Action Research

Outline of the Seminar-Outline of the Seminar-WorkshopWorkshop

Fundamental Concepts of ResearchFundamental Concepts of Research Action Research – Its Similarities and Action Research – Its Similarities and

Differences with Other Types of ResearchesDifferences with Other Types of Researches The Process of Action ResearchThe Process of Action Research Illustrative Case of an Action ResearchIllustrative Case of an Action Research Qualitative Method of ResearchQualitative Method of Research Workshop on Action Research PreparationWorkshop on Action Research Preparation

CONCEPTS OF RESEARCHCONCEPTS OF RESEARCH

ResearchResearch is a systematic inquiry designed to is a systematic inquiry designed to further our knowledge and understanding of a further our knowledge and understanding of a subject.subject.(Hult)(Hult)

ResearchResearch is a scientific way of providing is a scientific way of providing answers to questions, solutions to problems. answers to questions, solutions to problems. ((Kerlinger)Kerlinger)

Research Research is a systematic, controlled, empirical is a systematic, controlled, empirical and critical investigation of hypothetical and critical investigation of hypothetical propositions about the presumed relations propositions about the presumed relations among phenomena. among phenomena. (Tuckman)(Tuckman)

THE IMPORTANCE OF RESEARCHTHE IMPORTANCE OF RESEARCH

Researching, that is studying/exploring a Researching, that is studying/exploring a problem systematically, is a crucial skill for problem systematically, is a crucial skill for an educated person.an educated person.

Learning to research promotes careful, Learning to research promotes careful, critical, systematic thinking.critical, systematic thinking.

Learning to write promotes the effective Learning to write promotes the effective communication of the ideas and insights.communication of the ideas and insights.

TYPES OF RESEARCHTYPES OF RESEARCH Basic ResearchBasic Research is sometimes called is sometimes called

fundamental researchfundamental research..

Aim:Aim: Discovery of basic truths or principles; to Discovery of basic truths or principles; to add to scientific knowledge.add to scientific knowledge.

OrientationOrientation: Testing and development of a : Testing and development of a theory, establishing relationship among theory, establishing relationship among phenomena.phenomena.

TYPES OF RESEARCHTYPES OF RESEARCH Applied ResearchApplied Research

Aim: Aim: Improving a product or a process; Improving a product or a process; producing results of immediate practical producing results of immediate practical application.application.

Orientation: Orientation: Developing generalization; transfer Developing generalization; transfer application of research results into field practice.application of research results into field practice.

TYPES OF RESEARCHTYPES OF RESEARCH Assessment-Evaluation ResearchAssessment-Evaluation Research

Aim: Aim: Fact-finding investigation; explains phenomena and Fact-finding investigation; explains phenomena and answers why things happen.answers why things happen.

Orientation: Orientation: Uses scientific method in making judgment Uses scientific method in making judgment of the effectiveness, social utility or desirability of a of the effectiveness, social utility or desirability of a product.product.

TYPES OF RESEARCHTYPES OF RESEARCH Action ResearchAction Research

Aim: Aim: Purports to present facts concerning the Purports to present facts concerning the nature and status of contemporary phenomena, nature and status of contemporary phenomena, issues, and problems.issues, and problems.

OrientationOrientation: : Uses scientific method in Uses scientific method in responding to an immediate need or problem; responding to an immediate need or problem; findings are evaluated in terms of local findings are evaluated in terms of local applicability.applicability.

Concepts on Action Concepts on Action ResearchResearch

It is a research involving the application It is a research involving the application of the steps of scientific method to of the steps of scientific method to classroom problems. Action research classroom problems. Action research projects may be carried out in a single projects may be carried out in a single classroom by a single teacher or by all classroom by a single teacher or by all teachers in a school or even in a school teachers in a school or even in a school districtdistrict

Concepts on Action Concepts on Action ResearchResearch

An action research is a research that purports to An action research is a research that purports to present facts concerning the nature and status of present facts concerning the nature and status of contemporarycontemporary phenomena. It uses scientific method phenomena. It uses scientific method in responding to an in responding to an immediate need or problemimmediate need or problem; ; the findings of which are evaluated in terms of local the findings of which are evaluated in terms of local applicability.applicability.

