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1. Making Sense of Qualitative Data

2. What is qualitative approach? A qualitative "approach" is a general way of thinking about conducting qualitative research. It describes, either explicitly or implicitly, the purpose of the qualitative research, the role of the researcher(s), the stages of research, and the method of data analysis.

3. What is qualitative research? Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research.

4. Qualitative research uses the inductive method that starts from analysis of specific cases to the formulation of more general principle. Conclusions drawn from qualitative data analysis are usually supported by existing theories.

5. How are qualitative data collected? The common data gathering techniques in qualitative research are: Interviews Participant observations Document and content analysis of diaries/ journals, life histories ( personal accounts) Questionnaires

6. Participant observation In participant observation, the teacher-researcher being the key instrument, paticipates in the activities of the subjects under study. The subjects may or may not be aware that they are being observed. The researcher observes this that happen, listens to what are being said, and may even interview the subjects over the period of time.

7. interviewing Interviewing is a way of getting to know how people describe and explain the world around them. The instrument used is usualy an interview guide containing a list of open-ended questions. For interviews using structured interview guides, the questions should be asked in a specific sequence.

8. Guidelines in interviewing Before the interview, establish good rapport with the interviewee by creating a friendly atmosphere and by putting oneself and the respondent at ease. Ask te interviewee to repeat an answer or statement when there is some doubt about the completeness of the response. Follow up questions are particularly crucial. Don’t ask leading questions. If a repondent’s answer is difficult to understand, prbe patiently for more complete answers and try to determine exactly what the respondent is trying to say. Repeat the queastions if necessary. Avoid embarrassing the respondent. Be sensetive to contradictory reponses. Never force respondent if he/she refuses to give an answer the question. Put necessary remarks.

9. questionnaires A questionnaire is a data gathering tool which consist of written questions, either open- ended or close ended. The questionnaire can be accomplished by the respondents themselves by writing their responses to the questions on the questionnaire itself. However, if the responses are not clear or do not give sufficient data, the researcher should validate these through probing the same questionnaire. This process helps gather more valid data.

10. Diaries These may include a record of events and reflecions on learning sxperiences: the feelings, the observations, the opinions of other people involvedin the research and what the teacher intends to do. The record may be in written form, audio-recorder or electronically-recorded.

11. Document analysis Documents can be provide relevant data to the issues and problems being studied. Following are some documents for knowing the level of students comprehension of the concept; Samples of your students’ output or work Assignments Examination paper Curriculum Syllabus of the course Textbooks and references used

12. Organizing action research report

13. Why is there a need to make a report on the action research done? The research report whether from scientific or action research needs to be disseminated and shared with others, either in written or oral mode. Teachers need to realize that conducting action research and sharing results with other teachers is partof teacher development. It is also a means of cioncvincing the teachers that they themselves are the ones who can solve the problem in school. Thus, the action research is a way of empowering teachers.

14. Who are the beneficiaries of an action research? The first beneficiaries of an action research are the teachers in the school. By no means should the result be confined to that school. They should be shared with other schools. Other schools which are confronted with the same problem(s) addressed in the action research will also benefit from it, they too can try out the same solution if this was found effective.

15. Documenting the action research

16. What should be included in the action research report? In writing an action research report, the teacher-researcher should be guided by the following questions and concerns in writing what transpired or happend during the different phases/stages/steps in the action research:

17. Identifying the problem What was the school problem identified? Why was it a problem? How was it affecting instruction? What perceived as the cause of the problem? How are these perceived causes or factors of the problem prioritized? What soutions have been considered or suggested before? Were they actually tried? Were the suggestions prioritized? On what basis? Who were involved in discussing the problem?

18. Planning the action What action was decide upon? Was the goal clearly defined guide the action? Was there a collaborative planning of the action? Were task delegated to the action research team? Who were given the task of addressing the problem directly? Addressing the problems indirectly related to the research? Who provided the coordnation? Did the plan include monitoring and periodic discussion of the project?

