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Department of Education Region III Division of Zambales Masinloc District
INHOBOL ELEMENTARY SCHOOL
ACTION RESEARCH
on
EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-C PUPILS OF INHOBOL ELEMENTARY SCHOOL SY: 2018-2019
CHARMAINE E. CASTILLONES Teacher Researcher
(Enclosure 5 to Division Memorandum No. ___, s. 2015)
AR Form 1
ACTION RESEARCH PROPOSAL SHEET _______________________ (date)
ROMEO M. ALIP Ed.D. Schools Division Superintendent
Sir: This is to respectfully submit my action research proposal entitle
Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation Among Grade III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019
for acceptance/approval. Name of Researcher: CHARMAINE E. CASTILLONES Position: Teacher Station/District: Inhobol Elementary School/Masinloc District
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PROPOSAL ACCEPTANCE / APPROVAL This action research proposal of
Ms. CHARMAINE E. CASTILLONES (name)
Teacher of Inhobol Elementary School Masinloc District,
(position)
(station/school/District)
entitled, Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation
Among Grade III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019 is hereby accepted.
Recommending Approval
_______________________________ Education Program Supervisor (Area)
________________________________
_____________________________
Chief Education Supervisor – CID Asst. to the Schools Division Superintendent
Chief Education Supervisor - SGOD
MERLINA P. CRUZ, Ph.D.
AILYN C. EAY
Accepted for implementation on ______________________. (date)
ROMEO M. ALIP, Ed.D. Schools Division Superintendent
Abstract The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. To determine the participants in the study, random sampling was used. Pre test was given to all Grade III-Acacia pupils then the result was asses using the statistical tool swilk test to determine if the two groups were comparable. The 15 participants undergo descriptive group while the other 15 participants will undergo controlled group. The post test was administered 2nd week of October and it was given to both cases to measure students learning. Data were collected and analyzed as quantitative (examination) and qualitative (survey).
Acknowledgment Words are not enough to express my thanks to the following who in one way or another contributed to the success of this action research. To Mrs. Helen B. Mejos for sharing her ideas to me. To my principal Mr. Aldrin M. Barro for his untiring support regarding this endeavor and of course above all to our Almighty Father for always guiding me in all aspects of my career.
Table of Contents
Title Page Approval Sheet Abstract Acknowledgment Page Rationale………………………………………………….……………….
6
Statement of the Problem…………………………………………..
6-7
Hypothesis………………………………………………………………..
8
Significance of the Study…………………………………………….
8
Definition of Terms…………………………………………………….
8
Type of Study……………………………………………………………
9
Participants/Respondents…………………………………………..
9
Data Collection…………………………………………………………
10
Instruments………………………………………………………………
10
Data Analysis…………………………………………………………….
11-12
Results and Discussion………………………………………………
13-16
Summary, Conclusion and Recommendation……………….
17
Appendices a. Action Research Proposal b. Acceptance Sheet c. Test Questions d. Data processing e. Sample Output f. List of participants g. Other inputs/ Research and documentation
Rationale The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. However, motivating students to learn requires a very challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may be also exacerbated by language and cultural differences between teachers and students.
Statement of the Problem This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching style using English as a Second Language Strategies on student's motivation? 2. How does teacher's teaching style affect students' motivation? 3. What could be some categories that make one's teaching style effective in motivating students?
Hypothesis: If teacher's teaching style would fit in a class and is used consistently, then students are motivated to learn.
Significance of the Study This study is highly significant because this will be of big help to students to better understand the lesson and improve their study habit using motivation.
Definition of Terms For better understanding some key terms have been operationally defined. Descriptive method - means that surveys are made in order to discover some aspects of teacher's teaching style. Controlled Group - They are the Grade III pupils who received instruction from traditional way.
Type of Study This action research used Descriptive Design to address the pupils’ problem. The descriptive research design means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain the typical condition is obtaining. The researchers used questionnaires, observations, interviews.
