ACTION RESEARCH

WORKSHEET

Proposed Title: MOTIVATING KINDER PUPILS TO LEARN THE ALPHABET THROUGH

STICKER CHARTS & TREATS

Name of researcher: CLARK N. ARELLANO

Position : TEACHER I
Institution : MIGSULANG ELEMENTARY SCHOOL

CHAPTER I
INTRODUCTION

CONTEXT AND RATIONALE

In my current position, I am concerned about

My kindergarten pupils whose like a big container just waiting to be filled. All of
us experienced being a kid, like a kid, we go to school, meet some new friends and learn new
things. Before, way back my kindergarten days, I really want my teacher to notice me when
there’s an activity. Having three (3) big star in my hands, in my activity sheets and having a
sweet treat after an excellent work is one of my mission back then. Now, as one of the
teaching staff at Migsulang Elementary School who is assigned to teach kindergarten, I can
truly say that I’m challenge knowing I’m a Secondary Teacher but now teaching Elementary.
When I meet for the first time my learners, I’m shocked and stunned and started to ask this
questions to myself, “Can I really do this?”, “How can I handle this kids?”, “Where should I
start?”. Those are some of my thoughts at that moment.

I started the class like the usual routine, praying before starting the class, greet
everyone and later on proceed with the lesson. My first activity I gave them is tracing the letter
A, I gave them activity sheet and ask them to bring out their pencils and then they started to fill
the activity sheet I gave them, again, I’m surprise, some of my learners doesn’t even know to
grip properly the pencil in their hands, when I checked their works, I just smiled and said to
myself, “Sige lang, Kaya lage ni”. After their activity we recite the alphabet from a to z and
realized that some of them already know the alphabet but still on the progress on familiarizing
it and some of them doesn’t know every single thing about the alphabet.

After the class, I approach my learners and talk to them like the usual conversation. I
ask them on what part of the alphabet to they find it hard and I’m surprise with their answers.
Some said that they can forget it so why should they bother to learn it while the others said that
they don’t care about the alphabet and what matter most to them is to know how to write their
name. After the talk, I reflected and realized that the problem is not with them but what the
problem is really rotted to their beliefs, driving force and a little push to self-confidence to really
learn the alphabet slowly and according to their pace.

In order to prove my concern or issues, I needed to gather information or data on

learners’ ECCD record

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INNOVATION/INTERVENTION/STRATEGY

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 stimulate the interest of my kindergarten learners in learning the alphabet in my

class. Based from my observation in them like tracing simple alphabet and recognizing it.
Almost half of my learners is lacking the ability to recognize the alphabet while the other half
can either recognize nor trace the alphabet given coming from their activity sheets. After
knowing this facts, I think I can devise intervention that can cater this problem like the sticker
charts that I can inject in my usual class. This sticker charts are like individual stamp chart that
can trace the progress of the learner when he/she mastered the a certain alphabet. This
sticker chart can only be administered/given by a teacher to avoid tampering. When the learner
receive a sticker stamp along with it is a simple treat given by the teacher like candies,
chocolates and tokens. Both sticker chart and treats is anchored with extrinsic motivation
under B.F. Skinner’s Operant Conditioning. A conditioning that refers to changes in behaviour
as a result of experiences that occur after a response (Skinner, 1974).

Based from the following pieces of evidence

Skinner’s Operant conditioning is simplified by the S-R theory wherein the key element
in this theory is reinforcement. The idea is based upon a change in overt behaviour, this
changes is the result of an individual’s response to event (stimuli) that occurs in certain
environment. Reward is the backbone of Skinner’s Operant conditioning theory.

I found the following as viable solutions to the problem or issue

Numerous studies have reported the effectiveness of operant conditioning techniques in

modifying the behaviour in various situations like giving extrinsic motivation. In a series studies
on pre-school children, described the effectiveness of contingent teacher attention in modifying
inappropriate behaviour (Harris, Wolf, and Baer, 1964). Hall and Broden (1967), Patterson
(1965), Rabb and Hewett (1967), and Zimmerman and Zimmerman (1962) have demonstrated
the usefulness of teacher-supplied contingent social reinforcement in reducing problem
behaviours and increasing appropriate behaviours of young children in special classroom like
giving rewards and positive or negative reinforcement.

