Enhancing Grade 8 English Engagement: Fill My Bag Strategy

This classroom-based action research investigated the impact of the "Fill My Bag" strategy on Grade 8 English students' engagement at Ozamiz City National High School. The study employed a pre- and post-intervention design using rubric assessments and checklist observations to measure student participation, comprehension, vocabulary development, writing skills, and collaborative learning. Initial assessments revealed low engagement levels and significant vocabulary and collaborative skills weaknesses. Following the implementation of the "Fill My Bag" strategy, a substantial improvement in student engagement and performance across all assessed areas was observed. Both rubric scores and checklist observations showed statistically significant increases, indicating the strategy's effectiveness in fostering active learning, improving literacy skills, and promoting a more collaborative classroom environment. The research concludes that the "Fill My Bag" strategy enhances student engagement. It should be considered for wider implementation and further research to explore its long-term impact and adaptability across different contexts.

classroom-based action research, collaborative learning, fill my bag strategy, literacy development, student engagement

1. Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student- Centered pedagogy improves student attitudes and performance in introductory biology. CBE—Life Sciences Education, 8(3), 203–213. [Google Scholar] [Crossref]

2. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. [Google Scholar] [Crossref]

3. Dogani, B. (2023). Active learning and effective teaching strategies. International Journal of Advanced Natural Sciences and Engineering Researches, 7(4), 136–142. [Google Scholar] [Crossref]

4. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. [Google Scholar] [Crossref]

5. Ginting (2021): Investigates factors influencing active learning and engagement in English language classrooms. The study identifies strategies that can encourage student participation and enhance engagement, especially in language learning contexts. [Google Scholar] [Crossref]

6. Kelly (2007): Explores the intersections of race, social class, and student engagement in middle school English classrooms. This research provides a social science lens for understanding how these factors impact student learning and their engagement with the content. [Google Scholar] [Crossref]

7. Kim, C., & Pekrun, R. (2014). Emotions and motivation in learning. Educational Psychology Review, 26(3), 301–307 [Google Scholar] [Crossref]

8. Klock et al. (2020). Reviews the use of gamification strategies in education, specifically tailored game-based learning techniques. This study highlights how personalized learning experiences can enhance student engagement and motivation in educational settings. [Google Scholar] [Crossref]

9. Middlehurst et al. (2021). Though not directly related to education, this research introduces a Temporal Dictionary Ensemble (TDE) classifier for time series classification. It suggests that data-driven approaches, such as machine learning, may play a role in understanding student engagement patterns. [Google Scholar] [Crossref]

10. Nystrand & Gamoran (2024). Discusses the shift in student engagement when traditional recitation methods are replaced with more conversational, interactive teaching techniques. This study suggests that student engagement increases when teaching methods become more student-centered and dynamic. [Google Scholar] [Crossref]

11. Student Engagement in Very Large Classes: The Teachers’ Perspective. (2010). Studies in Higher Education, 35(7), 761–775. [Google Scholar] [Crossref]

12. Van (2020): Focuses on the Feedback Engagement Enhancement Tool (FEET), a tool designed to improve how students interact with feedback, especially related to writing. The study shows that effective feedback engagement can deepen student learning. [Google Scholar] [Crossref]

13. Ye (2024): Reviews the role of classroom environment in shaping student engagement in English as a Foreign Language (EFL) settings. The paper emphasizes how classroom dynamics, including teaching strategies and interactions, influence studen participation and learning outcomes. [Google Scholar] [Crossref]

14. Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press. [Google Scholar] [Crossref]

• Enhancing English Vocabulary Skills for Grade 9 Students ‘Using Deal or No Deal’ Game