CHRISTIAN COLLEGES OF SOUTHEAST

ASIA
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Provides Quality Education in a Christ-centered
Institution

Action Research Proposal

Name: Kyla V. Lantapon

Proposed Title: The Impact of Positive Discipline and Student Involvement in

Rule-Making on Classroom Management in Grade 2 Learners at Ma-a Central
Elementary School

I. Context and Rationale

This action research focuses on The Impact of Positive Discipline and

Student Involvement in Rule-Making on Classroom Management in Grade 2
Learners at Ma-a Central Elementary School. Classroom management plays
a critical role in the overall learning environment, especially for young learners
in Grade 2, where maintaining order and discipline can be particularly
challenging. In the observed classroom, disruptions such as talking out of
turn, not following instructions, and ignoring classroom rules have been a
consistent issue. These behaviors not only hinder the flow of lessons but also
reduce student engagement and focus, which can impact the overall quality of
learning. Traditional methods of discipline, such as verbal reprimands and
removing privileges, have shown limited effectiveness in addressing these
challenges.

One significant factor contributing to these ongoing classroom

management issues could be the lack of student involvement in the creation
of classroom rules. When students are not actively involved in the rule-making
process, they may feel disconnected from the rules, leading to a lack of
ownership and responsibility for maintaining a productive learning
environment. By excluding students from this process, teachers may
inadvertently create a sense of indifference or resistance to the rules, making
it harder to manage behaviors effectively. This research aims to address this
gap by exploring how student involvement in the creation of classroom rules
can increase their sense of responsibility and accountability, ultimately
improving their adherence to these rules.

In addition to student involvement, positive discipline offers another

promising approach for improving classroom management. Rather than
relying on punishment for misbehavior, positive discipline focuses on
reinforcing desirable behaviors, using praise, and rewarding students for their
efforts. This strategy fosters a respectful and empathetic classroom culture
where students are encouraged to regulate their own behavior. Through the
combination of positive discipline techniques and active student participation
in rule-making, this action research aims to create a more engaging and
harmonious classroom atmosphere. The study will assess how these two
strategies student involvement and positive discipline can work together to
improve classroom management, leading to better learning outcomes for
Grade 2 students.
II. Action Research Question (AR questions)

This study will focus on answering the following research questions:

1. How does student involvement in the process of rule-making impact their

behavior and adherence to classroom rules?
2. What is the effect of positive discipline strategies on student engagement
and classroom management?
3. How can a combination of student involvement in rule-making and positive
discipline improve classroom order and enhance student learning.
III. Proposed Innovation, Intervention Strategy (Describe
Innovation/Intervention/Strategy

This research will introduce two main strategies to improve classroom

management: student involvement in rule-making and the application of
positive discipline. First, students will actively participate in creating the
classroom rules, allowing them to share their ideas about what behaviors are
important for a respectful and productive classroom. By involving students in
this process, they will feel more responsible for the classroom environment
and more committed to following the rules they helped create. The second
strategy, positive discipline, will focus on reinforcing good behavior instead of
punishing misbehavior. This will involve praising students when they follow
the rules, using small rewards, and creating a positive classroom culture
where students learn to be responsible for their actions. Both strategies will be
applied together over a four-week period, with the goal of improving students'
behavior, increasing their engagement, and promoting a more cooperative
learning environment. The combination of these two approaches aims to help
students develop better self-control, respect for others, and a stronger
connection to the classroom rules, ultimately enhancing overall classroom
management.
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Other Sources of Data

The participants in this research will be approximately 34 Grade 2

students at Ma-a Central Elementary School. Data will also be gathered from
my co-teacher, who will observe and provide feedback on the effectiveness of
the implemented strategies.

b. Data Gathering Methods

Data will be gathered through multiple methods to ensure a

comprehensive evaluation of the intervention. Classroom observations will be
conducted to track changes in student behavior, focusing on disruptions and
adherence to the newly established rules. Behavior tracking forms will be
used to monitor and record the frequency of positive and disruptive behaviors
for each student, providing a quantitative measure of the intervention's impact.
Additionally, student feedback will be collected through informal discussions
or short surveys to gain insights into their perceptions of the rule-making
process and the effect of positive discipline on their behavior. This
combination of observational, quantitative, and feedback data will provide a
holistic view of the intervention's effectiveness.

