ENHANCING STUDENTS' CLASSROOM PARTICIPATION IN TEACHER AND

LEARNER DISCUSSION

An Action Research Presented to the Faculty of

College of Teacher Education
Tarlac State University
Tarlac City

In Partial Fulfillment
Of the Requirements for the
Degree Bachelor of Secondary Education
Major in English

Agustin, Melissa M.
Capulong, Monica Joyce C.
Garcia, Angel D.
Castañda, Ma. Kyrene V.
Macapulay, Christopher O.
Mandi, Patricia S.

BSED English 3C

December 2022

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 Table of Contents

Components Pages
Table of Contents … 2
Context and Rationale… 3
Action Research Question… 4

Proposed Innovation, Intervention Strategy… 5

Action Research Method… 5
Action Research Work Plan… 6
Cost Estimate… 7
Plan for dissemination and Utilization 8

References 9

I. Context and Rationale

Students actively involved in the classroom consistently are more likely to retain a more
significant proportion of the information presented because they are constantly engaged with
it. Participating actively in class is one of the best ways to build critical and higher-level
thinking skills. Students who actively participate in class have demonstrated adequate
mastery of the content by introducing novel ideas to their fellow students. This degree of
thinking is above and beyond simply comprehending the text and can also help boost
memory. Students can also benefit from learning from one another through participation,
resulting in greater comprehension because of working together. In turn, this can strengthen
connections not only between students but also between students and teachers.

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 Approaches that are built on active learning are a viable alternative to consider. Learning
that takes place through interaction with the material being studied is an example of active
learning. It means that students engage with the content in any manner that fosters active
thought. This could be done through 'activities' for learning or by re-framing the process of
taking notes to encourage thinking about the content rather than merely copying it. Although
there are many different definitions of active learning, they all have a few things in common:
students are doing more than just listening; the goal is the development of skills rather than
simply the transmission of information; and students participate in activities (such as
discussion, debate, and the application of principles) that promote higher-order thinking
(such as critical thinking, analysis, etc.).

Students are shown to have a greater learning capacity when actively involved in the
educational process, as demonstrated by a study that investigated learning-centered methods
of instruction. Learning through active engagement might take the form of debate, practice,
review, or application. Your brain will be better able to process and store new information if
you actively learn because active learning stimulates cognitive and sensory networks. An
excellent introductory essay on the neurobiology of active learning was written by Claire
Hoogendoorn, affiliated with the New York City College of Technology. She provided a
synopsis of the research and noted that "...learning is boosted when many brain pathways are
active at the same time."

To put it another way, the more we can engage the minds of our children in a variety of
ways, the more they will learn. This indicates that increasing the number of cognitive,
emotional, and social activities that kids engage in will result in improved learning capacity
in those pupils. When presented with,

Students' academic performance improves when they can engage actively with the
content they are studying. It provides the brain with nourishment by providing it with a
longer time to connect new and old information, rectify earlier misconceptions, and reassess
views or opinions that were previously held.

Even though some students commented that their participation does not enhance their
learning, a sizeable number of students indicated the role that other students' comments play
in their learning, which validates the importance of encouraging participation from a broader

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range of students than might generally volunteer for the activity. In addition, students who
declare that they learn best by listening might be encouraged to contribute at least a moderate
amount to the learning of others so that they can profit from the contributions of others, just
as they benefit from the assistance of others. Although they are not exhaustive, the
recommendations shown here demonstrate the variety of methods teachers can employ to
foster increased learning through conversation (Elise Dallimore., et, al, March 2017).

To achieve the goal of increased engagement, each student can participate in a different
way or at a different rate. Instead, the goal is to cultivate a setting in which everyone in the
class can acquire new information. The group investigates topics and concepts in detail from
several perspectives. Some students will speak up more than others, and this disparity is
because individuals have varying preferences regarding their educational experiences and
personalities. For instance, some students who do not speak up in class very often are
reflective learners, who typically formulate thoughts and questions in their heads before
speaking; other students who do not speak up in class very often are shy students who feel
uncomfortable speaking in front of groups (at least initially). Students who are engaged in
their learning and frequently volunteer to contribute are typically those who think while
speaking. The purpose of the instructor is to create settings in which students with various
learning preferences and personalities can contribute to the discussion. To accomplish this
objective, you will need to take additional measures to encourage students who are more
reserved in their participation and, on occasion, ask students who are more outspoken to
refrain from talking to provide an opportunity for others to do so (WU St.Louis, 2021).

