CHIPS AHOY Strategy: A Means to Shape Active Learners in the K to 12 Classroom

Abstract

INTRODUCTION

The evolution in today's classroom influenced learners' interest in studying. Since they are exposed to technological gadgets, these might pose a negative impact on learners' attitudes. Motivating the students to participate in classroom discussions leads every teacher to think of the best strategy that will encourage the learners to speak up without hesitation. In this study, the researcher aims to determine how a proposed teaching strategy affects learner’s vis-a-vis classroom interaction.

METHODS

The researcher employed a qualitative method of research wherein participants were selected through purposive sampling. Four teacher-participants were given a survey questionnaire which contains open-ended questions. Rigorous analysis of data which included coding of participants' responses resulted in three categories emerging from the qualitative raw data.

RESULTS

This study revealed that the CHIPS AHOY Strategy was certainly a means to shape active learners in the K to 12 Classroom. This study came up with the three themes which concretized the notion that giving incentives to students during classroom discussions is an effective strategy to make students actively participate in the classroom: (1) it improved students' performance in the class as manifested by their active participation, (2) exalted students upon receiving incentives, and (3) developed students' sense of appreciation toward incentives or praises given to them.

DISCUSSIONS

This study revealed that the CHIPS AHOY Strategy was certainly a means to shape active learners in the K to 12 Classroom. This study came up with the three themes which concretized the notion that giving incentives to students during classroom discussions' indeed is an effective strategy to make students actively participate in the classroom: (1) it improved students' performance in the class as manifested by their active participation, (2) exalted students upon receiving incentives, and (3) developed students' sense of appreciation toward incentives or praises given to them.