ACTION RESEARCH 2

CHAPTER 1

INTRODUCTION

According to Yohannes (2011), Most of researchers experience the problems related

with conducting action research though there are no empirical excellence or previous

studies that demonstrate the gap between what is expected and the actual involvement of

teachers in action research particularly in Sululta Secondary School. Contended that the

problems faced by teachers when doing action research were teachers misunderstand of

research; lack of time, theoretical guidance and Knowledge of research.

The gap between teachers involvement in conducting educational research activity

was hindered due to some factors such as lack of suitable strategies for educational

research undertaking and implementation; lack of research facilities, incentives and

research findings; as well as organized research dissemination mechanism; and adequate

educational professional research who carryout quality research in education.

Therefore, Albert Hub (2010), Action Research is demanding, complex, and

challenging because the researchers not only assumes responsibilities for conducting

research but also for enacting change. Enacting change is not easy it requires time,

patience and sound planning, communication, and implementation skills.

In the view of this, Horticulture students find it difficult to conduct a research study,

they thought that research is a hard subject and is not easily done. There are 9 Grade 12

Horticulture students who wants to expand their skills in conducting action research, so

that it will be useful once they enter into their chosen field in agriculture.
 ACTION RESEARCH 3

Statement of the Problem

Basically, this study will gave answer to the following questions:

1.What is the respondents demographic profile in terms of

a.) Age

b.) Gender

2. What are the G-12 Horticulture students level in conducting Action Research.

Theoretical Framework

The framework of this research is anchored on the study of "G.O.Oyesola

(2018)",that research is undertaken in education with a view to improving instruction and

education in general.

Conceptual Framework

INPUT PROCESS OUTPUT

Formulation of Distribution and Identified the

survey questionnaire retrieval of survey level of skills of
that will concern questionnaire and Grade 12
their skills in making Analyzing the Horticulture in
Action Research statistical treatment making Action
Research

Figure 1. This study is about the level of skills in making action research of Grade 12 Horticulture
students. Through validation of survey questionnaire the researchers found out the level of skills in making
action research of Grade 12 Horticulture.
ACTION RESEARCH 4

Scope and Limitation of the Study

This study will focus to the skills in making action research of Grade 12 Horticulture

students SY: 2018-2019. It does not carry the whole population of Olongtao National

High School. The limitation of this study is the short period of time allotted both for

researchers and respondents.

Significant of the study

This study will find significant to the following:

Students - for them to identify their skills in making action research.

Teachers - It will be able for them to discuss the importance of doing action research.

Administrator - for them to help students appreciate the value of research.

School- through research several problems will be able to identify.

Definition of terms

RESEARCH One of the required subject in Senior High school.

PERCEPTIONS It is a process by which people analyze, retrieve, think and

interpreting sensory incites.

SKILLS It was a practice which be devoted to expulsion your ability and capacity.

ONHS It is a school in Macalelon that offers TECH-VOC track.

ACTION RESEARCH It is need a research or action to know the information and

find the specific answer to your question.

AGRICULTURE It is one of the strand offered at Olongtao National High School

(ONHS) Senior High School (SHS).

ACTION RESEARCH 5

TECHNICAL VOCATIONAL LIVELIHOOD (TECH-VOC) It is one of track that

offered by ONHS that has two major strand one of this is Horticulture and the last one is

Cookery that suited for those students who wants to develop their skills and knowledge in

both of this strand.

ACTION RESEARCH 6

CHAPTER 2

RELATED LITERATURE

To be able to arrived for the better result of this study the researchers consulted

other studies. They also served as bases and frame of references in conducting of the

present research study.

According to Mertler (2012), Action research is any sort of systematic inquiry

conducted by those with a direct vested interest in the teaching and learning process in a

particular setting; it is truly systematic inquiry into one's own practice. It is a process that

allows teachers to study their own classroom in order to better understand and to be able

to improve their quality or effectiveness.

Whitehead (2006), cited that the action research initiated to solve an immediate

problem or a reflective process of progressive problem solving led by individuals

working with others terms or as part of a community of practice to improve the way they

address issues and solve problems.

This is also the purpose of conducting action research in Olongtao National High

School (ONHS) to know the persistently the process of research and to identify

immediate problem.

According to Corey,S.M,(2005) Action research is undertaken in a school

setting. It is a reflective process that allows for inquiry and discussion as components of

the research.
ACTION RESEARCH 7

Often, Action research is a collaborative activity among colleagues searching for

solution to everyday, real problems experienced in school or looking for ways to improve

instruction and increase students achievement.

