Close Mentoring Approach: Enhancing Action Research Skills and Knowledge of Science and Mathematics Teachers

Abstract

Department of Education (DepED) required teachers’ in particular master teachers both elementary and secondary in all subject areas to conduct action research to enhance the performance of students most especially below average learners. This study was conducted to measure how effective close mentoring approaches to assist DepED teachers in Science and Mathematics in doing action research. In addition, this is also to enhance knowledge of these teachers on how to perform action research with their own created innovations. The results revealed all the informant wanted to conduct action research. But because of other commitments, and duties, many of them cannot complete what they have started. There were very few teachers in every schools; therefore, time management is very important because almost all of them have additional functions such as coaches, club advisers, office staff and others. However, the findings of the study suggested that mentoring was effective methods to help science and mathematics teachers to do action research. One science teacher was able to present completed paper in a regional conference. All these teachers have already their own innovations but just need to test for effective implementation. Also, support from higher officials must be priorities to help their teachers who have interest in action research.