Sample-action-research (title).docx

Republic of the Philippines Department of Education DIVISION OF AKLAN DISTRICT OF RIZAL

Action Research Proposal

Play-based Learning as a Means to Resolve Learners’ Difficulty in Adding and Subtracting Dissimilar Fraction

Submitted by:

Mrs. SUSAN M. BERTULDO Master Teacher II

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APPENDIX

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ACTION RESEARCH PROPOSAL Remodelling the Learning Environment: Its Impact on Learners’ Motivation and Concentration

I.

Context and Rationale Learning is a complex activity that is influenced by several factors such as students'

intelligence, motivation, attitude and physical conditions. Educational resources such as the curriculum, teachers and their skills, learning materials and infrastructures play vital roles in learners’ education.

But what about the physical condition and design of the actual

school facility? How do they shape the students’ learning experience? The physical environment of the classroom include the lighting, color, acoustics, temperature, seating arrangements, space and crowding including noise, and living things such as plants and animals. Taylor and Vlastos (2009) as cited by Allen and Hessick (2011) developed a concept regarding environment and design within the classroom. They referred to the physical environment of the classroom and its premises as the “silent curriculum” and hold strongly to the belief that understanding the physical environment is essential to the education of the learners. Outcome of the Focus Group Discussion conducted for the Regional Science High School for Region VI which was made basis of the SWOT Analysis (in Apendix A) revealed that one of the problems identified in the school is “classrooms and the surroundings that are nonPage | 2

conducive to learning”. Non-conduciveness was further elaborated as poor lighting and ventilation, overcrowded displays, uneasiness, lack of space, lack of chairs, dirty grounds, lack of plants and many others. This prevailing problem accompanies threats such as low level of motivation and concentration among students, thus, hindering the attainment of a much higher academic performance. After doing spot inspection, the researcher noticed that there were classrooms that were overcrowded with posters, pictures, sayings, and other displays while some were bare. There were some classrooms with thick curtains while some had none. There were classrooms that were well-ventilated and well-lighted while others were dim and poorly ventilated. Manner of arranging the teacher’s table and learners’ chairs also vary. There were classes wherein learners were uneasy or uncomfortable while in some, they were more relaxed. The researcher is aware that some classroom features such as window size, type of roofing, and classroom height are difficult to modify. But, there are aspects in the leaving environment that can be modified or remodelled. Having this idea in mind, the researcher would like to determine if enhancing or remodelling the learning environment composed of the classroom and its premises pose significant impact on learners’ motivation and concentration, especially that with the present mandate from DepED, students stay only in one room and the teachers are the ones transferring from one classroom to another. This means that, the learners stay in one learning environment for the whole school year, unless they have laboratory or P.E. classes which require them to be on different venues. SWOT Analysis further revealed that the PTA and the LGU are supportive on school projects and activities. The teachers, students, and employees expressed their willingness to improve the school. The school head is hardworking, resourceful and driven. With these strengths and opportunities, the researcher believes that the learning environment could be improved. Page | 3

Thus, the study is conceptualized to determine if remodelling the learners’ environment (i.e., classroom and premises) which includes color, display/decoration arrangement, seat plan or seating arrangement, landscaping, space and cleanliness can further improve learners’ motivation and concentration which is hoped would bring the school to greater heights.

II.

Review of Related Literature According to Allen and Hessick (2011), the learning environment consists of the

classroom (i.e., lighting, color, and personal displays) and its premises (i.e., cleanliness, landscaping). These components have psychological effects on children. The general consensus found among researchers who have assessed lighting was that appropriate lighting improved academic results through increased motivation and concentration, and reduced offtask behavior. Additionally, Sleeman and Rockwell (1981) as cited by Allen and Hessick (2011) addressed the psychological and behavioral effects of color on children. They found that colors could be perceived as warm, cool, stimulating, or relaxing. They also stated that color has the power to change moods, judgments, and behavior, thus validating the importance of assessing color in the classroom. Lastly, personal displays within the classroom were shown to have psychological effects on children as well. A study conducted by Maxwell and Chmielewski (2008) reported that personal displays have been known to increase student self-esteem. The final environmental factor, living kinds, examined the impact that plants and animals had on children’s achievement level and behavior. Plants were shown to increase feelings of comfort and friendliness within a classroom, as well as decrease in mental fatigue and stress among children (Han, 2009). Animals were also shown to have positive psychological effects on children. Shaughnessy and Shaughnessy (2015) reported associations between provision of ventilation (outdoor air) and students’ health and academic performance. In addition to inadequate ventilation, some studies have associated elevated indoor temperatures in schools Page | 4

