Classroom-based Action Research Research Articles

POINTING SYSTEM INTERVENTION FOR NON-PARTICIPATIVE STUDENTS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) CLASS: A CLASSROOM-BASED ACTION RESEARCH

Non-participative students in classes have a detrimental effect on the social learning environment. Low student participation is a common problem. This classroom-based action research aims to increase students' active participation in Technology and Livelihood Education (TLE) classes. The researcher used a quantitative-descriptive approach in gathering data. Descriptive analysis is employed to interpret the quantitative data utilizing frequency, mean, percentage, and standard deviation to conclude. To increase classroom participation, the researcher integrated a "Pointing System" intervention strategy as an extrinsic motivation. A paper-pencil test examination was used as pre-test to gather pre-data while conducting this action research. The researcher collected post-data using another set of paper-pencil test as post-test after a month of intervention. Pre- and post-data are used in the descriptive analysis to conclude its association with class participation. The data revealed that there are 42 out of 60 students who have undergone the intervention. Students who passed the pre-test took part in the intervention without using the strategy applied. The post-intervention statistics showed significantly more active participants—51 in total—than before the intervention. The "Pointing System" would encourage the students to engage in more active learning throughout the teaching and learning session. The researcher concluded that students actively participate in class and perform well academically if "Pointing System" is integrated as one of the external sources of incentive.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>

I LOVE VIEW: A Strategic Intervention Material in Mastering Total Magnification of a Compound Microscope A Classroom-Based Action Research

The implementation of K–12 programs in the Philippine educational system is being done to address the widespread failure of science education, with the goal of giving each pupil the best possible instruction. Strategic Intervention Material (SIM) is used by DepEd to improve student performance and reduce the least-mastered science competency. This paper investigates the effectiveness of strategic Intervention Material (SIM) to help Grade 7 students struggling in the classroom. Classroom Action research method used to thirty Grade 7 students. The aim of this intervention material is to enhance the efficiency of the learning process by simplification and self-directed learning methodologies. The Activity Card, Evaluation Card, Enrichment Card, Reference Card, and Answer Key provide learners with competency-oriented tasks, assessments, enrichment exercises, reference cards, and answers. SIM helps students learn and perform better in class when used to assess least-taught competencies. SIM can be used to effectively teach the magnification of microscopes at F. Bustamante National High School, but it requires careful planning and an evaluation of students’ skill level to be successful.

Editorial

Editorial

Enhancing Reading Abilities: Exploring the Interrelationships among Speed, Critical, and Creative Reading through Classroom-Based Action Research

When students have good level of speed, critical and creative reading abilities, they will easily understand scientific knowledge and able to understand big volume of reading sources. However, most of teaching reading are dominated with conventional methods emphasizing on reading with question-and-answer. For the reasons, this study explores how do reading skills for speed, critical, and creative interrelate to one another, what specific techniques can be applied to enhance the level of students’ speed, critical, and creative reading abilities, and how were the three readings skills interrelation and connected to Foreign Language Learning theories. The research design was classroom action research with the participants of 35 students from English Literature Study Program. Two types of data: quantitative and qualitative were gained by using test and non-test. They were analysed descriptively by using interactive data analysis consisting of reduction, presentation, and verification. The data showed that students’ speed, critical, and creative reading abilities were still under standard but after the treatments, they made improvement. Their speed, critical and creative reading abilities reached standard scores. There is interrelation among speed, critical, and creative reading abilities. While integrating them in the reading class, students’ level of reading skills enhanced. They could employ speed-reading strategies to quickly comprehend the texts before engaging in critical and creative reading. In critical reading, students could optimize their ability in questioning, problematizing and not passively follow the information given by the authors. Yet, students can read the text by optimizing their imagination in understanding the text information.

