Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus
Indang, Cavite

Enhancing Effective Classroom Management of Kindergarten to Grade 3 Pupils at Saint

Augustine School – Mendez Using Flashcard Sticks in Online Distance Learning During
COVID-19 Pandemic

ACTION RESEARCH

Submitted to:

MS. EDELYN D. SABILLA

Teacher Education Department

College of Education

In Partial Fulfillment of the requirements for

EDFS 23: Student Teaching Internship

Submitted by:
Dela Peña, Raycel Jay P.
Medina, Rose Ann H.
Panes, Fleximae R.

Bachelor of Early Childhood Education 4-1

May, 2022
 I. Context and Rationale

The effects of pandemic became a challenging situation in the context of education in

the Philippines. The COVID-19 surge led the schools to closure and shifted to remote learning.
Classes are required to be done virtually with the use of technologies and other digital tools
and platforms to support teaching and learning. Due to the changing system of education,
schools modify all the aspects in teaching and learning context such as: modes of instruction,
assessment method, teaching strategy, instructional materials as well as classroom
management. Since meetings are done in video conferences, virtual classroom management
is also necessary toobserve inside the classroom. It is difficult to cope withthe new normal,
especially with issues arising during distance learning. According to Asian Journal of Distance
Education, a study was conducted among university students in the Philippines to describe
the difficulties in remote learning. These challenges include: unstable internet connectivity;
inadequate learning resources; electric power interruptions; vague learning contents;
overloaded lesson activities; limited teacher scaffolds; poor peer communication; conflict with
home responsibilities; poor learning environment; financial related problems; physical health
compromises; and mental health struggles (Cahapay&Rotas, 2020). Despite these
challenges, the education sector should come up with concrete plans for a new normal setup.
Classroom management is an important factor in achieving successful classroom decorum
even in the new normal setup. It can be explained as a preventive activity that results in
decreased discipline problems. The classroom problems can be solved through good
planning, interesting and relevant lessons, and effective teaching (Stewart, 2008).
To further explain, classroom management includes a process of organizing and
managing the classroom. Educational goals are constituted as motivational agent to achieve
a positive classroom through planning and maintaining a well-teaching environment rather
than imposing it as a form of discipline which is controlled by the teachers (Savage & Savage,
2010). Similar to pre-pandemic learning, the new normal learning setup should also promote
effective classroom management in online classes as it provides appropriate discipline and
meaningful learning. The management strategies encourage students with positive social
behavior and increase in academic performance (Emmer & Sabormie, 2015, Everston &
Weinstern, 2006, Kratochwill, et al., 2022).
The change in strategies when it comes to managing classrooms in present distance
learning has been evident and has taken on new importance since the pandemic hit. Teachers
are having difficulty in terms of managing the students’ behavior in an online setup thus virtual
classroom management became a challenging part in education during this time of pandemic.
Virtual classrooms presented students and teachers with both challenges and opportunities.
However, since classes are now conducted virtually, this is particularly useful in the event of
a pandemic. Online meetings, on the other hand, have a significant impact on the teaching-
learning process. Teachers find it difficult to manage the class virtually because students and
teachers do not interact physically. As a result, the teacher’s role in promoting learner’s
engagement in online platforms, where dialogue is central to improving learner’s performance,
is critical in managing learner behavior in a virtual classroom (Bigne,Badenes, Ruiz, &Andreu,
2018).
The issues of students’ attention during virtual classes are a new one in the pedagogy.
It should determine what teachers consider to be misbehavior in virtual classes and how they
handle it. For many educators, gaining students’ attention has always been a constant battle.
“Research find out that learner attention begins to slacken every 10-20 minutes during
lectures,” according to a Cornell University study (Smart Sparrow, 2018). In spiteof the
technological benefits, findings show that students are still failing to keep their attention on the
lessons provided to them (Cicekci&Sadik, 2019). As also stated in a study of May (2020), the
impact of online learning suffers from a shorter attention span and a lower degree of
concentration among students. Regardless of the educational setting, learners identified
teachers as good classroom supervisors who fulfills their needs by cultivating compassionate
relationships and maintaining control over the classroom while encouraging student
responsibility and involving them in their learning (Egeberg and McConney, 2017). Even with
classes done virtually, teachers are continued to be given more tasks. However, the use of
technology inside the classroom has helped the teachers to efficiently manage their
classrooms which decreased their level of stress from their daily teaching tasks and gave them
more personal free time. Technology has also benefited the teachers to accomplish their work
easily by providing them with the opportunity to track, monitor and engage students in learning
without much effort (Colao, 2012). The responsibilities of teachers are now considered to be
work overload and do not limit only to instructing learners but also includes planning, designing
and implementing the curriculum. Fortunately, technology tools are now developed to make
some of the tasks easier (DeVaul, 2018). The researchers will conduct this study to
enhance the effective classroom management of kindergarten to grade 3 pupils at Saint
Augustine School - Mendez using flashcard sticks in online distance learning. Furthermore,
this study aims to determine a significant difference in the learner’s behavior and classroom
management after the implementation of the intervention in the classroom.