with impaired performance. Maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. Several studies confirmed that, in general, good school facilities improve the student experience, especially in the developing countries (Figueroa, 2015). An effective school that is learning environment is responsive to the changing programs of educational delivery, comfortable, safe, secure, accessible, well illuminated, well ventilated, and aesthetically pleasing. The school facility is much more than a passive container of the educational process: it is, rather, an integral component of the conditions of learning. Depending on the way the classrooms and their premises are arranged or designed, they can contribute to a sense of ownership, safety and security, personalization and control, privacy as well as openness among learners. It is on this context that the researcher wishes to assess how the learning environment at the Regional Science High School for Region VI influence the students’ motivation and concentration.

III.

Research Questions The research questions have been based on the prioritized strategies identified using

SWOT analysis to improve student motivation and concentration. 1st Strategy Improving learning environment

Motivation

2nd Strategy Adding varied outdoor activities for a different learning ambiance Concentration 3rd Strategy Developing teaching strategies to increase challenge, dynamism and energy

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In this first cycle, Strategy 1 will be tested if it will solve the problems on motivation and concentration. The second cycle will be implemented using the strategy 2 that is about adding varied outdoor activities; and if not successful, the third cycle will use the strategy 3 that is developing strategies that will really increase challenge, dynamism and energy in the classroom; if all these will not work, another FGD has to be made to identify other strategies. The cycle only ends when the problems are solved. This action research implementing the first strategy seeks to increase levels of motivation and concentration. Specifically, the study aims to answer to the following questions: 1. What is the status of the classrooms before and after their remodelling in terms of; a)

Wall color;

b)

Lighting;

c)

Ventilation;

d)

Seat Plan/Seating Arrangement; and

e)

Physical displays (Visual Aids, Bulletin Boards, Plants inside the

classroom, etc.)? 2. What is the status of the premises before and after their remodelling was done in terms of; a)

Landscape;

b)

Space; and

c)

Cleanliness?

3. What is the level of learners’ motivation before and after the remodelling of the learning environment was done?

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4. What is the extent of learners’ concentration before and after the remodelling of the learning environment was done? 5. Is there a relationship between remodelling of learning environment and level of learners’ motivation? 6. Is there a relationship between remodelling of learning environment and extent of learners’ concentration? IV.

Scope and Limitation The study will be conducted at the Regional Science High School for Region VI, Old

Buswang, Kalibo Aklan during the School Year 2016-2017. As the Education Supervisor in Science, the school is under the researcher’s stewardship. It is the researcher’s aim to ensure that the “cream of the crop” school of the Division of Aklan will always be a school conducive for learning. The target start of the conduct of the study will be in December 2016. Data gathering will be in the whole duration of the Third Grading Period. Remodeling/enhancement of classrooms entails financial consideration. However, SWOT Analysis conducted showed that the stakeholders, especially the PTA and LGU are supportive and the school has special Science fund that can be utilized for repair and improvement. Thus, all classrooms identified to need some remodeling will be included in the study. Remodeling will be limited only to wall paint modification/enhancement, lighting, ventilation, improvement of display arrangement, and modification of the seat plan and seating arrangement. Portion of the budget for the remodeling will come from the research grant while the rest will be obtained from the school’s special science fund and from the pledges of the PTA and LGU officials. The respondents of the study are the students of the pre-identified classrooms. Data will be gathered using researcher-modified instruments that will seek information on the statuses of the classrooms and their premises, students’ motivation on learning and concentration in the learning process. The instruments will be submitted to a jury of experts for face and content validation. Descriptive method of research and statistics such as frequency counts, means and Page | 7

ranks will be used in this study. Correlational analysis will be conducted in determining relationship between remodelling of learning environment and level of learners’ motivation and extent of learners’ concentration. The limitation of the research work is that the period of implementation is only one grading period. It could have been better if it is given more time, were if not for the results can still be valid as this is done observing all requirements of research. V.

Methodology a. Sampling. The respondents of the study are all the students of the classes identified.

