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/.