It is a research involving the application of the steps It is a research involving the application of the steps of the scientific method to classroom problems. of the scientific method to classroom problems. Action research projects may be carried out in a Action research projects may be carried out in a single classroom by a single teacher or by all single classroom by a single teacher or by all teachers in a school or even in a school district.teachers in a school or even in a school district.

Concepts on Action Concepts on Action ResearchResearch

It is a form of collective self-reflective inquiry It is a form of collective self-reflective inquiry undertaken by participants in social situations in undertaken by participants in social situations in order to improve the rationality and justice of their order to improve the rationality and justice of their own social and educational practices, as well as own social and educational practices, as well as their understanding of these practices and the their understanding of these practices and the situations in which these practices are carried out. situations in which these practices are carried out. Groups of participants can be any group with a Groups of participants can be any group with a shared concern. The approach is collaborative, but shared concern. The approach is collaborative, but it is important to realize that the action research of it is important to realize that the action research of the group is achieved through the critically the group is achieved through the critically examined actions of individual group members. examined actions of individual group members. (Kemmis:1989)(Kemmis:1989)

Concepts on Action Concepts on Action ResearchResearch It is a research focusing on immediate It is a research focusing on immediate

application, not on development of theory or application, not on development of theory or on general application, it has placed its on general application, it has placed its emphasis on a problem in local setting. Its emphasis on a problem in local setting. Its findings are to be evaluated in terms of local findings are to be evaluated in terms of local applicability, not universal validity. (Best and applicability, not universal validity. (Best and Kahn: 1988)Kahn: 1988)

Differences Between a Differences Between a Traditional ResearchTraditional Research and an and an Action ResearchAction Research

The generalizations obtained from a basic The generalizations obtained from a basic research can be extended with validity to large research can be extended with validity to large populations, while those of an action research populations, while those of an action research are applicable only to the population providing are applicable only to the population providing evidence for their support.evidence for their support.

Basic research frequently involves individual Basic research frequently involves individual activity, while action research usually requires activity, while action research usually requires the joint effort of a group of people.the joint effort of a group of people.

Similarities Between Basic Similarities Between Basic and Action Researches:and Action Researches:

Both methods use the scientific procedures.Both methods use the scientific procedures. Both start with the realization of a problem or felt Both start with the realization of a problem or felt

need.need. The problem or felt need should be delimited and The problem or felt need should be delimited and

stated clearly in such manner that it is possible of stated clearly in such manner that it is possible of a solution. a solution.

Both require the formulation of one or more Both require the formulation of one or more hypothesis or a statement of the expected or hypothesis or a statement of the expected or tentative conclusion or conclusions.tentative conclusion or conclusions.

Similarities Between Basic Similarities Between Basic and Action Researches:and Action Researches:

Both demand the determination of the procedures of Both demand the determination of the procedures of testing the hypothesis which in sophisticated language is testing the hypothesis which in sophisticated language is called “research design”. As stated by Dr. A. M. Guerrero, called “research design”. As stated by Dr. A. M. Guerrero, research design is the system or method of gathering and research design is the system or method of gathering and analyzing data suggested by the problem and hypothesis.analyzing data suggested by the problem and hypothesis.

Both require that conclusion or conclusions be formulated. Both require that conclusion or conclusions be formulated. A conclusion is merely or simply an affirmation or denial A conclusion is merely or simply an affirmation or denial of the hypothesis or generalization based on the data of the hypothesis or generalization based on the data gathered, collected, and analyzed.gathered, collected, and analyzed.

While basic research ends with the conclusion and While basic research ends with the conclusion and perhaps the recommendation, action research continues perhaps the recommendation, action research continues with the pre-testing of the generalization. with the pre-testing of the generalization.