They are the groups whose classrooms need remodelling or enhancement. The number of students to be involved in the study is as follows:

No. of

Grade Level

Section

7

Mendeleev (4th section)

43

8

Napier (5th section)

37

9

Euclid (1st section)

36

10

Boyle (5th section)

34

11

STEM 1

40

11

ABM 1

30

Students

TOTAL

220

b. Data Collection. The descriptive-correlational method of research will be employed in this study. Data will be gathered using a researcher-made instrument on the status of the learning environment composed of the classrooms and their premises and two instruments adapted from the internet which were modified to suit the local situation through a focus group discussion (FGD). The questionnaire on motivation was adapted from the works of Tuan, et.al. (2005) while the questionnaire on concentration was adapted from Psychology Today (2015).

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These instruments are used to seek information on the status of the learning environment composed of the classrooms and their premises, motivation and concentration. Before the start of the study, necessary permits will be sought from the school head of the Regional Science High School for Region VI, the concerned public school district supervisor, and the Schools Division Superintendent. The conduct of the study will commence five days after the letter of approval from the granting agency will be received. Start of data gathering is targeted in December 2016 and termination in February 2017 to cover Third Grading Period of School Year 2016-2017. Prior to the scheduled data gathering, a focus group discussion (FGD) will be done to selected nonrespondents of the study. The researcher will request five (5) teachers and five (5) students who are not respondents to act as members of the FGD. FGD questions will be prepared in advance. These will be used as guide in modifying the questionnaires that were taken from the Internet which were constructed by foreign authors coming from prestigious schools abroad. Probing questions will be raised as the need arises. After the FGD, the researcher will improve the questionnaires to suit local conditions based on the results of the discussion. Also, at the onset of the study, the researcher will set a meeting with the school head, teachers, PTA officials, and Supreme Student Government officials to lay down the purpose of the study. All respondents will be oriented as to the rationale of the study. c. Ethical Issues. The researcher will make sure that keen attention and respect will be given the respondents. Parental consent will be sought on learners identified as respondents of the study. Utmost confidentiality of their identity and the data gathered will be given importance. The reporting of findings will be done as results of groups and not results of individuals. Proper citations will be made for references lifted from literatures. d. Plan for Data Analysis. Before the remodelling is done, the researcher will gather data on the current statuses of the learning environment (i.e., classrooms and premises) and

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students’ learning motivation and concentration during the learning process using the questionnaires. Remodelling which includes wall re-painting, display arrangement, seating arrangement, landscaping, cleaning, planting trees and flowers, and other similar improvements will take place immediately after the research proposal is approved. The task is estimated to take at most two weeks if done simultaneously. After remodelling is done, data will be gathered as to the assessment of the respondents on the new status of the classrooms and premises. Then after two months, the same motivation and concentration will be measured using the same questionnaires. Descriptive statistics to be employed will include frequency count, mean and rank. To determine relationship between remodelling of learning environment and level of learners’ motivation and extent of learners’ concentration, correlational analysis will be done utilizing Chi-Square. One strategy will be dealt with one at a time. For this first research cycle, it will only deal with Strategy No. 1. If strategy no. 1 will not be effective, the cycle will be repeated for strategy No. 2, and so on.

STRATEGY No.1 Remodelling/enhancing the learning Environment

If EFFECTIVE, STOP

If NOT EFFECTIVE Add Strategy No. 2

PROBLEM Some students have low level of motivation and concentration

STRATEGY No.2 Designing of outdoor activities (field trips, community-based classes, classes handled outside the classrooms) for students to have varied learning ambiance.

STRATEGY No.3 Developing teaching strategies that promote challenge, dynamism and energy

If EFFECTIVE STOP

If NOT EFFECTIVE Add Strategy No. 3

If EFFECTIVE STOP

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If NOT EFFECTIVE Reflect again to find other possible strategies until researcher solves the problem

VI.

