ACTION RESEARCH Final Na Unta

Improving Student’s Engagement in the Classrom using I Do, We Do, You Do
Teaching Strategy in Araling Panlipunan
An Action Research Presented to the

Faculty of Institute of Teacher Education
Gov. Alfonso D. Tan College
Maloro, Tangub City
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
MAJOR IN SOCIAL STUDIES
Sheryl Rose B. Mata

Madeleine L. Polinar
Glaiza Mae B. Lamban
Ritchelle A. Fuertes
Rechel B. Norca
February 2023
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
Student engagement refers to the degree of attention, curiosity, interests,
optimism, and passion that students show when they are learning or being taught, which
extends to the level of motivation they have to learn and progress in their education.
Also, it includes the actions or behaviors of the students while engaging in academic
environment. In education, student engagement is vital in gaining learnings and
knowledge. Less engagement will result in poor meaningful learning experience that can
affect their academic performance. As it measures the quantity of involvement and
interaction of students to the discussion in the classroom that can lead to packing the
whole learning.
Student engagement has been defined as “participation in educationally effective
practices, both inside and outside the classroom, which leads to a range of measurable
outcomes” (Kuh et al., 2007), and as “the extent to which students are engaging in
activities that higher education research has shown to be linked with high-quality learning
outcomes” (Krause and Coates, 2008). Similarly, Groccia (2018) stated that student
engagement and proposes a multidimensional model from which one can develop a
variety of engagement opportunities that lead to a rich and challenging higher education
experience.
Moreover, using the I do, We do, You do Teaching Strategy will be used in
improving student engagement. The I do, We do, You do teaching strategy is an explicit
teaching and inquiry-based learning. According to Reid (2021), explicit teaching is a
structured sequence of learning led by the teacher, who demonstrates and explains a new
concept or technique, and kids practice it. Inquiry-based learning is student-centered and
involves the students, guided by the teacher, creating essential questions, exploring and
investigating these, and sharing ideas to arrive at new understanding.
In teaching, it is not enough that a lesson is delivered, there must be an
engagement among the students and the teacher. The field study students assigned at
Lorenzo Tan National High School (LTNHS) noticed that most of the Grade 8 students
are inattentive and less likely to participate and engage in class discussion. During the
class discussion, some students listened while others shows some negative behaviors such
as yawning, sleeping, talking with their classmates and using their smart phones. The
field study students are concerned that Grade 8 students are less motivated and may not
be able to gain meaningful learnings required at their level. Therefore, the field study
students assigned in LTNHS had to make a plan to improve their engagement in the
classroom.
I. Statement of the Problem
This action research aims to determine how Grade 7 students could improve their
level of knowledge retention in Araling Panlipunan.
It hopes to answer the following questions:
1. Will implementing I do, We do, You do Teaching Strategy in teaching Araling
Panlipunan lessons improve student engagement in the classroom of Grade 8
students?
2. Is there a significant difference in the behaviors of the grade 8 students before and
after using the I do, We do, You do Teaching Strategy?
II. Conceptual Framework
I do, We do, You do Improved Students’ Improved Learning

Teaching Strategy Engagement Outcomes
III. Hypothesis
1. The implementation of the I do, We do, You do Teaching Strategy will improve
the engagement in the classroom of the Grade 8 students.
2. After going through the I do, You do, We do Teaching Strategy, the students have
shown positive behavior than before going through it.
IV. Description of the Action/Solution
The I do, We do, You do Teaching Strategy includes demonstration, prompt, and
practice. At the beginning of a lesson or when new material is being introduced, the
teacher has a prominent role in the delivery of the content. This is the “I do” phase. But
as the student acquires the new information and skills, the responsibility of learning shifts
from teacher-directed instruction to student processing activities. In the “We do” phase of
learning, the teacher continues to model, question, prompt and cue students; but as
student move into the “You do” phases, they rely more on themselves and less on the
teacher to complete the learning task (Levy, 2007).

I Do. The first phase involves the teacher modeling the proper manner to carry out
the abilities that are a part of the new notion being taught. In a number of ways, this
establishes the tone for the lecture. Due to the requirement that they put their pens down
while the teacher demonstrates a task, students who believe they already know how to
carry it out correctly are prevented from doing so. Also, those pupils who require more
time to analyze and comprehend the subject are helped by this phase. The playing field is
leveled. Nobody is making progress. All of the pupils are simply listening and observing
while the procedure is demonstrated to them (McCoy, 2011).
We Do. When the teacher has demonstrated how the new topic should be used or
understood, the students team with the teacher or their classmates to work through some
instances. This fosters a higher degree of understanding. In addition to listening, students
are capable of other tasks. This stage enables a teacher to support and encourage pupils as
they learn the subject being taught rather than letting them face the "beast" of the brand-
new information on their own. Students who are shy or kids with learning problems,
autism, etc. can gain confidence from this (McCoy, 2011).
You Do. During this stage, pupils independently practice the new subject being
taught to show their first level of understanding. Mathematics is one academic area where
this tactic excels. Math concepts frequently require the simultaneous integration of
numerous processes and skills. It can be quite challenging to master a new concept if you
skip a vital step or have a weakness in a certain skill (McCoy, 2011).
V. General Methodology
a. Participants
The participants will be Grade 8 students in Lorenzo Tan National High
School for the A.Y 2022 – 2023.
b. Data-Gathering Tools
The I do, We do, You do Teaching Strategy and another teaching strategy
will be used in teaching Araling Panlipunan to find out what teaching strategy is
most effective in increasing student engagement in the classroom. During the
discussion, there will be a behavioral checklist used to observe the behaviors of
the students during class discussion while utilizing the other teaching strategy and
the I do, We do, You do Teaching Strategy.
c. Procedures and Data Gathering
On the second week of the internship, the students’ engagement in the
class discussion will be observed using the behavioral checklist while utilizing the
other teaching strategy. On the following weeks, the I do, We do, You do
Teaching Strategy will be used in the class discussion alternately. After gathering
the data, the results will be analyze that will help describe the outcome as a
whole.
d. Analysis
BEHAVIORAL – CHECKLIST
Other Teaching Strategy
Grade 8 Students in Lorenzo Tan National High School
Negative Behaviors No. of Students Displaying the

