Sample Of Action Research Proposal

Sample Of Action Research Proposal-32
As educator, 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. What is the performance of the two groups of respondents in the posttest? 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.

As educator, 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. What is the performance of the two groups of respondents in the posttest? 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.

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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 and 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.

Both groups were given the diagnostic test on Friday, September 25, 2015 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, 2015 the following week using parallel teacher-made tests.

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.

The number of pupils was again identified to know whether there was change in their classification.

The results of the pretest and the posttest were compared to determine whether using DI is effective or not.

Diagnostic scores reveal that the control group has a mean of 11.76 (Sd=4.06) while the experimental group reported a mean score of 12.07 (sd=3.56) which is a little higher.

Table 1Pretest Results of the Control and the Experimental Groups Prior to the Experiment The variance results of 4.06 and 3.56 are not that big which signify that both classes are heterogeneous; meaning the pupils were of differing level of intelligence.

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