Workplan The research proposal timeline is reflected below:

Table 1. Time table for the activities to be undertaken. Activities

Jul 2016

Aug 2016

Sep 2016

Oct 2016

Nov 2016

Dec 2016

Jan 2017

Feb 2017

Mar 2017

Apr 2017

May 2017

Jun 2017

Jul 2017

Aug 2017

Preparation of the Action Research Proposal Submission for Revisions/ Approval of Research Proposal to the Regional Office Proposal Revision Collection of additional related literature and studies Request for approval and budget Purchase of supplies and materials Remodelling Page | 11

Sep 2017

the classrooms/ premises Holding of FGD to have inputs in modifying questionnaires Initial face and content validation of the instruments Try out to nonsampled classes Activities

Jul 2016

Aug 2016

Sep 2016

Oct 2016

Nov 2016

Dec 2016

Jan 2017

Feb 2017

Mar 2017

Apr 2017

May 2017

Jun 2017

Jul 2017

Aug 2017

Reproduction of the instruments Final Orientation of the respondents Actual conduct of the study Retrieval of the data Recording data

Data processing Data Analysis Final editing

Information Dissemination

VII.

Cost Estimates

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Sep 2017

Table 2 reveals the breakdown of expenses needed for the conduct of the study. The allocated budget for the materials needed for the remodelling is Php2,750 per classroom. If not sufficient, augmentation fund will come from voluntary contribution of parents. Labor will be charged to school’s special Science fund. The total amount needed for the study is estimated to be Twenty Nine Thousand Eight Hundred Fifty Pesos (Php29,850.00).

Table 2. Cost estimates of the expenses needed for the study. Amount

Cost per unit (Php)

Total Amount

8 rooms @ Php2,750

2,750.00

22,000.00

2 reams

250.00

500.00

1 bottle per color

120.00

480.00

Folders

20 pcs.

7.00

140.00

Fasteners

2 boxes

50.00

100.00

Description First Tranche Supplies  Paint and other materials needed in enhancing the classrooms  Bond Paper

   

Ink for the Printer

Stapler and Staple wires Photocopy - initial validation and reliability test Reproduction of Instruments- FGD Snacks during the Focus Group Discussion (Phase 1) Snacks during the Focus Group Discussion (Phase 2) Reproduction of Questionnaires for Teachers Reproduction of Questionnaire for Learners Photo development/printing

1 box/ 1 stapler

200.00

15 pages @ 6copies

1.00

90.00

5 pages @ 10 copies

1.00

50.00

10 teachers @ Php 50 each

50.00

500.00

10 teachers @ Php 50 each

50.00

500.00

10 pages @ 22 sets

1.00

220.00

6 pages @ 295 copies

1.00

1,770.00

100 slides

8.00

800.00

Sub-total Second Tranche Book-binding/reproduction of final output Other miscellaneous/contingency

27,350.00

500.00 2,000.00

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expenses Sub-total TOTAL

VIII.

2,500.00 29,850.00

Action Plan Since action research is known to be a tool for continuous improvement, the result of the

study will be utilized to improve the school’s teaching-learning process. It will follow the action research cycle which starts with reflecting on the identified problem, planning for possible solution, implementing plan of action, analyzing results, and reflecting again if the actions done are effective.

Start

YES

REFLECT by checking if the intervention results to improvement of the levels of motivation and concentration?

The intervention was effective. It improved the present situation

End REFLECT Some classrooms are not conducive to learning

NO The intervention did not improve the present situation

PLAN

ANALYZE

To improve the physical/visual environment of the classrooms and premises or learning environment to become more conducive to learning

conditions by comparing initial conditions and final conditions to see improvement

ACT by implementing

1st Cycle: Strategy 1 getting initial conditions, then Remodelling of the Physical/Visual Environment of the classrooms/premises, then getting final conditions and comparing before and after results

2nd Cycle: Strategy 2

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If the results of the study show improvement on the levels of motivation and concentration, the researcher will conclude the research. If otherwise, the researcher will think of other possible ways of improving the learning environment to make it more conducive to learning.

Plan of Action for Each Prioritized Intervention Problem – The learning environment (i.e., classrooms and their premises) are not conducive to learning.

Intervention No. 1 – Remodelling the visual aspects of the classrooms/premises ACTIVITY

TIMELINE

BUDGET

Site Visitation

June 2016

Conduct Orientation with the school personnel and students

September 2016

Conduct of FGD (benchmarking)

October 2016

Purchase of Supplies and Materials Needed

Launching of the

Very minimal

PERSON/S RESPONSIBLE Researcher

TARGET RESPONDENTS School (Subject of the Study)

Very minimal

Researcher

School Principal, Teachers, Students

Researcher

Teachers and Students

Php 29,850.00

December

Researcher, School Principal, Property Custodian of the School Researcher,

Teachers and Page | 15

Study

2016

School Principal

Students

Data Gathering and Analysis

December 2016 to March 2017

Researcher

Teachers and Students

Reporting of Results

March to April 2017

Researcher

If the findings/results of the study found out that the remodelling of the learning environment resulted to improvement in the levels of motivation and concentration, then the problem is solved, and that ends the research. If otherwise, try Strategy 2 or Intervention 2, and then Strategy 3 or Intervention 3 and so on, until the problems is solved.

