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  • 1. Mga Salik sa Epektibong Pamamaraan ng Pagtuturo sa Asignaturang Filipino sa Mataas na Paaralan ng Palompon Institute of Technology Palompon, Leyte Isang Pananaliksik na Iniharap kay Gng. Jennifer Gorumba sa Assignaturang Filipino II sa Palompon Institute of Technology Palompon, Leyte Ikalimang Grupo Jenelyn Fernandez Jeraldyn Abellano Ronilyn Ruiz Jaysa Aragon Ruth Almada Careen Khie Ardiente Lourise Archie Subang March 12, 2010 i
  • 2. Kabanata I INTRODUKSYON “Dekalidad na Edukasyon”.Ito ang sigaw ng bawat isa sa atin. Nagnanais tayo na ito’y matugunan ng institusyon kong saan tayo nag-aaral. Ang dekalidad na edukasyon ay makakamtan lamang kung malalaman ang mga salik na siyang makatutulong upang paunlarin ang performans ng mga mag-aaral. Ang gawain na ito ay ang responsibilad ng guro. Dapat niyang malaman kung anu-ano ito sa ganoon ay makapagplano siya ng mga estratihiya na makapagbibigay daan tungo sa mas maunlad at produktib na resulta sa performans ng mga mag- aaral. Isa sa mga asignatura na kasalukuyang kabilang sa bawat na programa sa pag-aaral na inilatag ng DEPEd ay ang Filipino. Ang Filipino ay isang asignatura na tumatalakay sa mga bagay-bagay na may kaugnayan sa ating Wikang Pambansa. Dapat lamang na pagtuunan ng pansin ang asignaturang ito dahilan din na dito nakasalalay kung tunay nga bang isa ka o ako na Pilipino. Sa kasalukuyan, ang asignaturang ito ay isa na may mababa na grado lalo na sa resulta ng NAT Examination. Masakit mang isipin ngunit kailangang tangapin. Bilang tugon sa mga pangyayari at sa globalisasyon, ang mga mananaliksik ay naglalayon na matulungan ang ating mga guro sa pagdetermina kung anu-ano ang mga epiktibong estratihiya ang magagamit upang mas mapaunlad pa ang performans ng mga mag- aaral sa asignaturang Filipino. 1
  • 3. Bakgrawnd ng Pag-aaral Lahat ng tao ay may iba’t-ibang ideya tungkol sa pagtuturo. Para sa isang mag-aaral, ito ang pangunahing gawain ng guro upang siya’y makakuha ng bagomg kaalaman sa mga bagay- bagay o pangyayari sa paligid. Ang asignaturang Filipino ay dinisenyo ng departamento ng edukasyon upang mapalawak ang kaalaman mg bawat Filipino patungkol sa sariling wika at ang mga kagamitan nito. Ayon kay Abad at Ruedas, ang mga may-akda ng librong, Filipino Bilang Tanging Gamit sa Pagtuturo, “Ang Wika ang pinakamalinaw at pinakamahusay magbigay ng himaton sa kung ano ang partikular na pananaw ng tao sa daigdig na kanyang ginagalawan.” Dahil dito, binigyang diin ng bawat paaralan ang pagtuturo ng asignaturang Filipino. Ayon rin kay Leticia F. Dominguez, ang may-akda ng librong Hiyas ng Filipino Pansekundarya, “Ang mga aralin sa wika ay naglalayong luminang ng kakayahang komunikatibo at ng kasanayang gumamit ng Wikang Filipino sa iba’t-ibang sitwasyon sa pang-araw-araw na buhay. Samakatuwid, ang binibigyan ng higit na diin ay ang gamit ng Wika sa halip na ang istruktura nito na siyang kalakaran ng ilang nagdaang panahon. May mga aralin ding nagpapakita ng angkop na anyo ng Wika na gagamitin sa sitwasyon”. Kaya importante na maituro nang maayos ang asignaturang ito sa lahat ng mag-aaral sa pang-akademiko at maiaplay sa pang- araw-araw na pamumuhay. Makikita natin sa bawat paaralan ang mga suliranin na dapat bigyang pansin sa pagtuturo ng asignaturang Filipino lalong-lalo na kung ang mga estudyante ang pag-uusapan. Una, nakakawalang gana sa mga estudyante ang pag-aaral ng asignaturang Filipino, sapagkat wala silang interes na matutunan ito. Pangalawa, pinagwawalang bahala nila ang pag-aaral ng asignaturang Filipino sapagkat para sa kanila, ito’y hindi napapakinabangan pagkatapos ng 2
  • 4. kanilang pag-aaral, lalong-lalo na sa mga estudyante na nais pumunta sa ibang bansa. Patungkol naman sa mga guro, ang mga suliranin na nakakaapekto sa kanilang pagtuturo ay ang mga sumusunod: Una, sila ay nagtuturo ng asignaturang Filipino kahit na hindi ito ang kanilang “Field of Specialization” sapagkat konti lang ang kumukuha ng mayorya sa asignaturang Filipino kaya kulang ang mga guro na nagtuturo sa nasabing asignatura. Pangalawa, madalas isinasaisip nila na ang asignaturang Filipino ay madaling maintindihan kaya hindi sila nag-aaral ng malalim para sa pagtuturo na nakaapekto rin. Ito ay isang tradisyonal na pamamaraan ng pagtuturo. Gayunpaman, mas binigyang diin din ng departamento ng edukasyon ang programa para sa pagpapahusay ng wikang Ingles kaysa Filipino. Pangkayariang Konseptual/Theoritikal Ang pinanghahawakang teorya ng pag-aaral na ito ay ang mga teorya patungkol sa mga salik sa epektibong pamamaraan ng pagtuturo ng asignaturang Filipino sa mga estudyante. Ayon sa librong “Facilitating Learning: A Metacognitive Process” nina Maria Rita D. Lucas at Brenda D. Corpuz (2007), may iba’t-ibang teorya tungkol sa proseso ng pagkatuto at mga salik na nakakaapekto dito pati na rin mga pamamaraan sa pagtuturo. Una na rito ay ang likas na proseso ng pagkatuto, dito mas epektibo ang pagkatuto kung ito ay intensyonal na proseso sa pagbuo ng kahulugan galing sa impormasyon at karanasan. Pangalawa, ay hangad sa proseso ng pagkatuto, ang tagumpay sa pagkatuto ay nakasalalay sa maayos na representasyon ng kaalaman. Pangatlo, pagbuo ng kaalaman, ang matagumpay na mag-aaral ay naipag-uugnay ang bagong impormasyon sa dating alam na sa mas makabuluhang paraan. Pang-apat, pag-iisip na may estratehiya, ang matagumpay mag-aaral ay nakakabuo at gumagamit ng makatwirang paraan ng pag-iisip upang makamtan ang pagkatuto. Panglima ay ang pag-iisip kung ano ang 3
