Action Research Approaches Group

Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY

Tandag City, Surigao del Sur
GRADUATE SCHOOL
IMPROVING LEARNER’S PERFORMANCE THROUGH GE-ICE STRATEGY
An Action Research
Researchers:
BALOYO, JOVIN C.
CAFÉ, AIZA L.
FIGURA, FRITZIE ANNE C.
GALELA, RONEL Q.
LOBATON, JAY-VAN R.
MONDALO, NADINE A.
PLAZA, MIRAFLOR S.
SERRANO, MARK BRANDON C.
SILADES, GERICA M.
VERGARA, REX RAIZO
December 2019
GRADUATE SCHOOL
ABSTRACT
Speaking is one of learning skills that each one must acquire. Blessed are those
who are gifted with that skill from the start; enhance it, on the other hand there are
plenty of those who are not that good in certain. As a language teacher, we must see to
it that even the very basic; learners must learn or shall have it. The very basic which
refers to the simple discourse during the teaching-learning processes, whereby they are
encouraged to share the concept or ideas they have in mind. This School Year, our goal
is to let the students express themselves freely in connection with our two core subjects
– Oral Communication and Reading and Writing Skills. So far there was an observation
that some students in the Technology Vocational Livelihood Strand were hesitant in
participating during class discussion for they did not know what to say. Specifically in
G11- ICT, performance and oral recitation were not that visible for those inhibitions. As
a result, low scores which lead to failing grades were expected. As facilitator of learning,
this knotty point should be given attention. With Group Work, Easy Language,
Interesting Topic, Clear Guidelines and English Monitors (GE-ICE) employed, there was
an evident changes and most especially if they were being called with their names. It
wasn’t a bad try. We got into how the intervention would impact our students’
enthusiasm for participating and learning English.
Enthusiasm for learning English can be defined as the students’ eagerness to
participate in English activities in the classroom, as well as away from school.

GRADUATE SCHOOL
According to Dewey (1859-1952), significance for informal educators lay in a
number of areas. First, his belief that education must engaged with and enlarge
experience had continued to be a significant strand in informal education practice.
Second, and linked to this, Dewey’s exploration of thinking and reflection – and the
associated role of educators – had continued to be an inspiration. We could see it at
work, for example, in the models developed by writers such as David Boud and Donald
Schön. Third, his concern with interaction and environments for learning provide a
continuing framework for practice. Last, his passion for democracy, for educating so that
all may share in a common life, provided a strong rationale for practice in the
associational settings in which informal educators work.

GRADUATE SCHOOL
TABLE OF CONTENTS
Title Page ……………………………………………………………………….. 1
Abstract ………………………………………………………………………….. 2
Acknowledgment ……………………………………………………………….. 3
Context and Rationale ………………………………………………………….. 5
Action Research Questions ……………………………………………………..6
Proposed Innovation, Intervention and Strategy …………………………….. 7
A. Participants
B. Data Gathering Methods
Discussion of Results and Reflection …………………………………………. 8
Action Research Work Plans and Timelines …………………………………. 9
References ……………………………………………………………………….. 10
Financial Report ………………………………………………………………...... 11

GRADUATE SCHOOL
I. CONTEXT AND RATIONALE
Education played a key role for the development of a country. In today’s world,
this had been transformed as to be a way for achieving individual’s own need and could
be achieved by implementing active learning. Learners were considered as “TABULA
RASA” and teachers need to fill or impart knowledge by active involvement /
participation of students inside the classroom. This study was made to answer the call
of concern inside the classroom which was the student’s inhibition during class
discussion.
We taught students by giving them the opportunity to ask their own questions,
guide discussions and let them enlighten us of their needs (Bissex, 1996). The focus of
this study is to increase student involvement and create a child-centered learning
environment that will enhance students' critical thinking and speaking ability. Berquest
and Phillips (1975) concluded that three factors contribute to student non-
involvement. "One-way communication on the part of the instructor, certain student
learning styles which avoid involvement and the lack of specific classroom structures
which encourage participation."
It was found out that there were only 6 among 40 G11-ICT students who were
participative enough every class teaching-learning processes. On the other hand, the
rest were just contented on always sitting without saying anything. This was the primary
reason why performance was low among those students.

GRADUATE SCHOOL
According to the English Dictionary, inhibition means the feeling of
embarrassment or worry that prevents you from saying or doing what you want. As
observed, many contributing factors hinder student’s participation. As facilitator of
learning, we always wanted to ensure and assure that every learner must have to
participate every now and then to increase their level of performances in each learning
area.
Those inhibitions would be catered in the long-run if they were only having that
willingness.
This problem was given a particular solution to which participation would
increase as expected.
Additional research done by Turner and Meyer (2004) concluded that "a
combination of challenging instruction and positive affective support is necessary for
promoting motivation in English subjects." Another study conducted by Turner, J. and
Patrick, H. (2004) examined work habits and classroom participation. They determined
that "classroom participation is related to a combination of factors: English achievement,
personal achievement, goals, perception of classroom goal structures, and teacher
support." Lastly, Dallimore, Hertenstein and Platt (2004) revealed that increased
classroom participation is influenced by "affective questioning, lessons relevant to their
daily lives, supportive classroom environment, and a constructive feedback participation
grade."
GRADUATE SCHOOL
Based on these research findings, we examined the correlation between
students' classroom contributions and academic success. Our hypothesis is that an
increase in student participation rates will lead to an improvement in academic
performance.
GRADUATE SCHOOL
II. ACTION RESEARCH QUESTIONS
This study aimed to cater the primary problem inside the classroom that should
be given of a certain solution.
QUESTIONS:
1. What is the level of performance of G11- ICT students inside the classroom in
Reading and Writing class?
2. What is the level of performance of G11- ICT students after implementing GE-
ICE strategy?
3. What is the increase in the level of performance G11-ICT students in Reading
& Writing Skills class after implementing GE – ICE strategy?

