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ACTION RESEARCH 2013-2014 Chapter 1 To 5
ACTION RESEARCH 2013-2014 Chapter 1 To 5
Chapter 1
Introduction
skills in elementary arithmetic operation. The subjects of this study were Grade Two – A
pupils who were constantly disrupting the class during Mathematics period taken from
For the last two grading periods handling a cream class, a lot of repeated
disruptive behaviors such as incessant talking or getting out of their seats to name a few,
which were very taxing to the teacher, were observed. These disruptive behaviors were
mostly due to boredom especially to those pupils who got to finish their seatwork fast.
Hollowell (2013) mentioned in her article that classroom management skills are
essential for all teachers. Supervising a group of children with different personalities and
backgrounds is a challenging task. You are responsible for their academic growth while
ensuring that the learning environment stays welcoming and secure. This includes
teacher, in one way or another they will and can be found. All of which will develop
But we cannot isolate them from disrupting the whole class. Tyson (2013) further
emphasized that in relation to their presence as well as impact on virtually any class, as a
mentor, they are still your own obligation. Far more, you should apprehend them so as
Stott (2013) cited that the days of pupils writing out pages of lines, or copying
large extracts of text as so-called sanctions or punishments are thankfully long gone. The
concept of ‘using the pupils time’, however, is still with us and with some creative
problem solving.
So, to keep the class from further disruptions without giving any negative vibes to
these pupils with disruptive behavior, the researcher came up on an intervention utilizing
Tyson (2013) added that coping with disruptive students is really not hard to do. It
might appear that they are probably the most challenging kinds to socialize with, however
once straightened, the once ex - bothersome types are often an asset in class. If you are
able to cause them to follow you, it's possibly one of the most satisfying durations within
behavior of pupils when learning division skills in elementary arithmetic operation was
anchored on the theory of constraints of Goldratt (2004) which used the thinking
The pupils in Grade Two – Diamond class under the K to 12 Basic Education
Curriculum belong to the top forty of the 298 grade two pupils of Manolo Fortich Central
Elementary School relative to their Grade One general average. They were most likely to
got bored or restless especially when they finished the given task early with nothing who
while waiting for the others to be through. Their boredom led to incessant talking or
So, for a win-win solution, the teacher gave advance exercises for these pupils to
answer. They did not only free the class from disruption, they got enriched also through
Figure 1 shows the schematic diagram where both a control group and an
The Pretest results of both groups were individually measured prior to the start of
the 3rd Grading Period which focused only on division lessons in elementary arithmetic
operation. After which, the experimental group was given the teacher-made advance
exercises as intervention while the control group was not. A Posttest was then given at
the end of the division lessons. Disruptive behavior of pupils from the experimental
group was recorded on a 14-day period prior to and during the conduct of this research
Figure 1.1 shows the interplay among the independent, dependent, and control
variables. As shown, the independent variables are the teacher-made advance exercises
intervention with the Division Skills Pretest Performance as covariate. The dependent
Intervention
Teacher-Made Impact
Advance Exercises Behavior
Covariate Division Skills Posttest
Division Skills Pretest Performance
Performance
CONTROL VARIABLE
Pupil Behavior
Pupils with Disruptive Behavior
Pupils with Undisruptive Behavior
variables are the impact on disruptive pupil behavior and Division Skills Posttest
This study was aimed at describing the impact of teacher-made advance exercises
as intervention on disruptive behavior of the Grade Two - Diamond pupils of MFCES for
the third grading period, School Year 2013-204, when learning division skills in
1. Was there a decrease of disruptive pupils in class when intervention was used
Ho1: There was no decrease of disruptive pupils in class when intervention was
The researcher believes that the present study is beneficial to the Grade Two –
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Diamond pupils with disruptive behavior since such intervention did not only transform
their unacceptable behavior into an acceptable one, but enriched their skills in division in
On the part of the teacher, stress from reprimanding them was not only
Furthermore, the salient findings of this study will be beneficial to the other
teachers handling cream classes and to the entire school as well relative to MTAP
contests.
The coverage of this study focused on the performance of the Grade Two -
selected pupils with disruptive behavior when learning division skills in elementary
arithmetic operation during the third grading period of Manolo Fortich Central
Elementary School, Manolo Fortich District 1, Division of Bukidnon, School Year 2013 -
2014.