  • 5. iniisip, mataas na ayos ng estratehiya sa pagpili at pagmomonitor ng mental na operasyon sa malikhaing pag-iisip at kritikal na operasyon. Pang-anim, pagkatuto mula sa mga konteksto, sinasabi na ang pagkatuto ng isang mag-aaral ay naiimpluwensyahan ng kapaligiran, kabilang na ang kultura, teknolohiya at mga paniniwalang instruksyonal. Sumunod dito ay ang motibasyon at ang emosyonal na impluwensya sa pagkatuto, ito ay kung paano natututo ang isang mag-aaral sa pamamagitan ng motibasyon. Sinasabing ang motibasyon ng isang mag-aaral ay naiimpluwensyahan ng indibidwal na emosyon, paniniwala, interes at kaugalian sa pag-iisip. Hindi lamang ang emosyon ang naiimpluwensyahan ng motibasyon pati na rin ang sarili. Ang pagiging malikhain ng isang mag-aaral ay makikita sa paggawa ng mga gawain na bagaman mahirap ay nagagawa dahil sa personal na interes ng mag-aaral at bukal sa kanyang kalooban na gawin ito. Ayon naman sa impluwensya ng pagdebelop, ang pagkatuto ay pinakaepektibo kung iba- iba ang debelopment ng nakuhang kaalaman mula sa pisikal, intelektwal, emosyonal at sosyal na kapaligiran. Ang pagkatuto rin ay naiimpluwensyahan ng pakikisalamuha, relasyon sa sarili at pagkakaroon ng komunikasyon sa iba. Ang mga salik sa pagkakaiba-iba rin ng bawat indibidwal rin ay nakakaapekto rin sa pagkatuto sapagkat bawat mag-aaral ay may iba’t-ibang estratehiya ay kakayahan para matuto mula sa kani-kanilang karanasan maging ng lahi. Mas matututo rin ang isang mag-aaral kung ang lingwahe, kultura at sosyal na background na iba-iba ay napag-isa. Batayan rin kung paano itinuturo ang asignatura, paraan ng pag-ases at batayan kung may natutunan. Ayon naman kay Vygotsky sa librong “Effective Teaching” na tinuran ni Aquino (2003), ang paggamit ng scaffolding ay isang mabisang paraan sa pagbibigay ng kaalaman na ginagamit upang punan ang gap ng guro at estudyante. 4
  • 6. Isa pang teorya na ayon sa sikolohistang si David P. Ausubel na tinuran ni Aquino (1998), natututo ang mag-aaral mula sa berbal na material─ sinasalita at sinusulat. Kaugnay naman nito ang apat na bagay na pagtuunan ng pansin at mabigyan ng estratehiya, ang pakikinig, pagsasalita, pagbasa at pagsulat na ang mga estratehiyang gamit sa pagtuturo ay nakabase sa pisiolohikal, sikolohikal, linguistic at sosyolohikal na estruktura. Sa mga pamamaraan ng pagtuturo naman, isa na dito ay ang tradisyunal na pamamaraan ayon kay Acero at Javier (2000), ang karaniwang gawain ng mag-aaral ay ang pagbibigay ng kahulugan, katuturan, pagsasaulo ng alituntunin, pagbuo ng mga pangungusap at iba pa. Ang lahat ng paksa sa aralin ay nakatuon sa mga nakasulat sa aklat. Ayon naman kay Bustos at Espiritu (1985) na tinuran ni Laurente, nakakaimpluwensya sa pag-unawa ng estudyante ang paraang gamit ng guro kaya dapat lang na mabisa ito. Sa makatuwid, nakasalalay sa asal at estratehiyang gagamitin ng guro kung makakamtan ang nais niyang maunawaan ng estudyante. Sa ibang banda, nakasalalay pa rin sa estudyante ang pagkatuto at hindi sa titser at pamamaraan ng titser lamang. Ang estudyante pa rin ang pipili kung gaano siya kabilis matututo. Ang guro lamang ay tumutulong may kailangan ang estudyante. 5
  • 7. Wikang Gamit sa Pagtuturo Guro Epekto sa Nakapagdalubhasa performans ng mga sa Filipino mag-aaral na Batsilyer sa Filipino kumukuha ng Hindi Nagmedyor asignaturang ng Filipino Filipino Pamamaran ng Pagtuturo Tradisyunal/Subject/ Teacher-centered Makabago/Learner- centered FIGURE 1. Ito ay nagpapakita kung papaano ang isang guro (ayon sa nakuha nitong degree sa pagtuturo at ang kabihasaan sa paggamit ng wikang gamit bilang medium ng instraksyon) gamit ang mga pamamaraan ng pagtuturo ay nakakaapekto sa performans ng mga mag-aaral na kumukuha ng asignaturang Filipino. Paglalahad ng Suliranin Ang pag-aaral na ito ay naglalayon na matugunan ang ilan sa mga problema na may kaugnayan sa epektibong pamamaraan ng pagtuturo sa asignaturang Filipino. Ang mga problema na nagangailangan ng kaukulang pansin ay ang sumusunod: 6
  • 8. 1. Anu-ano ang mga salik sa epektibong pamamaraan na nakakaapekto sa pagtuturo ng asignaturang Filipino? 2. May malaking kaibahan ba ang tradisyunal na pamamaraan sa makabagong pamamaraan ng pagtuturo? Ipotesis 1. Mga epektibong pamamaraan sa pagtuturo. 2. May malaking kaibahan ang makabagong pamaraan ng pagtuturo kaysa sa tradisyunal na pagtututro. Iskop at Delimitasyon Ang pananaliksik na ito ay nakatuon sa personal at propesyonal na salik (sa parte ng guro) na siyang mas may malaking epekto sa pagtuturo sa mga mag-aaral. Ito’y tungkol din sa mga “psychological” o “emotional” na epekto sa mag-aaral kung papaano maipapahayag ng maayos ang mga ideya o konsepto sa asignaturang Filipino ng bawat guro gamit ang Wikang Pambansa. Ang Palompon Institute of Technology ang siyang pangunahing “source” ng mga impormasyon sa pananaliksik na ito. Kapag nalaman na ang mga estratihiya at metodo na makatutulong sa pamamaraan ng pagtuturo sa asignaturang Filipino, ito’y agad na maiaaplay sa mataas na paaralan ng Palompon Institute of Technology para mapaunlad ang lebel ng performans ng mga mag-aaral. Sa pag-aaral na ito, mahihinuha ang tatlong dahilan kung bakit ito isinasagawa. Una, para malaman kung ano ang mga salik na nakapagdudulot ng mga epektibong paraan ng pagtuturo sa asignaturang Filipino. Pangalawa, nakapaglahad ng solusyon o rekomendasyon na 7
  • 9. makatutulong sa pagpapaunlad ng pamamaraan sa pagtuturo ng asignaturang Filipino. Pangatlo, para mapalawak ang kaalaman ng mga guro sa iba’t ibang epektibong pamamaraan sa pagtuturo ng asignaturang Filipino. Sa pangkalahatan, ang pananaliksik na ito ay naglalayon na matuluyang malaman ang lahat ng posibleng salik na makakatulong sa pagpapaunlad ng mga paraan sa pagtuturo ng mga guro sa asignaturang Filipino sa mataas na paaralan ng PIT. Kahalagahan ng Pag-aaral Ang pag-aaral na ito ay ay ginawa upang tulungan ang mga guro sa pagtuturo ng mga pamamaraan sa pagtuturo ng epektibo sa asignaturang Filipino. Gayundin ang mga estudyante upang sila ay medaling matuto sa nasabing asignatura. Ang makikinabang ng pag-aaral na ito ay ang mga sumusunod: Tagamasid. Sila ay makapagrerekomenda ng epektibong pamamaraan ng pagtuturo base sa mga suliranin ng mga guro sa pagtuturo. Mga Guro ng Asignaturang Filipino. Sila ang unang makakakuha ng benepisyo ng pag-aaral na ito, sapagkat mas madadagdagan pa ang mga estratehiya nila sa pagtuturo at mababawasan ang pag-aalala ng guro sa kung papaano ituturo ang isang aralin sa asignaturang Filipino. Gayunpaman, mapapagaan at mapapadali ang kanilang pagtuturo sa nasabing asignatura. Mula sa pag-aaral na ito ay magkakaroon ng mas maunlad at malawak na pag-uunawa sa pagtuturo ng nasabing asignatura. 8
