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ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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Enhancing Grade 8 English Engagement: Fill My Bag Strategy
Prinzylace Edz N. Baguia., Rosell G. Rock., Genelyn R. Baluyos
College of Education, Misamis University, Philippines
DOI: https://doi.org/10.51584/IJRIAS.2025.100900077
Received: 07 Oct 2025; Accepted: 15 Oct 2025; Published: 22 October 2025
ABSTRACT
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.
Keywords: classroom-based action research, collaborative learning, fill my bag strategy, literacy development,
student engagement
INTRODUCTION
Learning occurs when learners connect new knowledge to their prior experiences, allowing them to make
sense of the information in a meaningful way. This continuous process fosters growth and adaptation in
students. A major factor linked to academic success is student engagement, which refers to learners’ active
involvement in academic and extracurricular tasks and their commitment to achieving learning goals (Ginting,
2021).
The concept of engagement has received growing attention because of its strong association with positive
educational outcomes. Studies have identified both internal factors (such as academic emotions) and external
factors (such as teachers’ instructional practices) as important predictors of engagement. However, the specific
influence of the classroom environment remains underexplored (Ye, 2024).
Teachers play a crucial role in building engagement in their classrooms. Research shows that classroom
discourse that recognizes and builds upon students’ ideas leads to deeper participation in learning activities
(Nystrand & Gamoran, 2024). Similarly, literature on student-centered teaching emphasizes that when lessons
are designed around learners’ needs, engagement increases. In contrast, traditional lecture-based approaches
often leave students as passive recipients of knowledge (Frick et al., 2017).
Physical arrangements within classrooms, such as seating layouts, also influence how actively students
participate. Yet, there is still limited research on how learners’ preferences for seating affect their engagement,
especially in blended learning contexts (Students’ Preferences for Seating Arrangements and Their
Engagement in Cooperative Learning Activities in College English Blended Learning Classrooms in Higher
Education, 2019).
Student engagement is multi-dimensional, encompassing behavioral, cognitive, affective, and interactive
aspects. Research shows that cognitive engagement positively influences behavioral engagement, while
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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affective engagement impacts cognitive and interactive engagement. Interactive engagement, in turn, enhances
cognitive engagement but does not directly affect behavioral engagement (Zhang & Kim, 2024).
As higher education continues to expand, student engagement has become increasingly recognized as vital to
knowledge development. Although active learning is proven effective for increasing participation, it becomes
more difficult to apply in very large classes (Student Engagement in Very Large Classes: The Teachers'
Perspective, 2024).
Technology integration in education has become increasingly common since the first industrial revolution.
Technology is used to deliver materials, conduct online learning, and enhance cultural understanding. A study
found that 56% of English Literature students at Universitas Teknokrat Indonesia observed increased
technology use by lecturers, contributing to improved educational experiences (Lulud Oktaviani et al., 2020).
Additionally, organizations have adopted gamification to enhance engagement, transforming traditional
systems into gameful experiences (Klock et al., 2020).
Augmented reality (AR) offers a novel approach to teaching English as a second language, providing real-
world context, quick feedback, and immersive learning experiences. Traditional language teaching often lacks
engagement and practical application, which AR technology addresses effectively (Dilobarkhon Azimova &
Dilyorjon Solidjonov, 2023).
Finally, social and emotional factors also matter. Online learning research highlights the importance of social
support in sustaining motivation and academic success, yet this area is still under-investigated (Exploring the
Role of Online EFL Learners’ Perceived Social Support in Their Learning Engagement: A Structural Equation
Model, 2023).
Feedback effectiveness is closely tied to student engagement, yet many students struggle to engage effectively
with feedback. Research underscores the need for strategies to improve this interaction (Van, 2020). Finally,
gamification is increasingly used to enhance engagement in mobile apps and education, although further
research is needed to understand its mechanisms and outcomes (Bitrián et al., 2021).
Proposed Strategy
In the past years, many widely used applications have started adopting features inspired by video games, a
trend now called gamification. This movement is tied to earlier ideas in game studies and human–computer
interaction, such as serious games, alternate reality games, and playful design (Deterding et al., 2011).
While educational games are now popular, studies that thoroughly examine their overall impact remain
limited. Research on game-based learning shows that it can influence academic performance, problem-solving,
critical thinking, knowledge retention, and even learners’ attitudes and behaviors. Findings reveal that games
may either motivate students or, in some cases, distract them, which is why careful planning is needed.
