Using Word Wall to Improve Unresponsiveness of Students during

Synchronous Classes

Researchers:
Eullaran, Jessa G.
Jaro, Gissele P.
Salonga, Ethel Jasmine
Timbal, Liezel Mae
 TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE…………………………………………………………………………….. 1

ACKNOWLEDGEMENT ………………………………………………………………. 3

ABSTRACT………………………………………………………………………………. 4

CHAPTER I

BACKGROUND OF THE STUDY……………………………………….. 5-6

STATEMENT OF THE PROBLEM………………………………………. 6

IMPORTANCE OF THE STUDY………………………………………….6-7

SCOPE AND LIMITATION……………………………………………….7-8

DEFINITION OF TERMS…………………………………………………8-9

CHAPTER II

REVIEW OF RELATED LITERATURE………………………………….10-11

CONCEPTUAL FRAMEWORK………………………………………….12-13

CHAPTER III

METHODOLOGY…………………………………………………………14

Research Design……………………………………………………14

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 Research Site/Environment…………………………………………15

Respondents and Sampling Method……………………………...…15-16

Data Collection Instruments and Data Collection Procedure………16

Data Analysis ……………………………………………………….17

CHAPTER IV

PRESENTATION………………………………………………………………18-19

INTERPRETATION OF DATA………………………...……………………..18-19

CHAPTER V

SUMMARY……………………………………………………………………20

CONCLUSION……………................……………………………………….20

RECOMMENDATION…………………………………....………………….21

REFERENCES………………………………………………………………………………….22

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 ACKNOWLEDGEMENT

We would like to express our deepest gratitude to our teacher Ma’am Elvie O. Nasvik as

well as our Acting Dean Dr. Gina Bonior who gave us the opportunity to conduct this wonderful

study on the topic Using WordWall to Improve Unresponsiveness of Students during

Synchronous Classes, which also helped us a lot in doing the research and we came to know

about so many new things we are really thankful to them. We also like to thank our Cooperating

Teacher Ma’am Elaine Kay Rae Abejero and her students for giving us the opportunity to use

them as our respondents in conducting this study.

Secondly, we would like to thank our parents and friends who supported and helped us a

lot in finalizing this research within the limited timeframe

We are overwhelmed in all humbleness, and grateful to acknowledge our depth to all

those who have helped us to put these ideas, well above the level of simplicity and into

something concrete. We would like to thank our parents who helped us a lot in gathering

different information, collecting data and guiding us from time to time in making this study.

Despite their busy schedules, they gave us different ideas in making this study unique.

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 ABSTRACT

Our group used Word Wall as an avenue to improve the unresponsiveness of the students

during synchronous classes. We conducted this research to make interventions for the students

who are not responsive during the class. The Word wall was a success and students' engagement

in class discussions fortunately increased. Regarding with our Classroom Action Based Research

that employing Word Wall can assist students enhance their classroom involvement and

communication. The bulk of the students engaged in a Word Wall activity. They were completely

absorbed and thrilled about this exercise and also it will give them drive to participate well in the

synchronous classes.

Students may benefit from the result of this research because they will be able to

articulate their opinions and become more engaged in the classroom, as well as share their ideas

and collaborate their learnings with their peers. It is believed that this study would provide the

motivation that students require to participate actively in debates. The outcomes of this study

may aid us teachers in improving our teaching tactics and ensuring that our students have a

positive teaching-learning experience in the classroom. Teachers will introduce a new system to

enable pupils to freely express their views and opinions during class discussions.

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 CHAPTER I

A. Background of the Study

Participation is one of the keys of a successful learning-teaching experience. It is how

teachers ensure that the students are learning and following what is in the discussion.

Participation adds interest, engages students, provides teachers and students feedback, and

promotes preparation among students. It can be also used to control what’s happening in class, to

balance who’s contributing in class and how much, and to develop important speaking skills.

Participation also encourages dialogue among and between students, and it gives students the

opportunity to practice using the language of the discipline (Ahmad, 2021).

Despite the many benefits of class participation, the vast majority of students do not

regularly contribute to their classes. There are several reasons why students choose not to

participate in class including class size, time, and course policies. Larger classes, for example,

have been shown to increase public speaking fears, as students struggle with the idea of sharing

their ideas in front of a large group of people (Schritter, 2021). The reasons why a student is a

reluctant learner are often complex, and educators need to consider not only the student in

isolation but also the interaction between the student and the school/classroom environment.

Reluctant learners need to be both challenged and supported. They need to be actively engaged

by instructional approaches designed to maximize the possibilities for engagement (Protheroe,

2004).