  • 10. Mga Estudyante. Madagdagan at mapalawak pa ang kanilang kaalaman sa asignaturang Filipino. Lalo pa silang gaganahan sa pag-aaral ng asignaturang ito sapagkat mas madali ang kanilang pag-unawa at dahil dito lalo pa silang magsikap sa pag-aaral. Depinisyon ng mga Salitang Ginamit Ang mga salitang ginamit sa pag-aaral na ito ay binigyan ng kahulugan ayon sa istandard na depinisyon o konsepto at operasyonal upang madaling maintindihan. Filipino. Ito’y sa mga asignatura sa kurikulum ng sekondarya mula unang taon hanggang ikaapat na antas. Tinutukoy sa asignaturang ito ang mga bagaybagay na may kaugnayan sa bararila, mga uri ng pananalita at kahit na ang mga mahahalagang pangyayari sa ating bansa gamit ang Wikang Pambansa bilang medyum ng instraksyon sa pagtuturo. Karunangang Nakamtan (Achievement). Ito’y ang kaalamang natamo ng mga estudyante mula sa isang aralin o asignatura (Abad, 1995). Ang kaalaman na ito ay siyang ginagamit ng tao upang lalo pang maintindihan ang mga pangyayari sa kanyang kapaligiran at pati na rin sa pagpapaunlad ng kanyang pansariling kaunlaran. Nakukuha ang bagay na ito sa pamamagitan ng pagtuturo o kahit ang pansariling pagmamasid. Guro. Ang guro ang isa sa mga tao na may malaking papel sa edukasyon (Aquino, 1988). Ito ang/ang mga tao na naghahatid ng kaalaman patungo sa lahat ng kanyang tinuturuan gamit ang mga pamamaraan at mga materyales nasiyang nagsisilbing tulay upang maitransfer ang kaalaman ng epiktibo sa lahat ng mga nangangailangan. 9
  • 11. Estudyante. Sila ang mga mag-aaral. Sila ang pangunahing respondent ng ginagawang pananaliksik. Tumutukoy ito sa lahat ng tao na nag-aaral sa isang paaralan o sa lahat ng institusyon na nagbibigay ng edukasyon. Sa pag-aaral na ito, ang mga esyudante na tinutukoy ay ang mga mag-aaral ng mataas na paaralan ng Palompon Institute of Technology. Tradisyunal na Pamamaraan. Ito’y pamamaraan ng pagtuturo sa pamamagitan ng paglelektyur (Garcia, 1989). Ang pamamaraang ito ay ginamit sa pagtuturo ng kontroladong grupo. Ang guro dito ay siyang palaging naglelektyur habang ang gawain ng mga mag-aaral ay siyang tumanggap lamang kung ano ang lahat na sinabi ng guro (Brittanica Encyclopedia, 1976). Makabagong Pamamaraan. Kabaligtaran ito sa tradisyunal dahil ang pagkatuto ng mag-aaral ay malaya at hindi lang puro sa guro kundi binibigyan ng kalayaan ang mga mag-aaral na mangalap ng impormasyon gamit ang sariling kakayahan (kognitib) at gamitin ito (impormasyon) sa lahat ng gawain sa kanikanilang pang-araw-araw na pamumuhay. Kapaligiran ng Paaralan (School Environment). Isa ito sa pinakaimportanteng salik na kailangang bigyang halaga ng paaralan. Ang salik na ito ay may epekto sa pag-aaral ng estudyante. Tumutukaoy ito hindi lang ang pisikal na katayuan kundi pati na rin ang lebel ng relasyon sa bawat isa na mag-aaral at sa kanikanilang mga guro. Interaksyon at pagtutulungan ang mga pangunahing katangian ng isang magandang kapaligiran ng paaralan. 10
  • 12. Kabanata II Mga Kaugnay na Literatura at Pag-aaral Kaugnay na Literatura Wika “Maraming iba’t ibang wika sa daigdig at bawat isa’y may kahulugan, ngunit kung hindi ako marunong ng wikang ginagamit ng aking kausap, hindi kami magkakaunawaan.” 1 Korinto 14:10-11 Sa lahat ng nilalang ng Diyos ang tao lamang ang binigyan ng kapangyarihang makapagsalita, makarinig, makabasa at makasulat ng may kritikal na pang unawa. Dahil dito kanyang nai-explore ang mga bagay-bagay na may kinalaman sa kanyang kapaligiran at natutuklasan ang mga pangyayaring nakakatutulong sa paghubog ng kanyang kamalayan. Ang pagkakaroon ng talino at isipan, ang kakayahang makalikha ng tunog at makapag-kritik ang dahilan kung bakit kailangang madevelop sa tao ang tinatawag na makrong kasanayan sa pagbasa, pagsulat, pagsasalita, at pakikinig. Isang mahalagang kasangkapang nagagamit ng tao sa paglinang ng mga kasanayang nabanggit ang wika. Ikinukunsider itong kasangkapan sapagkat sa wika napapahayag ng tao ang kanyang kaisipan at saloobin. Sa wika nagkakaroon siya ng pagkakataon na makipag-interaksyon sa mga taong nasa lipunan at sa pamayanang humubog ng kanyang kamalayan. Sa wika kanyang naibubulalas ang damdaming maaring sumikil sa kanyang pagkatao Sa wika lamang nakapag-uunawaan ang mga tao, sinasalamin nito ang kultura, kaisipan, kasanayan at sining ng sambayanan. Napag-uugnay-ugnay ng wika ang ibat-ibang salik ng 11
  • 13. kalinangan ang wika ang masistemang simbolo sa tinig at sulat na ginagamit ng tao sa pagpapahayag ng kaisipan at damdamin. Mahalaga ang wika di lamang sa sarili kundi sa pakikipag-interaksyon na rin sa kapwa at sa lipunan. Ginagamit sa pagkuha ng informasyon, pagtatamo ng edukasyon, gayon din sa pagsisiwalat ng damdamin, saloobin at kaisipan. Sa wika napapabilis at napapagaan ang isang gawain. Ayon kay Dr. Jose V. Abueva, pangulo ng Unibersidad ng Pilipinas (UP), “Ang Pambansang Wika ay hindi lamang wika kundi pananaw rin at pagtingin na maka-Filipino. May mga pagkakamali tayong nagawa sapagkat hiram ang ginamit nating salamin sa pag-unawa sa ating realidad. Maitutuwid natin ang mga pagkakamaling ito at higit pa nating matutuklasan ang mga aspekto ng ating sarili sa paggamit ng Filipino.” Ayon naman kay Alfonso Santiago, “Ang alinmang wikang hindi nanghihiram ay patungo sa pagkamaay sapagkat alinmang wikang buhay ay patuloy na nanghihiram” Ang pagpapayaman ng Wikang Filipino ay tungkulin ng lahat at hindi ng isa o ng isang grupo. Tungkulin ito ng bawat mamamayang Pilipino, sa pamamagitan ng paggamit, paglinang at pagiging bukas ng mga isip sa mga pagbabagong nagaganap bunga ngpatuloy na pag-inog ng mundo ang pagpapaunlad ng Wikang Filipino na patuloy na paggamit nito at pagpapahalaga. Stratehiya Lahat ng gawain, malaki man o maliit ay ginagamit ng mga pamamaraan upang matapos ang naturang gawain. Habang ang demand sa mga gawain ay dumarami( lalo na sa pagtuturo), isa sa mga nakikitang problema na kailangang pagtuunan ng pansin ay tungkol sa ga 12
  • 14. pamamaraan/metodo/estratehiya na siyang dapat rebisahin at paunlarin pa upang ang mga resultang minimithi ay siyang matugunan. Isa sa mga aspeto sa isang pamayanan na nagangailangan ng pagrerebisa sa mga pamamaraan ay ang pagtuituro. Sa pagtuturo, (mga estratehiya) ay may mga malalaki at mahahalagang tungkulin sa pagbibigay ng tulong sa guro upang ang isang paksa at ang mga katotohanang nakapaloob dito ay maihahatid patungo sa mga estudyante na mas madali at mas maganda ang kalidad ng gawain. Mula sa pagkabuo ng konseptyo ng edukasyon, ang stratehiya ay kinukunsider na isang mahalagang kagamitan sa pagtuturo na naglalayon sa magandang kinabukasan ng mag-aaral at maging sa tagapagturo. Ito ay regular at sunodsunod na mga pamamaraan na gamit ng guro sa paggabay ng mga mg-aaral upang matamo ang mga mithiin sa lahat ng sitwasyon ng pakatuto (Gregorio, Herman C., PRINCIPLES AND METHODS OF TEACHING, 1976). Kalakip dito ang lahat ng sikolohikal na mga proseso pati narin ang mga materyales (IM’s) para maapektuhan ang performans ng mag-aaral. May dalawang uri ng esteatihiya/pamamaraan ng ang siyang ginagamit ng mga guro sa pagtuturo; Tradisyunal na Pamamaraan at Makabagong Pamamaraan. Ang Tradisyunal na pamamaraan, ang mga katangian ng mga pamamaraan na ito ay isang na pagka-organisa na “subject matter” sa pamamagitan ng mga pagsasanay, pagpapabalikbalik at memorisasyon at “fixed” na kurikulum (banghay- aralin) binuo(formulated) ng mga matatanda. Kalakip nito ang istriktong pamamalakad sa paaralan, pormal na mga “pattern” na instraksyunal at “fixed” na “standards” gamit ang proseso ng kompulsyon, makitid na pagkuntrol, pormalidad, takot at pangamba. Nakabase ito sa konsepto na ang edukasyon ay isang paghahanda para sa darating na 13
