ACTION RESEARCH:

INSTRUCTOR EFFECTIVENESS AND VARIOUS

STRATEGIES TO IMPACT STUDENT INTEREST

(USE YOUR RESEARCH THE “THE IMPACT TO STUDENT INTEREST AND INSTRUCTOR

EFFECTIVENESS” THIS IS THE RIGHT TOPIC OR ACTION RESEARCH NA IMO BINUHAT FOR YOUR

STUDENTS IN CMRNHS)

Or

Action Research: Alternative strategies to a boring discussion and activities to impact student

interest

Action Research:

Honeylyn C.. Bacatan

Teaching Intern of Leyte Normal University

Tacloban City, Philippines

Abstract

This action research aims to understand why some of the students were not interested in learning.
There will be reasons and some recommendations. But this action research focuses on how the

teacher turn a boring reporting to an enjoyable lesson.

INTRODUCTION

Why would Emerson, a high school basketball player, spend countless hours shooting

baskets in his driveway, until his arms were so tired that he could hardly move? Why

would Kashia, a high school student, spend her weekdays after school attending dance practices,

and be exhausted afterwards? Some researchers who study motivation

would say that these two individuals were exhibiting well-developed interests in basketball and

dancing, respectively. In this study, we consider how interest in activities and

topics develops, and why interest is so important to our teaching.

Whether it be a “race to the top” or “no child left behind” or “every student succeeds,”

U.S. educational policies focus on elevating students’ performance, with much less focus on

sustaining students’ interest. Yet, when students are interested in an academic topic, they are

more likely to go to class, pay attention, become engaged, take more courses, as well as process

information effectively and ultimately perform well (Hidi & Harackiewicz, 2000). Students who

discover academic interests in high school and college are better prepared for satisfying careers.

Interest is a powerful motivational process that energizes learning and guides academic and

career trajectories (Renninger & Hidi, 2016)

Defining Interest

Colloquially, being interested in something can mean that we care about it, that it is

important to us, and that we have (mostly) positive feelings towards it. We often say

things like, ‘‘I’m interested in the well-being of my child,’’ ‘‘I’m interested in playing

football this fall,’’ and ‘‘I have a research interest in social psychology.’’ However, interest

can also be more fleeting, such as when we see an interesting TV program, or an unexpected noise

arouses our curiosity. John Dewey once described interest as ‘‘being

engaged, engrossed, or entirely taken up with’’ an activity, object, or topic (Dewey,

1913, p. 17). More contemporary interest theorists have divided interest into two components: individual

interest and situational interest (Hidi & Baird, 1988; Renninger, 2000)

The term interest can describe two distinct (though often co-occurring) experiences: an

individual’s momentary experience of being captivated by an object as well as more lasting

feelings that the object is enjoyable and worth further exploration. Interest is, therefore, both a

psychological state characterized by increased attention, effort, and affect, experienced in a

particular moment (situational interest), as well as an enduring predisposition to reengage with a

particular object or topic over time (individual interest; Hidi & Renninger, 2006). This duality

not only highlights the richness of the interest concept but also contributes to the complexity of

defining interest precisely. Situational interest combines affective qualities, such as feelings

enjoyment and excitement, with cognitive qualities, such as focused attention and perceived

value, all fostered by features of the situation (Hidi & Renninger, 2006). For example, a student

might enjoy an entertaining lecture about tsunamis, become fascinated by their power, engage

more in the class, and appreciate the subject’s personal relevance. Thus, being in a state of

interest means that affective reactions, perceived value, and cognitive functioning intertwine, and

that attention and learning feel effortless (Ainley, 2006; Dewey, 1913; Hidi, 2006). Situational

interest relates to self-regulation, task engagement, and persistence (Sansone & Thoman,

2005; Smith, Wagaman, & Handley, 2009; Thoman, Smith, & Silvia, 2011).

Experiencing situational interest can directly promote learning by increasing attention and

engagement. A student who sees a painting by Monet for the first time in an art history class may

be captivated by the bright colors and unusual brushstrokes, and as a result, will pay more

attention and engage more deeply. If that interest develops into an individual interest, the student

will more likely reengage with the material overtime and explore the topic further

(Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008). Interest, therefore, predicts

traditional measures of educational success, including future course taking and performance.

RATIONALE
 During my internship at Cirilo RoyS Montejo National High School, I have observed a

lot of problem that needs solution and one of it was a lack of interest. I really believe that if a

child is interested with something he or she will be determined to do it even though it’s

challenging. Which I agree with (Hidi & Harackiewicz, 2000) “When students are interested in

an academic topic, they are more likely to go to class, pay attention, become engaged, take more

courses, as well as process information effectively and ultimately perform well.

Based on my observations, here are the main problems why the students lack interests in learning

and doing their activities

1. Old-fashioned way of teaching

As I have experienced before when I was studying in in elementary and high school, when my

teacher get inside our class he or she will paste the manila paper with the notes and allow us to

copy the entire blackboard with the notes. And we will wait for the bell to ring. Same with my

students. They were used to go to school without the excitement of learning new because they’re

used to the old ways.

2. A lack of motivation

Now I understand the need of a motivation in a lesson plan. Without planning for a motivation or

activities that will help your students to get ready for your topic then you will fail to let them

understand and at least be motivated to learn something new.

3. Poor classroom management

As I have observed and experienced, if the teacher failed to manage the class the students will be

distracted and will not be motivated to learn. The teacher focuses more on yelling and also he or

she will be distracted and she will not be able to finish her lesson in that particular day.