Scholars also highlight the importance of gamified elements in keeping students satisfied and engaged,
offering practical suggestions for teachers and developers (Yu et al., 2020).
The activity mirrors a real packaging line within a chosen production period, giving students a hands-on
experience, they can later connect to deeper learning. In this study, the activity was designed with clear
instructions to ensure it could be applied effectively in class, and the initial outcomes are also presented (Peiro-
Signes et al., 2017).
Another example is the bag-of-words method, commonly used in time series classification (TSC). In this
approach, sequences are broken down into symbolic forms and grouped into dictionaries. Researchers then
analyze how often each symbol or “word” appears to form a dataset. A 2017 study comparing multiple
classifiers revealed that the BOSS ensemble, a dictionary-based model, was among the most effective. This
later became a core part of the HIVE-COTE framework, which is considered one of the leading systems for
TSC today (Middlehurst et al., 2021)
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Action Research Questions
This action research aims to enhance students' English engagement using the Fill My Bag strategy.
Specifically, this study seeks to answer the following questions:
1. What is the level of student engagement in Grade 8 English classes before the implementation of the Fill My
Bag Strategy?
2. What is the level of student engagement in Grade 8 English classes after the implementation of the Fill My
Bag Strategy?
3. What is the level of student engagement in Grade 8 English classes before the implementation of the Fill My
Bag Strategy based on the checklist observation?
4. What is the level of student engagement in Grade 8 English classes after the implementation of the Fill My
Bag Strategy based on the checklist observation?
5. Is there a significant difference in student engagement in Grade 8 English before and after the
implementation of the Fill My Bag Strategy based on rubric assessment scores?
6. Is there a significant difference in student engagement in Grade 8 English before and after the
implementation of the Fill My Bag Strategy based on checklist observation results?
ACTION RESEARCH METHOD
Research Design
This study employed a classroom-based action research design to improve Grade 8 students’ engagement in
English through the “Fill My Bag” strategy. Action Design Research (ADR) has increasingly been recognized
as a valuable methodology, particularly in information systems research, where it continues to gain attention
for its practical and theoretical contributions (Cronholm & Göbel, 2022).
Site
The research was carried out at Ozamiz City National High School, a public secondary school located in
Ozamiz City, Misamis Occidental. The institution serves learners from Grades 7 to 12 and offers a complete
secondary education program. For this study, the focus was on Grade 8 students during the school year 2024–
2025. Ozamiz City National High School is known for its dedication to both academic excellence and holistic
student growth. It offers diverse programs, including the Science, Technology, Engineering, and Mathematics
(STEM) strand for senior high school, technical-vocational tracks, and special programs in the arts and sports.
The school provides a supportive environment for learning, with well-equipped classrooms, laboratories, and
facilities that promote both academic and extracurricular activities. It also fosters a strong sense of community
among its learners, guided by the values of discipline, integrity, and perseverance.
Participants
The respondents of the study were Grade 8 students from one section under the researcher’s class. Purposive
sampling was used to select the participants, based on the following criteria: (1) students officially enrolled as
Grade 8 during the school year 2024–2025, (2) students identified as having low academic performance, and
(3) students willing to participate in the study. These criteria were carefully checked before conducting the
survey. Pupils from other Grade 8 sections were not included in the research.
Instrument
The researcher will use the following instruments on the data gathering tool to measure.
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a. Learners’ Engagement Rubric. The main tool used in this study was a researcher-made rubric created to
evaluate students’ engagement in English following the application of the “Fill My Bag” strategy. The rubric
highlighted five essential criteria based on the Grade 8 English curriculum standards: active participation,
comprehension, collaboration, vocabulary development, and written expression. Each criterion is rated on a 4-
point performance scale: 4 (Excellent), 3 (Proficient), 2 (Emerging), and 1 (Beginning). To compute the total
score, each rating will be multiplied by 2, yielding a maximum of 10 points per criterion and an overall
possible score of 50.
The rubric was designed to capture clear, observable signs of student engagement and performance both before
and after the intervention. To ensure its content validity, the instrument was reviewed by a panel of experts that
included the research adviser, the English department head, the school principal, and the cooperating teacher.
For reliability, a pilot test was carried out with a group of Grade 8 students who were not part of the main
study. The aim was to obtain a Cronbach’s Alpha coefficient within the range of 0.70 to 1.00, which reflects
acceptable internal consistency. This same rubric functioned as both the pretest and posttest instrument in
assessing the effectiveness of the “Fill My Bag” strategy in improving student engagement in English.
