CONTEXT-AND-RATIONALE-AND-ACTION-RESEARCH-QUESTION.pptx

Research

1. CONTEXT AND RATIONALE Understanding the classroom situation. CHRISLIE JOY P. POSADAS, EdD Master Teacher II

2. OBJECTIVES: Write the context and rationale of your action research. Answer the guide questions to produce the required paragraph.

3. •There are at least 4 paragraphs, but you can add more if needed. Context and Rationale •The context and rationale is not more than 500 words. •Try your best to answer each guide question narratively. Use I (first person) more like telling a story.

4. *Source: DepEd Order 16 s. 2017 Research Management Guidelines ANNEX 4.b. GUIDE FOR APPRAISING ACTION RESEARCH PROPOSAL

5. CONTEXT AND RATIONALE Based on the criteria there are two parts we need to explain The nature, extent, and salience of the identified problem or issue are comprehensively discussed: This means that the problem or issue is thoroughly explored and analyzed regarding its characteristics, scope, and significance. The discussion goes beyond surface-level understanding and delves deep into understanding the problem's nature and importance in the given context.

6. CONTEXT AND RATIONALE 2. Different aspects of the action research setting are elaborated, showing an in-depth and critical analysis of the situation: This means that various elements of the research environment or context are thoroughly explained, providing a detailed and careful examination of the situation. The analysis is not superficial but focuses on examining the situation critically, looking at different angles, and considering multiple perspectives.

7. CONTEXT AND RATIONALE In summary, these emphasize the need to have a comprehensive understanding criteria of the problem or issue at hand, examining its nature, scope, and significance, as well as conducting a thorough analysis of the research setting, looking at different aspects, and critically evaluating the situation.

8. Context and Rationale: Four Paragraphs 1 st Paragraph: General Situation 2 nd Paragraph: Anchored Theory 3 rd Paragraph: Urgency of the Problem 4 th Paragraph: Plan of Action & Significance of your study

9. 1 ST PARAGRAPH: GENERAL SITUATION CONTEXT AND RATIONALE

10. 1 st Paragraph: Guide Questions What grade level and/or subject are you teaching? What is the specific problem or issue that needs to be addressed? How did the problem initially come to your attention? What are the key characteristics or attributes of the problem? What are the underlying causes or factors contributing to the problem? How many individuals or groups does it affect?

11. 1 st Paragraph: Guide Questions What grade level and/or subject are you teaching? What is the specific problem or issue that needs to be addressed? How did the problem initially come to your attention? What are the key characteristics or attributes of the problem? What are the underlying causes or factors contributing to the problem? How many individuals or groups does it affect? I am a grade six teacher. My primary concern is teaching my learners to read at their grade level. The problem I encounter is that some learners read very slowly at their grade level. I notice this problem when I let them read a short paragraph in Filipino. When my pupils read it takes them a lot of time to finish a short paragraph and they frequently pause between each word. I observe that this is due to their inability to recognize words at a glance. I have identified five learners in my class who are reading very slowly.

12. COHERENTLY COMBINE ALL THE SENTENCES…

13. Sample: I am a grade six teacher. My primary concern is teaching my learners to read at their grade level. However, some learners read very slowly at their grade level. This issue becomes evident when I have them read a short paragraph in Filipino. It takes them a considerable amount of time to finish even a brief passage, and they often pave between each word. Upon observation, I've identified the root cause of this challenge: their inability to recognize words at a glance. In my class, I have identified five pupils who struggle with reading at a slower pace.

14. Get your pen’s and paper ready

15. 2 ND PARAGRAPH: ANCHORED THEORY Cite any theory, related studies, DepEd policies, or laws that would strengthen your claims about the intervention or treatment you plan to implement. CONTEXT AND RATIONALE

16. 2 ND PARAGRAPH: ANCHORED THEORY Sample: A study by Elkins et al. (2023) found that using slow reading techniques, such as reflective re-reading, led to a deeper connection with the material among learners. This improved integration of new concepts with existing knowledge highlights the value of slow reading in education.

17. 2 ND PARAGRAPH: ANCHORED THEORY Moreover, slow reading can be explained by the Automaticity Theory by LaBerge and Samuels (1974). This theory suggests that slow reading occurs when learners have not yet developed automaticity in word recognition, requiring them to focus on decoding rather than comprehension. As learners improve their word recognition speed, their reading fluency increases, allowing them to allocate more cognitive resources to understanding the text.

