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PAPER NAME AUTHOR

ANSING, CASINTO, CORDUA - ACTION R -

ESEARCH PROPOSAL(1).docx

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1389 Words 8226 Characters

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17 Pages 9.6KB

SUBMISSION DATE REPORT DATE

Jan 7, 2024 3:17 PM GMT+8 Jan 7, 2024 3:17 PM GMT+8

39% Overall Similarity

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39% Internet database 1% Publications database

Summary
ACTION RESEARCH PROPOSAL

LEAD PROPONENT

ALCEL JOYCE S. ANSING

MEMBER

JBERLY SHANE S. CASINTO

MEMBER

MARY CRIS T. CORDUA

TITLE OF RESEARCH

THE IMPACT OF TECHNOLOGY-AIDED GAMES ON IMPROVING SUBJECT-VERB

AGREEMENT SKILLS AMONG GRADE 10 STUDENTS

Context and Rationale

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With increasing technology and various methods of teaching, the classroom is rapidly

expanding its horizons to new possibilities and ways to teach different concepts,
6
including grammar (Rampey, 2016). One of these grammatical rules that fits under the

domain of syntax in the language system, and which is considered an area of difficulty

to L2 learners, is the rule of subject-verb agreement (Alahmadi, 2019). However,

despite the integration of technology in classrooms, teachers often use it solely for
2
instruction and presentation of activities, not for interactivity and engagement. With

that, the perceptions of teachers towards educational tools and their abilities to use the

tools effectively hinder young learners apply them in language lesson.

 3
Adhering to various communicative approaches, language games in teaching and

learning holds numerous advantages in enhancing ESL learners’ fluency and language
3
skills as it provides a platform for learners to communicate using the target grammar
3
forms in a more interesting manner and when games are integrated with language

lessons, it supports higher-order learning and thinking skills (HOTS) which are very

important for learners to develop themselves as future professionals (Yaccob & Yunus,
2
2019). Wang and Smith (2013) further figured that the usage of mobile phones in the

development of reading and grammar skills showed a positive language learning

among the students. From the study, it is found that using technology tool, in this case

mobile phone, appear

to be convenience and foster self-learning among them. Hence, the mixture of games

and technology will be crucial for students to be adept with as it plays a pivotal role in

the educational process.

On that note, this study seeks to assess the impact of both games and technology

through selected technology-aided games to improve students’ language proficiency.

Moreover, despite a vast range of studies on grammar, there are few researches

linking subject-verb agreement to technology-aided games. In line with this, the

researchers aims to have a comparison of traditional activities and technology-aided

games for more accurate results.

In this study, both the control and experimental groups will undergo pre-tests and post-

tests. The control group will follow teacher-led methods, while the experimental group

will learn through technology-aided games. This allows for a comparative assessment,
evaluating differences in results and assessing technology's impact on subject-verb

agreement skills. The study will not only focuses on retention but also on substantial

skill improvement. Overall, this research aims to guide teachers in exploring more

effective ways of learning through game-based approaches.

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Action Research Questions

The primary objective of this study is to ascertain the efficacy of the TechGram Project,

a specialized initiative centered around technology-aided games, in enhancing the

subject-verb agreement skills of Grade 10 students at Ilaya National High School

during the academic year 2023-2024.

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Specifically, the study aims to answer the following questions:

What is the proficiency level in subject-verb agreement exhibited by students utilizing

teacher-led methods?

What is the proficiency level in subject-verb agreement exhibited by students utilizing

technology-aided games through the TechGram Project?

Is there a significant difference of the proficiency levels of students utilizing teacher-led

1
methods as compared to the TechGram Project implementation?

Proposed Innovation, Intervention, and Strategy

Ilaya National High School aims to produce students who are replete with knowledge,

understanding, and skills in order for them to be globally competent in the future. With
that, INHS continues to adapt to new ways to to create a dynamic and inclusive

community that leverages technology to enhance teaching and learning.

However, common problems include low performances of students despite the

constant discussion and application of subject-verb agreement rules. During a more

technological advanced generation, , the imperative extends beyond the mere

utilization of technology in classrooms; it now encompasses the discernible need to not

only integrate technology but also to cultivate an interactive environment that amplifies

the learning experience.

On that note, the TechGram Project, which means Technology and Grammar Project,

represents an innovative strategy designed to revolutionize language education,

specifically targeting the enhancement of subject-verb agreement skills among Grade

10 students at Ilaya National High School. This comprehensive approach, proposed by

the researchers since December 2023, combines cutting-edge technology with

pedagogical

advancements to create an engaging and effective learning experience. The examples

and rules of the topic presented in the form of games will be from books and

standardized tests on subject-verb agreement.