Intervention No. 2 - Varied classroom environment (field trips, community-based classes, classes handled outside the classrooms) ACTIVITY

TIMELINE

BUDGET

Conduct Orientation with the school head and teachers regarding the new intervention

May 2017

Very minimal

ACTIVITY

TIMELINE

BUDGET

Try the new intervention

June 2017

Gather and analyze data

August to September 2017

Report Results

October to November 2017

IX.

To be assessed later

PERSONS RESPONSIBLE Researcher

TARGET RESPONDENTS School Principal, Teachers

PERSONS RESPONSIBLE Researcher School Principal

TARGET RESPONDENTS Teachers and Students

Researcher

Teachers and Students

Researcher

List of References

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Allen, Brittany and Katie Hessick (2011). The Classroom Environment: The Silent Curriculum. Psychology and Child Development Department College of Liberal Arts California Polytechnic State University San Luis Obispo. Retrieved July 28, 2016 from http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article= 1032&context=psycdsp Andressa, Helen, Evangelia Mavrikaki, and Irini Dermitzaki. (2015). Adaptation of the Students’ Motivation Towards Science Learning Questionnaire to Measure Greek Students’ Motivation Towards Biology Learning. Internation Journal of BiologyEducation. Volume 4, Issue 2, December 2015. Retrieved August 2, 2016 from http://dergipark.ulakbim.gov.tr/ijobed/article/view/5000163650/5000147650 Concentration and Focus Skills Test. (2015) Retrieved August 2, 2016 from sychologytoday.tests.psychtests.com/take_test.php?idRegTest=1336 Figueroa, Ligaya Leah , Samsung Lim and Jihyun Lee (2015). Spatial analysis to identify disparities in Philippine public school facilities. Regional Studies, Regional Science Volume 3, Issue 1, 2016. Retrieved July 28, 2016 from http://rsa.tandfonline.com/doi/full/10.1080 /21681376.2015.1099465 Shaughnessy, Ulla Haverinen and Richard J. Shaughnessy (2015). Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores. PLoS ONE 10(8) Retrieved July 28, 2016 from http://journals.plos.org/plosone/article?id=10.1371%2 Fjournal.pone.0136165 Tuana, Hsiao-Lin Tuana,, Chi-Chin Chin and Shyang-Horng Shieh. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education. Vol 27, No. 6, 16 May 2005, pp. 639–654. Retrieved August 2, 2016 from http://www.ntcu.edu.tw/chin/file/29.pdf

Prepared and Submitted by:

Dr. MARY CHERRY LYNN M. DALIPE Education Program Supervisor - Science

Noted:

Dr. JESSE M. GOMEZ, CESO V Schools Division Superintendent Page | 17

APPENDIX

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Appendix A SWOT ANALYSIS/ ENVIRONMENTAL SCANNING In order to identify the most workable solution to the problem being identified, the researcher utilized the outcome of the SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis or the System and Environmental Scanning. Problem Identified:

SOME CLASSROOMS AND THEIR PREMISESS ARE NOT CONDUCIVE TO LEARNING

Internal Analysis

Strengths (S)  



 External Analysis Opportunities (O) 

Supportive PTA



Supportive LGU



Some parents are owners of construction businesses



Teachers are highly competent, dynamic and confident in teaching their subjects



Students and teachers are willing to help improve their learning environment’s appearance School head is hardworking, resourceful, open minded and willing to impose change

Strategy 1



Weaknesses (W)

School has special science fund

 



Some classrooms are not well lighted and not well ventilated Some classrooms are overcrowded because of very limited space Some classrooms needs repair Lack of time to do the remodelling due to hectic class schedule and cocurricular activities Some classrooms need to improve their landscapes

Strategy 1

To improve the learning environment (classrooms and their premises) through:



Utilizing funds for repair and maintenance in improving laboratories that are utilized as classrooms



Soliciting support of PTA and LGU in the remodelling/classroom enhancement project



To improve the learning environment (classrooms and their premises) through:



Through requesting for “bayanihan” session in remodelling the learning environment



Through decongesting activities on Saturdays so that teachers and students can allocate time for the remodelling project

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Threats (T)  

Strategy 3

Presence of internet café and other recreational areas near the school Presence of private schools near the school campus



Low level of motivation



Lack of interest



Strategy 2

To develop teaching strategies that will encourage challenge, dynamism and energy in the classroom.



