Republic of the Philippines Department of Education Region VIII (Eastern Visayas) Schools Division of Baybay City Baybay 10 District ZACARITO ELEMENTARY SCHOOL Brgy. Zacarito, Baybay City, Leyte School ID: 121129 THE USE OF INTERACTIVE LEARNING ACTIVITIES AND THE INTEREST TOWARDS MATHEMATICS OF KEY STAGE 2 PUPILS IN ZACARITO ELEMENTARY SCHOOL An Action Research Proposal SY 2022-2023 Submitted by: AIRRA MAE B. ANTOFINA GRACEZL D. ABEJUELA JAIME ANTONETTE G. MILLA JERWIN M. JAVIER MARIA JOSIEMAR CAGABHION SHEILA MAE M. AUSTERO Teacher – I Submitted to: SCHOOLS DIVISION RESEARCH COMMITTEE DepEd, Schools Division of Baybay City FEBRUARY 2023 Context and Rationale Student interest has been a persistent issue in basic education in a variety of settings, including face-to-face, online, and blended learning. According to studies, teachers face a number of challenges when it comes to organizing learning activities that will increase learners' interest in learning. This may present a challenge for key stage 2 teachers because children have a short attention span when it comes to learning. Making students interested in learning can be difficult; there are many factors that can influence their engagement. Children in the age group of 6 to 7 showed big differences in their abilities, development, requirements, school maturity and interest. Mostly in their age have a short span of interest especially when it comes to learning and they are more in play age. However, when students are interested in a certain topic, they are most likely to go to class, pay attention, become engaged, as well as process information effectively and ultimately perform well. The word interest can be described into 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 (Hidi & Renninger, 2006). The 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 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 brustrokes, 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 (Harackiewiez, Durik, Barron, Linnenbrik-Garcia, & Tauer, 2008). Interest, therefore, predicts traditional measures of educational success, including future course taking and performance. “Interest in learning, could most probably be a very powerful affective psychological trait and a very strong knowledge emotion as well as an overwhelming magnetic positive feeling, a sense of being captivated, enthralled, invigorated and energized to cognitively process information much faster and more accurately in addition to most effective application of psychomotor traits like self-regulatory skills, self-discipline, working harder and smarter with optimum persistence” (Kpolovie, 2010). Kplovie advocate for psychologist to conduct research to determine the actual role that students’ interest in learning plays in their school performance at all educational levels. Cultivating interest should not be an afterthought in a regular situation: academic success depends on it. Interventions to build students’ interest are important in any educational setting, but they are especially important in academic fields where many students are initially uninterested or where interest tends to wane over time. This research promotes interactive learning activities to increase the interest of students towards learning. Since Key Stage 2 pupils are still of play age, they will most likely become bored, sleepy, and playful during the discussion. There are times when they are not listening during the discussion, when some are playing, and when others are not interested in the class. This is why it is critical for teachers to employ strategies and methods that can boost the learners' interest. Children must be able to relate to what they are learning. Promoting interest can help pupils have a more engaged, motivated learning experience. According to Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2006, “achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success”. It is viewed as the knowledge and skills that the students have mastered through a motivation in a subject matter. It is a measure of how well the students have performed based on some interactive learning activities. Likewise, Team, U. (2020), “It’s attempting to jump right in and plan all sorts of interactive learning activities for students. That kind of enthusiasm is excellent, but we should first take a step back.” Interventions to develop student interest are important in any educational setting; however, some teachers tried a variety of methods and strategies but were unable to find an appropriate one, and interest typically declines over time. Students can understand what they are learning on a deeper, more integrated level through interactive activities, making the classroom experience more successful and rewarding. Action Research Questions This research aims to investigate the effects of using interactive learning activities to the interest of Key Stage 2 pupils towards Mathematics. It seeks to answer the questions; 1. What is the performance in Mathematics of the Key Stage 2 pupils before and after the intervention? 2. What is the difference of the performance in Mathematics of Key Stage 2 pupils before and after the intervention? 