1.

The following concepts have been emphasized in the task and infographics:
Action research is a type of inquiry that is practical, theoretical, and concerned with change
and improvement.
Core characteristics of action research, such as rigor, reflection, and action
Sample models of action research, such as DepEd 2017, McNiff & Whitehead (2006), and
Nelson (2014)
Teacher Action Research (TAR) is a method for educational practitioners to assess and
improve their own practice.

2. The common elements of the three models are:

The common elements are:

Observing: Identifying the problem based on observation.

Reflecting: Continuous reflection throughout the process.

Planning: Developing an action research strategy.

Acting: Implementing the plan.

Evaluating: Using findings to improve practice.

**OBSERVE**

In the research article by Esmasin (2022), the author identified that some Grade 10 students faced
challenges with English speaking fluency. This problem was highlighted by their participation in class
and their performance in speaking evaluations. The author prioritized this issue as speaking fluency
is pivotal for academic and professional success. Literature suggests that several factors, including
lack of practice, anxiety, and limited vocabulary, can impact speaking fluency. The author's own
teaching experience also contributed to his understanding of this concern.

**REFLECT**

The main objectives of the author's action research were to enhance the speaking fluency of Grade
10 students, understand the factors affecting their fluency, and discover effective teaching
methodologies. The author viewed this research as a vital step towards refining his teaching
practices. Believing in the power of collaboration, he teamed up with fellow English teachers for
feedback and shared experiences, further enhancing the quality of his study.

**PLAN**
Opting for a qualitative research approach, the author described his innovative strategy as "The
Eloquent Club"—a weekly gathering for students to practice English speaking in a nurturing
environment. This intervention was set for a six-week period, which the author deemed sufficient for
discernible improvements in the students' fluency.

**ACT**

To implement "The Eloquent Club", the author met with a group of Grade 10 students weekly over
six weeks. These sessions incorporated various activities, like role-playing and presentations, tailored
to bolster speaking fluency. Data collection methods included pre- and post-tests, observations, and
student surveys. The findings revealed that the intervention was successful, with students exhibiting
marked fluency improvements and increased confidence in English speaking.

**EVALUATE**

The research outcomes are crucial for the author's future teaching practices. Implementing "The
Eloquent Club" with other student groups and sharing this successful strategy with fellow English
teachers can lead to widespread fluency improvements. The results, indicative of the intervention's
effectiveness, offer valuable insights for educators seeking methods to enhance their students'
speaking skills.

**MODIFY**

While the intervention was effective, the author might consider further refinements, like
incorporating activities emphasizing pronunciation, vocabulary, and grammar, or adapting the
approach for students with varied learning needs. To continue optimizing the intervention and
gaining deeper insights into speaking fluency determinants, the author should undertake another
action research cycle. This could involve a long-term study on the intervention's lasting effects or an
exploration of its most effective elements.

Reflect

As a future teacher, is conducting an Action Research worth doing? Yes, conducting an Action
Research is worth doing for future teachers. It is a process of continuous improvement that can help
us to better meet the needs of our students.

Why?

Action Research has a number of benefits, including:

It helps us to identify and solve problems in our classrooms.

It helps us to develop and evaluate new teaching strategies.

It helps us to improve our practice as teachers.

How can AR be useful for every classroom teacher?

Action Research can be useful for every classroom teacher because it can be used to address a wide
range of problems and issues. For example, Action Research can be used to:

Improve student achievement in a particular subject area.

Increase student engagement in class activities.

Reduce student behavior problems.

Develop a more inclusive and equitable classroom environment.

ACT

My action will come later, given enough time in FS 2 or during my Teaching Internship.

Once I have developed a plan, I will implement it and collect data to track student progress. I will use
this data to reflect on my teaching and make adjustments as needed.

On which of the following would you choose to conduct an Action Research? Why?

I would choose to conduct an Action Research study on changes in the classroom practices because I
am interested in finding ways to improve my teaching and to better meet the needs of my students. I
believe that Action Research is a valuable tool for teachers who want to continuously improve their
practice.

Here are some specific examples of Action Research studies that could be conducted on changes in
classroom practices:

The impact of differentiated instruction on student achievement.

The effects of using cooperative learning strategies on student engagement and achievement.

The effectiveness of using technology in the classroom.

The impact of creating a more inclusive and equitable classroom environment on student
achievement and well-being.
The effectiveness of using a variety of teaching methods and activities to keep students engaged.

4. On which of the following would you choose to conduct an Action Research? Why?

Changes in the classroom practices. Why?

I would choose to conduct an action research study on changes in classroom practices because I
believe that this is the most relevant and impactful type of action research for classroom teachers.
Action research studies on classroom practices can help teachers to identify and address specific
problems in their practice, develop and implement effective interventions, and collect and analyze
data to evaluate the effectiveness of those interventions. This information can then be used to
improve the teaching and learning process for all students.

Effects of curriculum restructuring. Why?

Action research studies on the effects of curriculum restructuring can also be valuable, but they are
typically more complex and time-consuming to conduct. Additionally, the results of curriculum
restructuring studies may not be generalizable to other classrooms or schools.

Understanding of self as a teacher. Why?

Action research studies on understanding of self as a teacher can be beneficial for personal and
professional development. However, these studies are typically less impactful on student learning
than action research studies on classroom practices.

Teaching a new process to the students. Why?

Action research studies on teaching a new process to the students can be useful for developing and
evaluating new teaching methods and strategies. However, these studies are typically more focused
on the specific process being taught than on the overall impact on student learning.