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 As we go along with our internship we observe the lack of participation of our students

during discussion. To address this problem, we conduct research where we use an intervention

to somehow fix this problem. During our online student teaching in Silliman University

Elementary School, pupils from higher grades are more nonchalant during class time. They talk

and interact less while we’re having our class. Some of the pupils only respond in the chat box or

only when ask to react to certain reaction buttons during Zoom meetings. While lower grades are

more proactive and lively in class. Hence, this research will try to improve the unresponsiveness

of the students through the use of Word Wall.

B. Statement of the Problem

While observing in the Silliman University Elementary School, we notice that the

students seem to be unresponsive during class discussions. They only respond when we teachers

and student teachers ask them personally to answer or when we ask them to write their answers

on the chat box. But with the help of the website Word Wall, we seek to assimilate improvements

on the students participation during class hours.

C. Importance of the Study

With the online distance learning going on, we cannot make sure that all students can

participate during class discussions because they are all in their respective homes. It is much

harder to get their attention especially now that they have multiple distractions when in class. We

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researchers seek to improve the said problem and hope for a better outcome. The results of the

study will be of great benefit of the following:

For the advisers, the findings of this study may help them improve their teaching strategies and

ensure a successful teaching-learning experience in the classroom for the pupils. Teachers will

implement a new system on how to encourage their students to speak up their opinions and

thoughts comfortably during class discussions.

For the students, the findings of this study may help them express their thoughts and engage

themselves more in the classroom, and help them to contribute their ideas and collaborate these

learnings together with their other classmates. It is highly hoped that this research will give the

encouragement the students need to be active in the discussions.

To the student teachers, these findings will help them achieve their goals in helping their

students to engage more in the discussion. This will also guide them in learning more on how to

improve their classroom management and to expand their teaching horizon and use the results in

their future endeavors when they become professional teachers.

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 D. Scope and Limitation

The study discusses the improvements of one of the major problems we are facing today which is

the unresponsiveness of the students during synchronous sessions. The study focuses only on

students who are enrolled in the Silliman University Elementary School school year 2021-2022

who are in Grade 5 section Joel. It is solely limited to the students who are experiencing distance

learning. Respondents are also limited because there are only a few students and parents who

check their emails and virtual classrooms. The research was conducted using survey

questionnaires through google forms to gather responses. This research is focused on developing

a teaching strategy in addressing the unresponsiveness of pupils during discussion.

E. Definition of Terms

Distance Learning - a method of studying in which lectures are broadcast or classes are

conducted by correspondence or over the internet, without the student's needing to attend a

school or college.

Isolated- separated from other persons or things; alone; solitary.

Online Distance Learning (ODL) - form of education in which the main elements include

physical separation of teachers and students during instruction and the use of various

technologies to facilitate student-teacher and student-student communication.

Participation- the act of taking part in an event or activity.

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Synchronous class- run in real time, with students and instructors attending together from

different locations. Asynchronous classes run on a more relaxed schedule, with students

accessing class materials during different hours and from different locations.

Unresponsive- not reacting or answering, or not reacting or answering satisfactorily.

Viable- having the ability to grow, expand, develop

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 CHAPTER II

Review of Related Literature

Student participation is crucial to student learning, particularly in the online world, where

students may feel isolated and disconnected. “While actively involved in a game, our brains

experience the joy of struggling with, and coming to understand, new systems, concepts, and

perspectives. The same principles apply to digital games” (Jukes, 2017). Learning experiences

that are meaningful are crucial to students of all ages, regardless of delivery method or

educational setting. (Merriam et al., 2007) After settling on synchronous class meetings, the next

decision was whether or not students should be required to switch on their video cameras during

class. The supervising staff felt that the best student-centered strategy would be to not force

students to use cameras because they may not feel comfortable doing so, especially if they do not

have access to a private location or are embarrassed of their home setting. (Costa, 2020).

Classroom engagement helps children understand the lesson better. It encourages pupils

to become more invested in the information covered in class. Comparing other students' thoughts

on the content to their own can inspire students to think more critically about the course themes,

which will aid comprehension. Participation in class also improves a child's communication

abilities. Students will participate in the class discussion if they are engaged in the lesson. The

more a student interacts in class, the better their communication and understanding skills will

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develop. Many students are afraid of being judged if they give the wrong answer, which is why

they struggle with class participation. They are concerned that if they give inaccurate responses,

other students may doubt their intelligence. Though natural, this concern should not prevent you

from engaging in class. Unpreparedness is another reason why pupils do not talk or interact.