  • 15. buhay ng tao, isang disiplina sa pagiisip, ang paglipat ng kahusayan, nag naghahanap lamang ng karunungan para sa “compliance”, at higit a lahat itong pamamaraan na ito ay “Teacher-dominated activites”. (Gregorio, Herman C., PRINCIPLES AND METHODS OF TEACHING, 1976). Ilan sa mga halimbawa sa mga estratihiya na gumagamit ng tradisyunal na metodo ay ang sumusunod: Direktang Pag-uutos Protyekto o Gawain na Pagsasanay Metodo Mga Lektyurs at mga Tutoring Presentasyons Pagsasalaysay (recitation) Diskusyon Ang tradisyunal na pamamaraan ay tinatawag din na Dedaktib na “Approach” ng pagtuturo o nakasentro sa gawain ng pagtuturo ng guro (teacher-centered) ayon sa Encyclopedia Brittanica, Micropedia, 1974, vol. IX pp. 855-856. Mula sa malalaking parte ito’y hinihimayhimay hanggang lumiit ang mga parte nito bago pa ihahatid ng guro ang bagong kaalaman patungo sa mga mag-aaral, habang ang Makabagong Pamamaraan naman ay kabaliktaran sa depinisyon ng tradisyonal na pamamaraan. Ang makabagong metodo ay nakabatay sa pilosopiya ni John Dewey na ang edukasyon ay buhay, pagsulong o paglaki, ang rekonstraksyon ng mga pantaong mga karanasan na ito’y isang sosyal (may interaksyon sa pagitan ng mga mag-aaral at guro) na proseso. Ang pangunahing layunin ng pamaraan na ito ay ang kabuuang pagkatao na paglago sa pamamagitan ng stimulasyon, paggabay at direksyon. Mas binibigyan ng pansin nito ang pag-iisip kaysa ang pag-alala, pag-uunawa kaysa pangangalap ng impormasyon, at higit sa lahat ang totoong intees at hindi lamang para sa “mere compliance”. Ang pamamaraan na ito ay hayagang nagmumungkahi 14
  • 16. ng kalayaan, naghihikayat sa malikhaing pagpapahayag, ang pagkilala sa mga karapatan ng bata bilang isang malayang katauhan sa isang makatutuhanang sitwasyon. Halimbawa sa mga estratehiya na sumusunod sa mga alituntunin sa pamamaraan na ito ay ang sumusunod: Pangakademikong Laro o Kooperatibong Pagkatuto Kompetisyon Fieldtrips Brainstorming Pag-uulat (Reporting) Pag-aaral ng Kaso Simulasyon Sentro ng Interes at mga Displays Sariling Pagkatuto Colloquia o Symposyum Pagsasadula Pagtatalo (Debate) Ang makabagong pamamaraan ay tinatawag namang “indaktib” na “approach” ng pagtuturo o nakasentro sa kakayahan ng mag-aaral na matutuhan kung paano makapagbibigay ng solusyon sa mga problema gamit ang mga kognitibong kakayahan na matutuhan sa silid aralan(Encyclopedia Brittanica Inc., Micropedia. 1974, vol. IX, pp. 855-856) Mga Kaugnay na Pag-aaral Wika Ayon kay Cruz, ang wika ay binubuo ng mgaa simbolikong salita na kumakatawan sa mga bagay at pangyayaring mas ipahayag ng isang indibidwal sa kanyang kapwa. Ayon naman kay Lachica, wika ang pinakamahalagang sangkap sa anumang paraan ng mabisang pakikipagtalastasan at komunikasyon. Ayon naman kay Panganiban, ang wika ay paraan ng pagpapahayag ng damdamin at opinion sa pamamagitan ng mga salita upang magkaunawaan ang mga tao. 15
  • 17. Ayon kay Constantino (1996), ang wika ang pangunahing instrumento ng pangkommunikasyong panlipunan. Bilang instrumento, maaring matamo sa pamamagitan nito ang mga instrumental at sentimental na pangangailangan ng tao. Ang wika ay behikulo para makisangkot at makibahagi ang tao sa mga lipunan upang matamo ang pangangailangang ito. Samakatuwid ang lahat ng pahayag ng mga awtor nagapapatunay lamang na napakahalaga ang papel na ginagampanan ng wika sa pang-araw-araw na pamumuhay ng tao. Gamit ang wika, nagagawa ng wika na masatisfy ang kanyang mga pangangailangan maging ito man pangsosyal o propesyonal. Nagiging instrumento ang wika upang makisangkot ang tao sa mga pangyayari sa kanyang paligid. Dahil dito, mahalaga para sa isang tao na maging maalam siya, sa kanyang wikang ginagamit upang ito ang magamit niya sa paraang tiyak at planado. Stratehiya Ang mga sumusunod ay ilan sa mga pag-aaral na may kaugnayan sa pananaliksik na ginagawa. Lahat ng ito ay tumutugon tungkol sa wika at estratehiya. Sa librong Act of Teaching ni Cruickshank, nahinuha na ang karamihan sa mga guro ay naniniwala sa tatlong konklusyon na may kaugnayan sa estratehiya. Una, ang mga guro ay naniniwala na ang mga magkakaibang metodo ay para sa magkakaibang uri ng mag-aaral. Pangalawa, ang palelektyur o diskusyon ay siyang pinaka-epektibong uri ng metodo na magagamit sa mga mag-aaral. At panghuli, ang mga guro ay may ibat-ibang persepsyontungkol sa diskusyon. Ipinapakita sa librong ito na ang guro ang siyang mas nakakaalam kung anu-ano ang mas epektibong pamamaraan na gagamitin upang ang lahat ng uri ng mag-aaral ay matututo sa isang paksa. 16
  • 18. Ayon naman kay Gregorio sa kanyang aklat na Principles and Methods of Teaching, ang isang pamamaraan upang maging epektibo ay dapat magkaroon ng mga katangian at ang mga sumusunod: una, ang epektibong metodo ay dapat may kasamang kahusayan sa paggabay upang makamtan ang isang kaalaman o karunungan. Pangalawa, ito’y dapat mabait at magagamit ng karamihan sa pagkatuto. Kooperasyon ang pangatlong katangian nito. Pang-apat ay dapat na may “remedial” na prosedyurs tuwing inaaply ang pamamaraan na ito. Panglima ay kailangang nagbibigay kalayaan sa mga mag-aaral sa pagkuha ng impormasyon. Panghuli, dapat nakakapagresolba ito ng mgakahinaan sa pagkuha ng impormasyon. Sa dalawang pag-aaral, mahihinuha natin na ang isang epektibong pamamaraan ay makakamtan lamang kung ang gumagamit nito ay nakakaalam sa mga katangian at naiaaplay niya ito ng maayos at kung saan ang lahat ng mga mag-aaral ay may makukuhang kaalaman mula sa isang paksa gamit nga ang isang pamamaraan. Ang isang pamamaraan ay matatawag lamang na epektibo kung may magandang resultang naidulot ito sa performans ng mag-aaral at sa guro na gumagamit nito. 17