Participants/Respondents To determine the participants in the study, random sampling was used. Pre test was given to all Grade II pupils then the result was asses using the statistical tool swilk test to determine if the two groups were comparable. The 15 participants undergo descriptive group while the other 15 participants will undergo controlled group
Method The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. Observation refers to what he/she sees taking place in the classroom based on student's daily participation. Student interviews were done informally before, during, and after classes. Several categories affecting motivation were being presented in the questionnaire.
Data Collection Activities 1. Conduct
Target Period meeting
for
parents October 2018
through HRPTA meeting
Data Needed Attendance
of
pupils
and parents
2. Re-group the pupils
October 2018
No. of pupils in a group
3. Pre-assessment test
October 2018
Pre- assessment result
4. Teaching Lesson
OctoberNovember 2018
5. Post assessment test
December 2018
Post test assessment
6. Analyze,interpret the methods used
December 2018
Result of pre and post assessment
Instruments The instruments used in the study was Pretest and Post Test (quantitative) to check the learning outcomes of pupils, survey questionnaire (qualitative) about how they like the lesson to be presented.
Data Analysis At the end of the three months research study, Post test was administered for both the experimental and controlled group. The scores achieved by the pupils of the two groups were recorded separately and were treated as academic achievements of the pupils for statistical analysis to accomplish the objectives of the study.
PRE TEST RESULT S.Y. 2018-2019
Date Administered: October 14, 2018 GRADE II
( Descriptive Group) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
( Controlled Group) 12 9 5 8 10 8 4 9 11 12 8 9 6 7 8
Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The total score for both the Descriptive and Controlled group is 126, with a mean of 8.4 and MPS of 42 .
12 9 5 8 10 8 4 9 11 12 8 9 6 7 8
POST TEST RESULT S.Y. 2015-2016
Date Administered: December 7, 2015 GRADE II
( Descriptive Group) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
( Controlled Group) 17 16 15 18 20 12 17 19 18 20 17 18 16 15 14
Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The total score of the experimental group is 252, the mean is 16.8 and with an MPS of 84%. The controlled group has a total score of 234, the mean is 15.6 and the MPS is 78%.
14 15 16 18 17 16 18 19 18 14 12 11 13 16 17
Results and Discussion Table 1 Histogram of Posttest Result of the Descriptive and Controlled Group
1
20 10 0
Percent
30
40
2
10
15
20 10
15
20
Post Test Scores Graphs by Group
The histogram shows the percentage of Post Test result of 1 Descriptive and 2 the Controlled Group. The first graph of result showed that pupils under Teacher’s Teaching Style scored from 12 to 20 with a mean of 16.8 and an MPS of 84%. The second graph of result shows that pupils under the Demonstration Method of teaching scored from 11 to 19 with a mean of 15.6 and an MPS of 78%.
Table 2
SHAPIRO-WILK W TEST OF POST TEST SCORE
. swilk posttest Shapiro-Wilk W test for normal data Variable
Obs
W
V
z
Prob>z
posttestsc~s
30
0.98079
0.611
-1.020
0.84606
The Shapiro-Wilk W Test shows that there are 30 observation with a width of 0.98079. The variance is 0.611, z is -1.020 and the p value is 0.84606. This indicates that the null hypothesis must be rejected because it is lower than the alpha which is 0.05.
Table
3
TWO
WHITNEY)
SAMPLE
WILCOXON
RANK-SUM
(MANN-
TEST
. ranksum posttestscore, by(group) Two-sample Wilcoxon rank-sum (Mann-Whitney) test group
obs
rank sum
expected
1 2
15 15
263.5 201.5
232.5 232.5
combined
30
465
465
unadjusted variance adjustment for ties
581.25 -11.12
adjusted variance
570.13
Ho: postte~s(group==1) = postte~s(group==2) z = 1.298 Prob > |z| = 0.1942
The table shows a 15 observation from group 1 with a rank sum of 263.5. The second group with the same observation has a rank sum of 201.5. The adjusted variance is 570.13, z=1.298 The p value is 0.0000 which is lesser than the alpha 0.05, therefore a strong indication to reject the null hypothesis.