GRADUATE SCHOOL
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
GE-ICE was our coined strategy or our project name. This intervention was used
by the researchers as an aid to increase performance of 35 G11- ICT students.
Group Work increases the amount of time available for oral practice and allows
more than one student to benefit from speaking time. Working in groups also lowers
suppression of shy students who are not comfortable to speak in front of the whole
class. Role play for example has appeal for students because it allows the students to
be creative and to put themselves in another person’s place for a while (Richard, 2003:
222). While simulation is very similar to role-play but here students can bring items to
the class to create a realistic environment. For instance, if a student is acting as a
singer, he or she can bring a microphone to sing and so on.
This is suitable for both or oral participation and performance level for once the
student is engaging in speaking activities surely he/she will increase hi/her
performance.
Easy Language or simple language makes it easier for students to speak for
longer without hesitation and gives them a sense of accomplishment. Essential
vocabulary can be pre-taught or reviewed before the activity enabling students to fill-out
their speech with more interesting sentences and rich language. This addresses the
GRADUATE SCHOOL
vocabulary skills of a learner and an aid to the way whereby he/she develops his
speaking ability.
Interesting Topic or choosing a topic according to the interests of the class
ensures learner’s motivation. If the material and task instructions are presented clearly
and enthusiastically, they will be more likely to meet the challenge set for them. Once a
certain topic to be discussed or delivered is easy for them, they have the courage to
express and share what they have in mind.
Clear Guidelines or stating clearly what is expected from each student is
essential in ensuring that everyone in the group contributes towards the discussion.
Appointing a chairperson to each group to regulate participation is a way to make sure
that dominant students leave discussion opportunities open to more reserved students.
Feedback reveals the results of the discussion and motivates each student to follow the
guidelines.
English Monitors wherein monitor can be appointed to each group to remind
students speaking their mother tongue to switch back to English. A lack of classroom
management and discipline will encourage students, who do not feel that there is
resistance to their mother tongue, to easily revert back to it as soon as they have
problems expressing themselves.
This intervention was to allow and encourage everyone to stand and credit every
time those identified students participated in class discussions. However, this
intervention involved gathering data of one month term. This approach was considered
GRADUATE SCHOOL
as self-motivated one for they would be recording in their journals the times they raised
their hands to answer. In this way also, prior to the mentioned innovation they would be
asked if what were those things that hinders their participation so that both the learners
and the teachers would be aware on it.
Learning would take place if and only if participation is evident among our
diverse learners.
GRADUATE SCHOOL
IV. ACTION RESEARCH METHODS
A. Participants
The participants of this study were the 36 G11- ICT students of
Gamut National High School, School Year 2019-2020.
B. Data Gathering Methods

In gathering the data, the researchers conducted a survey among
G11-ICT students. In answering the questions, the researchers used
frequency and percentage, then the result was the baseline of the
student’s performance and was used as the basis for intervention.
V. DISCUSSION OF RESULTS AND REFLECTION
This part deals with the analysis and interpretation of the gathered data.
The data found in this part are arranged according to problems treated in this study.
Table 1
Number of Number of Students Actively

Grade Level and Section Percentage Level of Performance
Students Performed in Class
Grade 11- ICT 40 6 15%

GRADUATE SCHOOL
Table 1 shows the percentage level of performance of G11-ICT students in

Gamut National High School in their English Core Subject area. It reveals that the
percentage in terms of performance is low.
Table 2
Number of Students
Number of Percentage Level of
Grade Level and Section Actively Performed in
Students Performance
Class
Grade 11- ICT 40 30 75%
This table explains the outcome after the implementation of GE - ICE

strategy that from 15% of performance level of G11-ICT students, it reaches up
to 75%.
Table 3
Before After
Grade Level and
Increase
Section
Percentage Level of No. of Percentage Level
No. of Students
Performance Students of Performance
Grade 11- ICT 40 15% 40 75% 90%

