ACTION

ACTION

RESEARCH

RESEARCH

BY TEG

UH ARDIANTO

BY TEG

UH ARDIANTO

UNDERSTANDING TH

E

UNDERSTANDING TH

E

PERSPECTIVES OF D

ISRUPTIVE

PERSPECTIVES OF D

ISRUPTIVE

STUDENTS

STUDENTS

Students’

Noisiness

Lack of students’

engagement Find the

proper way to make

them more engaged

Find the perspectives of

students who are not engaged

Students become

more engaged and not noisy

Students’

Noisiness

I will use case study research design to explore the degrees of students’ engagement to gain a better

understanding of their perspectives that contribute to high education engagement.

Further this analysis will be used to plan learning activities in my Action

Research.

Find the perspectives of

students who are not engaged

Find the perspectives of

students who are not engaged

Research Question

1. What factors contribute to the students’ high or low levels of engagement?

2. What factors show some students are more engaged than others?

Rationale and AssumptionRationale and AssumptionStudents’ engagement affects educators everywhere. To effectively teach and allow the students the best opportunity to learn, they must be engaged in the process. When students are not engaged they may lose their motivation to learn (Bogren, 2009).I think the lack of student engagement is a problem because we as educators want students to be successful and achieve to their fullest potential. If the students are not engaged in what they are learning they do not care to learn about it. I assume students will be bored and they will not produce good quality work and it may possibly lead to disruptiveness.

Literature ReviewStudents engagement refers to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities (Finn, 1989, 1993; Finn and Rock, 1997; Goodenow, 1993; Goodenow and Grady, 1993; Voelkl, 1995, 1996, 1997; Wehlage et al., 1989)

Dr. Schlechty identifies five forms of engagement and how individual students respond to school tasks, those are: engagement-students, ritual compliance-students, passive compliance-students, retreatism-students, and rebellious-students (Schlechty, 2002).

Students may become less engaged for a variety of reasons. Some possible factors are:

•Different learning styles as in (Bowen, 2002; Brooks, Freiburger, & Grotheer, 1998, p. 16; Gregory and Chapman, 2002, p.31)

•The curriculum as stated in (Gregory and Chapman, 2002, p.19; Ruth H. Yopp and Hallie K. Yopp, 2001, p.128)

•Students’ choices as in (Ruddell, 2000; Voke, 2002)

•Parent involvement and motivation as in (Linda Jacobson, 2003; EPE Research Center, 2004).

FlowFlowMihaly Csikszentmihaly in his 1996 book on FLOW, described how experienced learners engaged when there is harmony between the task the learner engages in and the current expertise/skill level of the learner. Students also need the skills required to complete the task successfully. Disruptions in that balance result in boredom and/or frustration.

Research Design

The Participants will be the junior high school eighth

grader students.

The data for this research will be collected in a span

of three weeks.

In this research, I will use case studies research

design.

The data for this study will include:

observations questionnaires

students’ work samplesfield notes

interviews

Baseline Data

Baseline Questionnair

eInitial

Observation

Week 1

Combined

Disruptive Students

Field Notes

Week 2 Disruptive Students

Daily Observation

s

To ensure consistency of students’ engagement level

Case study students

Questionnaire about feeling

Field Notes

Week 3 Case Students

Main Questionnai

re

Students’ work sample to discuss during interview

Interview (about their work, their

feelings about lesson,

home and school)