21st Century Learning: Cooperative Strategies Enhance Year 2 Pupils' Motivation and Performance in Earth Topic.

21st Century Learning: Cooperative Strategies Enhance Year 2 Pupils' Motivation and Performance in Earth Topic.

1. Presentor : Ong Zhe Xian I .C. Number : 950914-02-5108 Index Number : 2016302340085 Class : 8 PISMP Science June 2016 Intake 21 st - Century Learning : Cooperative St rategies Enhance Year 2 Pupil s’ Motivation and Performance in Earth Topic

2. 1.0 Introduction 21 st century learning involve of cooperative learning in group, higher order thinking skills (HOTS), formative assessment and practical task during the teaching and learning lesson in classroom. According to Abdullah Zhidi Omar and Mahdi Shuid (2016), cooperative learning involves teaching that gather and divide the class students into small group so that they work together to maximize their learning. One of the school in Bukit Mertajam, Penang 16 pupils with mixed abilities from Year 2 Class Context Students: passive and rarely involve themselves in the class Lost attention easily Cannot understand the earth topic Show negative behaviours Reflection of the past teaching experience

3. 2.0 Focus of the Study

4. Criteria for Focus of the Study

5. Preliminary Data Collection 1. Result of Classroom Assessments (PBD- Pentaksiran Bilik Darjah ) - Range: Band 2 to Band 5 - band 2: 3 pupils - band 3: 6 pupils - Band 4: 4 pupils - Band 5: 3 pupils 2. Analysis of Worksheets: - The overall mean mark is 61% (moderate) - The highest mark: 89% - The lowest mark: 6% 3. Observation : Talking with friends, disturbing others, dreaming or sleeping on the table, do not concentrate / walking around/ go to toilet, not involving themselves in the class

6. Research Model and Action Kemmis and Mc Taggart 1988

7. Research objectives Research Questions To enhance the performance of Year 2 pupils in Earth topic during teaching and learning of Science lesson by using cooperative strategies in 21 st -century learning.   To enhance the motivation of Year 2 pupils in Earth topic during teaching and learning of Science lesson by using cooperative strategies in 21 st -century learning. Does the performance of Year 2 pupils can be enhanced in Earth topic during teaching and learning of Science lesson by using cooperative strategies in 21 st -century learning?   Does the motivation of Year 2 pupils can be enhanced in Earth topic during teaching and learning of Science lesson by using cooperative strategies in 21 st -century learning? 3.0 Research Objectives and Research Questions

8. 4.0 Research Participants

9. - Identification of research focus (Preliminary data collection) - determine the research participants     Pre-test     Intervention: (cooperative strategies in 21st century learning)       Post-test 1     Observation         Survey       Semi- structured interview       Post-test 2       Analysis of data     Reflection Suggestions for future research     5.0 Research Implementation Plan

10. Engage: Video showing step Explore: Pupils divided into three group (5-6 pupils each group) 21st Century Learning: Cooperative Strategy 1 (Roundtable)   Elaborate: 21st Century Learning: Cooperative Strategy 2 (Gallery walk)   Evaluate: Solving worksheet or exercise book and making a conclusion Implementation action of cooperative learning strategies for teaching and learning

11. Data Collection Method

12. Data Analysis Method

13. 6.0 Research Findings

14. 7.0 Reflection/ Conclusion After the intervention of cooperative strategies in 21 st -century learning was applied, the findings showed an increase and positive results in performance and motivation to study the Earth topic through: Pre post test Observation Survey Semi-structure interview

15. Advantages/ Positive: did not take longer time to do preparation Enhance the pupils’ motivation in science subject Involve multiple intelligences Attract pupils’ attention Disadvantages/ Negative: Size of the classroom too narrow to conduct gallery walk and may cause dangerous less suitable for pupils with learning problems especially students with Asperger's syndrome 7.0 Reflection/ Conclusion

16. 8.0 Suggestion For Future Research

17. PANEL QUESTIONS 1. Explain about action research. 2. Describe in detail the intervention you have undertaken. 3. Why is preliminary data needed in an action research?