Table 4
SD TEST POSTTESTSCORE (VARIANCE RATIO TEST
. sdtest posttestscore, by(group) Variance ratio test Group
Obs
Mean Std. Err. Std. Dev. [95% Conf. Interval]
1 2
15 15
16.8 .5707138 2.210365 15.57594 18.02406 15.6 .6156684 2.384474 14.27952 16.92048
combined
30
16.2 .4272338 2.340056 15.32621 17.07379
ratio = sd(1) / sd(2) Ho: ratio = 1 Ha: ratio < 1 Pr(F < f) = 0.3903 .
f = 0.8593 degrees of freedom = 14, 14 Ha: ratio != 1 2*Pr(F < f) = 0.7806
Ha: ratio > 1 Pr(F > f) = 0.6097
The table shows that the combined mean is 16.2, standard error of .4272338, standard deviation of 2.340056. The frequency is 0.593 with 14,14 degrees of freedom. The P value for the first hypothesis is 0.98079 which is higher than 0.05 meaning variances are equal.
Table 5
TWO-SAMPLE T TEST WITH EQUAL VARIANCES
. ttest posttestscore, by(group) Two-sample t test with equal variances Group
Obs
Mean Std. Err. Std. Dev. [95% Conf. Interval]
1 2
15 15
16.8 .5707138 2.210365 15.57594 18.02406 15.6 .6156684 2.384474 14.27952 16.92048
combined
30
16.2 .4272338 2.340056 15.32621 17.07379
diff
1.2
diff = mean(1) - mean(2) Ho: diff = 0 Ha: diff < 0 Pr(T < t) = 0.9180
.839501
-.5196398
2.91964
t = 1.4294 degrees of freedom = 28 Ha: diff != 0 Pr(|T| > |t|) = 0.1639
Ha: diff > 0 Pr(T > t) = 0.0820
The table shows a difference of 1.2 on the mean of the two groups of pupils. Standard error of .839501 and difference on the interval of 2.91964.
The two P value is 0.0000 which is lesser than the alpha therefore reject the null hypothesis.
Summary, Conclusion and Recommendation Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied.
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
NOTED: CONNIE A. PENALOZA Public Schools District Supervisor
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
PROJECT PROPOSAL FOR ACTION RESEARCH
on EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL SCHOOL SY: 2016-2017
CHARMAINE E. CASTILLONES Teacher Researcher
Enclosure 5 to Division Memorandum No. ___, s. 2015)
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
ACTION RESEARCH PROPOSAL
EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL ELEMENTARY SCHOOL
I.
RATIONALE:
The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. However, motivating students to learn requires a very challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to
exert effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may be also exacerbated by language and cultural differences between teachers and students.
II.
PROPOSED STRATEGIES 1. Use varied instructional materials 2. Giving incentives
III.
STATEMENT OF THE PROBLEM:
This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching style using English As A Second Language Strategies on student's motivation? 2. How does teacher's teaching style affect students' motivation? 3. What could be some categories that make one's teaching style effective in motivating students?
IV. METHOD:
The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. Observation refers to what he/she sees taking place in the classroom based on student's daily participation. Student interviews were done informally before, during, and after classes. Several categories affecting motivation were being presented in the questionnaire. Activities 7. Conduct
Target Period meeting
for
parents October 2016
through HRPTA meeting
Data Needed Attendance
of
pupils
and parents
8. Re-group the pupils
October 2016
No. of pupils in a group
9. Pre-assessment test
October 2016
Pre- assessment result
10. Teaching Lesson
OctoberNovember 2016
11. Post assessment test
December 2016
Post test assessment
12. Analyze, interpret the methods used
December 2016
Result of pre and post assessment
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
NOTED: CONNIE A. PENALOZA Public Schools District Supervisor
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
LIST OF PARTICIPANTS S.Y. 2016-2017 GRADE III (Descriptive Group)
Prepared by: CHARMAINE E. CASTILLO Teacher Approved: ALDRIN M. BARRO Principal III
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
LIST OF PARTICIPANTS S.Y. 2016-2017 GRADE III (Controlled Group)
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
INHOBOL ELEMENTARY SCHOOL
ACTION RESEARCH
on
EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-C PUPILS OF INHOBOL ELEMENTARY SCHOOL SY: 2018-2019
CHARMAINE E. CASTILLONES Teacher Researcher
(Enclosure 5 to Division Memorandum No. ___, s. 2015)
AR Form 1
ACTION RESEARCH PROPOSAL SHEET _______________________ (date)
ROMEO M. ALIP Ed.D. Schools Division Superintendent
Sir: This is to respectfully submit my action research proposal entitle
Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation Among Grade III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019
for acceptance/approval. Name of Researcher: CHARMAINE E. CASTILLONES Position: Teacher Station/District: Inhobol Elementary School/Masinloc District
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-----
-----
-----
-----
-----
-----
-----
-----
-----
----
PROPOSAL ACCEPTANCE / APPROVAL This action research proposal of
Ms. CHARMAINE E. CASTILLONES (name)
Teacher of Inhobol Elementary School Masinloc District,
(position)
(station/school/District)
entitled, Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation
Among Grade III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019 is hereby accepted.
