Mount Carmel College

Higher Education Department

3200, Baler, Aurora
______________________________________________________________________________

Non- Compliance of Grade 7- Constantino of Aurora National Science High School

in Group Performances

An Action Research by: Maryflor D. Burac

I am a Practice Teacher from Mount Carmel College, major in Filipino. During

my off campus, I handled Grade 7 students comprising of four sections, such as Grade

7- Agoncillo, Grade 7- Constantino, Grade 7 Rizal. Grade 7- Quezon. One of the group

in each sections failed to comply in their twice group activity for its factor was they were

in a far places. According to them, they live in Ma. Aurora, Baler, Dipaculao and San

Luis for they did not do practice after class. Since I have my learningsfor the second

activity, I did group the students according to where students belong to same places.

Again, fails to conform to their performance. Since, they were in Aurora National

Science High School which has a maintaining grade to follow with 85 %, I am so

concerned to them for not complying in Group Performances. So, I was bothered and

started analyzing if those activities I used to employ have something to do with it or them

as students. This case motivates me to what intervention do I needed to do.

 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
What was my concern?

These students with each section failed to comply in their group performance that

will highly affect their quarterly grade because of the three assessments used in giving

grades of students. The written works composed of 30%, quarterly assessment

(examination) 20% while the performance tasks constituted with high percentage of 50%.

In this study, the researcher aim to sustain the grades of students and try not to fail them

during her practice teaching.

Why was I concerned?

According to Catlin Tucker, differentiated instruction is the practice of

modifying and adapting instruction, materials, content, student projects and products, and

assessment to meet the learning needs of individual students. This kind of instruction

should be employ in the classroom to interact and engage students as assumption that all

students differ in their learning styles, strengths, needs and abilities and that classroom

activities should be adapted to meet these differences. This reciprocal learning style is

another way for teachers to utilize the strengths in their classrooms to create this

differentiated instruction. Without an attempt to vary instruction to meet the individual

needs of each student, the curriculum is bound to bore some and baffle

others. Differentiating instruction is the key to reaching all students. This is the reason

why the researcher very much concerned about not complying with the assigned group
 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
performance of students could affect their academic performance. She wants to sustain

their grades and enhance their participation in activity wherein she used differentiated

activities.

What could I do?

In this case, I could do the following actions:

1. Varying activities for diverse learners.

2. Give them clear directions for the performances they need to do. Ask them if

there is something needed to clarify.

3. Trace the root that cause why they were not able to perform however the

researcher gave them time to practice for four days including weekends

4. Discuss the grades that they will acquire in my subject.

5. Has to change the approach of differentiated instruction.

6. Get the class record of my cooperating teacher.

7. Every session, I keep reminding them the rules, we had agreed.

Who could help me?

The following persons could me solve the problem:

 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
1. The students who involves in the problem can be the source of information

2. The cooperating teacher who merely knows them well.

3. The classmates of the students made proofs that they perform in the class with

excellent without further explanation that place where they live can be the first

factor for not able to perform.

4. The class record of my cooperating teacher for I will have my basis if students

show improvement or regression on their grades.

What did I do?

1. Every meetings and discussions, I gave different activities for visual, auditory and

kinesthetic learners. There are sequences that they are assigned to composed a

poem, perform an advertisement and most of the time she assigned them group

activity for performance task afterwards written works to caters the purpose of

having differentiated activities.

2. I consulted them whenever I presented activities that requires nearer places for

members of the group.

3. I generated initial reminders for those who did not and cannot perform would

have their final grade in performance with 0.

4. I explained to the students the effects of failing to perform in a activity could

affect their grades much more than in written works due to high percentage of it.
 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
5. I planned to give them aside from performance, I could give assignments belongs

to written works for not abiding to perform on the day of group performance.

6. I did an agreement with them for those outperforming group could not have the

chance to perform whenever failed to comply in performance task.

7. I keep on reminding and communicating on those people involved in this study.

How can I evaluate my work?

I used varied methodologies to maintain the grades of those outperforming

students in group activities.

1. Every activity she takes down notes for those who did well and needs

improvement in performance.

2. She observed the progress of those outperforming groups by means of their grades

as a whole.

3. She asked the cooperating teacher about what has observed of those

outperforming groups.

4. She used summative assessment test to know the learning of students.

5. She observed that every activity she has given, student comply and conform.

Students Complied
List of students who not complied in in Group
Group Performances Performances after
intervention
 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
60 60 90 90

95 95
88 95

92 95 90 88

60 60 90 88

60 60 88 90

88 95
60 60

Male 60 60 93 90

96 95 98 93

98 93
60 60

60 60 90 95

60 60 93 93

88 60 90 93

88 95
60 60

60 60 95 90

88 95 95 90

93 90
88 95

88 95 95 95

92 95 60 95

60 60 98 90

95 92
Female 60 60

60 94 60 90

60 95 95 92
 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
92 95 98 90

95 95
88 95

60 95 60 92

88 95 95 90

90 95
88 95

Based on the result almost 13-14 student out of 27, failed to comply in their

Group Performance that I assigned to them. So my intervention is to differentiate

activities that there is for individual and group. And I discussed to them together

with the help of my cooperating teacher the importance of complying in

Performance Task and how it is computed. Now, they knew what will happen if

they flunk to perform on the day of their performance. This then has an effect to

their grades. Following group performance, it lessens number of students for its

non-compliance in performance tasks based on the table above.

What have I learned from doing my research?

The researcher learned many things which include the following:

1. Should know the personal background of students to cater his needs for

learning and avoid things which hinder them perform in activity.

2. Group students according to where their interest suits in.

3. Should keep reminding them the rules and progress or how they will assess.

4. Vary activities to the needs of diverse learners.

5. Keep the classroom environment more pleasant and conducive for learning.
 Mount Carmel College
Higher Education Department
3200, Baler, Aurora
______________________________________________________________________________
6. Action Research can move a teacher through his/her goal of accomplishing

something that can solve a problem. It is a fulfillment for a teacher to change

something from problem to a solution.

Bibliography:

(2002, August 17).Types of Assessment. (2016, March 14).

http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis

(2016, March 13). http://serc.carleton.edu/NAGTWorkshops/assess/types.html

(2016, March 13). https://www.gvsu.edu/assessment/examples-of-assessment-tools-

42.htm

Tucker, C. (2011, June 3). Differentiated Instruction. (2016, March 13)

http://catlintucker.com/2011/01/differentiated-instruction-what-is-it-why-is-it-important-
how-can-technology-help/