Abstract

Action research is an effective plan for the professional development of teachers. It helps practitioners’

to improve their teaching skills. This research paper examines the strategies used by the researcher

to maintain discipline in classroom through action research. The paper determines whether punishment

and de-motivation are better reinforcing tool to maintain discipline and whether there is a relation between

punishment and de-motivation with learners’ behavior. The teacher identified the areas of

improvement in maintaining classroom discipline .For this particular research, Individual Action Research

Plan was adopted. A professional plan was developed and implemented using Skinnerian model of

discipline (1930-1955) to maintain discipline in classroom through positive reinforcement instead of

punishment. The sampling consisted of 60 students (30 males and 30 females) of grade 9-10.

The data was collected through personal observations, reflective diary and audio recordings. The study

concludes that there is a definite relationship between punishment and de-motivation with learners’

behavior .The students were more relaxed when the positive reinforcement was adopted and

when the routine plan was made keeping in mind the interest of the students. They were

more engaged in class when the punishment and demotivation were avoided. Positive reinforcement,

substituting punishment and implementing students’ opinion helped a lot in maintaining discipline and in

improving learners’ behavior. The action research helped the researcher to maintain classroom

management through effective discipline practice.

Abstract

This study conducted to develop strategic intervention materials in Science that will enhance learning and

remedy the least mastered skills of the students, thus attain growth in their academic performance.This

study focused to determining the impact of strategic intervention material in improving the academic

performance in Science of Grade 8 students at Kabacan National High School. It gathers and presents

descriptive information from the perspective of teacher-respondent from Kabacan National High Schol as

the end-user of the different techniques and intervention in teaching. The data gathered include the

respondents’ assessment in the subject matter based on the pre-test/ post-test.This study is conducted at

Kabacan National High School , School Year 2022-2023. It covers 13 students from Grade 8 revealed that

there was no significant difference on the performance of the experimental group and control group in the

pretests. They were of the same level of intelligenceand mastery before they were exposed to experiment.

Although, there was slight difference on their mean score, it was not that significant based on the computed

t-value of 0.476 at 0.05significance level. This attested that both groups of respondents had the same level

of mastery before an intervention was introduced to the experimental group and conventional method to

the control group.

Propelling Students Into Active Grammar Participation

II. Author/s:

D.A. Jurhill

III. Abstract

O! This learning, what a thing it is. -W. Shakespeare, The Taming of the Shrew

The aim of this action research was to find out if active grammar involvement amongst students might lead to

better results. My approach was to activate my students during grammar instruction by using cooperative learning:

that is a form of learning in which teachers favour the instructional use of small groups through which students

work together to maximize their own and each other’s learning (Johnson, Johnson, & Holubec, 1991). My

motivation was to instil a more active attitude towards grammar instruction amongst my students. I used three

groups, of 26-30 students each that participated in this study: one experimental group and two control groups. I

incorporated the Jigsaw Method in my experimental group. I divided this group into small groups with one mini-

expert who would explain grammar to others. After two cycles the findings were promising. The students of my

experimental group scored higher and were more actively involved during the grammar lessons than their peers of

the control groups. Though this approach to grammar seems to have worked in my school practice I do advise to

study the effects of cooperative learning in grammar education holistically over a longer period of time.

IV. Identify the Problem in the Study

Find out if active grammar involvement amongst students might lead to better results.

V. Identify the Action Taken in the Study

The researcher instils a more active attitude towards grammar instruction amongst his students. He used three

groups, of 26-30 students each that participated in this study: one experimental group and two control groups. He

incorporated the Jigsaw Method in my experimental group. I divided this group into small groups with one mini-

expert who would explain grammar to others. After two cycles the findings were promising. The students of his

experimental group scored higher and were more actively involved during the grammar lessons than their peers of

the control groups. Though this approach to grammar seems to have worked in my school practice he do advise to

study the effects of cooperative learning in grammar education holistically over a longer period of time.
 As a student, I have come to appreciate the importance of a conducive learning environment. A

conductive learning environment is a place where students can learn, grow, and succeed. There are several

factors that contribute to a conductive learning environment, and I am fortunate to have experienced many

of them.

One of the key components of a conductive learning environment is supportive teachers. Teachers

who are passionate about their subject and committed to their students’ success can make a huge

difference in the learning process. They encourage questions, provide clear explanations, and offer helpful

feedback. They make learning engaging, interesting, and fun.Another important aspect of a conductive

learning environment is access to helpful resources. This includes textbooks, online resources, and

educational tools. Having access to these resources makes it easier for students to learn and understand

the material. It also helps to foster a sense of independence and self-directed learning. A conducive learning

environment is also one that is inclusive and welcoming. This means that students from all backgrounds

and abilities are treated with respect and given equal opportunities to learn and succeed. In such an

environment, students feel safe and supported, which helps them to learn and grow to their full

potential.Finally, a conductive learning environment is one that promotes collaboration and teamwork. This

involves creating opportunities for students to work together on projects, assignments, and activities.

Collaborative learning not only helps students to develop important social and communication skills, but it

also enhances their ability to learn and retain information.

In conclusion, a conductive learning environment is essential to student success. Supportive

teachers, helpful inclusive resources and teamwork are key factors that contribute to such an environment.

As a student, I am grateful for the conductive learning environment I have experienced, and I hope that

others can have the same opportunities to learn and succeed.