1
To ensure the smooth flow of the project, the following process is considered:

The researchers observe the classrooms to identify student inconsistencies.

The researchers conduct series of meetings.

1
Presentation of project proposal and Gantt Chart of School Activities to the English

teacher and the School Principal.

Conduction of pre-test.

One section is grouped as control group and another as experimental group.

Conduction of classes utilizing teacher-led method and technology-aided games.

Regular feedbacking among researchers, the teacher, and the School Principal.

1
Action Research Methods

Participants and/or other Sources of Data and Information

The respondents of the study are two (2) sections of Grade 10 students, Milton and

Longfellow, which both have 34 students. The study utilizes one-stage cluster

sampling as the total number of respondents are divided according to the equal

number of sections and data is collected from everyone in both clusters. The

respondents are involved in TechGram project in a prescribed time to uplift their level

of performance.

Data Gathering Methods

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This study will utilize the independent measures design, also known as between-

groups, which is an experimental design where different participants are used in each

condition of the independent variable. This is chosen since the study will seek to

determine the difference of results when using two approaches, following the

procedure shown below:

Figure 1. Data Collection Procedure

After the data is gathered, tabulation and analyses is to be applied using the

determined percentage or descriptive statistics.

Data Analysis Plan

The proficiency level of students during pre- and post-tests is identified through Mean

Percentage Score (MPS) and its descriptive equivalent as adopted from DepEd
1
Memorandum no. 160 series of 2012. Moreover, to compute the significant difference

on the proficiency level in subject-verb agreement exhibited by students utilizing

1
teacher-led methods as compared to technology-aided games, the statistical test that

the study utilizes is t-test.

Action Research Work Plan and Timelines

Activities
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Dec

2023

Jan

2024
Feb

2024

March

2024

April

2024

May

2024
1
1. Research Team Planning of research

proposal

2. Drafting part I-Introduction to

Research Methodology
of the research study

3.Presentation of

research proposal

4.Drafting of Pre-test, Technology-aided

games, Post Test

1
5. Administration of

Pre-test to the selected respondents

6. Administration of the technology-aided games

during class discussions

7. Administration of

Post-test to the
Respondents

8. Retrieval of test

questionnaires

9.Data analysis, calculation and

tabulation of results
 1
10. Completion of

research output

11.Final revision of

output
12.Presentation of results of the conducted

research

Plans for Dissemination and Utilization

Dissemination Activities
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June

2024

July

2024

Aug

2024

Sept
2024

Oct

2024

Nov

2024

Dec

2024
1
1. Research Proposal to School Head for school implementation of the

research output

2. School implementation of the

output of the research study

3. Post Evaluation of the research study Implementation

4. Results of Post evaluation after school implementation, gone

through series of revisions and planning for proposal to the

district level for adoption of

the study.
7
REFERENCES

Alahmadi, N. (2019). A Study Of Grammatical Errors Of Subject Verb Agreement In

Writing Made By Saudi Learners. International Journal of English Language and

Linguistics Research, 7(6), 48-59.

Miranda, J. P., Dela Cruz, A., Dianelo, Malabasco, K., Mangahas, H. W., Paguio, C.
10
A., & Yabut, A. M. (2021). Development of INSVAGRAM: An English Subject-Verb

Agreement Mobile Learning Application. International Journal of Emerging

Technologies in Learning (iJET) 16(19), 219. 10.3991/ijet.v16i19.24071

5
Rampey, C. (2016). Gram Slam! Teaching Contextualized Grammar through

Cooperative Learning. Student Research Submissions, 188.

2
Wang, S. & Smith, S. 2013. Reading and grammar learning through mobile phones.

Language Learning and Technology 17(3), 117-134

4
Yaccob, N. S. & Yunus, M. M. (2019). Language Games in Teaching and Learning

English Grammar: A Literature Review. Arab World English Journal (AWEJ), 10(1),
4
209-217). https://dx.doi.org/10.24093/awej/vol10no1.18
1
Please acknowledge all the references used in the research.
SUBMITTED BY:

ALCEL JOYCE S. ANSING

JBERLY SHANE S. CASINTO

MARY CRIS T. CORDUA

 Similarity Report

39% Overall Similarity

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researchgate.net
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awej.org
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researchmap.jp
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core.ac.uk
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eajournals.org
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so02.tci-thaijo.org
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learntechlib.org
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