IMPROVING COLLABORATIVE ACTIVITIES AND REWARD SYSTEM TO

INCREASE THE NUMBER OF ACTIVE PARTICIPATING STUDENTS

On the Issue of Human Rights

A Modified Action Research

Presented to the
High School Department
Marist School IBEd

In Partial Fulfillment
Of the Requirements for English 10,
Araling Panlipunan 10 and Religion 10

Presented by:
NATHANAEL E. ABEGONIA
RIZEL ANN O. FLORA
GERALDINE S. IGNACIO
RONALD ALLAN A. LOPEZ JR.
MARY ROSE R. NOLIDO
MARY GRACE O. SAOSA
IV- Our Good Mother

January 2014

CHAPTER 1

Introduction and Statement of the Problem

Marist School Afternoon Shift (MSAS), a program of Marist School for boys and girls who need
financial support, is an institution to provide basic and Christian education for the youth to form them as
good Christians and virtuous citizens. This school is known for its respect, excellence and discipline,
which considered characteristics of a schools ideal student. This type of values challenges the students
failed to show these values especially in showing respect to their teacher during class discussions.
According to the researchers, in Year 4 class, students show unnecessary actions during class
discussion like murmuring, doing other homework, and playing. Teachers try to make their class healthy,
but still they are doing unnecessary actions.
In the study, the behavior of Year 4 students of MSAS was explored. Thirty-eight students are
asked about the factors that contribute the noisiness of students and reasons for not paying attention
during class discussion and to the factors that contribute on not participating during class discussion. This
information then is important to provide the researchers a clear idea about the problem and to propose a
program to address it.
To promote respect between teachers and students, the use of collaborative activities and reward
system must be implemented in the classroom. Students will make more interesting to become more
active and focused during discussion. To manipulate the consequence and increase the number of active
participating students, researchers suggest the idea of these collaborative learning, but focused on using
oral debate and case study and using table point system. By those activities, students will work hard to
earn points by which it will be added to the scores during quarterly examination/s or any requirement by
which students have failed to achieve.

CHAPTER 2

Review of Related Literature

This section present available literature and studies relevant to the researchers modified research.
The first part is an introduction about respect. The second part involves to the problem about noisiness of
students and the factors and reasons that can added to. The third part will tell us about the inversion
strategies to increase the number of active participating students.
Respect: A Short Introduction
According to researcher (2010), respect has great importance in daily life. Anonymous (2013)
stated that respect is a two-way street, where you respect each other.
A blog from a researcher (2010) shows that people treat themselves with respect. If did not
respect themselves, they cannot hope to get respect from others.
Noisiness of Students: Reason and Factor That Can Be Added To
According to the researchers of Cornell University (1903), they discovered that highly academic
students is due from any distractions on what they are looking or listening.
Evans (1983) stated that noise can be a reason of an environmental stress.
A study of Moser, Kryter, Sorensen and Lukas (1978) noticed that highly academic students were
not affected by the distractions made by others.
According to Maxwell (2002), noises have bad effects especially in the classroom. It affects the
learning ability of a student. Also a study from a researcher (2010) shows that noise distractions can be
harmful to the students when it comes to study time. Students experience difficult understanding on what
they are reading.

Indeed, there are numerous reasons that contribute to the students noisiness during class
discussion. The present study tried to explore the reasons of year 4 students on making unnecessary noise
during discussion. There reasons can make the researchers a better understanding about the problem, also
the support structures needed to address the program.
Intervention Strategies to Increase the Number of Active Participating Students
Collaborative Activities
According to a researcher (2013) Collaborative learning is a method in which students work
together to explore and to create a meaningful project. Bruffee (1998) stated that Collaborative learning is
based on the view that knowledge is social construct. It is also based on four concepts:
a). Students are the main focus of this learning,
b). Working groups is an important mode of learning,
c). interaction and doing are the primary importance, and
d). to develop solutions to real problems that incorporated to the learning.
Slavin (1987) stated that one of the theoretical perspectives about collaborative activities is the
motivational. This theory focused on goals structures and rewards also according to Slavin (1990),
students can reach their goals if the group is successful. Therefore in order to attain that, students likely
encourage members within the group to do whatever helps in the group to succeed and to help one
another in a group task.
According to Bruffee (1998) this collaborative learning can occur in small or larger groups. It
involves students working by pair or in groups to discuss concepts or to find solutions. It is same as two
heads are better than one. In groups students can share strengths to develop the weaker skills.

