ACTION RESEARCH PROPOSAL
S.Y. 2022-2023
INFLUENCES ON LEARNERS’ ACADEMIC READINESS FOR TRANSITION
TO IN-PERSON CLASSES
JHOMER R. CABANTOG
UNSON NATIONAL HIGH SCHOOL
CABANBANAN, PAGSANJAN, LAGUNA
JULY 2022
I. Context and Rationale
For the coming School Year 2022-2023, classes in both public and private
schools will be transitioning from distance learning to full implementation of inperson classes as per the instruction of the new Department of Education
Secretary, VP Sara Duterte. This is following the nationwide implementation of
limited in-person classes. Contrasting views and opinions regarding this order
arise. During the pilot implementation of the limited in-person classes, there were
challenges experienced by the learners, such as but not limited to the study habit
of the students, the level of prior knowledge formed during distance learning, the
adjustment to the learning environment, and the like.
In an article by Guison (2022), students have mixed expectations with the
news of returning to in-person classes. Although enthusiasm is the main feeling
most of them share in anticipation of the incoming school year, some of them cited
reasons for their anxiety and fear of coming back to school such as the pressure
to excel again, time management, commuting, socializing, and also the fact that
COVID is still present.
In the context of observing the factors influencing learners’ academic readiness
for in-person classes in Unson National High School, the present study entitled
“Influences on Learners’ Academic Readiness for Transition to In-Person Classes”
was conceptualized the aim of addressing the following problems in mind:
1. Determine the factors influencing learners’ academic readiness; and
2. Design a learning strategy that will address the current hindrances cited by
the respondents.
The researcher formulated this study with consideration to present the academic
situation of the students at Unson National High School – Dingin Extension.
II. Action Research Questions
This study entitled “Influences on Learners’ Academic Readiness for
Transition to In-Person Classes” aims to create a baseline study for an intervention
program that will address the hindrances cited by the respondents.
This study sought to answer the following research questions:
1. What are the factors that influence learners’ academic readiness for
transition to in-person classes?
2. What intervention strategy will be applicable to address the hindrances
cited by the respondents?
III. Proposed Innovation, Intervention, and Strategy
With the release of DepEd Order 34, s. 2022, the in-person classes will start
on August 22, 2022, and its full implementation is set by November of the same
year. This is a total return to the pre-pandemic holding of in-person classes despite
the ongoing pandemic that we are still experiencing.
DepEd Assistant Secretary Malcolm Garma shared some of the challenges
encountered by the students during the implementation of the limited face-to-face
classes. Among such were few opportunities to make clarifications on the lessons,
barriers brought about by physical distancing (cannot see notes on the board and
difficulty hearing others because of masks), insufficient learning materials, difficulty
in basic literacy, and not being ready for yet for face-to-face learning.
In Unson National High School, a significant number of students have been
observed to show an unfavorable attitude during the implementation of the limited
in-person classes. It is therefore significant to determine the factors influencing
such and suggest intervention strategies.
This study is aligned with DepEd Order no. 39, s2016 specifically under
theme no.1 on Teaching and Learning under instruction and assessment. This
research was initiated to determine the factors affecting learners’ academic
readiness. The survey will be implemented during 2nd week of the first grading
period of SY 2022-2023 in the month of August to September.
With the present study, the teachers will be well-informed of the influences
on learners’ academic readiness. Hence, this study will serve as a baseline for
creating an intervention program that will address the challenges that will be cited
by the students at Unson National High School – Dingin Extension.
IV. Action Research Methods
a. Participants and/or other sources of data and information
The respondents were Grade 7 students of Unson National High School
– Dingin Extension. The respondents were selected using purposive sampling.
b. Data gathering methods
To gather the data needed for the study, the researcher used a survey.
This will be collected on the second week of the First Grading Period for the
School Year 2022-2023.
c.
Data analysis Plan
The qualitative data gathered in this study were analyzed using the
comparative method. The researcher used available documents such as
reports, records, and journals.
The researcher used descriptive and inferential statistics to analyze the
quantitative data gathered.
V. Action Research work plan and timeline
Action Research Work Plan
Activity
Output
Consultation
Action
Research
Proposal
Data
Gathering
Data showing
influences on
learners’
academic
readiness
Finalized
Intervention
strategy
Conceptualiz
ation of
Intervention
Strategy
Person(s)
Involved
Time
Frame
Materials
Sources
of Fund
Master
Teacher
School
Head
Jhomer R.
Cabantog
July 2022
N/A
N/A
2nd week of
1st grading
period, SY
2022-2023
questionnaire
MOOE
Start of 2nd
grading
period, SY
2022-2023
N/A
N/A
Master
Teacher
School
Head
Gantt Chart
August
Dissemination
VI. Cost estimates
Week 4
Decide on the Next Steps
Week 3
Action
Week 2
Evaluate the Results of my
October
Week 1
Design a Plan of Action
Week 4
Interpretation of Data
Week 3
Collection of Data
Week 2
Research Question
Week 1
Filter and Narrow the Topic to a
Week 4
Review of Literature
Week 3
problem
Week 2
Identifying an issue, concern, or
Week 1
Action Research Process
September
Expenses
Estimated Cost
(Php)

Paper (A4)

Ink
300.00
500.00
Total Estimated Cost
800.00
VII. Plans for dissemination and utilization
The results of the study will be submitted to the school head. As for the other
members of the academe, the results of the research may be disseminated through
attending and presenting at research conferences, submitting the results to an ejournal about Action Research, and participating in a seminar.
VIII. References
Guison, Elle. “Filipino Students Share Anxieties, Joys, Expectations on Return of
Face-to-Face
Classes.”
Rappler,
28
June
2022,
https://www.rappler.com/life-and-style/health-and-wellness/filipinostudents-share-anxieties-joys-expectations-return-face-to-face-classes/
Hernando-Malipot, Merlina. “Students, Teachers Encounter Various Challenges
during Pilot Face-to-Face Classes.” Manila Bulletin, 5 Jan. 2022,
https://mb.com.ph/2022/01/05/students-teachers-encounter-variouschallenges-during-pilot-face-to-face-classes/.