The struggles of teachers in maintaining a positive classroom management during

online learning was the inspiration of the researchersto conduct this study. This study
alsoaimed to provide them with an idea to have good classroom management which includes
techniques, strategies, and ideas. The results will provide the teachers and other stakeholders
of Saint Augustine School - Mendez strategies for classroom management and enhance the
tools for online class amidst the COVID-19 pandemic.

This study aimed to find out how teachers manage virtual classroomsduring COVID-
19 pandemic in Saint Augustine School - Mendez. To answer the problems the researchers
will collect or gather the data from SAS-Mendez teachers’ experiences in online classroom
management. Moreover, the findings from this study will enable us to provide guidelines that
will help the school to observe well-classroom management. It requires commitment from
stakeholders of the curriculum including school management, community members and
parents of the students and also the learners of Saint Augustine School-Mendez.

II. Research Questions

The main objective of this action research was to provide an effective teaching
strategy to enhance the classroom management of primary level pupils at Saint Augustine
School - Mendez Using Flashcard Sticks in online distance learning during COVID-19
pandemic.

Specifically, it seeks answers to the following questions:

1. Is there any significant difference in the learner’s behavior before and after the
implementation of the intervention in the classroom?
2. Is there any significant difference in classroom management before and after the
implementation of the intervention in the classroom?
3. What are the implications of the action research for further studies on classroom
behavior management?

III. Proposed Innovation, Intervention, and Strategy

The Project: Flashcard Sticks for Classroom Management is a 4 month-

intervention program designed for teachers and pupils from kindergarten to grade 3
learners at Saint Augustine School - Mendezin maintaining well-classroom management
during the online class learning.

The intervention will be done during the schooldays depending on the schedule of
their synchronous class. The researchers will adapt the design of Classroom Action
Research (CAR) to plan and perform the experiment. Classroom Action Research or CAR
is considered a spiral mode of learning and a 4-stage planner formulated by Kemmis and
 Taggat (1998). It consists of cycles that undergo major steps of planning, action,
observation, and reflection which will then be used to revise the process in the next cycle.
Moreover, the researchers will also serve as observersduring the study.

Figure 1.1

1. Planning Stage
The researchers plan strategies in performing the action research.
a. The planning phase includes researchers preparing materials, action steps
for the implementation of the action stage, observation preparation and
evaluation.
b. Preparation of research instruments: flashcard sticks and observation sheet

2. Action stage
This stage is where the researchers practice the plans formulated during the
planning stage. The researchers will provide flashcard sticks which will then be used
 by the teachers and pupils for the whole class discussions. To explain further, the
purpose of the study is to observe classroom decorum by raising the flashcard sticks
when one wants to speak. Consequently, the teacher will also instruct the learners
regarding the use of it during lessons.
3. Observing stage
In this stage, the researchers and teachers will conduct the observation while
in class sessions. A record of all the eventsduring class hours will be observed. Then
from the observation, the researchers and teachers can make an evaluation. The
evaluation is in accordance with the instruction on the observation sheet.
4. Reflecting Stage
After the observation stage, the researchers will then conduct a reflection
regarding the outcome of the previous stages. The data will also be then analyzed and
repairing will be done if necessary, during this stage to achieve better results in the
next cycle.
IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

The study will be conducted in kindergarten, grade 1, grade 2 and grade
3 classes of Saint Augustine School - Mendez. Moreover, the target population
of this study will include primary level pupils who are only taking the online
classes.
Researchers will gather the data from the interviews, results of
observation sheet and from documentation. Information about the learners will
come from the school files while information about classroom condition will be
collected from their advisory teachers. Other sources of data will come from
books, articles, and sites on the internet.