Recommending Approval
_______________________________ Education Program Supervisor (Area)
________________________________
_____________________________
Chief Education Supervisor – CID Asst. to the Schools Division Superintendent
Chief Education Supervisor - SGOD
MERLINA P. CRUZ, Ph.D.
AILYN C. EAY
Accepted for implementation on ______________________. (date)
ROMEO M. ALIP, Ed.D. Schools Division Superintendent
Abstract The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. To determine the participants in the study, random sampling was used. Pre test was given to all Grade III-Acacia pupils then the result was asses using the statistical tool swilk test to determine if the two groups were comparable. The 15 participants undergo descriptive group while the other 15 participants will undergo controlled group. The post test was administered 2nd week of October and it was given to both cases to measure students learning. Data were collected and analyzed as quantitative (examination) and qualitative (survey).
Acknowledgment Words are not enough to express my thanks to the following who in one way or another contributed to the success of this action research. To Mrs. Helen B. Mejos for sharing her ideas to me. To my principal Mr. Aldrin M. Barro for his untiring support regarding this endeavor and of course above all to our Almighty Father for always guiding me in all aspects of my career.
Table of Contents
Title Page Approval Sheet Abstract Acknowledgment Page Rationale………………………………………………….……………….
6
Statement of the Problem…………………………………………..
6-7
Hypothesis………………………………………………………………..
8
Significance of the Study…………………………………………….
8
Definition of Terms…………………………………………………….
8
Type of Study……………………………………………………………
9
Participants/Respondents…………………………………………..
9
Data Collection…………………………………………………………
10
Instruments………………………………………………………………
10
Data Analysis…………………………………………………………….
11-12
Results and Discussion………………………………………………
13-16
Summary, Conclusion and Recommendation……………….
17
Appendices a. Action Research Proposal b. Acceptance Sheet c. Test Questions d. Data processing e. Sample Output f. List of participants g. Other inputs/ Research and documentation
Rationale The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. However, motivating students to learn requires a very challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may be also exacerbated by language and cultural differences between teachers and students.
Statement of the Problem This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching style using English as a Second Language Strategies on student's motivation? 2. How does teacher's teaching style affect students' motivation? 3. What could be some categories that make one's teaching style effective in motivating students?
Hypothesis: If teacher's teaching style would fit in a class and is used consistently, then students are motivated to learn.
Significance of the Study This study is highly significant because this will be of big help to students to better understand the lesson and improve their study habit using motivation.
Definition of Terms For better understanding some key terms have been operationally defined. Descriptive method - means that surveys are made in order to discover some aspects of teacher's teaching style. Controlled Group - They are the Grade III pupils who received instruction from traditional way.
Type of Study This action research used Descriptive Design to address the pupils’ problem. The descriptive research design means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain the typical condition is obtaining. The researchers used questionnaires, observations, interviews.
Participants/Respondents To determine the participants in the study, random sampling was used. Pre test was given to all Grade II pupils then the result was asses using the statistical tool swilk test to determine if the two groups were comparable. The 15 participants undergo descriptive group while the other 15 participants will undergo controlled group
Method The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. Observation refers to what he/she sees taking place in the classroom based on student's daily participation. Student interviews were done informally before, during, and after classes. Several categories affecting motivation were being presented in the questionnaire.
