistics used are very simple yet the interpretation is meaty. Like Science and Math, English is a difficult but an important subject because the curriculum considers it as a tool subject needed to understand the different content subjects. Basically, it is concerned with developing competencies in listening, action paper research training, speaking, reading, writing, and viewing.
Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication while writing skill includes readiness skills, mechanics in guided writing, functional action paper research training creative writing K to 12 Curriculum Guide for Grade 4.
The K to 12 Basic Education Curriculum aims to help learners understand that English language is involved in the dynamic social process which responds to and reflects changing social conditions. It is also inextricably involved with values, action paper research training, beliefs and ways of thinking about the person and the world people dwell. The curriculum aims that pupils are given an opportunity to build upon their prior knowledge while utilizing action paper research training own skills, interests, styles, and talents.
However, teachers find difficulties in teaching different kinds of pupils with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils. This situation calls for teachers to create lessons for all pupils based upon their readiness, interests, and background knowledge. Anderson noted that it is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher. Wilson argued that differentiated instruction is the development of the simple to the complex tasks, and a difference between individuals action paper research training are otherwise similar in certain respects such as age or grade are given consideration.
Additionally, Butt and Kusar stated that it is an approach to planning, so that one lesson may be taught to the entire class while meeting the individual action paper research training of each child.
According to TomlinsonDI as a philosophy of teaching is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles. It sees the learning experience as social and collaborative. The responsibility of what happens in the classroom is first to action paper research training, but also to the learner Subban, Stronge and Tomlinson b claimed that addressing student differences and interest enhance their motivation to learn and make them to remain committed and to stay positive as well.
Furthermore, Servilio cited by Robinson, studied the effectiveness of using DI to motivate students to read and found out that an average of As educator, action paper research training, the teacher-researcher was motivated to conduct this action research on the effectiveness of DI in teaching English on Grade Four pupils for a week-long lesson. She also she wanted to know the effect of this method on the academic performance of the pupils from results of the diagnostic and achievement test, action paper research training.
This study determined the effectiveness of conducting DI to Grade Four English class, action paper research training. Specifically, it answered the following. What is the performance of the two groups of respondents in the pretest?
What is the performance of the two groups of respondents in the posttest? Is there a significant difference between the pretest scores of the control and experimental group? Is there a significant difference between the posttest scores of the control and experimental group? Is there a significant difference between the pretest and posttest scores of the control and experimental group? This action research utilized the experimental design since its main purpose was to determine the effectiveness of DI and its possible effect to the mean gain scores on achievement of pupils on a one-week lesson in Grade 4 English.
Two groups were taught the same lessons for one week. The control group was taught using the single teaching with similar activities approach while the experimental group was taught using DI with three sets of activities and three sets of evaluation and facilitation for the three groupings of pupils for the one-week duration.
Two regular sections were included in the study out of the five Grade 4 sections that the school have. Both groups were given the diagnostic test on Friday, September 25, action paper research training, to identify the classification of pupils whether they belong to the above average group, average group, and below average group. The achievement test was administered on Monday, October 5, the action paper research training week using parallel teacher-made tests.
The number of pupils was again identified to know whether there was change action paper research training their classification. The results of the pretest and the posttest were compared to determine whether using Action paper research training is effective or not. After seeking the approval from the principal, the teacher-researcher started the experiment for a week. The scores of both the pretest and the posttest were taken and these data were coded, tallied, and were statistically treated using the mean, standard deviation, and t-test action paper research training significant difference.
The mean and the standard deviation were used to determine the level of performance of control and experimental groups and the classification of pupils, while the t-test was employed to determine the significant difference of the mean scores on pretest and action paper research training of both groups. Action paper research training of the Two Groups of Respondents in the Diagnostic Test Pretest.
Diagnostic scores reveal that the control group has a mean of Pretest Results of the Control and the Experimental Groups Prior to the Experiment. Groups N Mean Standard Deviation Control Group 49 The variance results of 4. This is indeed a good baseline since the results suggest that the two sections included in the study are almost the same in the manner that the scores are scattered.