18. 3 RD PARAGRAPH: URGENCY OF THE PROBLEM AND PLAN OF ACTION CONTEXT AND RATIONALE

19. 3 rd Paragraph: Guide Questions Why is it important to address this problem immediately? What strategies or approaches will be employed to address the problem as the plan of action? What resources or support are needed to effectively implement the action plan? What are the potential barriers or challenges that could hinder the successful execution of the plan, and how can they be mitigated?

20. 3 rd Paragraph: Guide Questions Why is it important to address this problem immediately? What strategies or approaches will be employed to address the problem as the plan of action? What resources or support are needed to effectively implement the action plan? What are the potential barriers or challenges that could hinder the successful execution of the plan, and how can they be mitigated? Addressing this problem immediately is crucial because slow reading skills significantly impact learners' ability to participate actively in class discussions, comprehend text, and maintain focus. If the child is reading slowly, it can affect his confidence in speaking and reading in front of the class. By helping my pupils improve their reading skills, I can unlock their full potential and facilitate their overall development. I plan to provide them reading practice to develop their skills in reading faster. I need to find and produce reading materials for them to read, paper and printer for the reproduction. The potential barrier I see is when I cannot prepare the materials and if my learners will be absent in class and not committed to improve his performance in reading.

21. COHERENTLY COMBINE ALL THE SENTENCES…

22. Sample: Addressing this problem immediately is crucial because slow reading skills significantly impact learners’ ability to actively participate in class discussions, comprehend text, and maintain focus. If the child is reading slowly, it can affect his confidence to speak and read in front of the class. By helping my pupils improve their reading skills, I can unlock their full potential and facilitate their overall development. I plan to provide them with reading practice to develop their reading skills faster. I need to find and produce reading materials for them, as well as paper and printer for reproduction. The potential barrier I see is when I will not be able to prepare the materials and if my learners are absent in class and not committed to improving their performance in reading.

23. Let’s write again

24. 4 TH PARAGRAPH: SIGNIFICANCE OF THE STUDY CONTEXT AND RATIONALE

25. 4 th Paragraph: Guide Questions What possible effects may the study's findings have on the teaching and learning process, assuming the problem is addressed through this action research? Who would benefit from the results of the study? How may the results of the study be applied in the school?

26. 4 th Paragraph: Guide Questions What possible effects may the study's findings have on the teaching and learning process, assuming the problem is addressed through this action research? Who would benefit from the results of the study? How may the results of the study be applied in the school? The results of this action research may have potential in the teaching and learning process because they may help teach slow readers to read fast. The primary beneficiaries of this study are the learners and, secondly, the teachers who would learn other strategies for teaching slow readers to become fast readers. The findings of this study are used in the classroom through LAC sessions, where I can explain this intervention to my fellow teachers so they can use it in their own classrooms. Considering our students have diverse needs and teachers require a variety of tools to handle a range of issues in the classroom, this intervention would provide teachers with another choice for dealing with reading issues in the classroom.

27. COHERENTLY COMBINE ALL THE SENTENCES…

28. Sample: The results of this action research may have potential in the teaching and learning process because it may help teach slow readers to read fast. The primary beneficiaries of this study are the learners and teachers who would learn other strategies for teaching slow readers to become fast readers. The findings of this study are put to use in the classroom through LAC sessions, during which I can explain this intervention to my fellow teachers so they can use it in their classrooms. Considering our learners have diverse needs and teachers require various tools to handle a range of issues in the classroom, this intervention would provide teachers with another choice for dealing with reading issues in the classroom.

29. POTENTIAL ACTION RESEARCH

30. Let’s write again

31. Write a Working Action Research Question What is next thing to do?

32. Developing Working Action Research Questions Ferrance, E. (2000) It should be a higher-order question –not a yes/no It should be stated in common language, avoiding jargon It should be concise It should be meaningful In Action Research there is only one question

33. *Source: DepEd Order 16 s. 2017 Research Management Guidelines

34. Starts with HOW can I ( How can I + verb + the competency /skill/problem/issue+ using + intervention of my grade level learners?) How can I improve my WORKING QUESTION Use verbs that is measurable. increase, improve, enhance, reduce, achieve, attain, maximize, optimize, promote, generate, expand, strengthen, establish, etc. + the problem/issue HOW CAN I IMPROVE THE SLOW-READING LEARNER S + using + i ntervention ? USING SLOW READING TECHNIQUE ?

35. Let’s write again