VI.

FORMULATION AND IMPLEMENTATION OF AN ACTION PLAN

Step 1: Formulation of the Action Plan

1.1 Identify the Problem

 Problem: Low student engagement during history lessons (e.g.,

students not asking questions, not participating in discussions,

appearing distracted or disinterested).

 Research Question: How can I improve student engagement in my

history class?

1.2 Set Clear Objectives

The action plan needs specific, measurable goals:

 Objective 1: Increase student participation in class discussions

by 30% over the next 8 weeks.

 Objective 2: Enhance student involvement in class activities

(e.g., group work, presentations) by incorporating more

interactive strategies.

1.3 Define Action Steps

The teacher outlines specific interventions to address the problem:

1. Introduce Active Learning Strategies:

o Action Step 1: Implement group discussions after every

lesson to encourage peer-to-peer interaction.

 o Action Step 2: Use project-based learning, where students

work in groups to research a historical event and present

their findings.

o Action Step 3: Incorporate technology by using online

quizzes (e.g., Kahoot or Quizlet) to make review sessions

more interactive.

2. Adjust Teaching Methods:

o Action Step 4: Vary teaching styles (e.g., switching between

lectures, discussions, and multimedia presentations) to

cater to different learning styles.

o Action Step 5: Use more real-world applications of history

(e.g., connecting lessons to current events or student

interests) to make the content more relevant.

3. Provide Immediate Feedback:

o Action Step 6: Give students feedback after each group

activity or discussion to help them understand their

strengths and areas for improvement.

1.4 Determine Resources

 Time: Dedicate 15 minutes at the beginning of each class for

small group discussions.

 Technology: Use interactive platforms (e.g., Kahoot, Google

Classroom).
  Materials: Group activity resources, presentation tools, and

access to research materials (books, internet).

 Professional Development: Attend a workshop on active learning

strategies for better classroom engagement.

1.5 Anticipate Challenges

 Challenge 1: Some students might not be comfortable with group

work or discussions.

o Solution: Provide clear guidelines for group work and assign

specific roles to each student to ensure accountability.

 Challenge 2: Technical issues with online tools.

o Solution: Have a backup plan (e.g., using traditional

quizzes or paper-based activities) if tech tools fail.

1.6 Establish Evaluation and Feedback Mechanisms

 Pre-Intervention Data: Survey students at the beginning to assess

their current levels of engagement (e.g., a short questionnaire

on how interested they are in history lessons and whether they

participate in class discussions).

 Ongoing Evaluation: Observe participation rates, ask for informal

student feedback, and monitor quiz results to assess engagement.

 Post-Intervention Data: Survey students again at the end of the 8

weeks to measure changes in engagement.

Step 2: Implementation of the Action Plan

2.1 Begin Implementation

 Week 1-2: Introduce group discussions after each lesson on key

historical events.

o Break students into small groups (3-4) to discuss what they

learned and share insights with the class.

o Use technology in class, such as Kahoot, for fun and

interactive quizzes that test knowledge and encourage

participation.

 Week 3-5: Integrate project-based learning by assigning students

a group project where they research a historical event (e.g., The

American Revolution) and present their findings to the class.

o Provide students with clear expectations for the project

(e.g., presentation criteria, sources, and group roles).

o Allow time for students to work in class to promote

collaboration.

 Week 6-8: Continue using varied teaching methods, such as

multimedia resources (videos, interactive maps) and real-world

connections (linking historical events to current affairs).

o Encourage students to reflect on the relevance of history to

modern society in their class discussions.

o Provide immediate feedback on group projects and

participation to reinforce positive behavior.

2.2 Monitor Progress

 Student Feedback: Ask for informal feedback after each lesson

about how students felt during the class activities (e.g., did

they enjoy the group discussions, did they find the quiz fun, did

the project feel relevant?).

 Classroom Observation: The teacher monitors student participation

by tracking who answers questions, who engages in discussions,

and who actively participates in group activities.

 Peer Feedback: Ask students to assess their own and their peers'

participation in group discussions and projects.

2.3 Adjust the Plan as Needed

 If students express that they are uncomfortable with group work,

the teacher may:

o Revise group sizes or provide additional structure for the

activities (e.g., assigning specific roles in each group).

o Offer more scaffolding during discussions by providing

guiding questions or prompts.

 If the online quizzes aren’t as engaging as expected, the teacher

might:

o Introduce more variety (e.g., competitive team quizzes or

collaborative quizzes) or use alternative tools.

Step 3: Evaluation and Reflection Post-Implementation

3.1 Collect Post-Intervention Data

 Student Engagement Survey: After 8 weeks, the teacher distributes

a post-survey to measure any change in student engagement. The

survey asks questions like:

o "Do you feel more involved in class discussions?"

o "Do you enjoy working on projects with your peers?"

o "How often do you participate in class activities now

compared to before?"

 Classroom Observations: The teacher reflects on how often

students are raising their hands, volunteering answers, and

actively participating in group discussions and activities.

 Student Performance: Review grades from quizzes, projects, and

class participation to assess any improvements in academic

outcomes.

3.2 Reflect on the Outcomes

 Increased Participation: The teacher notes that student

participation in class discussions has risen significantly. More

students are engaging during group work and speaking up during

class activities.

 Positive Student Feedback: Most students report feeling more

involved and motivated, especially when technology and group

activities were used.

  Project Outcomes: Students' projects reflect deeper understanding

and research, and the quality of group work improves.

3.3 Make Recommendations for Future Cycles

 Based on the positive outcomes, the teacher might decide to

continue using group-based projects and active learning

strategies, with some adjustments:

o Maybe extend the use of technology for peer assessments.

o Explore other student-centered activities, like debates or

role-playing historical figures.

Conclusion

In this action research example, the teacher formulated an action plan

to address student disengagement by introducing new teaching

strategies, such as active learning, project-based learning, and

technology integration. During the implementation phase, the teacher

monitored progress and made adjustments based on feedback. At the end

of the cycle, the teacher evaluated the success of the interventions

through surveys and observations, reflected on the outcomes, and

planned further improvements for the next cycle of teaching.

This process illustrates the iterative nature of action research—

acting, reflecting, and improving—in the effort to improve practice

and achieve better educational outcomes.

VIII. REFERENCES

Mills, G. E. (2017). Action Research: A Guide for the Teacher

Researcher (6th ed.). Pearson.