Research Proposal: "Using Self-Regulation Techniques to Enhance Student Self-Control and Classroom Management"

Research Proposal: "Using Self-Regulation Techniques to Enhance Student Self-Control and Classroom Management"

The essential parts of the Action Research Proposal, as outlined by the Department of Education (DepEd), are:

a Context and Rationale;
b Innovation, Intervention, and Strategy;
c Action Research Questions;
d Action Research Methods;
e Work Plan and Timelines;
f Cost Estimates; and
g Plans for Dissemination and Utilization.

Parts of the Action Research Proposal should be related to and supportive of each other and appropriate for the research question(s).

a. Context and Rationale:

Classroom management is a crucial factor in the success of teaching and learning. Effective classroom management requires teachers to create a positive learning environment that fosters student engagement, participation, and academic achievement. However, it can be challenging for teachers to manage their classrooms effectively when students struggle with self-control. This action research project aims to investigate the effectiveness of self-regulation techniques in enhancing student self-control and classroom management.

Self-regulation techniques are cognitive and behavioral strategies that help individuals manage their thoughts, feelings, and actions. These techniques have been found to enhance self-control, reduce impulsivity, and improve academic achievement in students. Therefore, implementing self-regulation techniques in the classroom may improve student self-control and classroom management.

b. Innovation, Intervention, and Strategy:

The innovation of this action research project is the implementation of self-regulation techniques to enhance student self-control and classroom management. During regular classroom activities, the intervention strategy will involve teaching students self-regulation techniques, such as deep breathing, mindfulness, and self-reflection. The strategy will be implemented in two phases. In phase one, the researcher will train the teacher to teach self-regulation techniques to the students. In phase two, the teacher will implement the strategy in the classroom for four weeks.

c. Action Research Questions:

The following research questions will guide the action research project:
  1. To what extent do self-regulation techniques enhance student self-control?
  2. How effective are self-regulation techniques in improving classroom management?
  3. What are the perceptions of students and teachers toward the use of self-regulation techniques in the classroom?

d. Action Research Methods:

The action research project will use a mixed-methods design, which involves both quantitative and qualitative data collection and analysis. The researcher will use pre- and post-tests to measure student self-control and classroom management changes. The researcher will also use surveys and focus groups to gather qualitative data on the perceptions of students and teachers toward the use of self-regulation techniques in the classroom.

e. Work Plan and Timelines:

The following is the work plan and timelines for the action research project:

Phase one: Train the teacher (Week 1)
Phase two: Implement the strategy (Weeks 2-5)
Pre-test data collection (Week 2)
Intervention implementation (Weeks 2-5)
Post-test data collection (Week 6)
Qualitative data collection (Weeks 6-7)
Data analysis (Weeks 8-9)
Report writing (Weeks 10-12)

f. Cost Estimates:

The cost estimates for the action research project will include the following:

Researcher's time: -
Teacher training: -
Student materials (e.g., worksheets, posters): -
Data collection (e.g., surveys, focus groups): -
Data analysis software: -
Total cost: -

g. Plans for Dissemination and Utilization:

The action research project results will be disseminated to the school administration, teachers, and parents through presentations and reports. The researcher will also publish the findings in academic journals and present them at conferences. The results will inform the development of classroom management strategies that incorporate self-regulation techniques to enhance student self-control.

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