GRADUATE SCHOOL
 The table reveals the 90% increase in the percentage level of performance for
G11-ICT students. With the intervention applied, the learners are now eager to
perform in any learning area for they won’t have those inhibitions within.
 In addition, a certain learner is always at his/her best if he/she is comfortable with

everything.
B. REFLECTION
As we work on with our study, we have thoughts that if every learner will
have that courage to express his ideas, focus on every lesson during class discussion,
no student will be suffering from receiving failing grades and we as facilitator of learning
will do all the best strategies so that their attention will only be on the day’s lesson.
Teaching strategies also as we think will create lapses for students nowadays lack
interest in their studies except for those learners who in one way or another have
eagerness and will to learn.
You only have that consistency in the application of any intervention and
close monitoring and updates of your strategies employed.
Learning is always our utmost concern towards our learners. This won’t be
possible if you are just letting them what they have and what they are without giving
reinforcement and enhancement.
VI. ACTION RESEARCH WORKPLAN AND TIMELINES
TIMELINE ACTIVITY FOCAL PERSON

SILADES, GERICA M.
June 2019 Conducting A Survey SERRANO, MARK BRANDON C.
Reporting the Survey’s

DINA JEAN D. SOMBRIO
Result to the SHS
July 2019 SHEKAINA FAITH C. LOZADA
Coordinator and the Class
Adviser
SILADES, GERICA M.
September-October 2019 Applying GE-ICE Strategy
SERRANO, MARK BRANDON C
November 6, 2019 Validation of Outcomes THE RESEARCHERS
GRADUATE SCHOOL
Analyzing and Interpreting

November 11, 2019 THE RESEARCHERS
Data
BALOYO, JOVIN C.
CAFÉ, AIZA L.
FIGURA, FRITZIE ANNE C.
GALELA, RONEL Q.
Completion and LOBATON, JAY-VAN R.
Submission of Action MONDALO, NADINE A.
November 18, 2019
PLAZA, MIRAFLOR S.
SERRANO, MARK BRANDON C.
SILADES, GERICA M.
VERGARA, REX RAIZO
VII. REFERENCES
Dewey, (1859-1952) Education: Theory and Philosophy
Bloechl, Student Participation, Active Learning
VIII. FINANCIAL REPORT
Materials/Expenses Quantity Unit Unit Cost Total Cost Fund

Source
A4 Bond Paper 50 Pcs. 2.00 100.00 Personal
Printing 15 pages 1.5 25.00 Personal
GRADUATE SCHOOL

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Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

IMPROVING LEARNER’S PERFORMANCE THROUGH GE-ICE STRATEGY

enthusiasm for participating and learning English.

Enthusiasm for learning English can be defined as the students’ eagerness to

participate in English activities in the classroom, as well as away from school.

According to Dewey (1859-1952), significance for informal educators lay in a

experience had continued to be a significant strand in informal education practice.

associated role of educators – had continued to be an inspiration. We could see it at

associational settings in which informal educators work.

Title Page ……………………………………………………………………….. 1

Context and Rationale ………………………………………………………….. 5

Action Research Questions ……………………………………………………..6

Proposed Innovation, Intervention and Strategy …………………………….. 7

B. Data Gathering Methods

Discussion of Results and Reflection …………………………………………. 8

Action Research Work Plans and Timelines …………………………………. 9

Financial Report ………………………………………………………………...... 11

I. CONTEXT AND RATIONALE

be achieved by implementing active learning. Learners were considered as “TABULA

RASA” and teachers need to fill or impart knowledge by active involvement /

this study is to increase student involvement and create a child-centered learning

involvement. "One-way communication on the part of the instructor, certain student

which encourage participation."

reason why performance was low among those students.

According to the English Dictionary, inhibition means the feeling of

observed, many contributing factors hinder student’s participation. As facilitator of

This problem was given a particular solution to which participation would

combination of challenging instruction and positive affective support is necessary for

promoting motivation in English subjects." Another study conducted by Turner, J. and

that "classroom participation is related to a combination of factors: English achievement,

personal achievement, goals, perception of classroom goal structures, and teacher

classroom participation is influenced by "affective questioning, lessons relevant to their

daily lives, supportive classroom environment, and a constructive feedback participation

Based on these research findings, we examined the correlation between

students' classroom contributions and academic success. Our hypothesis is that an

increase in student participation rates will lead to an improvement in academic

II. ACTION RESEARCH QUESTIONS

be given of a certain solution.

Reading and Writing class?

3. What is the increase in the level of performance G11-ICT students in Reading

& Writing Skills class after implementing GE – ICE strategy?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

by the researchers as an aid to increase performance of 35 G11- ICT students.

the class to create a realistic environment. For instance, if a student is acting as a

singer, he or she can bring a microphone to sing and so on.

student is engaging in speaking activities surely he/she will increase hi/her

longer without hesitation and gives them a sense of accomplishment. Essential

Interesting Topic or choosing a topic according to the interests of the class

express and share what they have in mind.

Clear Guidelines or stating clearly what is expected from each student is

Appointing a chairperson to each group to regulate participation is a way to make sure

English Monitors wherein monitor can be appointed to each group to remind

problems expressing themselves.

time those identified students participated in class discussions. However, this

and the teachers would be aware on it.

IV. ACTION RESEARCH METHODS

B. Data Gathering Methods

V. DISCUSSION OF RESULTS AND REFLECTION

Number of Number of Students Actively

Grade 11- ICT 40 6 15%

Table 1 shows the percentage level of performance of G11-ICT students in

Grade 11- ICT 40 30 75%