II. Action Research Question

1. What are some ways to increase the students' level of active participation in the
classroom conversation between the teacher and the students?
2. What are some ways that students can participate more actively in classroom
discussions?
3. What are some of the benefits and drawbacks of engaging in lively conversation
in the classroom?

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III. Proposed Innovation, Intervention Strategy

To begin, we need to evaluate the students' past knowledge, and then you should
structure your courses so that they expand on what the students already know. When students
are exposed to new information connected to what they already know, they will have
increased feelings of success and engagement.

The next step is to encourage kids to work together. It can be highly beneficial to student
engagement to provide students with opportunities for collaboration or even discussion of a
concept while they are in the middle of a lesson. Students are provided with a topic of
conversation and the opportunity to briefly turn to a classmate and talk about the material
with them. This is an effective teaching method.

Then, during your lessons, give the pupils a task to complete. Provide the students with a
focus word they should keep an ear out for throughout the study; this can also be linked to a
movement or chant. Not only does this repetition help students strengthen their memories,
but it also keeps them engaged for the entirety of the course. Give the kids the freedom to
select how they want to learn. Students will stop participating in class if they feel their
thoughts and opinions do not matter.

IV. Action Research Methods

To collect information regarding this, this study will utilize the descriptive method. The
active participation of the students in the classroom, as well as their performance, will be
evaluated through the utilization of pedagogical resources and tools.

a. Participants/Other Sources Data

In this action research study, the researcher began by defining involvement by
drawing on previous academic research and their own experiences and musings. This
study places a significant emphasis on the importance of any forms of student
participation in the classroom setting that lead to various interactions not only with
the instructor but also with other students.
b. Data Gathering Methods

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 After the action plan was presented to the students, a discussion about the topic
took place afterward. There was a consensus reached regarding the execution of the
proposed actions. The duration of the action plan varied according to the student
group being studied, but it was at least one month long. A survey was administered to
the students after the action plan had been put into practice in the classrooms so that
an assessment could be made of how the students felt about the action plan. The
questionnaire contained ten questions, each of which was graded on a Likert scale
based on the degree to which the respondent agreed with the statement.

c. Data Analysis Plan

The instructors who took part in this experience documented their perceptions in
writing after engaging in some introspection regarding the event. This documentation
included providing feedback on the development of the action plan, comments from
students, and any other words that may have been relevant.
V. Action Research Work Plan

ACTIVE CLASSROOM DISCUSSION

Title Objectives Activities Individual Success
Involved Indicator
To Students are Teacher and Students will
emphasize instructed on the Students know how to
the fact that objectives and demonstrate
Enhancing they are procedures for achievement
Students' accessible to each activity. during the
Classroom everyone. session
Participation To facilitate Asking students Teacher and The students
in Teacher simple by name to take Students have an
and Learner marking part opportunity to
Discussion connect their
classmates
To inspire Allowing them Teacher and Students will
students to to reflect before know what

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 take greater participating Students and why they
responsibility are learning
for.
To establish Inviting students Teacher and They engaged
a foundation who are not Students to the active
for paying attention classroom
periodically to participate discussion
assessing
learning
during the
discussion.

VI. Cost Estimate

The cost of the study will depend on how much the printed evaluation sheet and
the tokens that will be given to other teachers will cost.

VII. Plan for Dissemination and Utilization

Before implementing this plan, each teacher conducted a separate information
session. Students have informed of the research project that was going to be done, and
one of the aims of the action plan was explicitly to boost involvement. Students have
been advised that an action plan will be implemented in their respective classes by
next week. This plan would contain four actions: (1) Providing the pupils with an
explanation of the goals and steps involved in each activity. (2) Calling on individual
students to participate in the activity. (3) Give them time to think before asking them
to join; (4) Ask pupils who need to pay attention to participate in the activity.

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VIII. REFERENCES

Abdullah, M. Y., Bakar, N. R. A., & Mahbob, M. H. (2012). The Dynamics of

Student Participation in Classroom: Observation on Level and forms of Participation.
Procedia - Social and Behavioral Sciences, 59, 61–70.
https://doi.org/10.1016/j.sbspro.2012.09.246

Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L.,
Quillivan, C. C., Taylor, C. M., & Williams, R. L. (2009). Increasing Low-

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Responding Students’ Participation in Class Discussion. Journal of Behavioral
Education, 18(2), 173–188. https://doi.org/10.1007/s10864-009-9083-8

Turner, J. C., & Patrick, H. (2004). Motivational Influences on Student Participation

in Classroom Learning Activities. Teachers College Record: The Voice of
Scholarship in Education, 106(9), 1759–1785. https://doi.org/10.1111/j.1467-
9620.2004.00404.x