Beruflich Dokumente
Kultur Dokumente
DEVELOPMENT PROGRAM
I. INTRODUCTION
researcher not only assumes responsibilities for doing the research but also for
enacting change. Enacting change is not easy—it requires time, patience, and
a foundation for conducting action research are no disgrace and are in most
respects preferable to more ambitious ones. The visibility and impact of early
efforts may be small, but it is advisable to consider carefully the relative merits
of simple versus more intricate research plans and data analysis procedures.
learning, that bridge doing (practice), learning (study), and reflection (inquiry).
Action research reflects deliberate attention to the ways that what we know is
students. Classrooms and schools become sites where new meanings and
General:
Specific:
education.
and
ACTION RESEARCH
A. Participants
Pangasinan.
C. Methodology
1. Lecture
2. Discussion
3. Group Dynamics
4. Demonstration
5. Writeshop
D. Staffing
Researcher/ Proponent
Malasiqui, Pangasinan
V. PROGRAM ACTIVITIES
Education, Region I.
Prepared by:
JENICA J. MARTINEZ
Proponent/ Researcher
Noted:
DAY 2
Time Activity/Topic Speaker/Facilitator Methodology
Prepared by:
JENICA J. MARTINEZ
Researcher/Proponent
Limiting Factors that Hinder the Action Research Writing of Public High
The following factors are the results of the semi-structured interview with
the public high school teachers that dealt with their competence in writing
reviewed on Appendix F.
Environmental Factor
first two questions in the interview that some teachers answered they are not
school with too much work, they lack of time and also, it is mentioned that
they lack trainings, seminars and workshops. Even teachers want to attend
and gain information on action research writing, they are not chosen to acquire
the enough knowledge and skills because of the unfair deployment of the heads
and fourth question. The drive of teachers’ behavior related to the intrinsic
environment.
Though some teachers are motivated at first, some of them lack interest
due to the long process of action research and lots of revisions. Some of the
respondents also admitted that they are not knowledgeable of the task and are
not aware that action research writing is a must for teachers in public schools
the problems faced by faculty members when doing research were teachers
Socio-Economic Factor
a consistent and reliable predictor of a vast array of outcomes across the life
and advocacy.
Social Factor
Social factor is one of the factors that hinder teachers in writing action
Some teachers answers that they have family so that they can afford to
write an action research as it takes a lot of their time, money and attention.
Parent educators do not have much interest in writing action research. Among
the issues often raised by teachers regarding action research are time
2011; Volk 2010; Nor' Azah 2007. Action research is not an official duty of an