Steps in Steps in ConductingConductingAction Action ResearchResearch

Problem Identification

Problem AnalysisEvaluation/

Conclusions & Recommendation

Hypothesis Formulation

Experimentation & Action

FRANCISCO D. DAEZResearch Director

Meycauayan College

Qualitative Research...

• Is any research conducted using an observational technique or unstructured questioning.

• Often viewed as a “Soft-approach.” Conducted:– when structured research is not possible,– when true response may not be available [embarrassing “touchy

questions”]

– to explain quantitative research results.

• Should not be viewed as conclusive research.

• Qualitative and quantitative research are complementary to each other.

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A Comparison of Qualitative and Quantitative Research

Qualitative Research Quantitative Research

Basic researchobjective

To gain a broad qualitativeunderstanding of theunderlying reasons andmotivations;As a first step inmultistage research

To quantify the data andgeneralize the resultsform the sample to thepopulation of interest;Recommend a finalcourse of action

Type of sampleused

Small numbers of non-representative cases

Large number ofrepresentative cases

Data collectionMethod

Unstructured Structured

Nature of dataanalysis

Non-statistical Statistical

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Classification of Qualitative Research Procedures

F o c u s G r o u p s D e p t h I n t e r v i e w s

D i r e c t( N o n d i s g u i s e d )

A s s o c i a t i o nT e c h n i q u e s

C o m p l e t i o nT e c h n i q u e s

C o n s t r u c t i o nT e c h n i q u e s

E x p r e s s i v eT e c h n i q u e s

P r o j e c t i v eT e c h n i q u e s

I n d i r e c t( D i s g u i s e d )

Q u a l i t a t i v e R e s e a r c hP r o c e d u r e s

Qualitative research = Qualitative research = Observation techniqueObservation technique

Direct vs indirect:Direct vs indirect: Direct>> observing Direct>> observing

behavior as it occursbehavior as it occurs Indirect >> observing Indirect >> observing

the effects of behaviorthe effects of behavior

Disguised vs Disguised vs nondisguisednondisguised Nondisguised>>Direct Nondisguised>>Direct Disguised >> IndirectDisguised >> Indirect

Structured vs Structured vs unstructuredunstructured Structured>>predetermStructured>>predeterm

ine what to observeine what to observe Unstructured>>monitor Unstructured>>monitor

all behaviorall behavior

Human vs MechanicalHuman vs Mechanical Human>>observation Human>>observation

done by human beingsdone by human beings Mechanical>>observatiMechanical>>observati

on by machineon by machine

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Classification of Observation

Observation IObservation I

Appropriate ConditionsAppropriate Conditions The event must occur in a short time interval,The event must occur in a short time interval,

avoid lag affectavoid lag affect

Must occur in a setting where the researcher Must occur in a setting where the researcher can observe the behaviorcan observe the behavior Praying, cooking are not suitable things to observePraying, cooking are not suitable things to observe

Necessary under situations of faulty recallNecessary under situations of faulty recall Faulty recall>>remembering things such as how Faulty recall>>remembering things such as how

many times one looked at his wristwatch.many times one looked at his wristwatch.

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Observation:Observation:Advantages and LimitationsAdvantages and Limitations AdvantagesAdvantages

Greater data accuracy than direct questioning, in natural Greater data accuracy than direct questioning, in natural settings people behave naturally,settings people behave naturally,

Problems of refusal, not at home, false response, non-Problems of refusal, not at home, false response, non-cooperation etc. are absent,cooperation etc. are absent,

No recall error,No recall error, In some situations, only wayIn some situations, only way

Number of customers visiting a storeNumber of customers visiting a store Studying children’s behaviorStudying children’s behavior

LimitationsLimitations Time consuming, Time consuming, -- too many things to -- too many things to

observe, observe, may not be representative, may not be representative, difficulty in determining root cause of the behavior.difficulty in determining root cause of the behavior.

