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Problem Sensing: Department of Education

The document provides guidance on conducting action research, beginning with identifying problems and objectives. Teachers are instructed to list problems in their classroom or school and identify the most urgent one. They then complete a problem sensing chart to describe the direct causes and consequences of the identified problem. Next, teachers define an objective and complete an objective sensing chart with interventions and expected consequences. They determine the independent and dependent variables and construct research questions. The document outlines how to conceptualize a title for the research and characteristics of a good title such as including key variables and being concise. It concludes with thanks for participating in a regional summer research writeshop.

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Donita-jane Bangilan Canceran
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2K views17 pages

Problem Sensing: Department of Education

The document provides guidance on conducting action research, beginning with identifying problems and objectives. Teachers are instructed to list problems in their classroom or school and identify the most urgent one. They then complete a problem sensing chart to describe the direct causes and consequences of the identified problem. Next, teachers define an objective and complete an objective sensing chart with interventions and expected consequences. They determine the independent and dependent variables and construct research questions. The document outlines how to conceptualize a title for the research and characteristics of a good title such as including key variables and being concise. It concludes with thanks for participating in a regional summer research writeshop.

Uploaded by

Donita-jane Bangilan Canceran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • Introduction to Problem Sensing
  • Activity 1: Identify ME!
  • Preparing for Action Research
  • How to Start an Action Research
  • Problem Sensing with Charts
  • Objective Sensing
  • Identifying Variables
  • Constructing Research Questions
  • Formulating a Research Title
  • Characteristics of a Good Research Title

GET REFRESH!

PROBLEM SENSING

Department of Education
Activity 1:
Identify ME!
What are the common problems that you
have encountered in your
classroom/office/district/division? List down
at least five on the sheet provided.
Time allotment: 3 minutes
Activity 1:
IDENTIFY ME!

Which among the problems you have listed


needs the most urgency?
Time allotment: 2 minutes
YOU ARE NOW READY TO TAKE OFF!
HOW TO START AN ACTION
RESEARCH?
Problem Sensing Chart
Direct Causes Problem Direct Consequences

 What are the underlying Identify the problem/s in your  What are the
causes of the problem/s? classroom /school/district consequences of the
that you want to FOCUS on. problem identified?
 

EXAMPLE

 Frequent difficulty in coping Low  performance


absences with missed lessons in ICT
 Intervening
school activities
Activity # 4: Fill out the PS CHART
Directions: Considering the most critical problem you have identified, complete
the chart below with the needed information. Do the activity for 5 minutes only.

Direct Causes Problem Direct Consequences


Objective Sensing Chart
Direct Causes/ Objective Direct Consequences
Interventions
 What interventions/ actions Now that the problem is  If you will be able to attain
are you going to implement ? identified together with the your objective, what will be
causes and consequences, its consequences?
what is now your objective?  

EXAMPLE
Direct Causes/ Objective Direct Consequences
Interventions
Use of Self-paced Modular To master concepts and skills in Improved skills of students in
Instruction (TLE-ICT-CHS Grade 9 Learner’s Computer System Servicing Computer System Servicing
Material on Module 3: Install Computer Systems
and Networks )
(CSS) (CSS)
Activity # 4: Fill out the OS CHART
Directions: After successfully completing your PS CHART, you are now ready to
fill in your OS CHART. Do it in ten minutes.

Direct Causes/ Direct Consequences


Interventions OBJECTIVES
Activity # 5: KNOWING THE VARIABLES

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Use of Self-paced Modular


Instruction (TLE-ICT-CHS
Students Performance in
Grade 9 Learner’s Material
Computer System
on Module 3: Install
Servicing (CSS)
Computer Systems and
Networks )
Activity # 5: KNOWING THE VARIABLES
Directions: Fill in the box with your independent and dependent variable. Time allotment is 5 minutes.

INDEPENDENT VARIABLE DEPENDENT VARIABLE


Activity # 6: CONSTRUCTING RESEARCH QUESTIONS

Time
allotment: 5
minutes
Activity # 7: MY TITLE

Construct the title of


your research for
four minutes.

DEPARTMENT OF EDUCATION
CONCEPTUALIZE THE TITLE (5 minutes)
The Title should be concise, condensed, up to 15 words.

SELF-PACED MODULAR
INSTRUCTION AND Students
Performance in Computer System
Servicing
DEPARTMENT OF EDUCATION
What are the characteristics of a good research title?

1. The dependent and independent variable should be


in the title. (Intervention and the expected
outcome)
2. Indicate accurately the subject and scope of the
study.
3. Use of Acronyms is allowed to catch the attention of
the reader. An acronym is considered as one word.
In cases where grade level is placed, use Hindu
Arabic Number (e.g. Grade 5)
DEPARTMENT OF EDUCATION
What are the characteristics of a good research title?

4. Use words that promote positive connotation (avoid the


words “lack”)
5. Use of words: Maximum of 15 words excluding the
function words.
6. In case of Qualitative research, use declarative question
form for the title.
7. Title format: ALL CAPITAL LETTERS. Not bold, not
underlined.

DEPARTMENT OF EDUCATION
THANK YOU!

2019 REGIONAL SUMMER RESEARCH WRITESHOP

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