3. What is the level of interest of Key Stage 2 pupils towards Mathematics? Proposed Innovation, Intervention and Strategy In this action research proposal, we will use interactive activities to increase Key Stage 2 pupils' interest in Mathematics. The pupils will be actively engaged and participating in the classroom setting. This study will be completed in the month of May 2023. The intervention will be used during the school days (Monday, Tuesday, Wednesday, and Thursday) and will be completed in 1 to 3 hours, 15 minutes for each Mathematics subject on each day. The interactive activities will be appropriate and suitable for key stage 2 pupils to develop their interest in Mathematics. According to Prensky (2005), “All the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it” (p. 62). Today's children have instant access to a variety of activities, games, and information via computers, tablets, smartphones, and other mobile devices. They can easily access games, videos, music, or literature that appeal to their interests whenever they are not in class. In school, particularly in elementary school, their options are limited by decisions and plans made by the teacher. When planning lessons and activities in the classroom, teachers can capture the high levels of engagement that pupils are capable of displaying in a variety of ways. These techniques are classified into several categories, including: creating opportunities for success, developing curiosity and creativity, making connections, and building relationships with teachers and peers. The benefits of the aforementioned intervention will increase Key Stage 2 pupils' interest in Mathematics. They will be able to improve their academic performance, such as quiz scores, test scores, and performance skills, as a result of this intervention. On the other hand, because the class is held in a face-to-face setting, the disadvantages of this intervention will be that the pupils will become bored with the traditional method of teaching. The intervention that we will propose is the introduction of interactive activities via educational apps such as Quizlet, Kahoot, Photomath, and others. The researchers will also create interactive activities and activity materials for the teacher to use that are relevant to the lesson and subject. These activities will assist learners in increasing their interest in Mathematics. Action Research Methods Participants The study will be conducted in Zacarito Elementary School with all the Key Stage 2 Learners (from Grade 4 to Grade 6) as participants under purposive sampling technique. This research will have a population of more or less 50 participants, exact number will largely depend on the result of the researcher-participant agreement. The participants will be nameless in this study in accordance with the research ethics and the research participation agreement which will be entered into by the researcher and the participants. Data Gathering Methods Before the investigation, the researchers will seek permission from the school head of Zacarito Elementary School. The researchers will conduct their investigation using a combined research method. Observation, pre-test, post-test, questionnaires, and interviews will be used to collect data. The observation will take place on the first day prior to the intervention. The researchers will conduct a 5-item pre-test and post-test. The researchers will administer a pretest before the start of the lesson to determine the level of interest of the pupils in Mathematics. It will then be followed by the incorporation of interactive learning activities as an intervention to improve the pupils' pre-test scores as well as their performance. The integrated interactive learning activities will be based on the day's lesson. It will be done as a motivational activity by the researchers. Following the discussion, the pupils will take a post-test to determine how their performance has changed. These will be done for four days in a row. Following the intervention, the pupils will be interviewed individually about their experiences integrating interactive learning activities into their Mathematics lessons. Furthermore, the researchers will question the teacher about the pupils' interest in Mathematics before and after the intervention. The researchers will record all of the data they collect in a notebook. All information such as scores, behaviors, performance, feedback, and data will be collected using these instruments and techniques. Data Analysis Plan The data will be analyzed by computing the pupils' pretest and post-test scores using the paired sample t-test, abstracting and sorting the information gathered by the participants, and employing descriptive statistics. The answers to the pretest and post-test questions will be tallied using Microsoft Excel. The scores will be compared for four days in a row, and the mean will be calculated using descriptive statistics. The significant difference in the scores will be tallied and computed using the paired sample t-test to determine if the pupils' performance improves each day during the intervention's implementation. In addition, the responses from the teacher and pupils’ interviews will be written in tabular form to present their experiences following the intervention's implementation. It will be summarized based on the main point. The questionnaire