A researcher (2013) stated that this learning provides a place where learners active participate.
Diversity is celebrated, and respect is given to each other.
Bruffee (1998) shows the benefits of collaborative learning like:
a). developing high-level thinking, oral communication, self-management and leadership skills
b). increasing retention and self-confidence
c). promoting student-teacher interaction
d). preparing for real-life situations.
Barkley, cross and Howell (2008) show examples of collaborative learning like:
a).Oral Debate
These can be group within of 3 persons in which they have their opponents. One group takes one
sides of the topic and the other group takes its opposite side. By the help of the middle person (teacher),
he/she decides which side is the most convincing and provides an argument of his/her choice. They
debrief it by summarizing the discussion.
According to snider (2010), debate is a critical advocacy, because the debater must not ignore
the advocacy but must engage them to us. It is an advocacy that the debater must advocate, propose, and
defend ideas. As a critical skill its now important because we live an age of information, where
information is power, and it is all about how to turn information into power.
Snider (2010) stated the benefits of debate. It helps to:
a). to have a better critical thinking and communication, and
b). to improve social interaction and expression

b. Case Study
A group of 4 or 5 must work and analyze their cases on a given time limit. After that, they can
share their analysis. They continue until each of the case studies has been addressed.
Reward System
According to a research (2009), as teachers know, classroom rewards can be way ti encourage
positive behavior.
According to Scott (2012), the knowledge gave the freedom to use brilliant system on teaching.
He suggest the use of table point
Table points are super simple. The group with highest number of points on a given activity has a reward.
Scott also suggests the usage of the taken system. You can earn it, give and steal it unless you are active
during class.
Always give a note to the student commending his or her achievement.

CHAPTER 3
Methodology
Method
In this modify action research; the researcher examined the discipline of students during class in
Year 4 classroom. A survey was conducted on January 20, 2014 to help the researchers understanding to
their program will be addressed. Moreover, the survey results became the bases for the identification of
inputs to attempt to increase the number of students will be more focused during class.
Specifically, the purpose of this study is to answer the following questions:
1. What are the factors that contribute on students making unnecessary noise during class
discussion?
2. What are the reasons of the students on their non-active participating while classes are going
on?
3. What are the strategies that teachers should do to increase the number of active participating
students?
Survey Tool
The questionnaire used in this survey was solely created and developed by the researchers in
order to determine the students who are noisy during class discussion and t heir reasons. All the
respondents were asked to answer a set of five questions which includes text opened and close-ended as
found in Appendix A.

Respondents
This modified action research was conducted in Marist School, a Catholic School for boys in
Marikina City, but the researchers focused to the Afternoon Shift students. The subjects are the students in
Year 4. This particular group consists of 23 girls and 15 boys, a total of 38 students whose age ranged
from 15-17 years old.
Based on an interview to Mrs. Teresita Garlit, students are just noisy naturally and that was started
last four years ago until now. It is for this reason that the researchers choose the students of that class to
serve as their participants. Moreover, the students were all assured the data collected will remain
confidential and will only be used for the purpose of this action research.
Limitations
Since the number of respondents was only limited in that Year level, making conclusion for the
entire high school community poses a problem. It is for this reason the one of the researchers suggestions
is to conduct another study that will accommodate the high school community.
Data Analysis
The results of the survey were analyzed and the data were recorded. The analysis was done by: (a)
ranking of the number of students who were noisy during class and there reason behind that; (b) ranking
on the students reasons of not paying attention; and, (c) ranking on the structures that helps to increase the
number of active participating students.

CHAPTER 4
Result and Discussion
This study attempted to find out (a) factors that contribute on making students unnecessary noise
during class discussion, (b) factors that contribute on students not paying attention during class
discussion, and (c) factors that help to increase the number of active participating students.
Results
Factors that contribute on making students unnecessary noise during class discussion.
According to the survey results, the following are factors that contributing the year 4 students to make
unnecessary action. As shown in Table 1, noisy seatmates were stated by 36% of the students. Around
30% mentioned that their reason is because of boring topics. Chatting with seatmate was accounted by
21% of the class. Nine percent claimed their excitement during lessons deterred them from listening to the
teacher. Three percent said that they make those actions because of Rubiks Cube.
Table 1
Ranking of Factors That Contribute on making Students Unnecessary Noise during Class Discussion
Factors
1. Noisy seatmates

Number of
Responses
12

Percentage
36%

2. Boring topics

10

30%

3. Chatting

21%

4. Excitement

( 9%)

5. Playing

(3%)

Note. N=38.