To encourage teachers to have outdoor activities (field trips,

community-based classes, classes handled outside the classrooms) for students to have different

ambiance once in a while.

Questionnaire on Classroom and Premises Condition Name (optional): Direction:

_________________________ Grade Level/Section:___________

Please encircle the number that best correspond to your answer. Take note of the corresponding verbal description of every number.

A. Wall Color 1. 2. 3.

4.

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Disagree

Undecided

Agree

2

3

4

Strongly Agree 5

Our classroom’s wall paint gives me comfort and relaxation. I like the color of our classroom. I feel that there is a need to change the color of our classroom to make us more comfortable. Our classroom paint is soothing to the eyes.

B. Lighting

Strongly Disagree 1

Strongly Agree 5

5.

The windows in our classroom allow enough light to pass through. 6. The number of light bulbs/fluorescent lights in our classroom is enough to make it well-lighted. 7. I experience difficulty in reading my notes because our classroom is dim.(-) 8. The light is distributed on all parts of the classroom. 9. Our classroom is free from glare and flickering. 10. Our classroom is free from shadows that may obstruct our view. 11. Our classroom is well-lighted that it is conducive to learning. Page | 20

C. Ventilation

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Agree 5

12. Our classroom has enough windows that aids in proper ventilation. 13. I experience extreme feeling of hotness in some part of the day when inside our classroom.(-) C. Ventilation

Strongly Agree 5

14. Fresh air can circulate inside our classroom. 15. I could smell air contaminants such as smoke, fumes, mist or other strong odors while inside our classroom.(-) 16. I and my classmates have enough space to move around without feeling uncomfortable. 17. There are enough electric fans that can cool down our classroom especially during hot days. D. Seat Plan/Seating Arrangement

Strongly Agree 5

18. I am happy with my present seating assignment. 19. I believe that the seat plan we have give us freedom to interact with other classmates. 20. My teachers could easily notice all of us during class recitation. 21. While seated, we have enough space to move to do our tasks. 22. Our teachers could easily walk near us during class activities because there is ample space in between seats. E. Displays

Strongly Agree 5

23. There are too much displays inside our classroom which made it disorganize (-) 24. Bulletin boards and other posters are placed in proper location. 25. Our classroom has no space for us to perform our tasks because of so Page | 21

many stuffs inside it. (-) 26. Our room became gloomy and darker because of so many displays.(-) 27. Our corners and corridors are spacious for us to walk.

F. Landscape

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Disagree 1

Disagree

Undecided

Agree

2

3

4

Strongly Agree 5

28. I like the landscape outside our classroom. 29. The plants and other decorative materials is enticing 30. There is balance and harmony in our landscape. G. Space outside the classroom

Strongly Agree 5

31. We have ample space outside the classroom. 32. Our pathway is free from obstruction that made it wider. 33. I like staying outside our classroom. H. Cleanliness

Strongly Agree 5

34. Our premises are neat and clean. 35. Garbage and other wastes are properly disposed. 36. Our classroom has enough number of waste bin for our trash. 37. Our classroom could maintain its cleanliness. Note: (−) represent reverse items.

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Appendix B Questionnaire on Motivation Name (optional): Direction:

_________________________ Grade Level/Section:___________

Please encircle the number that best correspond to your answer. Take note of the corresponding verbal description of every number.

A. Self Efficacy 1.

2. 3. 4. 5.

6.

7.