ratings will also be tallied in Microsoft Word to show the pupils' level of interest in Mathematics. The results of the pre-test and post-test scores, questionnaires, and interviews will be used to determine the effect of using interactive learning activities on the interest of key stage 2 pupils in Mathematics. Action Research Work Plan and Timelines In the month of March 2023, we will conduct a research survey. Because the respondents are minors who still require parental guidance, the teachers and researchers will be in charge of this activity. OBJECTIVES Prepare the Appendices: Survey Questionnaires (for the Pre-Test and Post Test) and Interest Questionnaires Obtain School Research Committee certification ACTIVITIES/ STRATEGIES Preparation the necessary questionnaires or research instruments for the gathering of data Submission of the Research Proposal to the School Research Committee for evaluation. Secure certification Submission of the from the District Research Proposal to Research Committee the District Research Committee for evaluation. Get an endorsement Submission of the to conduct research Research Proposal to from the Schools the Schools Division Division Research Research Committee Committee for evaluation. Seek permission After approval of the from the school head Research Proposal, asking permission from the School Head. Observe the Observation will teaching-learning take place on the process in the first day prior to the classroom setting intervention Conduct a 5-item Distribution of pre-test Survey Questionnaires to pupils. Administer a pre-test before the start of the lesson to determine the level of interest of the RESPONSIBLE PERSON/S TIME FRAME Researchers 1 day Researchers 3 Days Researchers 3 Days Researchers 2 Days Researchers 1 Day Researchers 1 Day Researchers, Participants 1 week Incorporate interactive learning activities as an intervention to improve the pupils' pre-test scores as well as their performance Conduct a 5-item post test Collecting data from pupils by distributing Interest Questionnaires to them Collecting data from teachers Finalization of the overall responses pupils in Mathematics. Integration of interactive learning activities will be based on the day's lesson. It will be done as a motivational activity. Distribution of Survey Questionnaires to pupils. After the discussion, the pupils will take a post-test to determine how their performance has changed. After the intervention, the pupils will be interviewed individually about their experiences integrating interactive learning activities into their Mathematics lessons The researchers will question the teachers about the pupils' interest in Mathematics before and after the intervention. The researchers will record all of the data they collect in a journal notebook. All information such as scores, behaviors, performance, feedback, and data will be collected using the research instruments and techniques. Researchers, Participants, Teachers 1 week Researchers, Participants 1 week Researchers, Participants 1 week Researchers, Teachers 3 days Researchers 3 days Cost Estimates PARTICULARS QUANTITY UNIT COST TOTAL COST 6 pax 150.00 900.00 1 ream 300.00 300.00 1 bottle per color 200.00 800.00 6 pax 800.00 4,800.00 1,600.00 1,600.00 500.00 500.00 Transportation Allowance A4 Bond paper Printer Ink (Cyan, Yellow, Magenta, Black) Foods and snacks PLDT Fiber plan (Internet expenses) Printing and binding GRAND TOTAL 8,900.00 This research will take almost 3 months to complete. During that time, the researchers will be preparing the necessary materials, ensuring a stable internet connection, and printing and binding the action research proposal, among other things. To summarize, the researchers estimated that the action research would cost a total of 8,900.00 PHP. Plans for Dissemination and Utilization The researchers of the study will share the findings of this research to the teachers of Baybay 10 District of DepEd Baybay City Division. This study will serve as a guide for them as they develop strategies to increase learners' interest in Mathematics through the use of interactive activities via educational apps such as Quizlet, Kahoot, Photomath, and others. Furthermore, the researchers will present the final action research proposal output at the scheduled presentation and critiquing time, and shall publish it on any form as needed. OBJECTIVE ACTIVITY SCHEDULE Disseminate research Conduct of Virtual Meetings June 2023 findings with the SDOs regarding findings of the research study conducted Participation to the Eastern September 2023 and/or Visayas Basic Education Research Festival (EVBERF) Any local and international Availability of the research conferences opportunity Publish the research results Submission of the Availability of the through local and/or completed research to local opportunity international journal and and/or international journal publications and publications REFERENCES 25 interactive classroom activity ideas - Learn (n.d.) https://www.canva.com/learn/interactive-classroom-ideas/ Hattie J. A. C. (2009). Visible Learning: A synthesis of over 800+ Meta-Analyses on Achievement. Oxford: Routledge. Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). 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