  • 19. Talaan ng Nilalaman PAMAGAT………………………………………………………………………………………i TALAAN NG NILALAMAN…………………………………………………………………...ii Kabanata I Panimula…………………………………………………………………………………..1 Bakgrawnd ng Pag-aaral………………………………………………………………......2 Konseptwal/Theoritikal Framework………………………………………………………3 Paglalahad ng Suliranin…………………………………………………………………...7 Iskop at Delimitasyon ng Pag-aaral……………………………………………………….7 Kahalagahan ng Pag-aaral…………………………………………………………………8 Depinisyon ng mga Salita…………………………………………………………………9 Kabanata II Mga Kaugnay na Literatura at Pag-aaral………………………………………………...11 Kabanata III Disenyo ng Pag-aaral………………………………………………………………….....18 Populasyon……………………………………………………………………………….18 Respondente……………………………………………………………………………...18 Bibliograpi……………………………………………………………………………….19 Appendiks Questionnaire…………………………………………………………………… 21 ii
  • 22. Kabanata III Sa kabanatang ito, tinatalakay ang mga pamamaraang ginamit sa pag-aaral, at ang mga kalahok kagaya ng populasyon ng pag-aaral at ang mga respondente. Disenyo ng Pag-aaral Ang ginamit na disenyo sa pag-aaral na ito ay deskriptiv at evalwativ. Ito’y disenyo ng pag-aaral na susuri at susukat sa mga datos na sasagot sa mga katarungan. Nagbibigay ito ng mga impormasyon mula sa mga mananaliksik, sa mga lbro at ebalwasyon. Sa pamamagitan ng impormasyong nakuha mula dito, nagkakaroon ng mga solusyon ang mga katarungan o suliranin tungkol sa epiktibong pamamaraan ng pagtuturo sa asignaturang Filipino sa mataas na paaralan ng Palompon Institute of Technology (PIT). Populasyon Ang pag-aaral na ito ay ginawa sa PIT na isang Chatered State College ng sa bias ng Republic Act 5101 noong ika-31 ngAgosto taong 1972. Ito’y makikita sa bayan ng Palompon, lalawigan ng Leyte. Nakatuon ang pag-aaral na ito sa lahat ng guro at estudyante ng asignaturang Filipino sa mataas na paaralan ng PIT. Respondente Isinagawa ang pag-aaral na ito sa PIT. Ang kabilang na mga respondente ay ang mga mag-aaral mula sa unang taon hanggang sa ikaapat na taon ng mataas na paaralan ng PIT. 18
  • 23. Mga Libro (Lokal) Abad, Marieta at Priscilla C. Ruedas. (1995) Filipino Bilang Tanging Gamit sa Pagtuturo. Quezon City: National Book Store Alcantara, Rebecca D., Josefina Q. Cabanilla, Felicidad D. Espina at Aracela M. Villamin. (2003) Teaching Strategies 1 Third Edition. Makati City: Katha Publishing Co., Inc. Aquino, Fe O., Consuelo C. Callang, Herminia S. Bas at Crisologa B. Capili. (2001) Sining ng Komunikasyon. Quezon City: NationAL Book Store, Inc. Aquino, Gaudencio V. (1988) Principles and Methods of Teaching. Valenzuela, Metro Manila: National Book Store Inc. Aquino, Gaudencio V. (2003) Effective Teaching Third Edition. Mandaluyong City: National Book Store Inc. Arrogante, Jose A. (1994) Filipino Pangkolehiyo. Quezon City: National Book Store Boiser, Diosdado C. (2000) Strategies for Teaching a Modular Approach. Manila, Philippines: REX Book Store, Inc. Constantino, Pamela C. (2005) Filipino at Pagpaplanong Pangwika. Quezon City: Tomas Pinpin Hall, 1MC Compound. Garcia, Lydia G. (1999) Makabagong Gramar ng Filipino. Quezon City: REX Book Store Inc. 19
  • 24. Gregorio, Herman C. (1976) Principles and Methods of Teaching. Quezon City; R.P. Garcia Publishing Company, Inc. Lucas, Maria Rita D. at Brenda B. Corpuz. (2007) Facilitating Learning: A Metacognitive Process. Philippines: Lorimar Publishing, Inc. Salandanan, Gloria G. (2000) Teaching Approaches and Strategies. Quezon City: Katha Publishing Company. Inc. Sauco, Consolasion P., Nenita P. Papa at Eunice F. Dueñas. (2004) Pagbasa at Pagsulat sa Iba’t Ibang Disiplina. Maklati City: Katha Publishing Co., Inc. Mga Libro ( Internasyonal) Cruickshank, Donald R., Deborah Bainer at Kim Metkalf. (1995) The Act of Teaching. United States of America: McGraw-Hill, Inc. Ornstein, Allan C. (1990) Strategies for Effective Teaching. New York: HarperCollins Publishers, Inc. Encyclopaedia Britannica Inc. (1974) Encyclopaedia Britannica – Macropedia. United States of America. William Benton. Encyclopaedia Britannica Inc. (1974) Encyclopaedia Britannica – Micropedia. United States of America. William Benton. Mga Diksyunari Encleare Foundation, Inc. (2007) The New Illustrated English – Filipino Dictionary. Hongkong. Encleare Foundation, Inc. 20
  • 25. Questionairre Mga Salik sa Epiktibibong Pamamraan ng Pagtuturo sa asignaturang Filipino sa Mataas na Paaralan ng Palompon Institute of Technology, Palompon, Leyte Personal na Data Pangalan: Edad: Taon at seksyon: Kasarian: Panuto: bilugan ang bilang na siyang pinakaangkop na naglalarawan sa mga salik na nakakaapekto sa epiktibong pamamaraan sa pagtututro ng assignaturang Filipino. 5 – Lubhang Nakakaapekto 4 – Mas Nakakaapekto 3 – Nakakaapekto 2 – Di-gaanong Nakakaapekto 1 – Hindi Nakakaapekto A. Personal na mga Salik (Guro): a. Panlabas Na Kaanyuan: i. Pananamit 5 4 3 2 1 ii. Postura 5 4 3 2 1 iii. “Gestures” 5 4 3 2 1 ( fillers, at facial expression ng Guro) b. Pag-uugali i. Paraan ng Pagsasalita a. Tinig (kalakasan) 5 4 3 2 1 b. Tinig (kabilisan) 5 4 3 2 1 iii. Katapatan (pagragrado) 5 4 3 2 1 iv. Pagiging Pasinsyosa/Pasinsyoso 5 4 3 2 1 v. Madaling Lapitan 5 4 3 2 1 vi. Lebel ng Interaksyon a. Interaksyon sa mag-aaral 5 4 3 2 1 b. Interacsyon sa mga magulang 5 4 3 2 1 vii. Kagandahang Asal 5 4 3 2 1 B. Professyonal na mga Salik i. Educational Attainment ng Guro a. Batsilyer (bachelor) 5 4 3 2 1 b. Nakapagdalubhasa 5 4 3 2 1 c. Hindi nagmedyor ng Filipino 5 4 3 2 1 ii. Kabihasaan sa asignatura 5 4 3 2 1 iii. Dedikasyon o pasyon sa pagtuturo 5 4 3 2 1 iv. Tiwala sa sarili tuwing nagtuturo 5 4 3 2 1 v. Pagiging malikhain 5 4 3 2 1 vi. Kabihasan sa gamit na linggwahe sa pagtuturo 5 4 3 2 1 21
  • 26. C. Iba’t-ibang Stratehiya sa Pagtuturo i. Lektyur 5 4 3 2 1 ii. Panel na diskusyon 5 4 3 2 1 iii. Indibidwal na pag-aaral 5 4 3 2 1 iv. Akademikong laro o kompetisyon 5 4 3 2 1 v. Pagsasadula 5 4 3 2 1 vi. Pagrereport 5 4 3 2 1 vii. Brainstorming 5 4 3 2 1 viii. Kooperatibong Pagkatuto 5 4 3 2 1 ix. Pagdedebate 5 4 3 2 1 x. Demonstrasyon 5 4 3 2 1 xi. Pagdidiskubre 5 4 3 2 1 xii. Fieldtrip 5 4 3 2 1 xiii. Pagsasanay 5 4 3 2 1 xiv. Paggamit ng modyul 5 4 3 2 1 Mga karagdagang mungkahi, reaksyon o komento tungkol sa pagtuturo sa asignaturang Filipino. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Maraming salamat sa inyong kooperasyon!!! Mga Mananaliksik God Bless Us All!!! 22