Students will never join in class discussion or be involved in the course if they have no idea what

the class is discussing, and it will be uninteresting for them. (GradePowerLearning)

One of the difficulties of online learning is that students feel separated from their

classmates and instructors. By providing a diverse range of topics that are relevant to current

issues in the field and allowing students to connect the practical, in this case their professional

experience, to the theoretical, the course content, students become more engaged in class

discussions and assignments, as well as their peers. (Shearer, 2003).Instructors can also build

relationships with students by providing constructive feedback that confirms how well they are

performing while also pointing out areas where they can improve. (Muirhead, 2004).

Establishing instructor presence in online courses can be accomplished by a variety of

approaches that foster positive contact between the instructor and students, such as how the

course is planned, organized, facilitated, and taught. (Jaggars et al., 2013; Karmin, O’Sullivan,

Deterding, Younger, & Wade, 2006). IThe instructor's most significant function in online

learning environments is to establish his presence and personality in the course content,

conversations, and activities. (Shea, Li, & Pickett, 2006).

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Conceptual Framework

The researchers used Word Wall to Improve Unresponsiveness of Students during Synchronous

Classes. With this approach the results lead to students becoming more cooperative, attentive,

responsive and cheerful. Based on our observations during conducting this research the kids in

the classroom are no longer unresponsive and instead they are very excited to participate in the

class if the researchers include word wall website/app in delivering our lessons in the class.

Based on the results of our research, because of the word wall they become cooperative and

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through that they were able to explain their reasoning and conclusions without hesitation and

fortunately it develops their communication skills despite the barriers of being isolated under the

screens. The word wall makes the kids more attentive and willing to do the task more and

quickly. The app/tool that the researchers used was effective because regarding our research

problem, it improves the students' unresponsiveness in the class and later they become

responsive and cheerful in our synchronous classes.

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 Chapter III

METHODOLOGY

A. Research Design

This research will use a quantitative method. This is a descriptive research that uses

questionnaires to get data from the respondents who are Grade 5 students from Silliman

University Elementary School. The first-hand data that will be collected from the respondents

will be graphed and tabulated respectively. Thus, this study will provide insights about the

students, parents, and of course the teachers that are dealing on why students are being

unresponsive during class discussion. But, if there will be no students who will answer the

questionnaire, we will just get their scores and number of students who played on the WordWall

activity and examine whether they were more participative during class discussion. It will

likewise help us researchers to realize how to enhance our study, to determine in Developing a

Teaching Strategy to Improve Unresponsiveness in Online Discussion.

On the off chance that the credible researchers can make productive arrangements in

regards to unresponsiveness of the students and to besides help them give the training that merit

them and just as teachers to be more proficient viable and for them that their work probably

won't be squandered and to get deserving of their persistent effort for making a lessons and to

help them engage students to participate in class discussion.

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 B. Research Site/Environment

The study will be done by sending the questionnaires to the respondents using Soul. We

will message them through soul messenger and also post it to their virtual classroom specifically

on the announcement section, since face to face contact is prohibited to prevent the spread of

Covid-19 virus. It is done through sending each respondent or the student’s formal letters with

the parent’s consent and questionnaire via Soul messenger and in their virtual classroom to

practice safety measures. Following stay-at-home requests lessens the danger significantly more

by eliminating human contact except with family members in the home. While there are other

factors that impact how the virus spreads, isolating is one of the most important things someone

can do to help avoid infection or becoming a carrier. We need to stay at home to flatten the curve

and follow the health protocols to try not to get tainted with the said Coronavirus infection so the

respondents will answer the questionnaires within their respective home. The respondents are the

Grade 5 students enrolled in Silliman University Elementary School in the school year

2021-2022.

C. Respondent and Sampling Method

The respondents were the Grade 5 students section Joel who are enrolled in Silliman

University Elementary School in the school year 2021-2022. Considering that some of the Grade

5 students are being unresponsive during synchronous sessions. Also, Grade 5 students should

have the opportunity to be vocal in their reasons on why they are being unresponsive. These

questions helped the respondents answer the sensitive questions given by the researchers.

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 This study's approximate total respondents are ten who stand selected at random to

participate in the study. Each student took part in the survey through google form. The

researchers used the ten students who received the paper with a number as respondents. If no

students respond to the questionnaire, we will just use their scores and the number of students

who participated in the WordWall activity.

D. Data Collection Instrument and Data Collection Procedure

The instruments used in the collection of data were the survey questionnaire for random

sampling. There were two sections on the survey questionnaire for the Grade 5 students. The first

section of the survey questionnaire focused on their personal data and the attached parent’s

consent. The second section was about their answers in being vocal of their reasons on why they

are being unresponsive and as to what they can advise for them to be responsive during class

discussion.

On the sets of survey questionnaires, most questions were provided with possible answers

and a few open-ended questions.