19. Carrying out the action plan What were some observations indicating that the plan was either succeeding or failing? Were there modifications made along the way because the initial plan seemed not to be working? How often did the researcher(s) meet/confer during the implementation of the action? Was ther regualar reporting or communication of observation?

20. Monitoring and evaluating the plan What critical incidents indicated that the action was working? Describe/Narrate them. Were the set indicators for effectiveness of the action met? How were they analyzed? What measures were used? What other indicators of the success were identified?

21. Analyzing result and deriving conclusion Were the key questions answered? What were the strongest signs that the action was a success? To what extent was the problem solved? Is everybody happy with the results? Were the results in direction predicted or expected?

22. The Action Research Report (ARR) includes a more detailed account of the steps and activities during the implementation, follwing the suggested outline as listed:

23. The Problem The worrisome situation Background and introduction/rationale of the study How the problem came to be Research questions The queries that will guide the study Definition of terms Telling what the terms mean Delimitation of the study The boundaries: what is in, and what is art

24. Theoretical/Conceptual Framework Theories which give support to the study Hypothesis/es Some educated guesses and expectations Definiton of variables Aspects and factors to be studied and their everyday meaning

25. Methods/Procedures How will it be done Sample/ Sampling Selection of participants Instrumentation Devising instrument(s) to collect information Data collection Collecting supporting evidence to answer the questions

26. Data Presentation and Interpretation Finding the meaning in what was collected Interpretation of the results Giving meaning to the results

27. Summary Summing up and looking forward Findings and conclusions What was found Recommendations for anction and for further research What can be recommended

28. Format of the action research report

29. Cover Page a. Title of the Proposal / study b. Proponents c. Funding Source d. Duration of the Study Background of the Study Statement of the Problem Significance of the Study Scope of the Study - Expected Output

30. Methodology - Research Design - Sampling Design - Description of the Instruments - Data Gathering forms Work and Financial Plan List of Studies Researches Conducted by the School/ Division Curriculum Vitae

31. Should the weakness of the action research be mentioned? One indicator of the success of an action research is the team’s awareness and identification of other problems in the school setting and the willigness and readiness of the teachers and the principals to carry out a cooperative solution through action research.

32. How confident can you be in the conlusions from action research? Recall that the action research is not to add to theory. The generalizations or conclusions are not use by all. They are ment mainly fot the school where the action research was done. The important criteria are: Did the action work? Did it solve the problem that was identified? Did it make the problem easier for everyon to understand?

33. Is there a place for recommendations in an action research report? The teacher –researcher can sugget future actions. He/she knows best what should follow. The suggestions need not to be formal recommendations like those scientific research reports. This is so because, primarily the users of the ARR are the teachers in school and possibly other schools which are confronted by similar or related problems.

34. Sample action research proposal

35. IMPROVING READING COMPREHENSION THROUGH THE USE OF HIGHER ORDER THINKING ACTIVITIES   I - Proponent: Noel R. Dauran Master Teacher - I Baya Elementary School Ragay, Camarines Sur

36. II - Background of the Study: The area of focus for my project is improving Reading Comprehension Through the Use of Higher Order Thinking Skill Activities. Without the solid foundation of reading skill the researcher feels the children will be struggle hard throughout their schooling and adult life. By learning the best comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to provide the solid foundation needed to succeed . Although the school's NAT result has meet or exceed its expectation, still the researcher has a thought of a way to improve it. In reading class, the grade three pupils scored 84 %, but the scores dropped in the 4th grade. So the researcher concludes that the pupils score decreases because of the pupils have very poor higher - order thinking skills to increase reading test scores and develop meaningful reading experience to the pupils.

37. III - Statement of the Problem: As the researcher of this research, I have found out that many of my pupils in grade III are able to read fluently, but still have difficulty in answering the "how" and "why" questions. I am hoping that by incorporating higher order thinking skills my pupils would be able to transfer and make connections to reading. This is important in order for a child to be successful. I feel that incorporating reading strategies and showing students how to reflect about what they have read, would improve their reading comprehension and to become life-long learners. I am looking forward to working on this area of concern, and sharing my findings with my co-teachers.