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Focus Group IFocus Group I An interview conducted by a trained An interview conducted by a trained

moderator in a non-structured and natural moderator in a non-structured and natural manner with a small group of manner with a small group of respondents.respondents.

Group size Group size 8-128-12

Group compositionGroup composition Homogenous, respondents Homogenous, respondents prescreenedprescreened

Physical settingPhysical setting Relaxed, informal settingRelaxed, informal setting

Time durationTime duration 1 - 3 hours1 - 3 hours

RecordingRecording Use of audio and video cassettesUse of audio and video cassettes

ModeratorModerator Observational, interpersonal, good Observational, interpersonal, good communication skills communication skills

needed.needed.

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Focus Groups IIFocus Groups II Objectives:Objectives:

Generate new product or service ideasGenerate new product or service ideas Understand consumer vocabularyUnderstand consumer vocabulary

Useful for ad campaignsUseful for ad campaigns

Reveal consumer needs, motives, perceptions Reveal consumer needs, motives, perceptions and attitudes,and attitudes, Generating future research objectivesGenerating future research objectives

Facilitate understanding of the quantitative Facilitate understanding of the quantitative studiesstudies

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Focus Group ProcedureFocus Group ProcedureDetermine the objectives of the Marketing Research Determine the objectives of the Marketing Research

Project and define the problemProject and define the problem

Specify the objective of qualitative researchSpecify the objective of qualitative research

State the objectives/questions to be answered by the State the objectives/questions to be answered by the focus groupfocus group

Write a screening questionnaireWrite a screening questionnaire

Develop a moderator’s outlineDevelop a moderator’s outline

Conduct the focus group interviewConduct the focus group interview

Review tapes and analyze dataReview tapes and analyze data

Summarize the findings and plan follow-up researchSummarize the findings and plan follow-up research2828

The Focus Group ModeratorThe Focus Group Moderator

The person who conducts the focus group The person who conducts the focus group session. session. Success of focus groups depend on him/her,Success of focus groups depend on him/her, He/she must strive for generating a stimulating He/she must strive for generating a stimulating

natural discussion without losing sight of the natural discussion without losing sight of the focus,focus,

Must take initiative, but should not dominate the Must take initiative, but should not dominate the discussion unduly,discussion unduly,

Should have feeling of urgency,Should have feeling of urgency, Should participate in the research from the Should participate in the research from the

beginning,beginning, Must add value beyond just conducting the Must add value beyond just conducting the

sessionsession..

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Traits of a Good Focus Group Moderator

A Good Focus Group Moderator…1. must have experienced in conducting focus group research;2. should participate in conceptualizing the focus group research design, rather than simply executing the groups exactly as asked and take personal and take responsibility for the recruitment, screening, and selecting of participants.3. must engage in advance preparation to improve overall knowledge of the area being discussed and prepare a detailed guide to moderate the focus group..4. must demonstrate the enthusiasm and exhibit the energy necessary to keep the group interested yet maintain control of the group without leading or influencing the participants;5. should be open to modern techniques (e.g., attitude scaling, conceptual mapping, visual stimulation, or role-playing) which can be used to delve deeper into the minds of participants;6. must share in the feeling of urgency to complete the focus group while desiring to achieve an excellent total research project; and7. must provide some “added value” to the project beyond just conducting the session.

Focus Group: Focus Group: Advantages and Advantages and DisadvantagesDisadvantages Major Advantages:Major Advantages:

Synergism, Snowballing, Stimulation, Synergism, Snowballing, Stimulation, Security, Spontaneity, Speed and Cost Security, Spontaneity, Speed and Cost savings.savings.

Major Disadvantages:Major Disadvantages: Lack of representativeness, Misuse, Lack of representativeness, Misuse,

Misjudge, Moderation problem, and Misjudge, Moderation problem, and Difficulty of analysis Difficulty of analysis

A very promising technique.A very promising technique.3131

Seven advantages of Seven advantages of Focus Group IFocus Group I

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1. Synergism. When a group of people with similar interestsdiscuss an issue together, they are likely to produce a richerinsight, wider range of information, and innovative ideas thanwill individual responses obtained privately.

