Ed 73_CBAR Analysis Assignment
Instructions:
[Link] one of the CBARs in our VC and read it thoroughly. This is an individual task with
an expected output. Based on what you read, you will identify the classroom concern
that is being addressed, the planned intervention, research questions, and proposed
research methodology. Do this by filling out the Table below:
Your name: Brysien Ada
Title of the CBAR:
3 WR-F-C: A Needs-Based Reading Intervention to Address Low Reading Comprehension
among Grade 8 students in Dumaguete City National High School
Researchers: Maputi, Alexandra Christelle L. Ocag, Bridget Hilary Sophia
Classroom concern Planned Intervention Research Questions Proposed
being addressed Methodology (with
brief description)
The classroom The planned 1. What are the This action research
concern addressed in intervention based on students’ current involved Grade 8
this abstract is the the abstract is to reading students from two
issue of low reading address the issue of comprehension sections at
comprehension low reading level? Dumaguete City
among Grade 8 comprehension 2. What may be the National High School
students at among Grade 8 contributing factors to in the Philippines,
Dumaguete City students at students’ low reading totaling 89
National High School. Dumaguete City comprehension as participants. The
The concern is that National High School. perceived study used a
despite the The intervention by Grade 8 students combination of
importance of involves using the in Dumaguete City qualitative and
reading Phil-IRI (Philippine National High quantitative
comprehension as a Informal Reading School? approaches with
fundamental skill for Inventory) to assess 3. What strategies three data-gathering
academic success the reading level of may be used to methods: Phil-
and life in general, the students. The improve the students’ Informal Reading
many students are goals of the reading Inventory (IRI)
struggling to achieve intervention include comprehension assessment,
this skill. The action identifying factors questionnaires, and
research aims to contributing to low interviews. The Phil-
tackle this problem reading IRI assessment
by using the Phil-IRI comprehension, included a Group
(Philippine Informal exploring effective Screening Test,
Reading Inventory) to reading strategies, Individual Graded
assess the reading and implementing Passages Pre-test,
levels of Grade 8 personalized and Post-test to
students, identify intervention plans for evaluate reading
factors contributing to non-readers and levels and the
their low reading those who struggled effectiveness of the
comprehension, and in lower grade levels. intervention plan.
propose effective Two questionnaires,
reading strategies to adapted from
help improve their Mohamed (2016),
comprehension. were used to assess
students' attitudes,
reading abilities,
perceptions, and the
English teacher's
observations.
Permission and
consent were
obtained from
relevant parties. Data
analysis included
Descriptive Statistics
for quantitative data
and Thematic
analysis for
qualitative data.
Notably, 43 students
participated in
Section A, 46 in
Section B, and 3
students in Section A
had special needs.
The study aimed to
understand and
address factors
contributing to low
reading
comprehension
among Grade 8
students.
2. Read the CBAR from the beginning to the end. What realizations came to you are you
read the whole CBAR in terms of the following;
a) The importance of CBARs
The importance of CBARs lies in their ability to enhance teaching practices through a
systematic and participatory approach. CBARs, or Classroom-Based Action Research, focus on
identifying and addressing specific classroom problems, allowing teachers to actively engage in
the process of evaluating and improving their teaching methods. By recommending solutions
and involving the entire classroom, CBARs facilitate a reflective and solution-oriented approach
to teaching, aligning with the belief that educators can enhance their teaching through self-
evaluation and direct application of research findings in their classrooms.
b) The process of CBAR writing
The process of CBAR writing involves several key stages. First, teachers inquire into a
specific classroom problem, then take action, implement interventions, and observe the
outcomes through methods like class observation, note-taking, surveys, and interviews.
Following this, the teachers reflect on the results. In the context of CBAR, the writing process
includes crafting a comprehensive research paper with distinct sections, such as Introduction,
Literature Review and Methodology, Findings, Conclusion, and References. This structured
approach ensures that the research is thorough, well-documented, and contributes to the
ongoing improvement of teaching practices.
c) The challenges you might face in completing this project with your groupmates.
Completing a CBAR project with groupmates may pose challenges related to
collaboration, coordination, and differing perspectives. Coordination challenges may arise in
dividing tasks related to inquiring, acting, observing, and reflecting, necessitating effective
communication. Differing viewpoints on the identification of classroom problems, interventions,
or the interpretation of findings could also emerge. Maintaining a harmonious group dynamic
and ensuring that all members actively contribute to the research process is crucial. Additionally,
challenges might arise in aligning personal experiences and reflections on ongoing classroom
problems, requiring group members to find common ground and shared themes to address in
their CBAR project.
