Action Research Questions

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ACTION RESEARCH QUESTIONS

This study aims to help Grade 11 students taking up Humanities and Social Sciences in

basic essay writing in which giving feedbacks could be an avenue for them to give best academic

performance specially in Reading and Writing subject.

Specifically, it sought to answer the following questions:

1. What is the basis of identifying students with poor writing skills in essay?

2. What hinders the respondents in making an essay successfully?

2.1. I don't know how to write an essay.

2.2. I don't have background knowledge on the proper writing of an essay.

2.3. My teacher didn't teach me of things I need to consider in writing an essay.

2.4. I don't know that an essay is consist of introduction, body, and conclusion.

2.5. There's no information given in the modules that relates to proper writing of an

essay.

3. What intervention plan can be designed to address the problem?

4. Is there any significant effect on the capacity of learners in 11 th grade taking up HUMSS

who've poor essay writing skills after the intervention has been implemented.
DISCUSSION OF RESULTS AND REFLECTION

This part includes the discussion of results and reflection of the study. The data presented in

this part follows the arrangement of the problems as set in the Action Research Questions.

Upon the administration and after the conduct of the examination, the collected data and the

result of the pretest and post-test in the first and second trial runs were evaluated and analyzed.

Based on the findings, the following facts were obtained.

Findings

1. What is the basis of identifying students with poor writing skills in essay?

From the result of their modules' worksheet particularly in Reading and Writing,

Quarter 4 module 1. Whereas the 10 respondents from first section and another 10

respondents from 2nd section in 11th grade taking up HUMSS showed a poor result.

Table 2: Showing the worksheet's result in making an essay.

Respondents from 2 sections Result

S1 5/25

S2 10/25

S3 10/25

S4 3/25

S5 15/25
S6 5/25

S7 5/25

S8 10/25

S9 10/25

S10 15/25

S11 0/25

S12 10/25

S13 5/25

S14 5/25

S15 0/25

S16 10/25

S17 5/25

S18 5/25

S19 5/25

S20 10/25
The table disclosed that from 25 total points essay only 2 respondents got 15 points; 7

respondents got 10 points; 8 respondents got 5 points; 1 respondent got 3 points; lastly, 2 got no

answer at all. Their performance imperatively requires immediate intervention.

2. What hinders the respondents in making an essay successfully?

Table 3: Showing the summary results of respondents' hindrances in writing an essay.

Hindrances in making an essay Number of Responses

I don't know how to write an essay. 9

I don't have background knowledge on the 8

proper writing of an essay.

My teacher didn't teach me of things I need to 0

consider in writing an essay.

I don't know that an essay is consist of 2

introduction, body, and conclusion.

There's no information given in the modules 1

that relates to proper writing of an essay.

The table shows that 45% of respondents answered, "I don't know how to write an essay",

40% answered " I don't have background knowledge on the proper writing of an essay”, 10%

answered "I don't know that an essay is consist of introduction, body, and conclusion", and only

5% answered "There's no information given in the modules that relates to proper writing of an
essay". Lastly, no one answered "My teacher didn't teach me of things I need to consider in

writing an essay". It disclosed further that most of the respondents have common concern in

writing an essay.

3. What intervention plan can be designed to address the problem?

The researchers designed an action/intervention plan to address the needs of

struggling learners in writing an essay. The Action/Intervention Plan was implemented

within the fourth quarter for School Year 2021-2022.

Table 4: ACTION/INTERVENTION PLAN IN ENHANCING ESSAY WRITING

SKILLS OF GRADE 11 HUMSS STUDENTS AMIDST COVID-19 PANDEMIC

Concepts to be Objectives Strategies Time Persons Expected

applied/shared and Date Involved Output


/Activities

1. Data gathering To know Work sheets' April 4, Teacher Results as

learners' results and 2022 in basis for the

hindrances in survey charge, intervention

writing essay. questionnaire


Students

2. Students To inform their A very short April Students Full

orientation roles and the dissemination of 5&6, cooperation

purpose of this information 2022 of students

study. inside their


classroom in 2 involved

sections applying

safety COVID-

19 protocol.

3. Provide To enhance Worksheet April 11- Students Learning

performance their essay related to the 13, 2022 basic skills

feedback writing skills. lesson. in writing an

essay.

4. Assessment To assess Assessment and April 18- Students Students’

learning and validation of 20, 2022 readiness to

readiness to respondents' formulate

answer essay progress. essays and

type questions. answer essay

type

questions

5. Re-assessment To evaluate the Re-assessment of April 25- Students Passed the

of the lesson effectivity of writing an essay 27, 2022 re-

the intervention assessment

The table shows the activities designed by the researchers as an intervention/action plan in

enhancing the essay writing skills through performance feedback. The activity includes data

gathering of struggling learners through the result of 25 points essay writing worksheet, and a 5-
items survey questionnaire. After the results were scrutinized, it became the basis for the conduct

of the intervention. The respondents were called and oriented of their salient role in the

intervention and to inform them the importance of this study. Also, they were informed of the

random calls or messages from the researchers for some follow-ups. As part of the intervention,

the researchers give performance feedbacks to enhance the essay writing skills of the students

that they had to create at least 100 words essay. From the result of the activities given by the

researchers, the respondents were assessed and given feedback to their readiness in answering

essay types of questions.

4. Is there any significant effect on the capacity of learners in 11th grade taking up

HUMSS who've poor essay writing skills after the intervention had been

implemented?

Table 5: Showing the Worksheets' Result of Lessons Re-assessment after the Intervention

Respondents Result

S1 20/25

S2 20/25

S3 25/25

S4 20/25

S5 25/25

S6 23/25
S7 20/25

S8 20/25

S9 25/25

S10 23/25

S11 23/25

S12 20/25

S13 20/25

S14 25/25

S15 25/25

S16 25/25

S17 25/25

S18 25/25

S19 20/25

S20 20/25

The table shows that after the intervention being implemented, there were 8 learners who

got perfect scores; 3 learners got 23 points; and 9 learners got 20 points out of 25 points essays.
Based on the result, the students have improved in answering essay type questions. They were

able to write essay with introduction, body, and conclusion which is the basic important parts of

an essay. Compared to the pre-assessment, the scores were too poor that some students didn't

even answer at all and just had the highest score of 15 points out of 25 total points.
Action Plan

Goal: To improve the essay writing skills of Grade 11 HUMSS students using performance

feedback.

Program Objective: To recommend actions to implement performance feedback as an

intervention to improve essay writing skills to students in HUMSS especially to those who have

poor performance in writing essay.

Table 6: ACTION RESEARCH WORK PLAN AND TIMELINE

Implementation Steps Responsibilities Resources (funding Time (by when?/

(what will be done) (who will do) /time/people/materials) month/day)

1. submit result (Action Researcher

Research) to the principal

2. show the outcome and Researcher

intervention to other

teachers teaching Grade-11

HUMSS

3. use findings in Researcher

addressing the problems on

essay writing

4. conduct an action Researcher

research similar

intervention to address a
specific problem (essay

writing)

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