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Parts of a Research Paper

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Inhaltsverzeichnis

  • 1 Parts of a Research Paper: Definition
  • 3 Research Paper Structure
  • 4 Research Paper Examples
  • 5 Research Paper APA Formatting
  • 6 In a Nutshell

Parts of a Research Paper: Definition

The point of having specifically defined parts of a research paper is not to make your life as a student harder. In fact, it’s very much the opposite. The different parts of a research paper have been established to provide a structure that can be consistently used to make your research projects easier, as well as helping you follow the proper scientific methodology.

This will help guide your writing process so you can focus on key elements one at a time. It will also provide a valuable outline that you can rely on to effectively structure your assignment. Having a solid structure will make your research paper easier to understand, and it will also prepare you for a possible future as a researcher, since all modern science is created around similar precepts.

Have you been struggling with your academic homework lately, especially where it concerns all the different parts of a research paper? This is actually a very common situation, so we have prepared this article to outline all the key parts of a research paper and explain what you must focus as you go through each one of the various parts of a research paper; read the following sections and you should have a clearer idea of how to tackle your next research paper effectively.

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What are the main parts of a research paper?

There are eight main parts in a research paper :

  • Title (cover page)

Introduction

  • Literature review
  • Research methodology
  • Data analysis
  • Reference page

If you stick to this structure, your end product will be a concise, well-organized research paper.

Do you have to follow the exact research paper structure?

Yes, and failing to do so will likely impact your grade very negatively. It’s very important to write your research paper according to the structure given on this article. Follow your research paper outline   to avoid a messy structure. Different types of academic papers have very particular structures. For example, the structure required for a literature review is very different to the structure required for a scientific research paper.

What if I'm having trouble with certain parts of a research paper?

If you’re having problems with some parts of a research paper, it will be useful to look at some examples of finished research papers in a similar field of study, so you will have a better idea of the elements you need to include. Read a step-by-step guide for writing a research paper, or take a look at the section towards the end of this article for some research paper examples. Perhaps you’re just lacking inspiration!

Is there a special formatting you need to use when citing sources?

Making adequate citations to back up your research is a key consideration in almost every part of a research paper. There are various formatting conventions and referencing styles that should be followed as specified in your assignment. The most common is APA formatting, but you could also be required to use MLA formatting. Your professor or supervisor should tell you which one you need to use.

What should I do once I have my research paper outlined?

If you have created your research paper outline, then you’re ready to start writing. Remember, the first copy will be a draft, so don’t leave it until the last minute to begin writing. Check out some tips for overcoming writer’s block if you’re having trouble getting started.

Research Paper Structure

There are 8 parts of a research paper that you should go through in this order:

The very first page in your research paper should be used to identify its title, along with your name, the date of your assignment, and your learning institution. Additional elements may be required according to the specifications of your instructors, so it’s a good idea to check with them to make sure you feature all the required information in the right order. You will usually be provided with a template or checklist of some kind that you can refer to when writing your cover page .

This is the very beginning of your research paper, where you are expected to provide your thesis statement ; this is simply a summary of what you’re setting out to accomplish with your research project, including the problems you’re looking to scrutinize and any solutions or recommendations that you anticipate beforehand.

Literature Review

This part of a research paper is supposed to provide the theoretical framework that you elaborated during your research. You will be expected to present the sources you have studied while preparing for the work ahead, and these sources should be credible from an academic standpoint (including educational books, peer-reviewed journals, and other relevant publications). You must make sure to include the name of the relevant authors you’ve studied and add a properly formatted citation that explicitly points to their works you have analyzed, including the publication year (see the section below on APA style citations ).

Research Methodology

Different parts of a research paper have different aims, and here you need to point out the exact methods you have used in the course of your research work. Typical methods can range from direct observation to laboratory experiments, or statistical evaluations. Whatever your chosen methods are, you will need to explicitly point them out in this section.

Data Analysis

While all the parts of a research paper are important, this section is probably the most crucial from a practical standpoint. Out of all the parts of a research paper, here you will be expected to analyze the data you have obtained in the course of your research. This is where you get your chance to really shine, by introducing new data that may contribute to building up on the collective understanding of the topics you have researched. At this point, you’re not expected to analyze your data yet (that will be done in the subsequent parts of a research paper), but simply to present it objectively.

From all the parts of a research paper, this is the one where you’re expected to actually analyze the data you have gathered while researching. This analysis should align with your previously stated methodology, and it should both point out any implications suggested by your data that might be relevant to different fields of study, as well as any shortcomings in your approach that would allow you to improve you results if you were to repeat the same type of research.

As you conclude your research paper, you should succinctly reiterate your thesis statement along with your methodology and analyzed data – by drawing all these elements together you will reach the purpose of your research, so all that is left is to point out your conclusions in a clear manner.

Reference Page

The very last section of your research paper is a reference page where you should collect the academic sources along with all the publications you consulted, while fleshing out your research project. You should make sure to list all these references according to the citation format specified by your instructor; there are various formats now in use, such as MLA, Harvard and APA, which although similar rely on different citation styles that must be consistently and carefully observed.