38. IV- Significance of the Study: The study will be deemed important for the proper recognition of the improving Reading Comprehension Through the use of higher - order thinking activities on the academic Performance of the grade III pupils, Likewise, the findings of this research may prove useful to the following, to wit; Pupils . Having a clearer view and firsthand experience of the teacher's performance, this will further enhance pupil's knowledge of the importance of mastering the basic skills of their competencies so they will make an effort to do best. This may lead to better enthusiasm and develop good study habit.

39. Teachers . This study may heighten their awareness in identifying the learning tasks that are well developed as well as the least. This may further be a motivating factor to adapt measures and new strategies for the improvement of instructions in reading . Parents. The result of this study will serve as bird's eye view of the parent to know the needs of their children with regards to improving their reading comprehension.   School Administrator and Supervisors. Results of this investigation may encourage administrators and supervisors help their teachers upgrade their teaching performance in improving reading comprehension through closer supervision and faculty development and training programs.

40. Department of Education Camarines Sur Specially Ragay District. With the use of the results of the study, any educational upliftment will benefit the municipality of Ragay as it may improve the quality of working force of the municipality or the quality of life of their respective constituents. Curriculum Planners. The findings of this study may assists the planners in the proper selection of methods, techniques, and strategies that need to be reinforced.   Community.The result of this study may benefit the community in as much they know that the teachers of their children are equipped with the necessary tools and competence in teaching them.

41. Researcher Himself. This may serve as inspiration in teaching his pupils above and beyond his capacity. Future Researcher. The information and insights that will be gained from this study may serve as guide for other researcher in framing their conceptual framework and design and at the same time encourage them to conduct lateral studies within their area of preferences.

42. V- Scope of the Study   The general focus of the present study was on the Improving Reading Comprehension Through the use of Higher Order Thinking Skills Activities of the grade III pupils in Baya Elementary School, District of Ragay, Division Of Camarines Sur.The study covered the PHIL-IRI assessment result of the school year 2011-2012 utilizing the post -test. The aspect s in Improving Reading Comprehension that the present study will look into the different reading strategies. Predicting, making connections, visualizing, Inferring, questioning, and summarizing are shown on this research to improve reading comprehension.

43. VI - Research Design A. Methodology This study employ the pre-Experimental one shot case study. According to De Jesus the pre experimental one shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies . It is important to teach the strategies by naming the strategy and how it should be used, modelling trough think aloud process, group practice, partner practice and independent use of the strategy. The second tool used was the Phil- Iri test administered to the pupils in the grade III pupils in the first week of July, 2011. This tool used to determine student growth in reading comprehension . The teacher observation checklist was used by the researcher to gather data throughout the intervention. This tool provides information of changes on how well his pupils understand and use reading comprehension strategies over time.

44. Sampling Design Purposive sampling was employed in selecting pupils - respondent of the study. The pupils who were selected were enrolled in the third grade class for the school year 2011-2012.

45. C. Description of Instrument Data and Gathering Form . The Metacomprehension Strategy Index had a total of 25 questions divided into three parts that asked about the strategies pupils used to help them better understand the story. Part I of MSI is consist of statement about the strategies used prior to reading a story, Part II of the MSI consist of statement about the strategies used while reading a story, and the part III of the MSI consist of statement about the strategies used after reading the story.

46. VI - Work Plan Pre - Implementation Date Activities _______________ _________________ _______________ _________________   During Implimentation _______________ _________________ _______________ _________________ Post - Implementation _______________ ________________ _______________ ________________

47. Proposed Budget: Expected Expenses Proposed Budget * Computer's Ink Php. 1, 606.00 * Bond paper Php. 108.00

48. Prepared by: _________________ Teacher- I   Noted: _______________________ School Head   Recommending Approval: ______________________ ___________________ Public Schools District Supervisor ES - I English   Approved: ___________________________________ Asst. Schools Division Superintendent

49. Is there an end to action research? Action research is a continuing process. After a problem is solved, or even in the process of solving the problem, other problems may surface, which should challenge teachers to conduct more action research.