Reflection

I initiated the action research during the third term. The intervention coincided with the end of the third term, with students expecting upcoming examinations. Convincing them to participate in the intervention amidst this mindset posed a significant challenge, particularly considering that the majority of students in the Grade 8 bilingual classroom were used to rote learning, solely focused on examinations. This very tendency towards rote learning motivated my selection of this specific class for the action research. Due to time limit, the action research was planned and implemented targeting a single cycle. However, reflecting on the process, I believe that conducting it over two or more cycles would have yielded more prominent results.

I conducted the pre-intervention survey a week prior to commencing the intervention. Initially conducted in English, but using their first language may have helped them understand better. Nevertheless, I ensured clarity by translating the questions during the survey administration. Throughout the intervention, students worked in collaborative groups, fostering confidence, enthusiasm, and active engagement. While some groups initially showed lack of enthusiasm, motivation and scaffolding helped reduce this. On the other hand, other groups displayed creativity, producing colourful mind maps and engaging deeply with 'what if' questions and 'notice and wonder' activities. Overall, the class remained supportive and enjoyed their learning experience.

Reflecting on the implementation process, I felt the need for extended class periods. The allocated 40 minutes proved insufficient, particularly considering delays from the previous period and external noise distractions. Conducting a session in the afternoon revealed a calmer environment for focusing on learning. Students showed curiosity and enthusiasm throughout the intervention, particularly in presenting their findings. However, I observed reluctance among some students to participate in answering questions and presentations, necessitating efforts to foster a safe and friendly classroom environment to encourage participation.

During the latter part of the intervention, students demonstrated ease in constructing 'what if' questions and providing imaginative answers, indicating progress and satisfaction with the intervention plan. After the intervention concluded, I provided the post-test and post-survey to the students the following day, as per my plan. However, the provincial authorities had revised the entire schedule: the third-term examination was postponed by two weeks, and the school administration was required to organize the Inter House sports meet before the exam. Coincidentally, the day I conducted the post-test was also the first day of the Inter House sports meet. As a result, the students were in a hurry, and their overall mindset had changed. As a result, six of my students had to leave early for their football tournament without completing the post-test and survey. However, at the end, the actively participating students were recognized with certificates, and sweet rewards were presented to members of active groups. Additionally, two of my students who had worked with enthusiasm and dedication throughout the learning process were acknowledged in front of the class and presented with 'The Motivational Student'' badge.

The certificates and the badges awarded to students:

Peer Review