Action research is used for various purposes school based curriculum development,

professional development, system planning, school, restructuring, and as an evaluative

tool.

In additional, Action research can improve the teaching and learning process by

reinforcing, modifying, or changing perceptions based on I'm formal data and non-

systematic observations.

Conducting an Action research of Grade 12 Horticulture students can improve their

skills and ability to find a solution on the specific problem and it can help them in their

professional development to construct as an evaluate tool..

Horticulture students made an specific research methods to conduct their study that all

they want is to make more proactive in their chosen field. It is also a way for the students

to enhance their skills and ability to find a solution on a problem.

According to Wijesekara (2012), Action research can help teachers to find solution

for specific problems try out such solution and disseminate finding to his/her colleagues

or take follow-up action for further research, which creates a cycle. Action research is,

hence, contributory to teaching becomes the 'expert' who can make independent decisions

without bowing to 'outside expert'. the finding of this kind of research have a significant

impact on pedagogic practices, as well as in macro level planning, if they are taken into

consideration.
ACTION RESEARCH 8

Therefore, Wang(2013), cited that Action research systematic collection of

information about the activities, characteristics, and outcomes of programs, services,

organization and communities served by nonprofit organization.

According to Battaglia (2006), Action research involves referring questions until

you feel you have landed upon the right ones. And action research is so much a matter of

"seeing" that it is a good idea,

Every researchers they’d want to developed their skills in many field, like the Grade

12 Horticulture student they want to prove that in their chosen field they faced difficulties

in conducting research.

According to Mellor (2005), Action research takes place in a context of Discovery

and invention as opposed to a context of verification.

Additionally, according to Philips (2005), Action research is the reflexive process by

which educators systematically study their problems in order to guide, correct and

evaluate their decisions and actions regarding the improvement of teaching and learning

in their individual professional context. It is also a process in which an individual

changes the way of thinking and express his/her ideals through active learning. Also it is

a way of understanding ourselves in our day to day activities seriously in the teaching

learning process.

Therefore, based on Qsinews (2017), research is important for the students and

teachers because it help them to have a detailed analysis of everything. When you have

proper in-dept analysis on any topic, the result comes out to be fruitful and also the

knowledge is in any enhance. The more knowledge of the topic, the more successful of

the research.
ACTION RESEARCH 9

This study about research is giving insight on how students learn the collaborative

study of learning of these study. Every individuals participative decision making and co-

operative workplace procedures in identifying good practice in current research findings.

Action research can used of every researchers in their chosen field. Making an

action research is a systematic process or procedures and it needs a self-disciplined to

conduct a study.
ACTION RESEARCH 10

CHAPTER 3

METHODOLOGY

Methods of Research

This is a descriptive research tend to find out the skills of Grade 12 Horticulture

students at Olongtao National High School Macalelon, Quezon wherein the researchers

gave a survey questionnaire to the respondents.

Population Sampling Techniques

This study covered Horticulture students in Senior High School with nine (9)

respondents. The Grade 12 Horticulture has three (3) female and six (6) male.

Research Instrument

This study used survey questionnaire that aims to determine the skills in making

action research of Grade 12 Horticulture students.

Data Gathering

The researchers distribute the survey questionnaire and retrieve it after one hour of

answering.

Statistical Treatment

The Weighted Average Mean was used to determined the skills in making action

research of Grade 12 Horticulture students. The formula is used in this study are for the
ACTION RESEARCH 11

demographic profile the researchers applied the % for identifying the skills in making

Classroom Based Action Research the researchers used the Weighted Average Mean

The formula was

WAM = 4f+3f+2f+1f
N
Where:
WAM - Weighted Average Mean
f - frequency of responses
N - number of respondents
ACTION RESEARCH 12

CHAPTER 4

DISCUSSION, PRESENTATION AND ANALYSIS OF DATA

This chapter present the analysis and interpretation of data gathered through

manipulation of the research instrument used in this study. The result of this study and

their corresponding interpretation are present through tables to able the readers to better

understand the collected data.

Table 1. Demographic profile of Grade 12 Horticulture.

TABLE 1. AGE

From the data given above the majority age of the students are 18 and 19 years old with

the percentage of 33.33% and the other students have an age of 17 years old with the

percentage of 22.22% and 20 years old with the percentage of 11.11%

ACTION RESEARCH 13

Table 2 GENDER

The table shows that out of nine (9) respondents they are six (6) Male or

66.67% of the respondents and three (3) Female with the percentage participation

of 33.33%.
ACTION RESEARCH 14

Table3.Weight Average Mean of Skills in Making Action Research of

Grade 12 Horticulture School Year 2018-2019.