Pupils in the experimental group were taken from the list observed by the teacher
having disruptive behavior during Mathematics period. Pupils in the control group were
those with undisruptive behaviors. Both groups were given the Pretest and Posttest.
However, pupils in the experimental group were the only subjects for the teacher-made
Pretest and Posttest Questions were also teacher-made based on the Third Quarter
teacher on a 14-day period prior to the conduct of this study and during the 14-day
research period.
Definition of Terms
confounding variables.
difficulty.
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Chapter 2
Teaching a class with one or several disruptive students is not only a challenge for
the teacher, but also a threat to the well-being of the class. It is imperative that the
environment where learning can ensue. By implementing a few simple tactics with the
disruptive student, you can address negative behavior and regain control of the classroom
(Platt, 2014). If a pupil finds the work to be easy, he tends to get bored. Diversifying a
lesson plan to include supplementary activities to challenge pupils that find the work to
be easy, and retain activities that support struggling learners is what Platt added.
In the study of Wilson and Lipsey (2007) a positive overall intervention effects
were found on aggressive and disruptive behavior and other relevant outcomes. The most
common and most effective approaches were universal programs and targeted programs
for selected/indicated children. The mean effect sizes for these types of programs
significant effects and those for special schools or classrooms were marginal. Different
treatment modalities (e.g. behavioral, cognitive, social skills) produced largely similar
effects. Effects were larger for better-implemented programs and those involving
much free time (Lynn, 2014). This is true to those pupils who are considered “fast” in
learning the lesson. Lynn further stated that engaging the children mentally through
challenging drills may help the disruptive children stay engaged with the rest of the class.
on the defiant behavior of students using a social skill curriculum, behaviors improved
during the intervention period however many students reverted to previous behavior
Wille (2002) stated in her study that children with ADHD may be affected by a
may impede the student learning and instructions. Wille further stated that it is
behaviors.
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Chapter 3
METHODOLOGY
This chapter deals with the essential elements of the research process. Such
Research Design
Experimental Design is most fit for a pretest-posttest randomized experiment because the
groups used in this study were not equivalent. It used a pretest and posttest for a treated
and comparison group. The rationale behind the use of this method lies on the intention
of the researcher not just to describe the influence of intervention to disruptive pupils, but
Research Locale
This study was conducted in Grade Two – Diamond class of Manolo Fortich
Research Respondents
In this study, the experimental group was composed of eight (8) pupils with
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disruptive behavior while the control group was composed of 32 pupils with undisruptive
behavior in class. These respondents were homogeneously grouped into this class before
Sampling Procedure
The pupils in the experimental group were chosen based on their classroom
Research Instrument
research instrument for this study. A table of frequency was prepared for a visual
The researcher first sought the approval of the school principal and the district in-
charge for the action research proposal. The proposal was then forwarded to the Schools
Division Superintendent of Bukidnon for approval, with the teacher-made instrument and
intervention attached. After the approval of the Schools Division Superintendent, the
The analysis and interpretation of the gathered data were facilitated through the
2. The mean was used to measure the increase of Pretest and Posttest Performance
division.
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Chapter 4
This chapter presents the data and graph on the frequency and percentage of
and the comparison of means of both experimental and control groups in Pretest and
Posttest. This also bears the analysis and interpretation done on these data. The
presentation of the data proceeds following the order in the statement of the problem.
experimental group through visual observation of the adviser prior to the conduct of this
study on a 14-day period. Upon checking with the Class School Register (Form 1), it was
noted that on the days that these pupils were undisruptive, they were absent from class.