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Research Paper Examples

When you’re still learning about the various parts that make up a research paper, it can be useful to go through some examples of actual research papers from your exact field of study. This is probably the best way to fully grasp what is the purpose of all the different parts.

We can’t provide you universal examples of all the parts of a research paper, since some of these parts can be very different depending on your field of study.

To get a clear sense of what you should cover in each part of your paper, we recommend you to find some successful research papers in a similar field of study. Often, you may be able to refer to studies you have gathered during the initial literature review.

There are also some templates online that may be useful to look at when you’re just getting started, and trying to grasp the exact requirements for each part in your research paper:

Research Paper APA Formatting

When you write a research paper for college, you will have to make sure to add relevant citation to back up your major claims. Only by building up on the work of established authors will you be able to reach valuable conclusions that can be taken seriously on a academic context. This process may seem burdensome at first, but it’s one of the essential parts of a research paper.

The essence of a citation is simply to point out where you learned about the concepts and ideas that make up all the parts of a research paper. This is absolutely essential, both to substantiate your points and to allow other researchers to look into those sources in cause they want to learn more about some aspects of your assignment, or dig deeper into specific parts of a research paper.

There are several citation styles in modern use, and APA citation is probably the most common and widespread; you must follow this convention precisely when adding citations to the relevant part of a research paper. Here is how you should format a citation according to the APA style.

In a Nutshell

  • There are eight different parts of a research paper that you will have to go through in this specific order.
  • Make sure to focus on the different parts of a research paper one at a time, and you’ll find it can actually make the writing process much easier.
  • Producing a research paper can be a very daunting task unless you have a solid plan of action; that is exactly why most modern learning institutions now demand students to observe all these parts of a research paper.
  • These guidelines are not meant to make student’s lives harder, but actually to help them stay focused and produce articulate and thoughtful research that could make an impact in their fields of study.

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FilSciHub Research University: Parts of a Research Proposal and Writing Tips

Outline of Research Proposal Writing Tutorial

Title & Proponents

Summary/Abstract

Rationale & background to the proposed idea (Conceptual Framework)

Justification of the proposed idea/hypothesis

Proposed work

General Considerations

Scope & Limitation

Research Methods

Significance of the study (Anticipated Value of Research) & References

Project management & intellectual property

Expertise & Research Management

Contributions to Training & Development

Intellectual Property

This will be the required format of entries to FilSciHub Research University’s Lions’ Den: Battle of the SIP Ideas. Watch the mechanics video below:

FilSciHub Research University's LIONS' DEN. Here's the contest mechanics, and meet our mentors and LIONS!Format of the proposal and pitch are discussed on Fi...

[PART 1] Introduction: Research Proposal

FilSciHub Founder, Jeffrey Camacho-Bunquin, introduces the concept of a research proposal.

[PART 2] Research Proposal: Title & Proponents

How do we develop a research proposal title, and the importance of identifying the proponents.

[PART 3] Abstract: Proposal Summary

Some tips on how to write a research proposal summary/abstract.

[PART 4] Research Proposal Rationale & Background (Conceptual Framework)

Dr. Jeffrey Camacho-Bunquin discusses some tips on how to write the rationale and background for a proposed research idea. This section is also common called...

[PART 5] Justification of the Proposed Idea

This video features tips on how to justify the proposed research hypothesis/objective.

[PART 6] Research Proposal Body: General Considerations, Scope & Limitation, Research Methods

A discussion of the different parts of the Research Proposal Body: General Considerations, Scope & Limitation, Research Methods. Tips are also provided on ho...

[PART 7] Research Proposal: Significance of the Study & References

A discussion of the significance of a proposed study and some tips on citing sources of information used in the research proposal.

[PART 8] Research Planning & Management & Intellectual Property

This section introduced the concepts of research project management and the importance of intellectual property screening during the research proposal develo...

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Parts of an Action Research and How to Conduct

What action research is and is not, the action research process.

parts of research paper filipino

INITIAL STEPS

IN CONDUCTING AN

ACTION RESEARCH

STEP 1: MAKING THE COMMITMENT TO INQUIRY

  • A professional stance
  • A way of learning about your classroom
  • A way of learning about yourself as a teacher
  • Using the 5whQ
  • Possible questions:

Why do the boys in my class….?

What happens when I …..?

I wonder what happens when  I …..?

Starting points to identify an issue you would like to research (Caro-Bruce, 2000):

Sometimes it helps to use a variety of questions such as:

I would like to improve ____________________________________

I am perplexed by________________________________________

I am really curious about __________________________________

Something I think would really make a difference is ___________

Something I would like to change is _______________________

What happens to student learning in my classroom when I _____?

How can I implement ____________________________________?

How can I improve ______________________________________?

Step 2:   Read , Research, Reflect

  • Framing a good question

Avoid yes or no questions

Avoid questions to which you already know the answer

  • A good question is

free of educational jargons,

use simple everyday words ,

do not prejudge the result

Characteristics of Good Research Questions

A good classroom action research question should:

  • Be meaningful, compelling, and important to you as a teacher-researcher.
  • Be manageable and within your sphere of influence.
  • Be important for learners.
  • Benefits your students by informing your teaching and the curriculum, by providing new insights about students and their learning , by broadening and deepening your perspectives, or by improving practice.
  • Lead to taking an action
  • What happens to the quality of student writing when I implement peer editing in my English classes?
  • How does the use of computers affect the student writing process in my class?
  • What happens to student understanding of specific geometrical concepts when I incorporate exploratory exercises into the teaching of geometry in my classroom?
  • What happens to students’ academic performance in the classrooms when the school observes the heterogeneous system during cooperative learning activities?

Conducting a Literature Review (Holly, Arhar, and Kasten ,2005)

  • Read broadly and generally, at first, then read more narrowly.
  • When you are researching a novel topic that seems to have few resources, look for related topics and then synthesize them.
  • Consult primary resources as possible.
  • Ask for help.
  • Read enough to get started, but not so much that you become too exhausted to conduct your study .
  • Read with a critical eye.

Step 3: Make changes or try a new idea   

What are you going to do?

How will you measure the result?

Identifying Data Sources

  • Why are we collecting the data?
  • How are the data related to the research question?
  • What kind of data will yield the best information? What counts as data?
  • What data will we collect? How much data will we collect? Will data be easy or difficult to collect?
  • Who will be using the data?
  • What data sources will we use to collect information?
  • How will the data be collected and analyzed? How systematic will data collection be?
  • How will the data be organized? How will the data be displayed?
  • What criteria will be used to analyze the data?
  • How will the data be recorded and shared?

Step 4:  Evaluate and Reflect

How can you be sure that your conclusions are fair and accurate?

Step 5: Improve or amend your practice

How will I do things differently?

What have you learned from the project?

Have your questions been answered?

How will you share the results?

Could they be useful to others in your school/ community?

Context and Rationale of the Study

  • Cite Literature review
  • What is the general situation/circumstance that makes you develop your research proposal?
  • Why is this situation/ circumstance important?
  • What do you intend to do?
  • This is the aim of your study. This should also be embedded in your main arguments.
  • The significance of your research
  • Why is your study important?
  • Who or what industry will benefit? Why?
  • What would be the potential contribution or insight of my research?