Data Collection Activities 1. Conduct
Target Period meeting
for
parents October 2018
through HRPTA meeting
Data Needed Attendance
of
pupils
and parents
2. Re-group the pupils
October 2018
No. of pupils in a group
3. Pre-assessment test
October 2018
Pre- assessment result
4. Teaching Lesson
OctoberNovember 2018
5. Post assessment test
December 2018
Post test assessment
6. Analyze,interpret the methods used
December 2018
Result of pre and post assessment
Instruments The instruments used in the study was Pretest and Post Test (quantitative) to check the learning outcomes of pupils, survey questionnaire (qualitative) about how they like the lesson to be presented.
Data Analysis At the end of the three months research study, Post test was administered for both the experimental and controlled group. The scores achieved by the pupils of the two groups were recorded separately and were treated as academic achievements of the pupils for statistical analysis to accomplish the objectives of the study.
PRE TEST RESULT S.Y. 2018-2019
Date Administered: October 14, 2018 GRADE II
( Descriptive Group) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
( Controlled Group) 12 9 5 8 10 8 4 9 11 12 8 9 6 7 8
Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The total score for both the Descriptive and Controlled group is 126, with a mean of 8.4 and MPS of 42 .
12 9 5 8 10 8 4 9 11 12 8 9 6 7 8
POST TEST RESULT S.Y. 2015-2016
Date Administered: December 7, 2015 GRADE II
( Descriptive Group) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Score
( Controlled Group) 17 16 15 18 20 12 17 19 18 20 17 18 16 15 14
Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The total score of the experimental group is 252, the mean is 16.8 and with an MPS of 84%. The controlled group has a total score of 234, the mean is 15.6 and the MPS is 78%.
14 15 16 18 17 16 18 19 18 14 12 11 13 16 17
Results and Discussion Table 1 Histogram of Posttest Result of the Descriptive and Controlled Group
1
20 10 0
Percent
30
40
2
10
15
20 10
15
20
Post Test Scores Graphs by Group
The histogram shows the percentage of Post Test result of 1 Descriptive and 2 the Controlled Group. The first graph of result showed that pupils under Teacher’s Teaching Style scored from 12 to 20 with a mean of 16.8 and an MPS of 84%. The second graph of result shows that pupils under the Demonstration Method of teaching scored from 11 to 19 with a mean of 15.6 and an MPS of 78%.
Table 2
SHAPIRO-WILK W TEST OF POST TEST SCORE
. swilk posttest Shapiro-Wilk W test for normal data Variable
Obs
W
V
z
Prob>z
posttestsc~s
30
0.98079
0.611
-1.020
0.84606
The Shapiro-Wilk W Test shows that there are 30 observation with a width of 0.98079. The variance is 0.611, z is -1.020 and the p value is 0.84606. This indicates that the null hypothesis must be rejected because it is lower than the alpha which is 0.05.
Table
3
TWO
WHITNEY)
SAMPLE
WILCOXON
RANK-SUM
(MANN-
TEST
. ranksum posttestscore, by(group) Two-sample Wilcoxon rank-sum (Mann-Whitney) test group
obs
rank sum
expected
1 2
15 15
263.5 201.5
232.5 232.5
combined
30
465
465
unadjusted variance adjustment for ties
581.25 -11.12
adjusted variance
570.13
Ho: postte~s(group==1) = postte~s(group==2) z = 1.298 Prob > |z| = 0.1942
The table shows a 15 observation from group 1 with a rank sum of 263.5. The second group with the same observation has a rank sum of 201.5. The adjusted variance is 570.13, z=1.298 The p value is 0.0000 which is lesser than the alpha 0.05, therefore a strong indication to reject the null hypothesis.