Factors that contribute on students not paying attention during class discussion. As shown
in Table 2, the top four factors that motivate students why theyre not paying attention during class
discussion are having boring topics (31 students; 82%), teachers soft voice and rushing other homework
(19 students; 80%), and having hard time to understand the lessons (18 students; 47%). These indicate the
majority of the reasons of the students were not paying attention because of teachers way of teaching.
Table 2
Ranking of Factors that contribute on students not paying attention during class discussion
Factors
1. Boring Topics

Number of
Responses
31

Percentage
82%

2. Teachers soft voice

19

50%

3. Rushing other homeworks

19

50%

4. Having a hard time to understand

18

47%

the lessons.
5. Daydreaming

17

45%

6. Murmuring

18%

7. Sleeping

5%

2%

8. Talking
Note. N=38.

Discussion
The findings in the study seem to be mostly consistent with these obtained in the review of
related literature and study.
With regards to the factors that contribute on making students unnecessary noise during class
discussion, students reveal that the reason is their noisy seatmates. According to an interview from Mrs.
Teresita Garlit and Mrs. Ma. Celeste Taedo, being noisy is part of their personality, but sometimes they
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make unnecessary noise is because of distractions made by other seatmates. This statement agrees with
the study from the researchers of Cornell University (1983), which noisiness is made by the distraction
given by others. Also according to Chang, Rubenstein, and the other researchers (2012), it is annoying
that you ask others if you did not hear on what somebody was telling to others.
Students failed to pay attention during discussions. Mostly students reason, according to the
survey, was the topics are boring. According to Young (2013), sometimes we called the subject or topic
boring because youll find difficulties on it. Because these were identified, the program, which by the
researchers addressed, attempts to increase the number of active participating students through
collaborative activities and reward system.
With regards on the structures that helps to increase the frequency of participating students., with
Mrs. Taedo, she stated that collaborative activities helps the students to think critically and to be more
confident, and also to share their thoughts. This idea is related to Bruffes (1998) claim about the benefits
of collaborative activities like developing oral communication, self- management and high level thinking.
Thus, the researchers saw it fit to include in their proposed plan.

CHAPTER 5

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Conclusions and Recommendations

Based on the findings of the study, the following conclusions and recommendations are drawn
and given.
1. The factors significantly contributed to the students unnecessary noise during class
discussion are: (a) noisy seatmates; (b) boring topics; (c) chatting; (d) excitement; and (e)
playing. These factors commonly reveal that the students failed to participate during class
discussion. Students have the ability to do it, but they failed because of distractions made by other
seatmates. To help the students to overcome these conflicts, it is recommended to use the reward
system or the researchers called as table point system.
2. The factors that contribute on the students not paying attention during class discussion
are: (a) boring topics: (b) teachers soft voice; (c) rushing other homeworks; and, (d) having a
hard time to understand the lessons. These findings reveal that students find difficulty to
understand the topics discussed by the teacher. The researcher recommends the use of
collaborative activities to be more familiarized and more focused about the topic.
3. The following structures are needed to increase the number of active participating
students: Collaborative activities, (focused on using oral debate and case study), and table
point system. Finding showed that:
a. The table point system can provide the opportunity for the students to cooperate with
others, to exercise the teamwork during activities, and to maintain a focus and a goal to
accomplish the task or project.
b. The collaborative activities helps the group to develop high level thinking,
communication and self-management, to promote students-teacher interaction, to prepare for real
situations, and to be more active during discussion.

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A Proposed Intervention Program for Marist School

Based on the identified needed structures to help ensure the active participation of the students,
the following is the intervention program for Marist School, especially for the Afternoon Shift, proposed
by:
Table 3
Proposed Intervention Program
Inputs

Objective

Table

To provide

Point

Opportunity for

based on the seating arrangement or on the teachers

System

students to

decision).

Collaborate with
Others

Implementing Procedures
1. The class divided into small groups (seven groups

2. The members within each group collaborate with

each other during each period of different subjects,
trying to collect and complete the task for the day

To help maintain a
focus and a goal in

(passing homework on time, presenting correctly).

