MAKING SENSE

OF
Q U A L I TATI V E D ATA

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.

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.

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.

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

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.

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.

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. Dont ask leading
questions.
If a repondents 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.

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

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.

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

ORGANIZING
ACTION RESEARCH
REPORT

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.

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.

DOCUMENTING THE ACTION

RESEARCH

WHAT SHOULD BE INCLUDED IN THE

ACTION RESEARCH REPORT?
In writing an action research report, the teacherresearcher 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:

IDENTIFYING THE PROBLEM

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

PLANNING THE ACTION

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

CARRYING OUT THE ACTION PLAN

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

MONITORING AND EVALUATING THE

PLAN
a) What critical incidents indicated that the action was
working? Describe/Narrate them.
b) Were the set indicators for effectiveness of the
action met? How were they analyzed?
c) What measures were used?
d) What other indicators of the success were identified?

ANALYZING RESULT AND DERIVING

CONCLUSION
a) Were the key questions answered?
b) What were the strongest signs that the action was a
success?
c) To what extent was the problem solved? Is everybody
happy with the results? Were the results in direction
predicted or expected?

The Action Research Report (ARR) includes a more

detailed account of the steps and activities during the
implementation, follwing the suggested outline as
listed:

1. 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

2. 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

3. 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

4. Data Presentation and Interpretation

Finding the meaning in what was collected
.Interpretation of the results
Giving meaning to the results

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

FORMAT OF THE
ACTION RESEARCH
REPORT

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

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

SHOULD THE WEAKNESS OF THE

ACTION RESEARCH BE MENTIONED?
One indicator of the success of an action research is
the teams 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.

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?

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.

SA MP LE A CTION
RESEARCH P ROPOSA L

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

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

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.

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

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

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

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.

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.

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

B. 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 20112012.

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.

VI - Work Plan
Pre - Implementation
Date

Activities

_______________

_________________

_______________

_________________

During Implimentation
_______________
_______________

_________________
_________________

Post - Implementation
_______________

________________

_______________

________________

Proposed Budget:
Expected Expenses

Proposed

Budget
* Computer's Ink

Php. 1,

* Bond paper

Php. 108.00

606.00

Prepared by:
_________________
Teacher- I

Noted:
_______________________
School Head
Recommending Approval:
______________________

___________________

Public Schools District Supervisor

ES - I English

Approved:
___________________________________
Asst. Schools Division Superintendent

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.