Table 1.1 shows the table of frequency of disruptive behavior manifested by the
experimental group through visual observation by the adviser during the 14-day research
period. It was noted that during the first day of the program, class disruption was not
manifested. That was their Pretest Day. Most of the allotted time for Mathematics
period was consumed so they hardly showed any class disruption. During the second
day, which was the first lesson in division skills, Pupils #2 and #6 manifested disruptive
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behavior in class. They were able to finish the advance exercise given fast thus leaving
them bored while waiting for their exercises to be checked. Days 3-14 showed no more
disruptions since these two pupils were given the extra assignment of checking their
exercises thus leaving them busy with it until Mathematics period ended. A 1.79% of
Table 1
Percentage
Frequency
Pupils with OCTOBER 2013
Disruptive
Behavior
7 8 9 10 11 14 16 17 18 21 22 23 24 25
Pupil #1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%
Pupil #2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%
Pupil #3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%
Pupil #4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%
Pupil #5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 100%
Pupil #6 1 1 1 1 1 1 1 1 1 1 1 1 1 0 13 92.86%
Pupil #7 0 1 0 1 1 1 1 1 1 1 1 1 1 1 12 85.71%
Pupil #8 0 1 1 1 1 0 1 1 1 1 1 1 1 1 12 85.71%
TOTAL 13 16 16 18 19 21 24 25 26 29 30 31 32 32 107 95.54%
Table 1.1
Percentag
Behavior
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Pupil #1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
Pupil #2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 7.14%
Pupil #3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
Pupil #4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
Pupil #5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
Pupil #6 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 7.14%
Pupil #7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
Pupil #8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0%
TOTAL 0 2 0 0 0 0 0 0 0 0 0 0 0 0 2 1.79%
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of pupils in the experimental group prior to this research and during the intervention. The
graph clearly shows a big drop on the percentage of disruptive behavior of pupils during
Graph 1
100 95.54
90
80
70
60
50
Percentage
40
30
20
10 1.79
0
Prior During
Table 2 shows the Pretest and Posttest Means of Experimental and Control
Groups. The Pretest means of both experimental and control groups are found on the
second column. The third column shows the Posttest means of both experimental and
control groups.
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Table 2
red line shows the mean of the experimental group on its Pretest and Posttest. The blue
line depicts the mean of the control group on its Pretest and Posttest. It is evident in the
graph that the experimental group rated higher compared to the control group where no
Thus, a higher increase in the Posttest of the experimental group was observed as
Graph 2
20
17.38
18
16
14 12.94
12
Experimental Group 10
Control Group
8 6.5
6 4.63
0
Pretest Posttest
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Chapter 5
This chapter recapitulates the salient features of this study in the summary. This
also reveals the findings that surfaced, as well as the conclusions made on the basis of the
findings, and the given recommendations on the basis of the findings and conclusions.
Summary
skills in elementary arithmetic operation but also to determine the same when these
School, School Year 2013-2014, eight (8) pupils were assigned to the experimental group
who were noted to have disruptive behavior in class. The remaining 32 pupils whose
To collect data needed for this study, the teacher-made Pretest-Posttest results of
the experimental and control groups were used. The visual observations of the disruptive
behavior of the experimental group before and during intervention were also used.
1. With the use of the teacher-made intervention, disruptive behavior of pupils under
the experimental group was hardly noticed. However, after the intervention
2. The means of both experimental and control groups increased in the Posttest,
however, the mean of the experimental group rated higher compared to the
control group.
Conclusions
On the basis of the findings, the researcher drew the following conclusions:
somehow avoided through the use of interventions to fill the gaps after having
2. A strong positive linear relationship between the experimental and the control
group relative to its Pretest and Posttest means suggests that indeed both groups
learned from the class discussions. However, with the use of advance exercises as
of the experimental group was higher than the increase on the Posttest
Recommendations
On the basis of the foregoing findings and conclusions, the researcher offers the
following recommendations:
that could challenge the fast learners especially in the cream class for those pupils
who tend to get bored easily when they have an idle time in class to minimize if
springboard.
BIBLIOGRAPHY
Hollowell, Karen. (October 2013). How to Handle Disruptive Students in the Classroom.
Retrieved from http://www.ehow.com/how_2181266_handle-disruptive-students-
classroom.html
Lynn, Diane. (March 2014). Strategies for Controlling Disruptive Behavior in the
Classroom. Retrieved from http://www.ehow.com/list_7677431_strategies-
controlling-disruptive-behavior-classroom.html
Platt, Lauren. (March 2014). How to Prevent Classroom Behaviors. Retrieved from
http://www.ehow.com/how_7844034_prevent-classroom-behaviors.html
Stott, Dave. (October 2013). How to React to Disruptive Pupils. Retrieved from
http://www.teachingexpertise.com/e-bulletins/how-react-disruptive-pupils-3873
Tyson, Bennet. (October 2013). Just How to Deal with Disruptive Students Efficiently.
Retrieved from http://www.articlesbase.com/education-articles/just-how-to-deal-
with-disruptive-students-efficiently-2829004.html