Mentees’ and Mentors’ Perceptions about the Implementation of Action Research in Postgraduate Diploma in Secondary School Teaching Program

Abstract

This study aimed at investigating mentees‟ and mentors‟ perception about the implementation of action research in Postgraduate Diploma in Secondary School Teaching. Descriptive survey research design was employed through stratified random sampling technique (n = 220) to collect pertinent information from the population (N = 500) through questionnaire and observation checklists. The researcher used frequency count, percentages, mean scores, standard deviations, coefficient of variations and one way Analysis of Variance to analyze quantitative data whereas thematic analysis was made for qualitative data. Firstly, 86% of the mentors were not willing to accept their primary responsibilities in supporting mentees in the program. Secondly, there were statistically significant mean differences among mentees on class size, innovative methodologies, instructional materials and dedication from lecturers in perceiving the implementation of action research. Thirdly, personal attributes, system requirements, pedagogical knowledge and modeling resulted in statistically insignificant mean differences in mentors‟ perceptions on the implementation of action research. To conclude, mentees‟ and mentors‟ perceptions about the implementation of action research were very low. Hence, mentors should develop willingness to the program and provide mentees with necessary supports over personal attributes, system requirements, pedagogical knowledge, modeling and feedback whenever they are demanded while mentees should make themselves ready and eager enough to accept the responsibilities that relate to them from their respective mentors.