Behaviors
1. Roaming around inside the classroom.
2. Transferring one seat to another
3. Talking out of turn/Gossiping
4. Yawning during the discussion
5. Using smart phones during class
discussion
6. Shouting during class discussion
7. Slouching in their chair
8. Doodling in their notes
9. Sleeping during class
10. During work for another class in class
11. Getting in and out of the classroom
without permission
12. Chewing gums
13. Interrupting the teacher with nonsense
questions
14. Nail Biting
15. Teasing and hitting other students
BEHAVIORAL – CHECKLIST
I Do, We Do, You Do Teaching Strategy
Grade 8 Students in Lorenzo Tan National High School
Negative Behaviors No. of Students Displaying the

Behaviors
1. Roaming around inside the classroom.
2. Transferring one seat to another
3. Talking out of turn/Gossiping
4. Yawning during the discussion
5. Using smart phones during class
discussion
6. Shouting during class discussion
7. Slouching in their chair
8. Doodling in their notes
9. Sleeping during class
10. During work for another class in class
11. Getting in and out of the classroom
without permission
12. Chewing gums
13. Interrupting the teacher with nonsense
questions
14. Nail Biting
15. Teasing and hitting other students
References
Groccia, J. E. (2018). What is student engagement?. New directions for teaching and

learning, 2018(154), 11-20.
Krause, K. and Coates, H. (2008) Students’ Engagement in First-Year University.
Assessment and Evaluation in Higher Education. 33 (5), pp. 493–505.
Kuh, G.D. (2007) How to Help Students Achieve. Chronicle of Higher Education. 53
(41), pp. B12–13.
Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You do.
http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf
McCoy, A. (2011). Teaching New Concepts: “I Do It, We Do It, You Do It” Method.
http://antoinemccoy.com/teaching-new-concepts
Reid A. (2021), Teachers use many teaching approaches to impart knowledge. Pitting one
against another harms education. https://theconversation.com/teachers-use-many-
teaching-approaches-to-impart-knowledge-pitting-one-against-another-harms-
education-166178

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Improving Student’s Engagement in the Classrom using I Do, We Do, You Do

Teaching Strategy in Araling Panlipunan

An Action Research Presented to the

Sheryl Rose B. Mata

THE PROBLEM AND ITS SCOPE

Student engagement refers to the degree of attention, curiosity, interests,

environment. In education, student engagement is vital in gaining learnings and

affect their academic performance. As it measures the quantity of involvement and

Student engagement has been defined as “participation in educationally effective

concept or technique, and kids practice it. Inquiry-based learning is student-centered and

investigating these, and sharing ideas to arrive at new understanding.

In teaching, it is not enough that a lesson is delivered, there must be an

I. Statement of the Problem

level of knowledge retention in Araling Panlipunan.

It hopes to answer the following questions:

1. Will implementing I do, We do, You do Teaching Strategy in teaching Araling

Panlipunan lessons improve student engagement in the classroom of Grade 8

after using the I do, We do, You do Teaching Strategy?

II. Conceptual Framework

I do, We do, You do Improved Students’ Improved Learning

the engagement in the classroom of the Grade 8 students.

shown positive behavior than before going through it.

IV. Description of the Action/Solution

teacher to complete the learning task (Levy, 2007).

while the procedure is demonstrated to them (McCoy, 2011).

instances. This fosters a higher degree of understanding. In addition to listening, students

autism, etc. can gain confidence from this (McCoy, 2011).

skip a vital step or have a weakness in a certain skill (McCoy, 2011).

School for the A.Y 2022 – 2023.

most effective in increasing student engagement in the classroom. During the

discussion, there will be a behavioral checklist used to observe the behaviors of

the I do, We do, You do Teaching Strategy.

c. Procedures and Data Gathering

On the second week of the internship, the students’ engagement in the

Negative Behaviors No. of Students Displaying the

Negative Behaviors No. of Students Displaying the

Groccia, J. E. (2018). What is student engagement?. New directions for teaching and

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