2. Snowballing. In a group discussion, one person’s comment oftentriggers a chain reaction from the other participants andgenerates more views.

3. Stimulation. Once the focus group discussion is underway,general level of excitement over the topic increases, and a largenumber of respondents want to express their ideas and exposetheir feelings.

Seven advantages of Seven advantages of Focus Group IIFocus Group II

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4. Security. Because of homogeneity of composition, focus groupparticipants have similar feelings. This enables them to feelcomfortable and uninhibited to express their ideas/feelings.

5. Spontaneity. In focus groups participants are not required toanswer specific questions. Their responses can be spontaneousand unconventional reflecting an accurate idea of their views

6. Speed. Because people discuss issues simultaneously, datacollection and analysis in focus group proceed relatively quickly.

7. Inexpensive. Considering the richness of output, it is arelatively inexpensive method of data collection.

Five Disadvantages of Focus Five Disadvantages of Focus GroupGroup

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1. Lack of representativeness. Focus groups are not representative of thegeneral population. Hence, results of focus group discussions are notprojectable and should not be the only basis for decision making.

2. Misjudgement. Focus groups are generally susceptible to client andresearcher biases. As such, compared to the results of other datacollection techniques, focus group results could be easily misjudged.

3. Misuse. Focus groups can be misused and abused by considering theresults as conclusive rather than exploratory.

4. Moderation. Skills of the moderator is a major determinant of focusgroup success and the quality of their results. But moderators withdesirable skills are rare.

5. Difficult to analyze. The unstructured nature of the responses in focusgroup discussions makes coding, analysis, and interpretation difficult.

Other Qualitative Other Qualitative TechniquesTechniquesDepth Interview:Depth Interview: An unstructured interview that seeks An unstructured interview that seeks

opinions of respondents on a one-to-one basis. Useful opinions of respondents on a one-to-one basis. Useful for sensitive issues, politics etc.for sensitive issues, politics etc.

Protocol Analysis:Protocol Analysis: Involves placing a person in a Involves placing a person in a decision making situation and asking him/her to state decision making situation and asking him/her to state everything he/she considers in making a decision. everything he/she considers in making a decision. Useful in 1. Purchasing involving a long time frame Useful in 1. Purchasing involving a long time frame (car, house) and 2. Where the decision process is too (car, house) and 2. Where the decision process is too short (greeting card).short (greeting card).

Projective technique:Projective technique: Involve situations in which Involve situations in which participants are placed in simulated activities hoping participants are placed in simulated activities hoping that they will divulge information about themselves that that they will divulge information about themselves that are unlikely to be revealed under direct questing.are unlikely to be revealed under direct questing.

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Projective TechniquesProjective Techniques These are indirect interviewing methods which These are indirect interviewing methods which

enable sampled respondents to project their enable sampled respondents to project their views, beliefs and feelings onto a third-party or views, beliefs and feelings onto a third-party or into some task situation. into some task situation.

The researcher sets up a situation for the The researcher sets up a situation for the respondents asking them to express their own respondents asking them to express their own views, or to complete/ interpret some ambiguous views, or to complete/ interpret some ambiguous stimulus presented to them.stimulus presented to them.

Various types. More common ones are:Various types. More common ones are: Free Word AssociationFree Word Association Sentence CompletionSentence Completion Unfinished scenario/story completionUnfinished scenario/story completion Cartoon completion testCartoon completion test

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Stimulus Word Response

Postman __________Bank Teller* __________Networking __________Automatic teller machine*Persian Carpet __________Driver __________Bank by Phone* __________Transitlink _________

FREE WORD ASSOCIATION

In this technique, a list of carefully selected stimulus words or phrases related to the topic of research are read out, one at a time, to a respondent. The respondent is asked to respond with the first word or phrase that comes to his/her mind. The list of words should contain a mixture of test words and neutral words.In the example shown here, the researchers seems to be interested in studying high-tech banking (words with *).

