action research 2013-2014 chapter 1 to 5

8/9/2019 Action Research 2013-2014 Chapter 1 to 5

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Chapter 1

THE RESEARCH PROBLEM

Introduction

This Action Research was undertaken to describe the impact of teacher-made

advance exercises as intervention on disruptive behavior of pupils when learning division

skills in elementary arithmetic operation. The subjects of this study were rade Two ! A

pupils who were constantly disrupting the class during "athematics period taken from

the list made by the teacher through visual observation.

#or the last two grading periods handling a cream class$ a lot of repeated

disruptive behaviors such as incessant talking or getting out of their seats to name a few$

which were very taxing to the teacher$ were observed. These disruptive behaviors were

mostly due to boredom especially to those pupils who got to finish their seatwork fast.

This called for a classroom management skill.

%ollowell &'(1)* mentioned in her article that classroom management skills are

essential for all teachers. +upervising a group of children with different personalities and

backgrounds is a challenging task. ,ou are responsible for their academic growth while

ensuring that the learning environment stays welcoming and secure. This includes

dealing with disruptive pupils.

According to Tyson &'(1)*$ disruptive students are always present in every

classroom. Regardless of scenario or perhaps how great you happen to be as being a


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teacher$ in one way or another they will and can be found. All of which will develop

problems provided an open possibility.

ut we cannot isolate them from disrupting the whole class. Tyson &'(1)* further

emphasied that in relation to their presence as well as impact on virtually any class$ as a

mentor$ they are still your own obligation. #ar more$ you should apprehend them so as

not to induce further problems.

+tott &'(1)* cited that the days of pupils writing out pages of lines$ or copying

large extracts of text as so-called sanctions or punishments are thankfully long gone. The

concept of /using the pupils time0$ however$ is still with us and with some creative

thinking can be used to reinforce behavioural expectations$ while embedding a process of

problem solving.

+o$ to keep the class from further disruptions without giving any negative vibes to

these pupils with disruptive behavior$ the researcher came up on an intervention utiliing

their active energy to their advantage.

Tyson &'(1)* added that coping with disruptive students is really not hard to do. t

might appear that they are probably the most challenging kinds to socialie with$ however

once straightened$ the once ex - bothersome types are often an asset in class. f you are

able to cause them to follow you$ it2s possibly one of the most satisfying durations within

your teaching career.

Thus$ the study on the impact of a teacher-made advance exercises as

intervention on disruptive behavior of pupils when learning division skills in elementary

arithmetic operation was undertaken.


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Framework o the Stud!

The use of a teacher-made advance exercises as intervention in dealing disruptive

behavior of pupils when learning division skills in elementary arithmetic operation was

anchored on the theory of constraints of oldratt &'((3* which used the thinking

processes for a win-win conflict resolution.

The pupils in rade Two ! 4iamond class under the 5 to 1' asic 6ducation

7urriculum belong to the top forty of the '89 grade two pupils of "anolo #ortich 7entral

6lementary +chool relative to their rade :ne general average. They were most likely to

got bored or restless especially when they finished the given task early with nothing who

while waiting for the others to be through. Their boredom led to incessant talking or

getting out of their seats$ thus$ disrupting the class.

+o$ for a win-win solution$ the teacher gave advance exercises for these pupils to

answer. They did not only free the class from disruption$ they got enriched also through

the teacher-made advance exercises as intervention given by the teacher.

#igure 1 shows the schematic diagram where both a control group and an

experimental group are compared.

The ;retest results of both groups were individually measured prior to the start of

the )rdrading ;eriod which focused only on division lessons in elementary arithmetic

operation. After which$ the experimental group was given the teacher-made advance

exercises as intervention while the control group was not. A ;osttest was then given at

the end of the division lessons. 4isruptive behavior of pupils from the experimental

group was recorded on a 13-day period prior to and during the conduct of this research

based on visual observation of the teacher.


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Fi"ure 1< +chematic 4iagram +howing Two roups of ;upils$Type of Test 7onducted$ and ntervention Applied

#igure 1.1 shows the interplay among the independent$ dependent$ and control

variables. As shown$ the independent variables are the teacher-made advance exercises

intervention with the 4ivision +kills ;retest ;erformance as covariate. The dependent

I#$EPE#$E#T %ARIABLES $EPE#$E#T %ARIABLES

CO#TROL %ARIABLE

Fi"ure 1&1< +chematic 4iagram +howing the nterplay

Among ndependent$ 4ependent$ and7ontrol =ariables

P

O

S

TT

E

S

T

Teacher-"ade

Advance

6xercises

P

R

E

TE

S

T

E'perimenta(

)roup

&;upils with

mpact on

ehavior and

Test

Contro( )roup

&;upils with

>ndisruptive

Impact

ehavior

4ivision +kills

;osttest ;erformance

Inter*ention

Teacher-"ade

Advance 6xercises

Co*ariate

4ivision +kills ;retest

Pupi( Beha*ior

;upils with 4isruptive ehavior

;u ils with >ndisru tive


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variables are the impact on disruptive pupil behavior and 4ivision +kills ;osttest

;erformance. The control variable is the pupil0s behavior which is classified as

disruptive and undisruptive.

