ACTION RESEARCH

Title: HEIGHTENING STUDENTS INTEREST IN SCIENCE THROUGH POSITIVE

STICKER (How can I make my students boost their interest in my Science Class?)

Name of researcher :
Position :
Institution :

A. Problem Identification

In my current position, I am concerned about my student’s attitudes,

interest, and feelings when they are in school. Every day as I see them in my
class, I am very much happy and enthusiastic to begin the teaching learning
process, but when we are on our actual learning process, there are students who
just remained unresponsive to different learning activities. If they are in group, it
is very evident that they are not engaged in learning. They just stay in group for
the sake of attendance and points for group evaluation. As I roamed around in
my class monitoring group activities, I noticed how my students interact with the
guide questions and instructions. There are some who showed unusual
reactions, gave no comment on the statement given. Since in our Science Class,
I usually employed four A’s after engaging the activity and abstraction,
assessment comes in group and individual. I called the attention of these
students to perform learning task, they responded, but confessed honestly that
they do not know really the answer. Nothing was registered and absorbed as a
new learning.
Not to offend my students, so I still gave appreciation for an honest
statement. After class, I set time to talk to them in a usual conversation not in a
formal meeting. They honestly revealed that it is difficult for them absorbed what
we are doing in class because they feel that their presence in school is just a sign
of obedience to their parents who constantly instill the value of education and
simply going through the completion of the requirements of the basic education
for employment. What keeps them in going to school is not really their own
interest.
Because what actions and responses, attitudes, interest, and feelings may
become a contributing factor for them to acquire learning and become the type
of learner envision in the K to 12 curriculum. In order to prove my concern or
issues, I needed to gather information or data on students’ permanent record,
guidance folder, anecdotal record, home visitation reports and even parent
conferences.
 From my experience in using different tools and techniques, I found out
that the most important, urgent, the most doable and relevant problem or issue
that I needed to focus on is how to boost the interest of this students in my class.
Based from the following pieces of evidence like daily work, performance, and
quarterly exam, these students did not hit 75% in their class mark. I found the
following as viable solutions to the problem or issue first, make a remedial class
with this student; second, utilize the positive sticker strategy, game technique and
establish a rapport with them as if I am not a teacher, I am just their co learner.
Positive Word Stickers as extrinsic motivators can readily produce behavior
changes and typically involve relatively little effort or preparation. Also, efforts at
applying extrinsic motivators often do not require extensive knowledge of
individual students. The conceptualization of this strategy was based from
Extrinsic Motivation theories made by famous Ivan Pavlov who won the Nobel
Prize in Medicine in 1904, this theory of skill learning explains how the mind
learns to associate a stimulus and a response. The theory explains why
companies spend big time money on branding. It also offers one explanation for
the power of advertising to influence our purchase behavior (Classical
conditioning theory).
Literature on motivation and classroom learning has shown that motivation
plays an important role in influencing learning and achievement (Dweck 2006).
As supported by Allan J. Stypek, if motivated students tend to approach
challenging task eagerly, they persist the difficulty and take pleasure in their
achievement.
Because establishing this viable solutions, I can make my students to have
boosted their interest in going to school and very eager to attend my class.
However, among the identified possible solutions, I decided to implement the
positive sticker as external reinforcement and boosting their confidence and
interest to attend my class eradicating the feeling of fear and being inferior
because I feel these things / reasons they need to spark and boost the interest
they have for learning for lifelong and not for sake of obedience and compliance.
History tells that having something to look upon creates an interest in learning
and a source of enjoyment since thousands of years ago, as stated by Glacier
2007 in his study concerning “How can I make my student motivated?”
B. Research Questions and Hypothesis/Assumptions

The problem of this action research is stated as follows:

How can I make my students boost their interest in my Science Class?

The problem is at researcher’s utmost consideration because if it will

remain untreated, it can increase the dropout rate. In going through the daily
routine in classroom teaching, the researcher has identified the problem through
tracking the students’ performance with respect to the result of their daily work,
performance output and result of their quarterly exam strengthened with parent
conferences and home visitation results. In reality, the students who lack interest
in my Science class are those students whose scholastic average fell under
developing as descriptive value and whose parents seldom or never attended
parent conferences in school. Students under this category are less attentive in
class and passive. This action research is determined to boost students’ interest
in Science class making them achieve the competencies with mastery level.

My tentative answers to the problem are: 1. Make a positive sticker as

external reinforcement in my class.; 2. Establish a good rapport in my class where
I can boost the interest of my students.

C. Purpose and Significance of the Study

This action research is conducted mainly to increase the students’ interest in

Science class through the use of positive word stickers in the teaching learning
process.

This will benefit the following This study sparks the inspiration of students who
are less attentive and passive in class. This endeavor is very beneficial to
students who do not find learning as fun in classroom.
D. Data Collection and Analysis

Discuss how will you collect and analyze the data.

You may use the sample template given as your guide.

 ACTION PLAN

Activities Objectives Time Person Place Verifiable Budget/

Frame Responsible Indicators Resources
Needed
1. Sending To notify October Ellin C. Lower Received copy 10.00
notification the 9-10, Gamayot Tamugan of the
letter to the School 2017 National communication
principal Head that High
an action School
research
is evident
2. Endorsement To October School Head/ DepEd Received copy 150.00
of the action officially 13, Administrative Division of the
research to the support 2017 Assistant of Davao communication
Division Office the City
conduct of
an action
research
3. Reproduction To make October Ellin C. Lower Cut out stickers 200.00
of stickers stickers 16, Gamayot/ Tamugan
readily 2017 Supply Officer National
available High
School
4. Design To October Ellin C. Lower Printed Lesson 10.00
lesson plan effectively 16, Gamayot Tamugan Plan
carry out 2017 National
the task High
School
 Implementation Plan

Strategy Time Persons Data Source Instrument Verifiable

Frame Responsible Needed of Data Indicators

1. Drill 5 min Ellin C. Questions CG, LM, Flashcards Group Progress

(Activating Gamayot/ from TG Chart, Sticker
prior learning) G10 previous Album,
students lesson Reflection
Journal
2. Motivation 2 min Ellin C. Word CG, LM, TV Monitor Group Progress
Gamayot/ puzzle TG Chart, Sticker
G10 Album,
students Reflection
Journal
3. Activity (Are 15 min Ellin C. Structured CG, LM, Activity Group Progress
you LOST after Gamayot/ Group TG Sheets Chart, Sticker
reflection) G10 Activity Album,
students Reflection
Journal
4. Analysis 5 min Ellin C. Share to me CG, LM, Output on Group Progress
Gamayot/ L-O-S-T! TG White Chart, Sticker
G10 Cartolina Album,
students Reflection
Journal
5. Abstraction 5 min Ellin C. Pick CG, LM, Strips of Group Progress
Gamayot/ something TG paper, Chart, Sticker
G10 in the transparent Album,
students BOWL bowl Reflection
(questions) Journal
6. Application 15 mins Ellin C. Questions CG, LM, TV Group Progress
Gamayot/ on Ray TG Chart, Sticker
G10 Diagrams Album,
students Reflection
Journal
7. Assessment 10 mins Ellin C. Questions CG, LM, TV Group Progress
Gamayot/ on Ray TG Chart, Sticker
G10 Diagrams Album,
students Reflection
Journal
8. Enrichment Take G10 Concept CG, LM, TV Group Progress
home students mapping on TG Chart, Sticker
images Album,
formed by Reflection
mirror Journal