However, analyzing and interpreting test results are rather difficult.

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Automatic teller machine users are______________________________________________________________________________________________________________________

Automatic teller machines may be convenient, but they______________________________________________________________________________________________________________________

My major concern about automatic teller machines is______________________________________________________________________________________________________________________

SENTENCE COMPLETIONSENTENCE COMPLETIONThis technique is an extension of the free-word association test. In this This technique is an extension of the free-word association test. In this technique, the respondent is presented with some sentences containing technique, the respondent is presented with some sentences containing incomplete stimuli and is asked to complete them. Like the free-word incomplete stimuli and is asked to complete them. Like the free-word association method, interpreting and analysing data obtained from this association method, interpreting and analysing data obtained from this technique is also difficult.technique is also difficult.

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Since Mr. Albert Lee had received a large commission by check justbefore leaving home for a holiday trip, he wanted to deposit it in anautomatic teller machine, because ___________, but his friend Mr.Wong told him that he should _____________, because_____________.

UNFINISHED SCENARIO COMPLETIONUNFINISHED SCENARIO COMPLETION

This technique is similar to the sentence completion test. However, in This technique is similar to the sentence completion test. However, in this technique, the respondent is presented with a specific scenario this technique, the respondent is presented with a specific scenario containing incomplete stimuli [containing incomplete stimuli [see example belowsee example below] and is asked to ] and is asked to complete the scenario. Interpreting and analysing data obtained from complete the scenario. Interpreting and analysing data obtained from this technique is also difficult.this technique is also difficult.

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DepositthischequenearestATM inthe

CARTOON COMPLETION TESTCARTOON COMPLETION TESTIn the cartoon technique, the respondent is shown a comic-strip like cartoon with two characters in a conversation. While the speech of one character is shown in his/her balloon,the other balloon is empty.The respondent is asked to assume the role of the other person and fill

the empty baloon with a speech.

Suitability in Asia-Pacific RegionSuitability in Asia-Pacific Region Theoretically, Theoretically, qualitative research techniquesqualitative research techniques should be should be

suitable in the Asia-Pacific countries. However, in reality suitable in the Asia-Pacific countries. However, in reality conducting qualitative research in Asia does not seem to conducting qualitative research in Asia does not seem to be easy.be easy.

In most Asian countries techniques such as focus group In most Asian countries techniques such as focus group research constitutes about 10% of all research works research constitutes about 10% of all research works carried out by companies mainly due to cultural reasons.carried out by companies mainly due to cultural reasons. People feel more confident with numbers than with mere People feel more confident with numbers than with mere

opinions.opinions. In some Asian societies, people hesitate to express opinion In some Asian societies, people hesitate to express opinion

on sensitive issues.on sensitive issues. Groups in Singapore are less willingly to talk than those in Groups in Singapore are less willingly to talk than those in

Hong Kong. Hong Kong. While expressing views, Hong Kongers are more impatient, While expressing views, Hong Kongers are more impatient,

while Thais and Filipinos have an in-built “courtesy bias”.while Thais and Filipinos have an in-built “courtesy bias”.

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Illustrative CaseIllustrative Case

The Effectiveness of Using Graphing Calculators on the Achievement of the Senior Students of

Pasay City West High School:

An Action Research

by:

Arthur A. Quizon and Ma. Loida A. Redona

Problem Identification

Problem AnalysisEvaluation/

Conclusions & Recommendation

Hypothesis Formulation

Experimentation & Action

Pasay City West High School was alarmed of the fact that there was a remarkable number of failing grades during the first grading in the Mathematics 4 subject of the senior students, and performance was noted to be generally low.

Brainstorming sessions conducted by the 4 Math teachers identified the following possible causal factors:

(1) socio- economic status of the family (2) unavailability of text books (3) substandard size of classroom (4) class-size of 70-75 students per class(5) poor classroom lighting and ventilation

facilities(6) lack of interest in the subject matter

(7) boredom in the use of traditional teaching method.