Skill in Making a Classroom-based Research FEMALE MALE WAM(verbal

description)

1.Research problem identification 0.89 2.11 3- PREPARED

2. Formulation of a specific research questions 1 2 3- PREPARED
3. Writing an introduction 0.89 2.33 3.22-

PREPARED
4. Selection of related literature 0.89 2 2.89-

UNPREPARED
5. Selection of related studies 0.67 1.89 2.56-

UNPREPARED
6. Organizing the review or related literature and studies 0.89 1.67 2.5-

UNPREPARED
7. Writing a theoretical framework 1 1.56 2.56-

UNPREPARED
8. Writing a conceptual framework 0.78 1.78 2.56-

UNPREPARED
9. Selection of appropriate research design 0.89 1.78 2.67-

UNPREPARED
10. Discussion of research design in the light of the 0.89 2 2.89-

preferred research problem UNPREPARED

11. Describing the research environment 0.89 2 2.89-

UNPREPARED
12. Describing the research population 1 1.56 2.56-

UNPREPARED
13. Selection of appropriate sampling techniques 0.78 2 2.78-

UNPREPARED
14. Reducing the research population to sampling size 1 1.67 2.67-

UNPREPARED
15. Selection of appropriate data gathering instruments for 0.89 2 2.89-

the current research study UNPREPARED

16. Preparation of data gathering instrument 1 1.56 2.56-

UNPREPARED
ACTION RESEARCH 15

17. Validation of data instrument 0.89 1.67 2.56-

UNPREPARED
18.Asking permission to conduct a classroom-based 1.11 2.11 3.22

action research -PREPARED

19. Gathering a relevant data for the completion of the 1.22 2.11 3.33-

study PREPARED
20. Selection of appropriate method for the data 0.89 1.89 2.78-

organization UNPREPARED
21. Organization of data using a statistical table 1 2 3-PREPARED
22. Organization of using graph 0.89 1.78 2.67-

UNPREPARED
23. Calculation of statistical measure 0.78 1.78 2.56-

UNPREPARED
24. Making a textual presentation of data 1 1.78 2.78-

UNPREPARED
25. Analysis of statistical data 0.89 1.33 2.22-

UNPREPARED
26. Summarizing the findings of the study 1 1.78 2.78-

UNPREPARED
27. Interpretation of statistical data 0.78 2 2.78-

UNPREPARED
28. Writing the conclusion of the study 1 1.78 2.78-

UNPREPARED
29. Writing a set of recommendation based on the study 1.11 2 3.11-

PREPARED
30. Preparing action research abstract 1 1.78 2.78-

UNPREPARED

It is found out that the skills in Making Action Research problem identification of

formulation of a specific research question, writing a introduction, Asking a permission to

conduct a study, Organization using statistical table, and Writing a recommendation, are

the only thing that they are prepared otherwise, the rest of the parts of Action Research is

they are unprepared

ACTION RESEARCH 16

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter provides the summary of findings, conclusion and recommendation

of the study.

Summary of findings

The data gathered were tallied, tabulated, analyzed and interpreted by using

percentage and Weighted Average Mean (WAM).The analysis of data answered to the

following questions:

Research Question no.1What is the Demographic profile of the respondents?

The respondents of this study composed of 9 students from Grade12 Horticulture,

wherein there are 6 Males with the 66.66% of respondents and 3 Females with 33.33% of
ACTION RESEARCH 17

the respondents. Wherein 22.22% of them are 17 years old, 33.33% of them are 18 and

19 years old, 11.11% of them are 20 years old.

Research Question no. 2 What are the Grade 12 Horticulture students level in conducting

Action Research?

The researchers found out that a Grade 12 Horticulture student was difficult to

conduct action research. Based on the data gathered through survey questionnaire the

statement 1-30 gained a Moderately Prepared with the General Average Mean of 2.79 so

that, it is difficult for them to conduct a study.

Conclusion

Based on the findings of the researchers, the researchers found out that Grade 12

Horticulture students they are not prepared in making Action Research.

Recommendation

In the light of the findings and conclusions, the following recommendations are

offered

1. This research can serve as reference for future researchers who may want to

conduct further studies about the skills in making action research.

2. There should be an enhance research based instruction.

ACTION RESEARCH 18

3. Students need to participate to their group and function to make the research study

reliable and efficient and be productive