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

The COVID-19 pandemic has hit various zones in Indonesia, including the learning zone, which has also had a big impact. Where the impact of online learning can cause students to become passive, less creative and unproductive, the accumulation of information/concepts for students is less useful. Class X for the 2022/2023 academic year is currently students affected by online learning 2 years earlier and the implementation of an independent curriculum, so that class X requires concrete learning and constructivism. The Problem Based Learning (PBL) learning model is a learning that provides students with knowledge and experience to work in constructing knowledge. Through Lesson Study (LS) it is hoped that there will be an increase in learning biology in class X. This type of research uses classroom based action research. The research subjects were 35 students in class X.4 of SMA Negeri 3 Jember for the 2022/2023 academic year. The results of the study showed an increase in mutual cooperation and learning outcomes. The increase in the mutual cooperation is evidenced by the mean value of 72 (C1) and 92 (C2). While the results of learning biology proved the average value of 82 (C1) and 88 (C2). This can be an alternative for educators to apply concrete learning and constructivism to cognitive learners in the transition to the Covid-19 pandemic to improve mutual cooperation and learning outcomes.

Improving Collaboration and Cognitive Learning Outcomes of Biology Students using PBL through Lesson Study

Collaboration is one of the essential 21st-century skills and can have an impact on learning outcomes. The application of PBL is expected to train collaboration and improve students' cognitive learning outcomes. The research aimed to discover the increase in collaboration and cognitive biology learning outcomes of students using PBL through Lesson Study. This type of research uses classroom-based action research. The research subjects were students at SMA Negeri 3 Jember class X5, the academic year 2022/2023, totaling 35 students. The implementation phase of classroom-based action research is carried out through Lesson Study. The results show that applying PBL through Lesson Study can improve collaboration and students' cognitive biology learning outcomes. Increased student collaboration is evidenced by an average score of 64 (cycle 1), 75 (cycle 2), and 92 (cycle 3), while student cognitive learning outcomes are evidenced by an average value of 71 (cycle 1), 78 (cycle 2), and 86 (cycle 3). The findings of this study can be a solution for educators to apply PBL through Lesson Study as an alternative to improve collaboration and students' cognitive biology learning outcomes.

Identifying a pedagogical genre of literature review

Abstract This article reports initial parts of a classroom-based action research aimed to teach students to write a literature review (LR), which is considered as a critical, yet often overlooked genre, thus posing difficulties to the students. The existing works on LRs appear to treat the ability to write overviews of individual studies, and to combine them in acceptable ways, as assumed knowledge. In fact, for the learners in the context of the study, and in many second- and foreign-language learning contexts, such abilities are not shared among learners. Therefore, in the implementation of an initial short course, a genre analysis of 60 literature reviews from publications and completed theses in applied linguistics was conducted to identify suitable generic patterns used in literature reviews that could be implemented in the context. The result is a pedagogical genre of literature review, a genre description of LRs appropriate for the students’ English proficiency level, outlined in detail in this article with the teaching implication for this pedagogical context.

Capacitating Teachers’ Research Skills Through Collaborative Action Research Buddies

Action research is a valuable tool for personal and professional development. It allows teachers to assess their teaching practices, reflect on learning outcomes, and generate practical ways of improving their pedagogical competence. Consequently, it results in positive educational impact, such as increased academic performance and school effectiveness. Hence, this action research study aimed to capacitate the teachers of Kinan-oan Elementary School, Trinidad II District, Trinidad, Bohol S.Y. 2021-2022 through Collaborative Action Research Buddies – an approach that aimed to empower, retool, train, and foster action research skills. As an intervention to the difficulties encountered by teachers in conducting research, the researchers conducted a Capacity Building on Enhancing Teachers’ Action Research Skills through Collaborative Action Research Buddies among the thirteen (13) teachers of the said school. This study employed descriptive statistics and individual interview to track the improvement of the teachers before and after undergoing the said intervention. The results showed an improvement in their capacity to undertake a research project, as shown by the increased number of teachers who could craft an action research proposal based on required standards. Interestingly, all participants were able to carry out their action research proposals and had produced completed action research manuscripts. Based on the participants’ narratives, they attributed this success to the intensive training they underwent that targeted their weaknesses and deficiencies in research writing. This result implies that Collaborative Action Research Buddies, as a strategy, could enhance teachers’ action research skills through its facilitative effect on their cognitive and affective domains. Hence, it is recommended that Collaborative Action Research Buddies be implemented in Trinidad II District to help the teachers from other schools improve their competence in crafting a research proposal and conducting it based on a specified timeline. However, further research is needed to identify other factors that could motivate and help teachers improve their competence in undertaking classroom-based action research.