REVIEW OF RELATED LITRATURE

Dewey (1913) suggested some time ago that trying to find out what is of interest to students is an
important part of schooling; on the other hand, "making things interesting" is artificial and often
unsuccessful.

Cultivating interest should not be an afterthought to the typical

learning situation: Interest is essential to academic success. Interventions to
develop students’ interest matter in any educational context, but may be most
needed in academic domains that many students do not find initially
interesting or those domains in which interest typically declines over time.
For example, in middle school and high school, students’ academic interests
decline, particularly in science, technology, engineering, and mathematics
(STEM) subjects (Brophy, 2008; Eccles et al., 1993).
There is no silver-bullet motivational intervention, and what works for one
type of student or classroom context may not generalize (we return to this
point later). With that said, interest theory informs two intervention
approaches:
1. Trigger and maintain situational interest: Provide activities that use
structural features (i.e., problems, challenges, surprise) to stimulate
attention and engagement for all students.
2. Build on emerging and well-developed individual interest: Provide
content and academic tasks that facilitate connecting academic
topics with existing interests.
As Figure 1 summarizes, these interventions target motivational processes
expected to influence critical educational outcomes, and take the learner’s
phase of interest development into account.

Figure 1
Conceptual model showing how interventions promote interest development and
subsequent educational outcomes.
One way to trigger interest is to structure learning activities in ways that
catch students’ attention. Dewey (1913) argued that educational activities
should awaken and excite the immediate needs of the individual. Berlyne
(1970) identified a number of task features, called collative variables, which
affect attention and arousal. In a series of studies, he varied the novelty,
complexity, surprisingness, and incongruity of visual stimuli, and found that
each of these collative variables increased attention, arousal, and interest.
More broadly, these principles underlie many interventions intended to
promote situational interest in educational contexts, which Renninger and
Hidi (2016) refer to as “triggers for interest.” For example, various factors
triggered situational interest in a college biology class, such as hands-on
activities, novelty, surprise, and group work (Palmer, 2009). Similar factors
were important in ninth-grade biology classes, where novelty proved most
important, but choice, physical activity, and social involvement were also
triggers.
When students are not invested in their learning, they are not as likely to be engaged (Skinner, Furrer,

Marchand, & Kindermann, 2008).

Student interest and engagement is not always an easy thing to predict, nor is it static.

Because students are constantly changing and growing, educators must be aware of how those

changes impact the students. Skinner, Furrer, Marchand, and Kindermann (2008) explored the

emotions and behaviors that correlate with engagement and disaffection in the classroom.

JAY AR

Statement of the Problem

The purpose of this study is to decrease the probability of academic dishonesty
upon conducting an assessment. It aims to provide informational evidence of experiences
of how students interpret their reaction based on their experiences upon intervention. After
an observation, the researcher pointedly formulated the following questions which sought
to be answered.
1. What advantageous opportunities rely on the probability of academic cheating
among students upon the implementation of solutions during assessment?
2. How does students respond upon teacher’s implemented innovation the Travel
Quiz?
3. How will the students value the application of ethics in assessment upon
learning that academic dishonesty is not as helpful to them?
Objectives
The objectives of this study are the following:
1. To minimize cheating and discussions while taking a quiz, exam, or an activity.
2. To ensure uninfluenced results based only from the students’ knowledge and
learning.
3. To aid the teachers, professors, assessors, etc. in assessing and aiding the
strengths and weaknesses its students to y

Statement of the problem

The purpose of this study is to increase the probability of the students’ interests using the

strategies that the teacher used during the lesson. After the observation, the researcher

formulated the following questions which sought to be answered.

1. What are the ways the teacher used to assess the effectiveness of the strategies to impact the

students’ interests?

2. How does the students respond upon the teacher’s strategies implemented during class?

3. How effective the strategies used to secure the students’ interest in learning?

OBJECTIVES

1. To assess the interest of the students through a survey

 2. To increase the interests of the students in learning to improve performance

3. Give alternative and effective strategies to impact the students’ interest

CHAPTER 11

Innovations and Strategies

The researcher observed that the students lack interest in studying Music and Arts and

they cannot perform well because it’s merely about reporting and viewing videos about the topic.

The researcher conducted a test to know the interests of the students of Grade 9 Aphrodite of

Cirilo Roy Montejo National High school. And also give alternative strategies to let the students

learn while enjoying.

Alternative Strategies

Reporting is a strategy that the student don’t really like. That’s why I created my own

strategies to help the students learn and enjoy with their activities.

1. Act the music

2. Rap Report

3. Paint the music

CHAPTER III

Methodology

QUALITATIVE

Action Research Spiral

Action study is a participatory study consisting of spiral of following self-
reflective cycles:

1. Planning in order to initiate change

2. Implementing the change (acting) and observing the process of implementation
and consequences
3. Reflecting on processes of change and re-planning
4. Acting and observing
5. Reflecting

Action Research Spiral

Kemmis and McTaggart (2000) do acknowledge that individual stages specified
in Action Research Spiral model may overlap, and initial plan developed for the
research may become obselete in short duration of time due to a range of factors.
The main advantage of Action Research Spiral model relates to the opportunity of
analysing the phenomenon in a greater depth each time, consequently resulting
in grater level of understanding of the problem.
Disadvantages of Action Research Spiral model include its assumption each
process takes long time to be completed which may not always be the case.

Research Design

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

RESULTS AND FINDINGS

Observing

Observing

CHAPTER V

SUMMARY OF FINDINGS CONCLUSIONS AND RECOMMENDTIONS

Findings

Conclusions and Recommendations

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