Performance of the Two Groups of Respondents in the Achievement Test Posttest. The experimental group of pupils who were exposed to DI obtains a action paper research training score of The result showed that the posttest scores of the experimental groups taught with DI is remarkably better as compared to those which were taught the traditional approach, action paper research training.
Classification of Pupils in the Control and Experimental Group Based on the Pretest and Posttest Scores Results. Classification of Pupils Before and After the Differentiated Instruction. Table 3 presents the grouping of the pupils both in the control and in the experimental group As per classification of students based on the mean and standard deviation results, a majority of the pupils were on the average group for the control and experimental group prior to the treatment.
However, after the experiment, there was a big increase in number of pupils for the average group for the control group and a larger number now belongs to the above average group. There were no pupils reported to be in the below average group for both the control and the experimental group.
Data suggest that both approach in teaching increased the achievement but remarkable increase was noted in the group taught with DI.
Table 3. It could be noticed that the percentages of classification are not far from each other, action paper research training. The idea presented by Tomlinson that differences of pupils should be addressed by the teacher in the classroom is good and according to Robinson, et.
al, the teachers are the best facilitators of learning for pupils of diverse background and abilities. Classification of Pupils After the Differentiated Instruction. This improvement in the classification or grouping of pupils in both groups assumes the principle that both groups who are taught by the same teacher with the same lesson could normally have a change in aptitude especially if the teacher has addressed the differences as averred by Anderson However, the notable changes in the experimental group is surely brought about by the DI exposed to them as supported by StravroulaSubbanaction paper research training, and Stronge Specifically however, in English, the contentions of Sevillano cited by Robinson et al, directly supports the result.
Results of Significant Difference Between the Pretest Scores of the Control and Experimental Group. Significant Difference Between the Pretest Scores of the Control Group and Experimental Group. The computed t-ratio of 0. Hence the hypothesis of no significant difference is accepted. There is no significant difference in the pretest scores of the class groups.
This result is good since the baseline data prior to the use of DI suggest that the pupils have similar intellectual abilities which will be very crucial for trying out the experiment in the teaching approach.
The data suggest that the groups are very ideal for the experiment since they possess similarities prior to the experiment. Significant Difference Between the Posttest Scores of the Control and Experimental Group. Table 5 presents the significant difference of the posttest scores between the control and the action paper research training group.
Results of Post-test the Control and Experimental Group. From the data, it is very clear that the difference in scores in the achievement favor the experimental group which was taught using DI. Hence, action paper research training, it is safe to say that DI is effective based on the data generated. Significant Difference Between the Pre-test and Post-test Scores of the Control and Experimental Group.
Significant Difference Between the Pretest and Posttest Scores of the Control and Experimental Group. Table 6 presents the comparison of the pretest and post test scores of the control and the control groups. Clearly, for the control, there is no significant difference as signified by the computed t coefficient of 0. However, for the control group, it is very obvious that the calculated t-ratio of 1.
Hence, the hypothesis of no significant difference between the pretest and posttest scores for the control group is accepted but is rejected for the experimental group. The results are very significant since the group exposed without DI did not report difference in score unlike in the group taught using DI which showed significant difference.
This then makes it safe to conclude that DI is effective in teaching English. Anderson, K. Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51 3pp.
Retrieved from Education Research Complete database. Accession No. Butt, M. A comparative study using differentiated instructions of public and private school teachers. Malaysian Journal of Distance Education, action paper research training, 12 1pp.
Robinson, L. Stravroula, action paper research training, V. A, Leonidas. Stronge, J. Teacher effectiveness and student achievement : What do good teachers do? Paper presented at the American Association of School Administrators Annual Conference and Exposition, San Francisco, California. Subban, P. Differentiated Instruction: A research basis.
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, time: 3:58Masters of Arts in Education Action Research Papers | Education | St. Catherine University
operationally the knowledge and skills to successfully use action research in the classroom. Participants will plan an Action Research project and submit report. Most modules take one week to complete (about two hours per week). Each week a new Module will be uploaded. There will be one-hour synchronous communication as well. T action research as: “Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice moreFile Size: KB Aug 30, · Action research is an interactive method of collecting information which is used to explore topics of teaching, curriculum development, and
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