Examining ELF-aware teaching and learning: action research as a tool for ELF research and teacher education

Abstract This paper examines the role that action research – including both academic studies and action research undertaken by teachers for the purposes of professional development – might play in helping to close the existing gap between the pedagogical implications of English as a Lingua Franca (ELF) research and the practical implementation of an ELF-oriented approach in the classroom. It is argued that the purposes and characteristic features of action research as a research methodology are particularly relevant and fitting to address the kinds of questions relating to pedagogy which remain at this stage of ELF research. To support this thesis, the heart of the paper presents findings from an applied linguistic study investigating the implementation of an ELF-oriented approach in a university-level pilot course in order to illustrate the kinds of insights which classroom-based action research studies can provide. Finally, the concluding section reflects on the role of action research as a part of teachers’ professional development, the potential contributions which such research might make to ELF research and the need for the wider ELF research community to pay more attention to findings from action research undertaken as part of teacher education programs.

Enhancing The Skill In Stating Research Questions Using A Contextualized Module

This classroom based action research delved on enhancing the skill in stating a research question in Practical Research 1 subject of Late Afternoon Senior High School students. The study utilized an action research design. This was conducted in Francisco Bangoy National High School during the second semester of school year 2017-2018. Two students were taken into consideration as participants of the study. Baseline data were gathered to assess their performance. Contextualize module was utilized as the tool in helping students master the competency. Also, interview was conducted to validate the results of the quantitative findings. Data were analyzed using Thematic Content Analysis. The findings revealed that students performance after the intervention was implemented has recorded significant increased. Similarly, students claimed that the intervention was helpful and effective in addressing their need. Further, from those meaningful results, it can be reflected that students’ success in the class was largely attributed to the kind of intervention implemented by the teacher which was suited to their need. Undeniably, the use of a module has helped them master the required learning competency. Hence, use of a module may be offered to teachers handling research subject.

Improving the Grade 9 Students’ Engagement in Online Synchronous Classes in English Through Interactive Games

This classroom-based action research aimed to improve the Grade 9 students’ level of engagement in online synchronous classes in English through games. The participants of the study were the 39 Grade 9 students who were officially enrolled at the Mariano Marcos State University – Laboratory High School, Batac Campus, for the School Year 2021-2022. The data on students’ level of engagement were gathered using the survey questionnaire patterned after the Student Engagement Survey by Singh and Srivastava (2014). Frequency, percentage distribution, means and mean difference were used to treat the data. Findings reveal that the Grade 9 have varied levels of engagement before and after the application of the intervention. Likewise, there is a significant change on the students’ pre-survey and post-survey scores. Moreover, this study found that the use of games such as Four Pics One Word and Deal or No Deal was effective in improving the students’ level of engagement in their online synchronous classes in English.

The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

The Use of Gamified Differentiated Homework in Teaching General Chemistry

This study is a classroom-based action research utilizing the pretest-posttest single intact group approach to determine the effectiveness of Gamified Differentiated Homework on motivation and academic performance of Grade 11 students in General Chemistry. The intervention uses the differentiated homework to address the academic needs of students with varying levels of readiness, and gamification through the use of ClasscraftTM. Integrating gamification and differentiation to homework helped students improve their motivation and academic performance especially during the challenging times in pandemic where students are bombarded with so many homework tasks with little to no support in other subjects.

Utilization of the Teacher-Made Strategic Intervention Material with Google Classroom in Improving the Performance of the Challenged Learn-ers

This classroom-based action research aimed to improve the performance of the challenged learners in Physical Science. The combination of Strategic Intervention Material (SIM) with the aid of Google Classroom was employed as an innovation to help the respondents master the competency-based skills that they were not developed during regular classroom teaching. In a combination of qualitative and quantitative designs, this research employed observation and participation, survey, and content-based assessment as data-gathering instruments. There were 40 identified challenged learners selected purposively (10 students for each of the four sections) based on their achievement scores after the long quiz, who took part in the study. The quantitative data were processed through Statistical Package for Social Sciences (SPSS), while the obtained qualitative data were interpreted using the phenomenological methodology. Results revealed an increase in the performance level of the challenged learners based on the increase of the mean percentage score of the posttest. Additionally, it showed that SIM promotes learning retention based on their scores in the delayed-posttest, and Google classroom motivates their learning intention towards the subject, Physical Science.

