action research presentation teguh
DESCRIPTION
CTI VES CTI VES E STU E STU THE THE DEN DEN PER PER STA STA SPE SPE TS TS OF OF TIV TIV BY TEG BY TEG ARD ARD UH UH TO TO IAN IAN Find the proper way to make them more engaged Students’ Noisiness Students’ Noisiness Lack of students’ engagementTRANSCRIPT
ACTION
ACTION
RESEARCH
RESEARCH
BY TEG
UH ARDIANTO
BY TEG
UH ARDIANTO
UNDERSTANDING TH
E
UNDERSTANDING TH
E
PERSPECTIVES OF D
ISRUPTIVE
PERSPECTIVES OF D
ISRUPTIVE
STUDENTS
STUDENTS
Students’
Noisiness
Lack of students’
engagement Find the
proper way to make
them more engaged
Find the perspectives of
students who are not engaged
Students become
more engaged and not noisy
Students’
Noisiness
I will use case study research design to explore the degrees of students’ engagement to gain a better
understanding of their perspectives that contribute to high education engagement.
Further this analysis will be used to plan learning activities in my Action
Research.
Find the perspectives of
students who are not engaged
Find the perspectives of
students who are not engaged
Research Question
1. What factors contribute to the students’ high or low levels of engagement?
2. What factors show some students are more engaged than others?
Rationale and AssumptionRationale and AssumptionStudents’ engagement affects educators everywhere. To effectively teach and allow the students the best opportunity to learn, they must be engaged in the process. When students are not engaged they may lose their motivation to learn (Bogren, 2009).I think the lack of student engagement is a problem because we as educators want students to be successful and achieve to their fullest potential. If the students are not engaged in what they are learning they do not care to learn about it. I assume students will be bored and they will not produce good quality work and it may possibly lead to disruptiveness.
Literature ReviewStudents engagement refers to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities (Finn, 1989, 1993; Finn and Rock, 1997; Goodenow, 1993; Goodenow and Grady, 1993; Voelkl, 1995, 1996, 1997; Wehlage et al., 1989)
Dr. Schlechty identifies five forms of engagement and how individual students respond to school tasks, those are: engagement-students, ritual compliance-students, passive compliance-students, retreatism-students, and rebellious-students (Schlechty, 2002).
Students may become less engaged for a variety of reasons. Some possible factors are:
•Different learning styles as in (Bowen, 2002; Brooks, Freiburger, & Grotheer, 1998, p. 16; Gregory and Chapman, 2002, p.31)
•The curriculum as stated in (Gregory and Chapman, 2002, p.19; Ruth H. Yopp and Hallie K. Yopp, 2001, p.128)
•Students’ choices as in (Ruddell, 2000; Voke, 2002)
•Parent involvement and motivation as in (Linda Jacobson, 2003; EPE Research Center, 2004).
FlowFlowMihaly Csikszentmihaly in his 1996 book on FLOW, described how experienced learners engaged when there is harmony between the task the learner engages in and the current expertise/skill level of the learner. Students also need the skills required to complete the task successfully. Disruptions in that balance result in boredom and/or frustration.
Research Design
The Participants will be the junior high school eighth
grader students.
The data for this research will be collected in a span
of three weeks.
In this research, I will use case studies research
design.
The data for this study will include:
observations questionnaires
students’ work samplesfield notes
interviews
Baseline Data
Baseline Questionnair
eInitial
Observation
Week 1
Combined
Disruptive Students
Field Notes
Week 2 Disruptive Students
Daily Observation
s
To ensure consistency of students’ engagement level
Case study students
Questionnaire about feeling
Field Notes
Week 3 Case Students
Main Questionnai
re
Students’ work sample to discuss during interview
Interview (about their work, their
feelings about lesson,
home and school)