Varied interactive Classroom Activities in Exhibiting Learner's Responsiveness

Abstract

INTRODUCTION

This research aimed to increase the participation rate of learners through engaging in various interactive classroom activities in Oral Communication and other learning areas where the English Language is used as a medium of instruction and to provide teachers feedback on the students learning. As observed most students in the Sta. Catalina Integrated National High School Grade 11 students most specifically those who are in the TVL strands showed less participation in class discussion. Thus the students from the Industrial Arts strand were the respondents in this study.

METHODS

The action research utilized a qualitative type of research wherein observations and interviews were conducted. Appropriate and academically challenging interactive classroom activities were utilized to get students involved in participating in class. The students under this study had undergone class observation and rubrics were provided as a tool to assess the student's participation level. A number of participative students before and after the utilization of the teaching strategies were identified to get the mean difference in the learners' responsiveness.

RESULTS

A twenty-three percent (23%) significant difference in the participation rate of the students has been evaluated after comparing the results of the student's participation rate before and after the use of varied interactive classroom activities. This only proved that varied interactive classroom activities such as gallery walk, affinity mapping, conversation, talk moves, and think-pair-share can increase the student's participation. Therefore, to achieve maximum participation and responsiveness in the class, the teacher must employ suited and engaging interactive classroom activities. The results show the students class participation and responsiveness rate increases when varied interactive activities were applied. Less talkative students were engaged and given opportunities to be more participative. Students performed better in an activity that encourages them to be interactive.

DISCUSSIONS

The results show that the teacher and the kind of facilitation being employed in the class can make a difference in the kind of classroom environment being created in school. It is the duty and responsibility of a mentor to think and foster the best learning experiences that a learner will gain.