Professional Competence Development of Social Studies Teacher in Thailand Education Sandbox

This research article deals with two objectives. The first objective was to develop the professional competence of social studies teacher in the education sandbox. The second objective was to propose social studies classroom-based action learning management innovation to develop professional competence of social studies teacher in the education sandbox and to assess satisfaction levels of students in developing professional competence of social studies teacher in the education sandbox. The conducted research in this article was classroom-based action research whereby the assessment form of area-based competence perception of educational students in Chiang Mai education sandbox, Faculty of Education, Chiang Mai University (pre- and post-assessment). The sample group used in the research consisted of senior educational students in the field of social studies of the second semester of the academic year 2020 accounting for 30 people. For the analysis, descriptive statistics were used. Results of statistical data analysis were shown as mean and standard deviation.
 
 From the research results, it was found that the level of perceived competence of becoming a professional teacher in Thailand education sandbox consisted of 3 aspects. 1) For the aspect of self-efficacy regarding knowledge and understanding in becoming a professional teacher, the average summation of the 4 competencies was as follows: the perception was at a high level. 2) For the aspect of skills and capacity in becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level. 3) For the aspect of attitudes on becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level.

The Enhancement in Mastery Abilities of Geometric Transformation Formulas Through Play Lucky Card Technique on the Students of Class VIII-2 at SMP Negeri 3 Barru, Indonesia

The method used in this study was a classroom-based action research that aimed to improve students' mastery of the geometric transformation formulas through the Play Lucky Card technique. This study was conducted in class VIII.2 of SMP Negeri 3 Barru with 23 students. The results achieved after the study was carried out for two cycles were as follows: In the first cycle, there were 40.63% of students who had the ability to master the geometric transformation formulas in the sufficient category. Whereas in the classical results, it was found that the students' average score was 68.06 in the 54.6-64.5 interval or in the sufficient category. In the second cycle, there were 56.25% of students who had the ability to master the mathematical formulas in the high category, 28.13% of students had the ability to master the mathematical formulas in the very high category. From the results of the final evaluation of the second cycle, it was classically found that the students' average score was 76.75 in the 64.6-84.6 interval or in the high category. Based on the results of the final evaluation, the students of class VIII.2 had an absorption amounted to 86.75%, and other data showed that the students of class VIII.2 who scored > 65 (84.38%), were in the high and very high category. Thus, it can be concluded that there was an increase in the ability to master the geometric transformation formulas of class VIII.2 students at SMP Negeri 3 Barru after the implementation of Play Lucky Card technique, there was an increase in motivation and activeness as well as the presence of students following the mathematics learning process. This was reflected in the number (quantity) of students who raised their hands to work on the questions on the blackboard which tended to increase from one meeting to the next. Moreover, almost all students submitted every homework according to predetermined deadlines.

Mathematics Teacher's Belief on Students' Low Achievements at Junior Secondary Level of Education in Sri Lanka and Their Implications for School Based Teacher Development (SBTD)

The purpose of this paper is to understand the teachers’ beliefs on students’ low achievement in mathematics at junior secondary level of education and their suggested strategies for improvement of student achievements. A qualitative approach was used to investigate three research questions: (a) what are the beliefs of teachers towards students’ low achievement in mathematics? (b) What strategies do they implement or suggest for improving achievements? (c) What are the implications of their beliefs for policy, practice, and research? Semi-structured interviews were used to collect data from fifty mathematics teachers selected from a stratified random sample of fifty schools in the Central Province of Sri Lanka. Three main themes of teachers’ beliefs about students’ low achievement emerged in the analysis of data. First, students’ factors affecting mathematics achievements, mainly focused on students’ interests, attitudes and motivations, prior knowledge, language ability and cognitive skills such as memory, attention, logical thinking and reasoning. Second, factors pertaining to students’ home environment, which included parent’s education level, their attitudes towards education and level of intelligence. Third, factors related to school, which included the lack of human and physical resources, teacher’s workload, and the support of the principal. Most of the teacher’s belief include their current and suggested strategies included providing more physical resources such as math laboratories, more space and technology in the classroom, providing adequate time and opportunities to interact with other mathematics teachers, opportunities to share in-service training experiences, increasing frequency of testing, providing practice tests, conducting extra classes and the use of new teaching methods. Thus, the teachers’ beliefs of students’ low achievement appear to be mostly focused on aspects that can be addressed at the school levels through classroom-based action research and SBTD. (This study is funded by the AHEAD operation of the Ministry of Higher education, Sri Lanka and the World Bank).

