Available Online: 1 March 2022
Gitgano, Rubilyn L.*
NYC Department of Education, USA (firstname.lastname@example.org)
Cuyacot, Eljim P.
NYC Department of Education, USA (email@example.com)
Cuyacot, Marilo T.
NYC Department of Education, USA (firstname.lastname@example.org)
Sol Cruz, Florlilinda L.
NYC Department of Education, USA (email@example.com)
This action research explores a classroom strategy and intervention to foster students’ autonomy and independence in learning through the use of instructional and tracking tools developed by the teachers in response to the problem of practice commonly encountered by educators in under credited overaged transfer high schools. This inquiry action research involves three phases. The first phase involves knowing the students’ needs, identifying goals, and designing the necessary resources and tools, the second phase involves using the resources and applying strategies, and the third phase involves evaluating and analyzing the outcomes to determine future action. This team of researchers believed that educators can create a classroom environment that facilitates and supports independent, self-directed, and autonomous learners by putting structures in place to guide students in their coursework.
Keywords: action research, autonomous learning, inquiry, under-credited overage, classroom strategy, intervention, self-regulation, classroom environment
Cite this article:
Gitgano, R. L., Cuyacot, E. P., Cuyacot, M. T., & Sol Cruz, F. L. (2022). Fostering autonomous learning in a science classroom among under-credited over age students: An inquiry action research. International Journal of Research Studies in Education, 11(5), 107-114. https://doi.org/10.5861/ijrse.2022.1689