ADDRESSING THE DIFFICULTIES OF KAKIDUGUEN NATIONAL HIGH SCHOOL TEACHERS IN CONDUCTING OF ACTION RESEARCH (original) (raw)

Impact of Action Research in Education: Experiences and Challenges Faced by Teachers

International Journal of Scientific and Management Research, 2022

The overall goal of this study was to assess the efficacy and impact of action research to secondary education in Pangasinan Division II mother high schools. Specifically, it looked into the experiences and challenges faced by the teachers in conducting action research. Later on, the researchers devised a strategy or a plan of action to help the teachers in doing action research and address the problems they have encountered. A combination of quantitative and qualitative methods of research was used and it utilized 50 secondary teachers from the 21 mother high schools in Pangasinan Division II as respondents. These were the findings: (1) Action research, according to the teachers, has a positive impact in the teaching-learning process (2) It was also helpful in teacher’s professional development, particularly in teacher’s promotion (3) It has also a positive impact in curriculum creation or development. (4) For the teacher-respondents, doing action research is challenging due to fin...

A Multi Case Study on the Challenges of Completing Action Research Paper of Master Teachers in Sta. Cruz Elementary School

Psychology and Education: A Multidisciplinary Journal, 2024

The Department of Education relies on research to make functional decisions that can affect educational practices and resolve significant issues and problems. In addition, the education sector encourages all the teachers to conduct inquiries into their own practices in order to improve teaching and learning, practices and policies through action research.Based on the results of the survey which was answered by the teacher-respondents through the Google Form, the following findings were drawn. Most of the teacher-respondents clearly expressed their insights about action research. They have common perceptions that action research is an initiative which the teachers undertake to seek solutions in the existing problems that the school is experiencing. Likewise, they believe that through action research, the school diagnoses difficulties, and limitations with the goal of addressing the gaps which eventually lead to the improvement of the learners, the teacher, and the whole school community.With regard to the challenges which the teacher-respondents experienced in drafting and completing action research, the three common. The researchers developed an innovation on how to address the challenges of teacher respondents on making an Action Research. It is a workshop entitled CAFE MARS (Capacitate Fellow Educator, More of Action Research Studies). It is a capacity building workshop solely for inquiries about Action Research. This was delivered virtually. After gathering data on the survey, all the controllable factors that were reflected were summarized per category. From these categories, workshop schedule was crafted as to address the variety of circumstances of Master Teachers in making an Action Research.

Teachers' Conception and Difficulties in Doing Action Research

Universal Journal of Educational Research, 2019

This study was conducted to describe the conceptions and difficulties of Junior High School teachers in the conduct of action research. A combination of quantitative and qualitative types of research was utilized in the study involving 60 teachers in the Junior High School department. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students' learning. Furthermore, teachers have difficulties in the conduct of action research especially literature search, presentation and publication of results, and data collection. Finally, four major themes emerged as the major issues and challenges of teachers in the conduct of action research, which are additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge in the conduct of action research.

NEEDS ANALYSIS ON THE EDUCATORS' CONCEPTS OF ACTION RESEARCH: INPUTS FOR A PROPOSED SCHOOL-BASED RESEARCH TRAINING PROGRAMS

Action research is perceived as a trail towards better student achievement. This track may be achieved through the reflective nature instilled in the teacher that sparks initiatives to promote better classroom practices in the aspects of pedagogy, assessment, and parental involvement. Ergo, to determine the most ideal methods for research fluency, certain areas of the respondents' profile and expertise must first be analyzed. These include the years of tenure as an educator, the overall personal and professional profile, among many more facets.

Challenges Encountered by the National High School Teachers in Doing Action Research

This study was conducted in the First Semester of AY 2018-2019 to discuss the challenges encountered by the teachers of a National High School in Licab, Nueva Ecija in doing action research. The study revealed that the main challenges encountered by the teachers were: insufficient training and seminar on research; heavy teaching loads; lack of clear role of teachers in the school to conduct research; and busy on personal life. The following recommendations are hereby laid out: the teachers should be encouraged to pursue advance higher education and HEI's should include action research as part of their basic education curriculum so that the graduates will be knowledgeable about its processes even without pursuing advance higher education right away; the work load of teachers should be lightened to allow them enough time to conduc t research. Likewise, the policy makers in the Department of Education may consider allotting a percentage of time for teachers to do research; since pr...

Classroom Action Research in Action

The 7th International Conference on Teaching English as Foreign Language (COTEFL), 2015

In English study program of Faculty of Educational Sciences,Muhammadiyah University of Jakarta, Indonesia, the students are prepared to becomeEnglish teachers in secondary levels. One of compulsory subjects offered to the students is classroom action research. This subject can be taken by the students after they have passed educational research methodology subject. In her preliminary study, the writer found that almost all students were confused to understand this kind of small research. In light of this,the main objective of this study is to explore students’ understanding of classroom action research discussion through classroom action research studies of others. An action study was conducted in order to see how effective these paper reports in helping students to get the main ideas of what classroom action research is. Total number of 11 students registered in the third semester of this bachelor degree participated in this study. The data were collected through two cycles in which in each cycle each student was asked to present other’s classroom actionresearch paper and focused on its background, research method and research findings. The results showed an awesome impacts in which on the first cycle, 50% of the students wearable to explain the whole concepts of what classroom action research is and on the second cycle, 85% students were excellent in explaining the details. In addition, since the students totally presented two different papers of others, they were also able to compare and explain the weaknesses and the strengths of any paper presented in an interesting discussion. In sum,the result of this action research exceeded the target of the writer to improve the students’ achievement in this subject up to 80%.

Teachers‘ Ability in Formulating the Topics of their Classroom Action Researches

Proceedings of the Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia, 2020

The objective of the study was to find out how successful the teachers were in formulating the topics of their classroom action researches after following a four-hour research proposal writing workshop. This phase of proposal writing activity was considered the most urgent among school teachers in Indonesia because most of them were not obliged to do researches until they were about to be promoted to be senior teaching staff members. The respondents of the study consisted of forty-two (42) teachers working for a junior high school in Yogyakarta Special Province, Indonesia. The instruments for collecting the data were the sheets of problem identification, particularly designed for assisting the teachers to begin writing their action research proposals. A descriptive quantitative technique was used to analyze the data. The results of the study showed that most respondents were not successful in formulating the topics of their classroom action researches.

Action Research in Schools and Utility for Teachers

IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 2017

Action Research is a self – reflective inquiry by participants, undertaken in order to improve their own educational practices in classroom situations. Action research is most helpful when it is self-critical and starts from recognition of a problem or statement, understanding, collecting data and then self-evaluating and then finally improving teaching practices. Action research has multiplier affect not only for teachers wherein they improve their teaching practices but also positive impact on students’ engagement and renewed interest in classroom and studies.

Improving Teachers' Engagement in Action Research: A Baseline Study in Primary Schools of Bahir Dar City

Systemic Practice and Action Research, 2022

The purpose of this study was to investigate the status of teachers' engagement in action research and identify their challenges and opportunities to undertake such projects in primary schools of Bahir Dar city, Ethiopia. The study was conducted as part of a collaborative action research project that aimed at improving practice. For this purpose, a mixed-methods research approach was employed. Data were collected from 251 primary school teachers and six educational experts of the city administration through questionnaire and focus group discussion respectively. Both quantitative and qualitative techniques were used to analyze the data. The findings revealed that teachers' engagement in action research in the primary schools of the city was low. It was also engulfed by many challenges. However, some opportunities which reinforce the practice were identified. Based on the findings, areas of intervention that could help to increase teachers' engagement in action research in the primary schools of the city were suggested.