POINTING SYSTEM INTERVENTION FOR NON-PARTICIPATIVE STUDENTS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) CLASS: A CLASSROOM-BASED ACTION RESEARCH

Abstract

Non-participative students in classes have a detrimental effect on the social learning environment. Low student participation is a common problem. This classroom-based action research aims to increase students' active participation in Technology and Livelihood Education (TLE) classes. The researcher used a quantitative-descriptive approach in gathering data. Descriptive analysis is employed to interpret the quantitative data utilizing frequency, mean, percentage, and standard deviation to conclude. To increase classroom participation, the researcher integrated a "Pointing System" intervention strategy as an extrinsic motivation. A paper-pencil test examination was used as pre-test to gather pre-data while conducting this action research. The researcher collected post-data using another set of paper-pencil test as post-test after a month of intervention. Pre- and post-data are used in the descriptive analysis to conclude its association with class participation. The data revealed that there are 42 out of 60 students who have undergone the intervention. Students who passed the pre-test took part in the intervention without using the strategy applied. The post-intervention statistics showed significantly more active participants—51 in total—than before the intervention. The "Pointing System" would encourage the students to engage in more active learning throughout the teaching and learning session. The researcher concluded that students actively participate in class and perform well academically if "Pointing System" is integrated as one of the external sources of incentive.  Article visualizations: