Enhancing Student’s Engagement through Collaboration Approach in Science 9: An
Action Research Study
An Action Research
Presented to the
Faculty of the College of Education
Tarlac Agricultural University
Camiling, Tarlac
JENNY ANNE I. DACAYANAN
ARLENE R. GALINDEZ
JOHN FRANCIS V. IBUYAT
MARK ANDRIE LUIS JORDA
ANNE GENICA G. PELOBUENO
LADY DIANE C. PIOQUINTO
WILMA A. SISON
May 2024
ABSTRACT
Title of the Study ENHANCING STUDENT’S ENGAGEMENT
THROUGH COLLABORATION APPROACH IN
SCIENCE 9: AN ACTION RESEARCH STUDY.
Name of Researchers JENNY ANNE I. DACAYANAN,
ARLENE R. GALINDEZ
JOHN FRANCIS V. IBUYAT
MARK ANDRIE LUIS JORDA
ANNE GENICA G. PELOBUENO
LADY DIANE C. PIOQUINTO
WILMA A. SISON
Degree - Specialization Bachelor of Secondary Education
Institution Tarlac Agricultural University - College of Education
Term/ Year Graduated May 2024
Adviser Myrje J. Patricio
Keywords Collaborative Approach, Students’ Engagement
This Action-based research aimed to determine the effect of collaborative approach in
enhancing students’ engagement. Traditional teacher-centered method was used, followed by a
shift to a collaborative approach for comparison. Data was gathered using adapted statements to
assess students’ attentiveness in the discussion, actively working on task, focus on discussion, and
timeliness in completing the task.
The result shows that there is significant difference in the students’ engagement after the
implementation of collaborative approach. As evidenced by higher ratings in attentiveness in the
discussion, actively working on task, focus on discussion, and timeliness in completing the task
compared to traditional teaching methods. Furthermore, this research underscores the importance
of innovative teaching strategies, specifically collaborative methods, in fostering greater student
engagement and in improving academic performance.
ACKNOWLEDGEMENT
This study was made possible through the valuable assistance and cooperation of several
people. The researchers wish to express their sincerest thanks, profound gratitude and appreciation
to the following:
Above all, to the God Almighty for His divine guidance, who gave the researchers
strength, courage, patience, immeasurable blessings, faith, determination, knowledge, and
wisdom.
To Dr. Claire Anne Olivares, dean of College of Education, for providing invaluable
support and guidance throughout the academic journey.
To Ma’am Myrje Patricio, their practice teacher supervisor, for her unending patience,
guidance, untiring support and assistance, unwavering patience, suggestions, and tireless efforts;
and support all throughout the semester.
To Dr. Reynaldo Doria, the principal of Malacampa National High School for his
approval to conduct this study among Grade 7 STE learners specifically the Flamingo section.
To all the faculty and staff of the Malacampa National High School, specially to the math
and science department, for welcoming the researchers and helping them along the way of
conducting the study in their school premises.
To the Grade 9-Flamingo of Malacampa National High School, who gave their
time to take part and acted as the respondents of this study.
Lastly, to their loving parents and family, who guided and supported them financially
emotionally and morally.
Introduction
Education has a significant influence on every individual. As such, improvements in
education have occurred since it has been seen as one of the most significant sectors, particularly
in terms of how pupils would learn knowledge successfully. This is where the teaching methods
take place. The teaching technique is the process by which the instructor organizes and implements
a variety of educational tools and activities to attain certain goals. Teaching strategies are the ways
by which the success of the learning process and the teacher's abilities are reflected. (Al-Rawi,
2013)
The traditional "teacher-centered" teaching technique involves teachers giving knowledge
to pupils. The traditional teacher-centered teaching style is used to transfer book knowledge to
students. According to Cielo et al. (2019) the traditional method of teaching is an ancient manner
of teaching in which teachers are the major participants in the classroom and students are only
listeners. The most popular methods of teaching include chalk and talk, visual aids, reporting, and
other activities that lead to teacher-student engagement. Certainly, the teacher's teaching style has
a significant influence on students' academic success.
Modern teaching approaches are also commonly employed to increase teaching quality and
give students a better education. (Wang, 2022). Instead of making students memorize the material
again to pass the test in the same old manner, modern teaching techniques focus on teaching them
how to improve their cognitive behavior via the use of various novel and creative concepts (Taylor,
2022). The approach is referred to as "student-centered," as it centers on enhancing students' values
and skills. Contemporary education highlights the fact that education and teaching are highly
creative processes, with the main objective being to inspire, guide, develop, and train students'
creativity.
Differentiated instruction is an approach to curriculum and instruction planning for
academically diverse learners (Tomlinson, 2001). It offers different avenues for acquiring content,
processing, or making sense of ideas, and developing products so that each student can learn
effectively. In the theory of multiple intelligences by Howard Gardner, there are eight different
types of intelligences, one of them is interpersonal intelligence. According to Cherry 2023, those
who possess high interpersonal intelligence are adept at understanding and engaging with others.
Collaboration with peers allows learners to gain different perspectives on a subject matter
and exchange and build upon each other’s ideas while staying focused on the task at hand (Reeves,
2023), as they are coaching others, they are building a deep connection with them, and reflect also
on their own. In teaching science, activities must put students at the center of the process and allow
them to engage with the materials to uncover ideas, facts, laws, and principles on their own.
Collaborative approach takes an important role in promoting engagement and learning. In the
Science class collaboration makes the student more productive, as the students are coaching each
other’s, they are also learning along the process with exchanging ideas and information.
One of the major problems in Malacampa National High School, particularly in grade 9, is
poor engagement which affects their academic performance in Science 9. In this case, the
researchers aim to enhance student engagement through collaborative group approach.
Action Research Questions
This study aims to determine the effect of collaborative approach in enhancing student
engagement among grade 9-Hawk students at Malacampa National High School Academic Year
2023-2024. Further, this study seeks to elicit relevant information to answer the following
questions:
1. How may the students be described in traditional way of teaching in terms of:
a. Attentiveness in the discussion
b. Actively working on task
c. Focus on the discussion
d. Timeliness in completing the task
2. How may the students be described after using collaborative approach of teaching in
terms of:
a. Attentiveness in the discussion
b. Actively working on task
c. Focus on the discussion
d. Timeliness in completing the task.
3. Is there a significant difference in the student's engagement before and after
implementing collaborative group as instruction?
Innovation, Intervention, and Strategy
Establishing good instructions enhances student engagement. One of the challenges faced
by educators is coming up with effective teaching strategies that meet the needs of diverse students
and maximize student performance. Nowadays, poor classroom engagement is one of the main
issues in schools and it has an impact on students' academic achievement. Poor classroom
engagement is a situation where students are disinterested or uninvolved in the learning process.
It can manifest as a lack of participation, low motivation, and limited attention during lessons.
Establishing differentiated instructions could be a solution to help students achieve the
desired engagement in Science, as it caters to diverse learning needs and fosters a more inclusive
and effective educational environment. Enhancing students’ engagement plays a pivotal role in the
teaching and learning process.
As an intervention to the emerging problem of increasing classroom engagement to
improve the academic performance of students, this study utilized a collaborative approach.
Student-teachers employed collaborative approaches such as small group activities or peer
collaborations, allowing students to interact and learn from each other. Initially, the participants of
the study were subjected to a daily class session utilizing the traditional method of teaching for
one (1) hour during class hours or school days, which was facilitated by the student teacher for
almost a month. Then, the adapted and modified set of statements regarding the student’s
engagement in the traditional way of teaching in terms of their attentiveness, active work, focus,
and timeliness were answered by the student-teacher who is handling the respondents.
Secondly, a collaborative approach was utilized and facilitated by the student teacher for
almost 2 months, such as small group activities or peer collaborations, allowing students to interact
and learn from each other, and these were likely to get the student's attention or interest for one (1)
hour during class hours or school days. The daily progress of the learners in engaging the class
was recorded by the student teacher.
Afterwards, another adapted and modified set of statements was answered by the students
after the use of a collaborative group approach in teaching in terms of their enjoyment, active
participation, and engagement in the activity. This ensured that researchers created innovative
interventions that helped students achieve a high level of engagement that improved their academic
performance.
Action Research Methods
A. Participation and/or other Sources of Data and Information
The respondents of the study comprise thirty-five (35) grade 9 learners of Malacampa National
High School, section Flamingo, who are currently enrolled in the Academic Year 2023–2024.
Purposive sampling was used in collecting the data. Purposive sampling is a kind of non-
probability sampling where researchers select respondents from the population to take part in
surveys based on their opinions (Fleetwod, 2013). After comparing the members of the handled
classes concerning behavior and performance in Science subjects, the researchers carefully chose
the sample members. The respondents undergo a learning environment that has different
instruction which was collaborative group approach in a given amount of time to improve student
engagement in the Science subject.
B. Data Gathering Methods
The adapted and modified set of statements regarding the student’s engagement in traditional
way of teaching in terms of their attentiveness, active work, focus, and timeliness was answered
by the student- teacher who are handling the respondents. Afterwards, the assigned student-teacher
were employed different instruction in teaching which was the collaborative group. This teaching
strategy was tailored to address the diverse learning needs and preferences of the students. Another
adapted and modified set of statements was answered by the students after the used of collaborative
group approach in teaching in terms of their enjoyment, active participation, and engagement in
the activity.
C. Data Analysis Plan
After all the data was collected, responses from the group provided with collaboration
approach are compared from their engagement to the class from before and after the
implementation. Students who rated 5, are actively engaged meaning they are very interacting with
the content. For those students who rated 4, actively engaged and interacting with the content. For
students who rated 3, they are in the neutral section. Students who rated 2 and 1 are categorized as
not engaged in the content. These responses help to determine if the approach given was positively
accepted by the students or not. All the collection points were analyzed and compared if the student
engagement was affected by collaboration approach.