Improving Students' Mathematics Learning Outcomes with the Geogebra Assisted Active Index Card Match Method at the Third Grade SMP Negeri 3 Kolaka

The aim of the study was to improve the learning outcomes of Mathematics through the Geogebra-assisted Active Index Card Match method for students in class VIIIC of SMP Negeri 3 Kolaka. This type of research is classroom-based action research that is conducted collaboratively between teachers, observers, and researchers with research procedures that include planning, implementation, observation, and reflection. The type of data obtained are quantitative data from the results of learning tests and qualitative data through observation sheets. This research was conducted at SMP Negeri 3 Kolaka from 2 to 28 May 2019 in class VIIIC with a total of 26 students. The results of the study refer to the Minimum Completeness Criteria (KKM), that is, 80% of the students obtained a score of 68. The average score of the initial test results is 49.67. After the evaluation of the first cycle of action, the classic completeness reaches 50.00% (mean value 67.12%). This means that the first cycle of action increased from the daily test results of students. According to the results of the second cycle of action tests, the classic completeness was 80.77% (the average value was 76.30). It can therefore be concluded that the Geogebra Active Index Card Match assisted learning method can improve the learning outcomes of Mathematics for the students of class VIIIC of SMP Negeri 3 Kolaka.

Pelatihan Penyusunan Proposal Classroom Based Action Research bagi Guru Sekolah Dasar

TRAINING ON CLASSROOM BASED ACTION RESEARCH PROPOSAL DEVELOPMENT FOR ELEMENTARY SCHOOL TEACHERS. Classroom Based Action Research is a demand for elementary school teachers. Most teachers find it difficult to plan classroom action research. The PKM aims to: (1) improve the understanding of SDN Gayungan 2 teachers about planning; (2) increase the ability of teachers in planning. These PKM partners are teachers at Sidayu district. The method used in the service activities is the lecture and demonstration methods. Overall service activities can be judged to be quite good, seen from the success of the target number of trainees considered to be quite good, the achievement of training objectives is considered not good, the achievement of planned material targets is considered good, and the ability of participants in mastering the material is considered good.

PENINGKATAN KEMAMPUAN BERFIKIR PESERTA DIDIK KELAS XI A5 SMA NEGERI 1 PEKANBARU MELALUI PENERAPAN MODEL PROBLEM-BASED LEARNING

This research purpose is to assess and improve the thinking abilities of 11 grader of SMAN 1 Pekanbaru by using classroom-based action research. Problem-Based Learning Model has been used in thermochemistry section of Chemistry subject to improve learning ability. The thinking and learning ability data are directly collected from students’ worksheets (SWs) and observation of students’ spontaneous questions, the quality of that questions and also the quality of the answers when the teaching activities were held. The subject comprehension data are carefully taken from essay written test and SWs assessment. The results showed the improvement of students’ spontaneous questions and answers in C3 (+37,5%), C4 (+3,3%), C5 (+4,7%), C6 (+11,1%), but in C1 (-34%) and C2 (-11,1%) were found. In SWs, the improvements are showed in C3 (+21,7%), C4 (+2,9%), C5 (+7,1%), C6 (+12,8%), and degression in C1 (-44,3%) and C2 (-18,6%). In subject comprehension, for essay written test, improvements are showed in excellent (+11,4%) and very good (+14,3%) cetegories, whereas degression is showed in good (-2,9%), fine (-9,6%) and bad (-11,4%) categories. In subject comprehension, for SWs assessment, improvements are showed in excellent (+8,6%) and very good (+5,7%) categories, whereas degression in good (-11,4%), fine (-2,8%) categories. Fortunately there is no student in bad categories. The results showed that problem-based learning model can improve learning and thinking abilities of the students.