We will gather and collect the data by identifying how many students participated during

the activity and their individual scores if by any chance they would not answer the survey

questionnaire.

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 E. Data Analysis

In this research, the researchers used descriptive statistics to measure the central tendency

and validity of the findings through range, percentage distribution, average and scales.

To make it easier for the researchers, percentage distribution was used to analyze the data

and to arrive at a conclusion. The analyzed data were presented through pie charts, tables and in

an appropriate language.

However, if no students respond to the survey, we will estimate how many students

participated in the activity, and also their scores which will help us determine whether they are

engaged in such an activity.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation, Analysis and Interpretation of Data through Scores/Results.

FIGURE 1. FIRST ACTIVITY RESULTS OF THE RESPONDENTS.

The figure shows the results on the first activity of the respondents. It shows that 85% of the

students who joined the first activity. The activity got an average score of 2.1 over 3. There were

8 students who got the top score. Only 1 student got the fastest time in answering the activity.

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FIGURE 2. SECOND ACTIVITY RESULTS OF THE RESPONDENTS

The figure shows the results on the second activity of the respondents. It shows that 83.33% of

the students who joined the second activity. The activity got an average score of 3.1 over 4. There

were 4 students who got the top score. Only 1 student got the fastest time in answering the

activity.

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 CHAPTER V

Summary

Online Distance Learning poses a number of difficulties that make teaching more

difficult. Students' engagement in conversations has decreased. We did a study to address this

problem and employed an intervention to solve it. With the usage of the Word Wall website, we

intend to boost student participation during class time. Teachers believe that adopting a Word

Wall will encourage pupils to participate more actively in class discussions.

Conclusion

We believe that the use of the Word Wall was successful, and students' engagement in

class discussions improved significantly. This research revealed that using Word Wall can help

pupils improve their participation in class. When we did a Word Wall activity, the majority of the

pupils participated. They were extremely engaged and enthusiastic in this type of activity.

Despite the fact that students' academic ability differed, Word Wall activities were

one aspect that may have aided in the development of high-frequency communication. Students

may improve their fluency and communication in class by developing a more extensive

high-frequency through the use of Word Wall activities.

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Recommendations

This study has extracted some valuable information. The researchers recommends the following:

● Institutions that provide online courses or programs should make an effort to convey
research on the effectiveness of totally online and blended learning in achieving student
learning outcomes.
● Researchers studying online teaching and learning should focus their efforts on gathering
data on the effectiveness of tools, technologies, and practices for which there is a lack of
evidence.
● Teachers should provide parents detailed instructions on how to handle their children and
how to help them learn.
● Parents should set out time to conduct the things that their children require. If they are
unavailable, ask a family member to assist in guiding the learner.
● WordWall is an internet platform for designing learning exercises that is completely free.
Teachers can use this tool to enter a topic they want to address in class into the WordWall
and receive a range of ready-to-use, fully customizable activities such as quizzes, word
games, maze chases, and more. WorWall is especially beneficial in mixed-level classes,
where you can assign quick finishers an activity that they can access readily online, even
on their phones. It can also be used to create a fun manner for students to compete in
class. It can also assist students in being more interactive, responsive, cooperative,
attentive, and happy in class.
● For future researchers, they can enhance this Using WordWall as a technique to improve
student unresponsiveness by giving this exercise to the students, which could help them
interact, particularly for students with disabilities. This would assist them in navigating
the areas where the kids need to develop.

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References:

● Ahmad, C., (2021) Causes of Students’ reluctance to Participate in Discussion, retrieved

from https://www.tandfonline.com/doi/abs/10.1080/15290824.2010.10387153
● Mainwaring, L. M., and Krasnow, D. H. (2010). Teaching the dance class: Strategies to
enhance skill acquisition, mastery and positive self-image. Journal of Dance Education,
10(1), 14-21.
● Indiana University Bloomington, (2021) Managing Difficult Classroom Discussions,
retrieved from
https://citl.indiana.edu/teaching-resources/diversity-inclusion/managing-difficult-classroo
m-discussions/index.html
● Scritter, T. (2021) How to participate in Class and why is it Important, retrieved from
https://collegesofdistinction.com/advice/how-to-participate-in-class-and-why-its-importa
nt/
● Protheroe N., (2004) Motivating Reluctant Learners, retrieved from
http://www.naesp.org/sites/default/files/resources/2/Principal/2004/S-Op46.pdf
● Why Students Don’t Participate In Class (And How You Can Help) | GradePower

Learning. (2018, November 26). GradePower Learning; gradepowerlearning.com.

https://gradepowerlearning.com/why-students-dont-participate-in-class/

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