Discussion of Results and Reflection
The data presented in this part follows the arrangement of the problems in the Action
Research Questions with corresponding interpretations. Specifically, this includes the data
gathered from the student-teacher concerning the engagement of students in a traditional way of
teaching, the ratings of students after collaboration approach being implemented, as well as
statistically analyzed before and after engagement of the respondents.
I. Description of Students in Traditional way of Teaching
Table 1 displays the students’ engagement in the traditional way of teaching. In terms of
Attentiveness in the discussion with a mean of 2.54, it means that average of students is in the
neutral range, this indicates that students were neither particularly attentive nor inattentive. As
such, actively working on tasks with the mean 2.66, reflects a neutral level. This only suggests that
students were moderately engaged in their tasks without showing high or low levels of activity.
Focus on discussion with a mean of 2.71, interpreted as neutral. This shows that the level of focus
of the students was moderate. Timeliness in completing the task, on the other hand, was rated as
disagree, with a mean of 2.43. With a general mean of 2.56 scored as neutral. This denotes that the
performance of students across the evaluated measures is balanced.
Measures Mean (35) Verbal Interpretation
Attentiveness 2.54 Neutral
Actively working 2.66 Neutral
Focus 2.71 Neutral
Timeliness 2.43 Disagree
General Mean 2.56 Neutral
II. Description of Students in Collaborative Approach
Table 2 displays the ratings of students in the implemented collaborative approach. Students’
engagement after the implementation of collaborative approach in terms of Attentiveness in the
discussion with a mean of 4.57 indicates that students were strongly agree in the approach. This
signifies that collaborative approach makes them more attentive inside the class. As such, actively
working on tasks with a mean of 4.6, signifies a strongly agree, means that they are actively
working inside the class with such approach. Also, their focus on discussion with a mean of 4.74
interpreted as strongly agree. This shows that the level of focus of the students was high. Further,
timeliness in completing the task garnered a mean of 4.57, it signifies strongly agree means that
they pass their activities on time. Moreover, the general mean scored 4.62, interpreted as strongly
agree which means that student’s engagement with collaborative approach is positively increased.
Measures Mean (35) Verbal Interpretation
Attentiveness 4.57 Strongly Agree
Actively working 4.6 Strongly Agree
Focus 4.74 Strongly Agree
Timeliness 4.57 Strongly Agree
General mean 4.62 Strongly Agree
III. Engagement of Students Before and After the Collaborative Approach
Table 3 displays the engagement of students before and after the collaborative approach. The
results show that there is significant difference in the students’ engagement before and after the
implementation of collaborative group instruction. The data strongly supports the effectiveness of
collaborative group instruction in enhancing students' engagement. The overall implication is that
the intervention led to an evident improvement in students' engagement levels.
Measure Z P-value Verbal
Interpretation
Before
-5.159 <.001 Significant
After
Action Research Work Plan and Timelines
ACTIVITIES December January February March April May
2023 2024 2024 2024 2024 2024
1. Research Team
Planning of research
proposal
2. Drafting Part I-
Introduction to
Research
Methodology of the
research study
3. Drafting of Pre-test,
Post-test, and
Questionnaire
Checklist
4. Preparation and
Validation of
Questionnaire-
Checklist
5. Presentation of
research proposal
6. Administration of
Pre-test to the selected
respondents.
7. Administration of
differentiated
instructions to help
improve student
engagement.
8. Administration of
Post-test and
questionnaire checklist
to the respondents
(Grade 9-Hawk)
9. Retrieval of test
questionnaire and
Questionnaire
checklist.
10. Data analysis,
calculation, and
tabulation of results-
Discussion of results
based on tabulation.
11. Completion of
research output
12. Final revision of
output
13. Presentation of
results of the
conducted research
References
Taylor, R. (2022). Modern teaching methods in education in the modern era. International Journal
of Educational Research and Reviews, 10(2), 0–2.
[Link]
[Link]
Al-Rawi, I. (2013). Teaching Methodology and its Effects on Quality Learning.
[Link]
Wang, Y. (2022, December 30). A Comparative Study on the Effectiveness of Traditional and
Modern Teaching Methods. [Link]; Atlantis Press. [Link]
2-494069-89-3_32
Cielo, A. (2019, April 1). Effectiveness of traditional method of teaching in academic performance
of general academic strand students at Bestlink College of the Philippines.
[Link]
MSEd, K. C. (2023, March 11). Gardner's Theory of Multiple Intelligences. Very well Mind.
[Link]
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools
for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum
Development.
Reeves (2023) Peer learning: 10 benefits of collaboration in the workplace | Together
Mentoring Software. (n.d.). [Link]
benefits