Table 4
SD TEST POSTTESTSCORE (VARIANCE RATIO TEST
. sdtest posttestscore, by(group) Variance ratio test Group
Obs
Mean Std. Err. Std. Dev. [95% Conf. Interval]
1 2
15 15
16.8 .5707138 2.210365 15.57594 18.02406 15.6 .6156684 2.384474 14.27952 16.92048
combined
30
16.2 .4272338 2.340056 15.32621 17.07379
ratio = sd(1) / sd(2) Ho: ratio = 1 Ha: ratio < 1 Pr(F < f) = 0.3903 .
f = 0.8593 degrees of freedom = 14, 14 Ha: ratio != 1 2*Pr(F < f) = 0.7806
Ha: ratio > 1 Pr(F > f) = 0.6097
The table shows that the combined mean is 16.2, standard error of .4272338, standard deviation of 2.340056. The frequency is 0.593 with 14,14 degrees of freedom. The P value for the first hypothesis is 0.98079 which is higher than 0.05 meaning variances are equal.
Table 5
TWO-SAMPLE T TEST WITH EQUAL VARIANCES
. ttest posttestscore, by(group) Two-sample t test with equal variances Group
Obs
Mean Std. Err. Std. Dev. [95% Conf. Interval]
1 2
15 15
16.8 .5707138 2.210365 15.57594 18.02406 15.6 .6156684 2.384474 14.27952 16.92048
combined
30
16.2 .4272338 2.340056 15.32621 17.07379
diff
1.2
diff = mean(1) - mean(2) Ho: diff = 0 Ha: diff < 0 Pr(T < t) = 0.9180
.839501
-.5196398
2.91964
t = 1.4294 degrees of freedom = 28 Ha: diff != 0 Pr(|T| > |t|) = 0.1639
Ha: diff > 0 Pr(T > t) = 0.0820
The table shows a difference of 1.2 on the mean of the two groups of pupils. Standard error of .839501 and difference on the interval of 2.91964.
The two P value is 0.0000 which is lesser than the alpha therefore reject the null hypothesis.
Summary, Conclusion and Recommendation Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied.
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
NOTED: CONNIE A. PENALOZA Public Schools District Supervisor
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
PROJECT PROPOSAL FOR ACTION RESEARCH
on EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL SCHOOL SY: 2016-2017
CHARMAINE E. CASTILLONES Teacher Researcher
Enclosure 5 to Division Memorandum No. ___, s. 2015)
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
ACTION RESEARCH PROPOSAL
EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS' MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL ELEMENTARY SCHOOL
I.
RATIONALE:
The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Every day we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. However, motivating students to learn requires a very challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to
exert effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges. Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may be also exacerbated by language and cultural differences between teachers and students.
II.
PROPOSED STRATEGIES 1. Use varied instructional materials 2. Giving incentives
III.
STATEMENT OF THE PROBLEM:
This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching style using English As A Second Language Strategies on student's motivation? 2. How does teacher's teaching style affect students' motivation? 3. What could be some categories that make one's teaching style effective in motivating students?
IV. METHOD:
The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain
the
typical
condition
is
obtaining.
The
researchers
used
questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. Observation refers to what he/she sees taking place in the classroom based on student's daily participation. Student interviews were done informally before, during, and after classes. Several categories affecting motivation were being presented in the questionnaire. Activities 7. Conduct
Target Period meeting
for
parents October 2016
through HRPTA meeting
Data Needed Attendance
of
pupils
and parents
8. Re-group the pupils
October 2016
No. of pupils in a group
9. Pre-assessment test
October 2016
Pre- assessment result
10. Teaching Lesson
OctoberNovember 2016
11. Post assessment test
December 2016
Post test assessment
12. Analyze, interpret the methods used
December 2016
Result of pre and post assessment
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
NOTED: CONNIE A. PENALOZA Public Schools District Supervisor
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
LIST OF PARTICIPANTS S.Y. 2016-2017 GRADE III (Descriptive Group)
Prepared by: CHARMAINE E. CASTILLO Teacher Approved: ALDRIN M. BARRO Principal III
Department of Education Region III Division of Zambales Masinloc District INHOBOL ELEMENTARY SCHOOL
LIST OF PARTICIPANTS S.Y. 2016-2017 GRADE III (Controlled Group)
Prepared by: CHARMAINE E. CASTILLONES Teacher Approved: ALDRIN M. BARRO Principal III
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