Because

establishing these viable solutions can make my learner motivated and really push their
limits not only because they are force to but because of reward they can get after mastering
certain alphabet. However, I cannot guarantee how long can they sustain such interest
because of the reward system so I decided to implement such alternatively to avoid the loss of
interest and going to school because of the compliance of having a reward after school.

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Research Question/s

The focus of this research is to address

o The motivation of kindergarten pupils in learning the alphabet.

Thus, this action research seeks to answer the question

o How can I motivate my kindergarten pupils to learn the alphabet?

CHAPTER II
METHOD

Note: Complete the templates to conveniently create your manuscript for this chapter.

ACTION PLAN
Activities Objectives Time Person Place Verifiable Budget/
Frame Responsible Indicators Resources
Needed
1. Sending To notify Septem Clark N. Migsulan Received copy 15.00
notification the ber 16, Arellano g of the
letter to the School 2019 Elementa communication
principal Head that ry School
an action
research
is evident
2. Endorsement To Septem School Head/ District Received copy 170.00
of the action officially ber 18, Administrative Office of the
research to the support 2019 Assistant communication
District Office the
conduct of
an action
research
3. Reproduction To make Septem Clark N. Migsulan Cut out stickers 400.00
of stickers & stickers & ber 19, Arellano/ g & treats
treats treats 2017 Supply Officer Elementa
readily ry School
available
4. Design To Septem Clark N. Migsulan Printed Lesson 50.00
lesson plan effectively ber 20, Arellano g Plan
carry out 2019 Elementa
the task ry School

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 IMPLEMENTATION PLAN
Strategy Time Persons Data Source Instrument Verifiable
Frame Responsible Needed of Data Indicators

1. Drill 5 min Clark N. Questions CG, LM, Flashcards Reflection

(Recalling Arellano/ from TG, LP Journal
previous Kindergarte previous
lesson) n pupils lesson
2. Motivation 2 min Clark N. Alphabet CG, LM, Speaker Reflection
Arellano/ Song TG, LP Journal
Kindergarte
n pupils
3. Activity 15 min Clark N. Individual CG, LM, Activity Sticker Album,
(“Trace Me! Arellano/ Activity TG, LP Sheets Reflection
Trace Me!”) Kindergarte Journal & Treats
n Pupils
4 Activity 5 min Clark N. Individual CG, LM, Speaker Sticker Album,
(“Shout me Arellano/ Activity TG, LP Reflection
Loud”) Kindergarte Journal & Treats
n pupils
5. Analysis 5 min Clark N. CG, LM, Reflection
Arellano/ TG, LP Journal
Kindergarte
n pupils

Note: Use the templates as your guide.

PARTICIPANT/S AND/OR OTHER SOURCES OF DATA AND INFORMATION

The participant/s of this action research study is/are

o Kindergarten pupils at Migsulang Elementary School situated at Datu Intan, Sta.

Maria, Davao Occidental

DATA GATHERING/COLLECTION

In order to gather/collect the data needed, the following strategy will be utilized:

o A Drill, for recalling lesson discussed yesterday by using flashcard and other
materials related to recall previous lesson.

o Motivational activity to connect new lesson, connecting new lesson by the singing
alphabet song.

o “Trace Me! Trace Me!”, a tracing activity that will help the teacher monitor whether
the learner learned the proper stroke of the given alphabet.

o “Shout me Loud”, an oral activity that will show whether the given alphabet is
recognize.

In order to explore the impact of these strategies, range of methods were used:

o Series of Stickers- which helps the teacher the degree of mastery to be given to
certain students.
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 o Sticker Chart- this chart is where the learner put the sticker given by the teacher.
Every alphabet have sticker based on the mastery of the learner on certain alphabet.

o Treats- to be given to the learner when the mastery level in given alphabet is
achieved.

o Reflective Journal- a journal where teacher can write his/her observation on his/her
learner, also to check the progress of his/her learners.

DATA ANALYSIS PLAN

Sticker Charts will be collected and analysed every after the class. The teacher will
write his/her observation seen in the sticker charts in his/her Reflective Journal. After a
month the teacher will create a progress report that will help him/her whether the focus
alphabet that month is learned or not and then he/she can take a step whether to make
an interview or another intervention.

District Roll – Out training on Action Research Division of Davao Occidental