3. At the end of the subject period, the group which

completing their

have the highest points shall receive extra points and

Task

posted on a chart, which the leader and teacher

have the same copy. If the group failed to accomplish

To exercise

the task, the winning team has the opportunity to

Teamwork during

steal a point from the other group.

Activities

4. At the end of the quarter, each member from the

highest point earner group will receive
additional 10 points in their quarterly
examinations scores, 7 Points to the second, and
5 points for the third

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Collaborative

To improve the oral

A. Oral Debate

Activities

communication, self-

1. Group the students into three

management and

2. Assign the roles:

high level thinking

a. Person in the left takes the one side/

position of the topic

To be more active on

b. Person in right takes opposing side of the

during discussion

topic.
c. Person in the middle decides the most

To promote

convincing and providing an argument.

student-teacher

3. Debrief by calling on few groups to

interaction

Summarize their discussions.

To prepare

B. Case Study

for real life

1. Create four to five cases of similar difficulty.

situation.

2. Have students work in group of four or five

to work and to analyze their cases. Provide a
10-15 minute to work their cases.
3. Walk around and ask questions.
4. Call on other groups randomly to ask that
students share their analysis. Continue until
each case study has been addressed.

References
(T. Garlit, personal communication, February 14, 2014)

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(M.C. Taedo, personal communication, February 28, 2014)

Chan, J., Rubenstein B., et al (2012) How To Earn Respect Of Your Fellow Peers At School.
Retrieved January 12, 2014 form http://www.wikihow.com/Earn-the-respect-of-your-fellowpeers-at-school/.
Classroom Rewards (2010) Ideas For Non-Food Classroom Rewards.
Retrieved January 22, 2014 from http://doe.sd.grov./oess/training/docs/NonFoodRewards.pdt.
Effects of noise distractions (2013). Noise distractions and Learning styles. Retrieved from
http://homeworktips_about.com/od/studymethods/a/noise.html.
Scott, J. (2012). Classroom Management That Works. Retrieved from
https://www. the-teachers-lounge.com/blog/2012/02/classroom-management-that-works/
Slavin, R.E. (1987). Developmental and motivational perspective on cooperative learning:
reconciliation. Child Development, 58, 1161-1167.
Slavin, R.E. (1990). Cooperative learning: Theory, research, and practice. New Jersey: Prentice Hall.
Ten ways to earn the respect of others (2010).Respect. Retrieved September 20, 1013 from
http://www.dumblittleman.com/2010/09/10-ways-to-earn-respect-from-others-htm/
Snider A.C. (2010). Debate. Retrieved February 26, 2014 from
http://debate.uvm.edu/travel/china/chinaspeng.htm/.
What are cooperative and collaborative learning? (N. d.) Collaborative Learning.
Retrieved February 26, 2014 http://www. thirteen.org/edonline/concept2class/coopcollab/.
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Young S. (2013). How to learn boring topics. Retrieved February 25, 2014 from
http://scotthyoung.com/blog/2013/10/22/how-to-learn-boring-subjects/.

APPENDIX A: SURVEY QUESTIONAIRE

Good day, fellow Maristas! We are the group 5 from Our Good Mothers English class who are
currently working for an action research that deals with class discipline. We are here to share your

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thoughts and opinions about your behavior during class discussion. Also, we need your honesty to answer
this survey. We assured that your answer will be confidential and just using for this study.
Thank you for helping us in this significant effort. These will help if respect is present nowadays.
God Bless!
Name: __________________________________
Year/Section: ____________________________
For question 1-3, answer it by putting a check mark () on the space provided..
1.

Are you noisy in the class?

_Yes

_No

_Sometimes

Why? (State your reason) ________________

2.

Are you participating during class discussion?

_Yes

_No

_Sometimes

3. What do you think are the reasons why students are not paying attention during class
discussion? (Choose maximum of 3)
_ Boring topics
_Teachers soft voice
_Rushing other homeworks
_Daydreaming
_Murmuring
_Sleeping
_Talking
Others: (Please specify) _____________________________
For questions 4-5, answer it by stating your opinion of 2-3 sentences.

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4.

Why teachers want their students to become active during class discussion?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.

In your opinion, what strategies must a teacher do to increase the number of his/her active

students during discussion?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Thank you for answering this survey

Basta MARISTA, Angat sa iba!

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