Enhancing the Level of Action Research Writing Competencies of the Public Elementary School Teachers in Banugao Elementary School through StaTua (Staggered Tutorial Approach)

Abstract

INTRODUCTION

The main purpose of this study is to enhance the level of action research writing competencies of the Public Elementary School Teachers in Banugao Elementary School through an intervention program, Project StaTuA (Staggered Tutorial Approach).

METHODS

This study used a descriptive-evaluative research design using a researcher-made questionnaire as an instrument. The researcher selected 21 Banugao Elementary School Teachers as the respondents of this study.

RESULTS

The results discovered that the level of teachers' competencies before the project were at 4% which was interpreted as very low. However, it has a significant increased after the implementation of the StaTuA, wherein 76% of the teacher-respondents were fairly competent, and that Project StaTuA helped them enhanced their competencies after its initial implementation.

DISCUSSIONS

The researcher had realized the significance of implementing the Project StaTuA in enhancing the level of Action Research Writing Competencies of the public elementary school teachers. Hence, Project StaTuA was found effective for the enhancement of the action research writing competency. It is then highly recommended that teachers in the District of Infanta use and conduct follow up study.