c. Data Analysis Plan

The data analysis will involve both qualitative and quantitative methods.
Qualitative data will be gathered from classroom observations and student
feedback, focusing on identifying patterns in behavior, engagement, and
students' perceptions of the rule-making and positive discipline strategies.
Quantitative data will be collected through behavior tracking forms, measuring
the frequency of positive and disruptive behaviors before and after the
intervention. By combining both qualitative insights and quantitative data, the
analysis will provide a comprehensive understanding of how the strategies
impacted classroom management and student behavior.
V. Action Research Work Plan (Summarize Action Research Work Plan)

The action research plan will unfold over a four-week period, with each
week focused on specific activities aimed at improving classroom
management. In Week 1, the focus will be on introducing the concept of
classroom rules to the students and engaging them in discussions about
respect, responsibility, and cooperation. This will involve group activities
where students will have the opportunity to share their thoughts and ideas on
what behaviors should be expected in the classroom, allowing them to
actively participate in the rule-making process. In Week 2, positive discipline
strategies will be implemented, with an emphasis on praising good behavior
and offering small rewards such as stickers or certificates. The rules created
by the students will be put into practice, and their behavior will be monitored
to assess initial changes. Week 3 will continue with the application of positive
discipline, reinforcing the student-generated rules while observing and
tracking student behavior to ensure consistency. Adjustments to the strategies
may be made if necessary to improve the effectiveness of the intervention.
Finally, in Week 4, data will be collected through classroom observations and
student feedback. This will provide insight into the impact of the intervention
and allow for an analysis of changes in student behavior and engagement,
marking the conclusion of the research intervention.
VI. Cost Estimate (Write cost estimate)

The estimated costs for this action research are as follows:

 Materials for Rule-Making Activities (e.g., paper, markers for creating rule
charts): PHP 300
 Rewards for Positive Discipline (e.g., stickers, certificates): PHP 500
 Behavior Tracking Forms (printing and materials): PHP 200
 Miscellaneous Supplies (art materials for student activities): PHP 100
 Total Estimated Cost: PHP 1,100
VII. Plan for Dissemination and Utilization (Describe how the results will be
shared)

The findings from this action research will be disseminated in the following
ways:

 School Administration: A final report summarizing the findings will be

shared with school administrators, highlighting the impact of student
involvement in rule-making and positive discipline on classroom
management.
 Teachers: The results will be shared with my co-teacher and other Grade
2 teachers, with recommendations for incorporating similar strategies into
their classrooms.
 Parents and Students: A summary of the results will be presented during
a parent-teacher meeting, encouraging parents to support these
strategies at home and reinforcing the importance of discipline in the
learning environment. These findings may also be used to inform future
classroom management strategies within the school.
VIII. References (Write at least three references.

1. Nyatuka (2022), Learners' Involvement in Preparation of School Rules and

Regulations and its effect on Management of Discipline in Nyando Sub-
County,KisumuCountyKenya.https://www.researchgate.net/profile/Benard-
Nyatuka2/publication/
359314942_Learners'_Involvement_in_Preparation_of_School_Rules_and_R
egulations_and_its_effect_on_Management_of_Discipline_in_Nyando_SubCo
unty_Kisumu_County_Kenya/links/623481765b303e5c5aa7913a/Learners-
Involvement-in-Preparation-of-School-Rules-and-Regulations-and-its-effect-
on-Management-of-Discipline-in-Nyando-Sub-County-Kisumu-County-
Kenya.pdf

2. Stevens (2018), Positive Discipline as a Part of Effective Classroom

Management Positive Discipline as a Part of Effective Classroom
Management.https://scholarworks.wmich.edu/cgi/viewcontent.cgiarticle=3982
&&context=honors_theses&&seiredir=1&referer.pdf

3. Sharma (2015), Classroom management: An emphasis on positive

discipline.https://www.allresearchjournal.com/archives/2015/vol1issue12/
PartP/8-1-76-905.pdf

Recommending Approval:

CHRISTOPHER CORPUZ
Resource Teacher

Approved By:
ARLYN D. DORADO, MAEd, SS
Research Adviser