b. Data Gathering Methods

The researchers will follow a step-by-step process in gathering the data.
A letter of request asking for permission to conduct the study will be sent to
theSchool Head. After securing the approval to conduct the study, the
researchers will distribute a cover letter and consent. The teachers and parents
of the respondents will be informed about the purpose and benefits of the study.
At the same time, the respondents will be given the option to participate
voluntarily and given the right to withdraw. Once the respondent agreed to
participate in the study, the researchers will then perform the study. The
researchers will be the one to provide the materials needed for the activity. The
data collected will be analyzed and reflected on results. During the analysis,
the researchers will map the data and remove data which are unrelated to the
topic of research. Then, researchers will again reflect the data and conclude
the result. The study will perform the following techniques to get the data:
1. Classroom Observation
The researchers will observe and record direct and systematic
review of the classroom management during class sessions. To
obtain the data, the researchers will record any event or facts and
will take note of the certain development within the research
timeframe. The observation will be done during their class sessions.
2. Interview
Researcher conducts interviews with teachers to obtain
information about the students, the condition and situation of the
 class that will be used as research site, time of observation and the
class condition.
3. Documentation
Researchers will gather data from the document record of the
school. The documentation will serve as a tool to get information
from the observation done inside the classroom and the experiment
performed during class sessions. Moreover, the researcher will
select documentation according to the research focus.

c. Data Analysis Plan

1. Data from interview
The researchers will analyze the data collected based on the students’
condition, the level of their behavior and the classroom management
situation.
2. Data from observation assessment
The data of the experiment are obtained from the observation checklist.
The data is served in the form of tables and diagrams. From the observation
checklist, the researchers will analyze the results with the help of a
professional statistician to get the final data. If the data failed to achieve the
objective, researchers should do the next cycle. But if the data results in
success, it means the research is a success too.
3. Data from documentation
From documentation, researchers will find out the school organization
structure, school curriculum, classroom condition and the teacher and
students' condition. The information will be collected from the school
records.
 V. Action Research Work Plan and Timeline

ACTIVITY ESTIMATED TIMEFRAME

Administration of pre-test 3rd week of February

Implementation of the program March 2022 to June 2022

Administration of post-test June 2022 (last week)

Analysis of results and finalization of full July 2022

paper

Timetable/Gantt Chart

ACTIVITIES MONTH 1 MONTH 2 MONTH 3 MONTH 4 MONTH 5

1. Validation of
instrument

2. Data Gathering
using Validated
Instrument

3. Retrieval of
accomplished
observation and
post test

4. Data Analysis

5. Writing Results to
Recommendation,
Proofreading

6. Submission of Full
Paper
 VI. Cost Estimates

ACTIVITY ELIGIBLE QUANTITY COST

EXPENDITURES

1. Drafting of Communication Prepaid load PHP 300.00

proposal expenses

2. Dissemination of Materials Colored paper, PHP 1,000.00

experimental printing etc.
tools and
questionnaire

Domestic travel Gasoline PHP 400.00

expenses

3. Writing of thefull Communication Prepaid Load PHP 300.00

paper expenses

4. Data Analysis Statistician Service Fee PHP 1,500.00

5. Research Expenses related to

Presentation research dissemination
PHP 1,000.00
and communication
expenses

VII. Plans for Dissemination and Utilization

DISSEMINATION MONTH 1 MONTH 2 MONTH 3 MONTH 4 MONTH 5

ACTIVITIES
1. Submission to
EDFS Instructor
2. Submission to
Panel Members
3. Presentation to
Panel Members
4. Publication to
University
VIII. References

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Cahapay, M. B., & Rotas, E. E. (2020).Asian Journal of Distance

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2022, from
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DeVaul, K. (2018, April 6). 12 tested and Trusted Classroom Management Tools.
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management-tools

Emmer, E.T. &Sabornie, E.J. (Eds.) (2015).Handbook of classroom management

(2nded.). New York: Routledge.

Evertson, C.M., & Weinstein, C.S. (2006).Classroom management as a field of

inquiry. In C.M. Evertson& C.S. Weinstein (eds.), Handbook classroom management:
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Associates.

Egeberg, H., McConney, A., & Price, A. (2020, June 30). Teachers' views on
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Fréda M. Antoine, M. R. N.-M. (2018, January 1). Classroom management. Go to

the cover page of Igniting Your Teaching with Educational Technology. Retrieved January
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Kemmis, Stephen &Taggat, Robert Mc., The Action Research Planner, (Victoria:
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Kiseleva, M., &Pogosian, V. (2021).Virtual Class Management.SHS Web of

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