The Life Experiences of Sciencce and Mathematics Teachers– Mentors in Formulating Action Research to Enhance Learners’ Performance

Abstract

This qualitative research used the life experiences of Science and Mathematics teachers and their mentors utilizing observation, interview and focused group discussion (FGD) to formulate action research. Life experience in this study is the depiction and understanding of human experiences, choices, and options and how these interests influenced one’s perception of knowledge when engage in action research. One of the common problems in Department of Education (DepEd) is that very few teachers engaged in action research even though many of them have excellent innovations to help below average learners. The reasons for these failures were lack of interest and unambiguous understanding about action research, and the lack of supports from the administration and funding. Many of them attended trainings, workshops and conferences but all had focused on concepts; no actual implementations on the process to articulate the procedure on doing action research. The results in local and national achievement tests were below national standards. Thus, teachers with great potentials in doing action research must be recognized and mentored. Also, collaborative work with SUCs faculty or other agencies is also recommended to help basic education teachers to make innovative outputs into functional products to enhance learning among below average learners.