ACTION RESEARCH QUESTIONS

Reflect on your experiences and identify the most critical problem that affects your students’ learning

PROPOSED INTERVENTION, INNOVATION, STRATEGY

  • Explain the intervention and cite literature that supports /validate the strategy to be used
  • The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool : Contextualized and Localized Instructional Learning Material with seven (7) lessons where its objectives are based on the least mastered skills. The development of the IM anchors the simplified process of ADDIE Model which follows: Phase I – Preparation, Phase II – Development, Phase III – Validation, Phase IV – Try-Out.

Methodology

* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.

* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which will be utilized this study:

  • Research constructed questionnaire
  • Pretest/ post-test
  • Summative test scores

* DATA GATHERING METHODS

  • In developing the instructional learning material, the concept of ADDIE will utilize where:
  • Phase I- The preparation stage involves administering the pretest using the teacher-made test validated by the Grade 8 teachers. It will use to determine the least mastered skills of the Grade 8 OHSP learners. The contents and components of the MAD Tool: Contextualized and Localized IM will base on the result of the pretest.
  • Phase II – The development stage involves the following phases; deciding on the format of the module, the process of writing the module and the initial revisions needed to improve the first draft of the module.
  • Phase III – In the validation stage, English teachers (peers and experts) will ask to assess the module in terms of its objectives

Plans for Dissemination and Utilization

  • The results of the study will be presented and disseminated during learning action cells , teacher’s quality circle , conference after the study and will be presented through infographics which will be part of the initiatives of the school administrators and the subject area teachers.

  Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they can do well; ensure opportunities for student’s success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of the material; and help students feel that they are valued members of a learning community.

Sample of Reflection

As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the end of this long, winding tunnel is finally in sight. I found the process of conducting an action research project very complex and often overwhelming. However, at the same time, I found it to be extremely enlightening and rewarding.

It is self-perception about the study.

Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.

Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.

Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.

Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.

Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.

source: SDO Las Pinas

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Get science-backed answers as you write with Paperpal's Research feature

How to Write the First Draft of a Research Paper with Paperpal? 

first draft of a research paper

Do you encounter writer’s block during the first draft of a research paper? Crafting a clear outline from your initial ideas and notes can feel like a daunting first hurdle. Many researchers and students struggle with the initial stages of research paper writing. Uncertainties about content structure, information selection, and weaving complex findings into a cohesive narrative can lead to staring at a blank page. 

Table of Contents

  • AI-generated outlines with a personalized approach 
  • Identify gaps to strengthen your research paper 
  • Step 1: Creating a research paper outline  
  • Step 2: Breaking down the outline into sections  
  • Step 3: Drafting the research paper  

A glimpse into academic forums and social media gives a clear picture that many researchers across the world go through similar problems while writing the first draft of a research paper. Where to begin? What should I write? How to begin? How to compile 2-3+ years of research into a 2500 or 5000-word research paper? If you’re grappling with these concerns, do not worry. You’re not alone.   

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Researchers face a mountain of work when it comes to writing papers. Paperpal decided to tackle this challenge and, in the process, discovered some fascinating writing habits: 

  • Start verbally: Some researchers find their flow by talking through their ideas first. They record themselves or brainstorm with a friend, then use these spoken notes as a springboard for their draft. 
  • Write on the go: Others prioritize keeping their thoughts flowing freely. They write in bursts, leaving the structuring and editing for later. 
  • Divide and Conquer: For some, especially new researchers, a structured approach works best. They break the paper into sections, focusing on building each one in detail before assembling the final draft. 
  • Outlines: Many researchers swear by outlines. Outlines provide a roadmap, complete with headings, subheadings, and key points. This saves time in the long run by eliminating the need for major restructuring later. You can focus on polishing the language and adding academic vocabulary during the final edit . 

Inspired by the outline method, Paperpal set out to create a tool that would give researchers a head start. This led to the development of Paperpal’s AI-generated outlines, which build a rough skeleton for your draft, allowing you to flesh out each section with confidence. 

How do Paperpal’s AI-generated outlines help you write the first draft 2x faster?   

Unlike traditional outlining methods, Paperpal doesn’t just provide a generic structure. Paperpal’s AI-generated outlines identify the key topics that form the backbone of your draft, providing a clear structure without sacrificing crucial elements. 

AI-generated outlines with a personalized approach

Paperpal goes beyond just suggesting topics. It seamlessly integrates your input, including notes, ideas, and research findings. This ensures the generated outline reflects your unique perspective and aligns perfectly with your project goals. This personalized approach not only streamlines the drafting process but also fosters a sense of ownership, keeping you engaged and motivated. 

Identify gaps to strengthen your research paper

After creating an outline based on your notes, Paperpal takes things a step further by helping you flesh out each section with content suggestions. Let’s say you’re working on the introduction of your research paper . Paperpal not only analyzes your notes to generate an outline, but it also identifies potential gaps in your research. It can then suggest content additions like knowledge gaps, research questions, and rationale statements to address those weaknesses. This comprehensive support streamlines the writing process for your first draft, making it smoother and more effortless. 

Researchers who have incorporated Paperpal into their workflow, have achieved higher levels of academic writing productivity . The result? Producing the first draft of a research paper in a shorter time frame, without making it completely AI-driven. 

How to write the first draft of a research paper with Paperpal?  

Paperpal redefines the way researchers approach academic writing, transforming the once-daunting task of drafting into a breeze. Here’s a walkthrough of writing the first draft of a research paper with Paperpal.  

Step 1: Creating a research paper outline

  • Sign- up to Paperpal and open a new or existing document.  
  • Navigate to Templates , select Outlines and choose Research Article to begin.  
  • Fill out the necessary details in the required fields according to your needs. Add your research notes to the Brief Description section and click on Generate .  

Paperpal gets you started on the right foot by analyzing your information and generating a comprehensive outline. This roadmap for your draft breaks down the content into clear, logical sections: 

  • Background: Sets the context for your research. 
  • Topic Importance: Highlights the significance of your research area. 
  • Existing Knowledge: Summarizes what’s already known about the topic. 
  • Knowledge Gap: Identifies areas where further research is needed. 
  • Rationale: Explains why your research is important to address the gap. 
  • Research Question: Formulates the specific question your research aims to answer. 
  • Aim/Objective: Defines the overall goals and desired outcomes of your research. 
  • Hypothesis: Makes a prediction about the expected results of your study (optional, not all research papers require a hypothesis). 

Paperpal’s outline provides a head-start to structure and write your research paper. This process helps in laying a strong foundation for your writing and refining it effortlessly.  

Step 2: Breaking down the outline into sections

Once you have the initial outline, you can further refine it by dividing it into subsections. This helps you explore each aspect of your research in detail, ensuring thorough coverage of your topic. You can choose from pre-built sections like Introduction, Methods, Results, Discussion, and Conclusion and start developing one by one.  

Step 3: Drafting the research paper

Start your research paper’s draft based on the outline and custom section enhancements. During the writing phase, Paperpal also offers insights into using its features:   

  • Incorporating references and additional content as required  
  • Rephrasing, shortening sentences, and refining language and structure using Paperpal’s Edit and Rewrite options  
  • Refining your draft by adding citations and specific information relevant to the topic via Paperpal Research. This ensures originality, and clarity, and adds value to your writing.  

By streamlining the journey from raw research to a polished draft, Paperpal helps students, researchers, and academics overcome common writing hurdles and achieve greater productivity. Whether you are a seasoned researcher or a student, Paperpal serves as a trusted companion, guiding you through each stage of the drafting process. Unlock academic writing potential with Paperpal. Get your free Paperpal account today!  

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

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Related Reads:

  • 7 Ways to Improve Your Academic Writing Process
  • How to Paraphrase Research Papers Effectively
  • How Long Should a Chapter Be?
  • How to Use Paperpal to Generate Emails & Cover Letters?

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