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Background of the Study

FACTORS socio- economic status of the

family unavailability of text books

substandard size of classroom class-size of 70-75 students per

class poor classroom lighting and

ventilation facilities

Brainstorming of Math 4 Teachers

IDENTIFIED FACTORS lack of interest in Math negative attitude toward

the subjectboredom due to the means /

procedure used in teaching Mathematics

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Problem Analysis

If the lack of interest in studying Mathematics was the main reason for the low performance of the seniors in Mathematics 4, compounded by the use of non-creative teaching method, then these students could be inspired to study more by using graphing calculators that will aid them in their computations in their lesson involving graphs.

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Formulating Hypothesis

Research MethodologyResearch Methodology Two groups of randomly selected 4Two groups of randomly selected 4 thth year year

students were formed.students were formed. One group (Group A) was taught MathOne group (Group A) was taught Math using the “Chalk-Talk-Board” method (Control using the “Chalk-Talk-Board” method (Control

Group).Group). Another group (Group B) was taught Math Another group (Group B) was taught Math

aided with “Graphing Calculator”aided with “Graphing Calculator” (Experimental Group).(Experimental Group).

Research MethodologyResearch Methodology The two groups were pretested to establish The two groups were pretested to establish

comparability using a validated teacher-made comparability using a validated teacher-made test.test.

After a month of experimentation, the groups After a month of experimentation, the groups were postested, and the achievements of were postested, and the achievements of students were analyzed.students were analyzed.

The significance of differences in performance The significance of differences in performance was analyzed using the t-test procedures.was analyzed using the t-test procedures.

RESULTS OF THE RESULTS OF THE EXPERIMENTEXPERIMENT

Experimentation and ActionSubjects of the Study

Group AControlled

Group“Chalk-Talk-Board

Method”

Group BExperimental

Group“Aided-with-Graphing-Calculator Method ”

VS.

Method of Research

Research Design

Group AControlled

Group“Chalk-Talk-Board

Method”

Group BExperimental

Group“Aided-with-Graphing-Calculator Method ”

Post-Test

Pre-Test

Statistical Treatment

Post-Test

Pre-Test

T-TEST

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Results of the Pre-test and Post-test

Presentation, Analysis, and Interpretation

T-test Computations

Graph of the Mean and Standard Deviation

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The students who used graphing calculators achieved more than the students who were instructed using the traditional method as shown in their mean scores.

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The interest of the students who used graphing calculators was aroused more than the students who merely followed the traditional method as reflected on their mean results.

Evaluation

Significant differences exist in the Math achievements of the students in the experimental and control group, in favor of the EG.

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The use of modern technology specifically the use of graphing calculators positively influences the achievement of students in mathematics.

The use of graphing calculator helps the new generation to be “connected” to the lessons thus they perform and achieve better in studying Mathematics.

Conclusions and Recommendations

  Usage of Graphing Calculators is highly recommended in teaching Mathematics 4 in Pasay City West High School.

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Plan of Action

Body of ResearchBody of Research• Background of the Study (Identifies the problem…)• Problem Analysis• Formulating Hypothesis• Experimentation & Action

• Subjects of the Study• Method of Research• Statistical Treatment

• Presentation, Analysis, and Interpretation• Evaluation• Conclusions and Recommendations• Plan of Action• References

WorkshopWorkshop((Problem Formulation & Problem Formulation &

Research Design Preparation)Research Design Preparation)

Grouping by program.Grouping by program. Elect a Group Leader & a Rapporteur.Elect a Group Leader & a Rapporteur. Brainstorm on current issues & concernsBrainstorm on current issues & concerns in the department.in the department. Identify the issue needing immediate attention.Identify the issue needing immediate attention. Formulate problem(s).Formulate problem(s). Prepare the research design. Prepare the research design.

Thank You and Thank You and Good Day!Good Day!