Aug.
28, 2024 Notes: Ma’am Gail
CLASSROOM-BASED ACTION RESEARCH (CBAR)
Definition of terms
Iterative – repetition to gradually improve.
Empirical – based on observation and experimentation.
What is action research/CBAR?
Process where teacher identify and solve problems in their own classroom.
To improve teaching practices and student outcomes in specific context.
It involves teachers in the research process to improve their own practice.
To address immediate issues in a specific classroom or school setting.
Identifying the problem is the first step.
Sept. 10, 2024: Notes
Research Agenda
1. Equity and alternative assessments
2. Relevant and innovative curriculum
3. Transformative School Governance
4. Quality Teacher Education
5. Transformative Pedagogy and Innovative Materials
6. Transformative Futures of Education
Action Research or Educational Research?
Action Research
Primary goal – solve a specific, localized problem or improve practice within a particular setting,
such as a classroom, school, community.
Practitioners – often conduct research to address immediate concerns and implement solutions
directly.
EDRES
Purpose – contribute to broader knowledge about education, often generalizable findings that
can be applied across different context.
It tends to be more theoretical, and focused on developing or testing educational models,
methods, or theories.
Scope and Scale
Action Research
Focused on a small, specific group or setting, such as one class, a grade level, or particular
school.
It addresses immediate issues within a confined context and aims for practical actionable
outcomes.
EDRES
Broader, investigating issues across larger populations, multiple schools, or even nationwide
educational systems.
Results are
Researcher’s Role
Action Research
The researcher is usually the practitioner (ex. teacher, school leader, or administrator) who is
directly involved in the context they are studying
Participatory and the researcher is actively implementing and evaluating changes.
EDRES
Researcher may or may not be directly involved in the context they are studying
Educational researchers are often external observers and tend to focus on data collection and
analysis without necessarily participating in the implementation of the interventions they study.
Research Design and Process
Action Research
Follows a cyclical process of planning
EDRES
Follows a more structured, linear design.
Generally, more formalized, focused on rigorous data collection and analysis to produce
generalized things.
SEPT. 17, 2024
TITLE: THE INTEGRATION OF EXPERIENCIAL LEARNING AS A STRATEGY IN EARLY CHILDHOOD TO
IMPROVE ACTIVE ENGAGEMENT OF THE STUDENTS DURING LESSONS.
Statement of the problem – Always on question form (quantitative research)
Research Objectives – in objective form (ex. to explain etc. Qualitative )
Stem – thesis statement or grand question. Write in paragraph form and specify the statement of the
problem, the questions specific to the
Ex. This descriptive, quantitative, non-experimental study will look into the effectiveness of play-based
strategy in improving social skills. (dapat ispecify) Specifically, it will seek to answer the following
questions:
Case study – tanan iingon iapil sa study
Phenomenology – tanan experiences na giingon related sa study mao ray iapil sa study
Ethnography – same with case together, and pheno but you have to live together with the person.
Research in objective forms
Specifically, (identify, describe, explain, explore, draw)
1. to describe the challenges of k-teachers in handling learners with shyness.
2. to identify the coping mechanism of k-teachers handling learners with shyness
3. to draw insights from the experiences of the k-teachers handling learners with shyness.
ABSTRACT AND RECOMMENDATIONS – READ RRL
TITLE: THE INTEGRATION OF EXPERIENTIAL LEARNING AS A STRATEGY IN
KINDERGARTEN TO REDUCE STUDENTS’ LOW ENGAGEMENT DURING LESSONS.
This descriptive, qualitative, non-experimental, phenomenological study will
look into the strategies of k-teachers in improving student engagement.
Specifically:
1. to describe the challenges of k-teachers in improving active engagement of
students during lessons.
2. To identify the strategies utilized by k-teachers in improving student active
engagement during lessons.
3. To gather observations from the experiences of k-teachers in improving
student active engagement during lessons.