Disagree

Undecided

Agree

2

3

4

Disagree

Undecided

Agree

2

3

4

Strongly Agree 5

Whether the lesson is difficult or easy, I am sure that I can understand it. I am not confident about understanding a difficult lesson. (-) I am sure that I can do well on tests. No matter how much effort I put in, I cannot learn a lesson. (-) When activities are too difficult, I give up or only do the easy parts. (−) During activities, I prefer to ask other people for the answer rather than think for myself. (−) When I find the lesson difficult, I do not try to learn it. (−)

B. Active Learning Strategies 8.

Strongly Disagree 1

Strongly Disagree 1

Strongly Agree 5

When learning new concepts, I attempt to understand them.

9.

When learning new concepts, I connect them to my previous experiences. 10. When I do not understand a concept, I find relevant resources Page | 23

that will help me. 11. When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding. 12. During the learning process, I attempt to make connections between the concepts that I learn.

B. Active Learning Strategies

Strongly Disagree 1

Strongly Agree 5

Disagree

Undecided

Agree

2

3

4

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

1

2

3

4

5

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

1

2

3

4

5

13. When I make a mistake, I try to find out why. 14. When I meet concepts that I do not understand, I still try to learn them. 15. When new concepts that I have learned conflict with my previous understanding, I try to understand why. C. Learning Value 16. I think that learning a concept is important because I can use it in my daily life. 17. I think that learning a concept is important because it stimulates my thinking. 18. I think that it is important to learn to solve problems. 19. I think it is important to participate in all activities. 20. It is important to have the opportunity to satisfy my own curiosity when learning. D. Performance Goal 21. I participate in subjects to get a good grade. (−) 22. I participate in subjects to perform better than other students. (−) 23. I participate in subjects so that other students think that I’m smart. (−) Page | 24

24. I participate in subjects so that the teacher will like me. (−) E. Achievement Goal

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

1

2

3

4

5

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

1

2

3

4

5

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

1

2

3

4

5

I feel most fulfilled when I attain a good score in a test. 26. I feel most fulfilled when I am able to solve a difficult problem. 25.

E. Achievement Goal 27. I feel most fulfilled when I feel confident about the content of the lesson 28. I feel most fulfilled when the teacher accepts my ideas. 29. I feel most fulfilled when other students accept my ideas. F. Learning Environment Stimulation 30. I am willing to participate in class discussion because our subjects are exciting and changeable 31. I am willing to participate in class because the teacher uses a variety of teaching methods. 32. I am willing to participate in class because the teacher pays attention to me. 33. I am willing to participate in class because we have enough space to perform tasks. 34. I am willing to participate in class because the students are involved in discussions. Note: (−) represent reverse items.

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Appendix C

Questionnaire on Concentration Name (optional): Direction:

_________________________ Grade Level/Section:___________

Please encircle the number that best correspond to your answer. Take note of the corresponding verbal description of every number.

Items

Strongly Disagree 1

Disagree Undecided 2

3

Agree

Strongly Agree

4

5

1. My mind tends to drift away when I’m working on something. 2. I find irrelevant information or thoughts popping into my head when I'm trying to focus on a task. 3. I employ motivational techniques (e.g. rewards, envisioning how I will feel when the task is complete) to get me through boring or difficult tasks. 4. When I really need to concentrate, I can adjust to my environment. 5. I arrange my schedule in such a way that tasks requiring the most concentration are done at the time of day when I am most alert. 6. When I begin a task, I set specific objectives for what I want to accomplish. Page | 26

7. I try to create an optimal environment when I really need to concentrate (e.g. close the door, put up a do-not-disturb sign). 8. I find myself trying to remember what I was about to do next. 9. I find myself daydreaming.

Items

Strongly Disagree

1

Disagree Undecided

2

3

Agree

Strongly Agree

4

5

10. When I start to lose focus on my work, I take a short break. 11. I find myself doing the same thing over and over because I have lost track of what I’ve done (e.g., re-reading the same paragraph). 12. If I start to lose focus on a task, I’ll switch to something else for a little while. 13. When I try to focus intensely, I find my mind wandering to unrelated things. 14. If someone is having a conversation nearby while I’m working on a task, it breaks my concentration. 15. Before beginning a task, I set an appropriate time limit as to how long I will work on it. 16. I take regular breaks when I’m working intently on something. 17. I tend to take on more tasks than is reasonable. 18. I get bored easily. 19. I can motivate myself to stay focused on something that I’m not completely interested in (lecture, movie, etc.). 20. When I get started doing something, almost nothing can Page | 27

stop me from doing it.

DUMMY TABLES

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