Statement o the Pro+(em

This study was aimed at describing the impact of teacher-made advance exercises

as intervention on disruptive behavior of the rade Two - 4iamond pupils of "#76+ for

the third grading period$ +chool ,ear '(1)-'(3$ when learning division skills in

elementary arithmetic operation.

"ore specifically$ this study tried to answer the following @uestionspon checking with the 7lass +chool Register orm 1*$ it was

noted that on the days that these pupils were undisruptive$ they were absent from class. A

8?.?3K of disruptive behavior was observed from the experimental group.

Table 1.1 shows the table of fre@uency of disruptive behavior manifested by the

experimental group through visual observation by the adviser during the 13-day research

period. t was noted that during the first day of the program$ class disruption was not

manifested. That was their ;retest 4ay. "ost of the allotted time for "athematics period

was consumed so they hardly showed any class disruption. 4uring the second day$ which

was the first lesson in division skills$ ;upils L' and LC manifested disruptive behavior in


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class. They were able to finish the advance exercise given fast thus leaving them bored

while waiting for their exercises to be checked. 4ays )-13 showed no more disruptions

since these two pupils were given the extra assignment of checking their exercises thus

leaving them busy with it until "athematics period ended. A 1.F8K of disruptive

behavior was observed from the experimental group.

Ta+(e 1

Fre5uenc! and Percenta"e o $i,rupti*e Beha*ior o Pupi(, 6Prior7

Pupi(, with

$i,rupti*e

Beha*ior

OCTOBER -810Fre5ue

nc!

Percent

a"e

9 : ; 18 11 12 1< 19 1: -1 -- -0 -2 -=

;upil L1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%

;upil L' 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%

;upil L) 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%

;upil L3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%

;upil L? 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%

;upil LC 1 1 1 1 1 1 1 1 1 1 1 1 1 0 13 92.86%

;upil LF 0 1 0 1 1 1 1 1 1 1 1 1 1 1 12 85.71%

;upil L9 0 1 1 1 1 0 1 1 1 1 1 1 1 1 12 85.71%

T:TAG 13 16 16 18 19 21 24 25 26 29 30 31 32 32 107 95.54

%

Ta+(e 1&1

Fre5uenc! and Percenta"e o $i,rupti*e Beha*ior o Pupi(, 6$urin"7

Pupi(, with

$i,rupti*e

Beha*ior

$a!

Fre5uenc!

Percenta"e

1 - 0 2 = < 9 : ; 18 11 1- 10 12

;upil L1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%

;upil L' 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 7.14

%

;upil L) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%

;upil L3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%

;upil L? 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%

;upil LC 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 7.14

%

;upil LF 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%


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;upil L9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%

T:TAG 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2 1.79

%

raph 1 illustrates the comparison on percentage of observed disruptive behavior

of pupils in the experimental group prior to this research and during the intervention. The

graph clearly shows a big drop on the percentage of disruptive behavior of pupils during

the intervention period.

)raph 1

Compari,on on Percenta"e o O+,er*ed $i,rupti*e Beha*ior

Prior During

0

10

20

30

40

50

60

70

80

90

100 95.54

1.79

Percentage

Pro+(em -> .a, there an increa,e in $i*i,ion Ski((, Po,tte,t Perormance in the

e'perimenta( "roup a, compared to the contro( "roup4

Table ' shows the ;retest and ;osttest "eans of 6xperimental and 7ontrol

roups. The ;retest means of both experimental and control groups are found on the


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second column. The third column shows the ;osttest means of both experimental and

control groups.

Ta+(e -

Prete,t and Po,tte,t Mean, o E'perimenta( and Contro( )roup,

Prete,t Mean Po,tte,t Mean

E'perimenta( )roup C.? 1F.)9

Contro( )roup 3.C) 1'.83

raph ' is displayed for a visual linear presentation of Table '. n raph '$ the

red line shows the mean of the experimental group on its ;retest and ;osttest. The blue

line depicts the mean of the control group on its ;retest and ;osttest. t is evident in the

graph that the experimental group rated higher compared to the control group where no

intervention was given.

Thus$ a higher increase in the ;osttest of the experimental group was observed as

compared to the control group.

)raph -

Prete,t and Po,tte,t Mean, o E'perimenta( and Contro( )roup,


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To collect data needed for this study$ the teacher-made ;retest-;osttest results of

the experimental and control groups were used. The visual observations of the disruptive

behavior of the experimental group before and during intervention were also used.

The following findings surfaced along the course of this study

action research 2013-2014 chapter 1 to 5

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