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Action Research

This study examined the participation and performance levels of 9 grade 11 students who were less engaged in classroom activities. It found that their main reasons for low participation were timidity, lack of concentration, and lack of interest. The study implemented a cooperative learning program called "Grupo Mo, Sali Tayo" and found that students' performance increased after the program, with some students' levels rising from beginning to developing or approaching proficiency. The study concluded that collaborative learning strategies can increase student performance and addressing poor participation is important to prevent failure.

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45 views4 pages

Action Research

This study examined the participation and performance levels of 9 grade 11 students who were less engaged in classroom activities. It found that their main reasons for low participation were timidity, lack of concentration, and lack of interest. The study implemented a cooperative learning program called "Grupo Mo, Sali Tayo" and found that students' performance increased after the program, with some students' levels rising from beginning to developing or approaching proficiency. The study concluded that collaborative learning strategies can increase student performance and addressing poor participation is important to prevent failure.

Uploaded by

Johnlie Canete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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III.

Problem Statement

1. What is the Performance Level of Grade 11 Barrion students who less likely to
participate in classroom activities?
2. What are the reasons affecting low performance level of identified Grade 11
Barrion students?
3. What is the significant difference between the participation level of students before
and after the implementation of the program?

IV- SCOPE AND DELIMITATION

This study was conducted among Grade 11 Barrion students of Libas Sud
Integrated Secondary School. It focused on the participation level of nine (9)
identified students who less participated in classroom activities.
Two academic quarters were the time frame of the study using “Grupo Mo,
Sali Tayo”. First and Second Grading Performance Rating were used as bases of
analysis of results.
SAMPLING

The researcher made use of purposive sampling technique. One query to the
subject teachers and the teachers handling in lower grades was utilized where nine
(9) identified students who less likely participate in classroom activities were
purposely given a chance to engage in classroom activities. Responses was used in
triangulation

DATA COLLECTION
The primary source of data is the students’ Performance Rating in the first
quarter. Nine identified students who less likely participated in class discussion was
the focus of study using “Grupo Mo, Sali Tayo” Program. Their attendance was
checked and monitored regularly in every session. Their performance rating for the
second quarter was used as basis for the analysis of results.

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ETHICAL ISSUES

In interviewing the respondents, ethical values were considered to protect the


participants. Parents were informed with consent. Confidentiality was the utmost
concern throughout the conduct of the study. The respondents with their parents in
the presence of school authority agreed responsibilities, and timeliness. Purpose of
study was clearly discussed. Codes have been used to represent each student in the
presentation of results to protect him or her from any bad or unfavorable negative
effect of the study.

IV. RESULTS AND FINDINGS

Table 1. Level of Performance of Grade 11 Barrion Students

Approaching
Beginning Developing Proficient Advanced
Proficiency
71- 74 75-79 80-84 86-up N= 25

3 7 4 9 2

The table shows the performance level of Grade 11 Barrion students. Out of
twenty-five (25), three (3) students were on the beginning level which was classified
as failing students. Seven (7) students were on the developing level, four (4) on the
approaching proficiency and nine (9) on the proficient, advanced level has two (2)
students. Ten students classified as developing and beginning were the focus of the
research which was nearing to fail. If not given attention, this might turn to failure in
studies.

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Table 2. Causes of poor students’ participation
Timidity/ Poor Lack of Difficulty in using
N=9
shyness Concentration interest English Language
1 2 2 4 9

The table shows the number of students who less likely participated in
classroom activities. Out of nine (9) students, 1 student answered that they less
participated in classroom activities because of timidity/ shyness, 2 have poor
concentration, 2 have lack of interest and 4 have difficulty in using English language.
Among the four factors, the researcher focused all reasons except difficulty in
English language. This statement is supported by Bernero (2010) who cited that
cooperative learning can be a useful tool to help develop self- confidence and
positive attitude toward learning. Students who struggle with academic subjects
continued to struggle and became frustrated with individual work, but improved both
academically and in self-confidence; thus leading to social improvement, when it
came to group work. Students working cooperatively often enjoy the experience and
believe that their classmates like them. This belief that they are accepted by others
also allows the students to believe that they are more successful academically. This
perception of success increases students’ self-esteem (Goyak, 2009).

Table 3. Performance of Grade 11 Barrion students before and after the


intervention.

STUDENT FIRST GRADING SECOND GRADING


A Beginning Developing
B Beginning Developing
C Beginning Developing
D Developing Approaching Proficiency
E Developing Approaching Proficiency

Table 3 shows the performance of Grade 11 Barrion students before and after
the intervention program. It can be gleaned that after the intervention program, the
students obtained an increase performance which was relatively higher than that of
the students’ performance before the intervention program. It is very clear that
students’ performance rating increased from beginning level on the second quarter
to developing level on the third quarter and from developing level to approaching
proficiency level respectively. This result is supported by many studies that students’

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academic achievement was better for students who were involved in a cooperative
learning environment, and the effects of cooperative learning on student
achievement can be impressive.

V- CONCLUSIONS AND RECOMMENDATIONS

Based on the findings:


1. There is an increase of students’ performance level through collaborative learning
strategies.
2. Effective strategies are essential factors for students’ learning.
3. The failure to address students’ poor participation to classroom activities lead to
Poor performance in school.

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