18. 1. Explain about action research. Action research is the scholarly process involves activities such as collecting, processing, testing and interpreting data to the conclusion that the researcher use specific methods and techniques to find solutions or answers to the issues related to Education. Action research provides an avenue for teacher learning. In Johnson and Button’s 2000 study, teachers noticed the links between their own learning and the learning of their students, affirming that the principles of good learning that they used with their own students applied to their own classrooms. They found by using action research, teachers began to appreciate their own ability to increase knowledge through their own projects. According to Sax and Fisher (2001), action research allows teachers the opportunities to identify changes they need to make in their teaching practices by providing teachers with the framework to build their own classroom projects. In many cases, when teachers design their own action research projects, they use a systematic approach to ascertain answers to instructional questions or issues. This type of implemented professional development is powerful because it is ongoing, interactive, and systemic. Therefore, the action research can develop the knowledge of Education, to solve the problem of Education and to research the development of the country's Education. Through research, teachers as practitioners of Education have the opportunity to improve teaching and learning practices and improve teaching professionalism.

19. 2. Describe in detail the intervention you have undertaken. The intervention that I had undertaken was the combination of roundtable and gallery walk for the cooperative strategies in 21 st -century learning. I had decided to apply roundtable and gallery walk as the cooperative strategies in the classroom is because my pupils like to be in a group with their friends and they also like to talk to their friends. Therefore, I can give some tasks to them to discuss among themselves by using the round table strategy. Later on, they can have the gallery walk as they like to ask for permission to walk to the toilet. Moreover, I also found that pupils love to have physical period which is the PJ class as they were involving themselves super actively and run all around the field during the physical period. For the next two slides, I will describe more detail the intervention for roundtable and gallery walk.

20. For the roundtable in cooperative strategies, initially the 16 pupils are divided into three groups where each group has five to six members. Each group has excellent pupils, moderate pupils as well as weak pupils. The rationale for pupils being divided into pupils of different levels of achievement is to give all pupils the opportunity to share ideas, learn knowledge with one another and interact with one another. For weak pupils, they need guidance from moderate and excellent pupils while excellent pupils should lend their hand and help each other who needs them in completing group tasks. Prior to the start of the roundtable activity, I will provide information so that pupils will be clear and understand how to carry out the activity. In conducting the roundtable method, teachers emphasize pupil cooperation in completing assigned tasks in addition to each group member must provide ideas for completing assigned tasks. I also emphasized that excellent pupils cannot complete the tasks individually and however they need to share ideas with their group members. In addition, I can evaluate the pupils' basic knowledge by patrolling each group's movements while the pupils are conducting roundtable cooperative learning methods. 2. Describe in detail the intervention you have undertaken.

21. Next is the gallery walk in cooperative strategies. In the same group, every pupil is required to carry out their next cooperative learning method, the gallery walk. Gallery walk is a learning method whereby pupils are actively engaged in pupil learning and are encouraged to build their knowledge of the topics they are learning while also incorporating high level thinking, interacting and cooperative learning skills. Pupils are required to place their completed work in the middle of the table so that pupils from other groups will find it easier to observe other groups' answers. Each group of pupils were given two marker pens to check the answers of the other groups after receiving the explanation of answer from the researcher or friend. The rationale for this step is for pupils to have better understand a particular topic of learning besides solving problems of pupils who want to walk to get permission for the toilet or those pupils who like to walk to their friends. Describe in detail the intervention you have undertaken.

22. 3. Why is preliminary data needed in an action research? Strong preliminary data helps the action research in two ways: it demonstrates that my proposed research is promising and my ability to carry it out is credible.  Preliminary data is also important to make sure the pupils were getting problem in learning and so that I can find solutions or answers to the issue to improve teaching and learning method. From the preliminary data, I can do reflection and plan the suitable way to help my pupils.   According to Husain, M. (2015), p reliminary data adds many advantages to the research application such as It backs up your research objectives and derived hypothesis It helps in proving that your research topic can be fruitful It demonstrates your methodological excellence in accomplishing claimed objectives It justifies the feasibility of research It clarifies whether your instrumentation is suitable or not It verifies the methods of data collection