Scores
Grade Equivalent
Interpretation
42-50
90-100
Outstanding
38-41
85-89
Very Satisfactory
34-37
80-84
Satisfactory
29-33
75-79
Fairly Satisfactory
1-28
Below 75
Did not meet expectations
b. English Lesson Learners’ Engagement Checklist. A checklist-type survey questionnaire was created to
gather quantitative data on students’ perceptions, experiences, and engagement with the Circular Response
Learning Strategy. This instrument measured their level of participation, interest, and overall involvement in
English lessons through a structured rating scale. The results from the checklist generated numerical data that
supported the interpretation of findings and provided an objective basis for assessing the strategy’s impact on
Grade 8 learners.
Responses
Interpretation
5 – Strongly Agree (SA)
Very Effective (VE)
4 – Agree (A)
Effective (E)
3 – Neutral (N)
Somewhat Effective (SE)
2 – Disagree (D)
Least Effective (LE)
1 – Strongly Disagree (SD)
Not Effective (NE)
c. Lesson Plan. The researchers prepared a lesson plan that included topics from the Grade 8 English
curriculum for the fourth grading period, integrating the “Fill My Bag” strategy to strengthen students’
vocabulary. Before implementation, the plan was thoroughly reviewed by the cooperating teacher and revised
by the researchers based on the feedback. The strategy was then applied in one of the secondary schools in
Misamis Occidental, specifically with Grade 8 learners during the school year 2024–2025.
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Data Gathering Methods
A. Pre-Implementation Phase. To ensure ethical conduct and institutional support, the researcher first sought
approval from key stakeholders, including the Dean of the College of Education, the Schools Division
Superintendent, the School Principal, the participating teacher, and the parents of the Grade 8 students. After
permissions were secured, consent forms were distributed to parents and assent forms were collected from the
students. A pretest was then administered to determine the students’ baseline engagement and foundational
knowledge in English. Following this, the researcher developed lesson plans and instructional materials that
integrated the “Fill My Bag” strategy into daily classroom instruction. These included PowerPoint
presentations, printed handouts, and activity sheets designed to promote interactive and meaningful learning
experiences. In addition, assessment tools such as an engagement checklist and performance-based rubrics
were prepared, validated before use, and aligned with the objectives of the strategy to capture both behavioral
and academic engagement.
B. Implementation Phase. During implementation, the researcher delivered the lessons while consistently
applying the Fill My Bag strategy in class. The validated lesson plans, checklist, and performance-based rubric
served as guides for instruction and assessment. Clear directions were provided to ensure students understood
how the strategy would be applied and how they would be evaluated. Over the course of one month, students
engaged in interactive materials and activities aimed at strengthening vocabulary skills and active participation
in English. At the end of the implementation, an assessment was conducted to measure their progress.
Additional data were gathered through classroom observations and semi-structured interviews as part of data
triangulation. The entire process was documented using video recordings, photographs, screenshots, and field
notes. After the intervention, interviews were carried out with both students and teachers to capture their
insights and reflections on the strategy. These interviews were recorded to allow for further analysis and
validation.
C. Post-Implementation Phase. After implementation, the researcher organized, tallied, and analyzed the data
collected from the validated engagement checklist, performance-based rubric, and lesson plans. These results
were then interpreted to evaluate the effectiveness of the intervention. Based on the findings, conclusions were
drawn regarding the impact of the Fill My Bag strategy on students’ engagement in English. The researcher
then finalized the study by proofreading, editing, and formulating relevant recommendations for future
improvement and application of the strategy. Finally, the research findings were disseminated to school
administrators, teachers, and other educational stakeholders to inform practice and encourage wider adoption
of the strategy.
Ethical Consideration
This study followed strict ethical standards to respect participants’ voluntariness, rights, and privacy. Formal
approval was secured from the school principal before data collection began, and the study was also reviewed
and approved by the ethics board to ensure compliance with established research ethics protocols.
Before participation, the researcher explained the objectives of the study to the respondents and provided them
with enough time to decide whether to join. Students were informed that their participation was voluntary and
that they could withdraw at any point without penalty. Any questions or concerns raised were addressed clearly
to ensure participants fully understood the purpose and nature of the research. The study likewise complied
with Republic Act No. 10173, the “Data Privacy Act of 2012”, to guarantee the protection of respondents’
personal information. All collected data were kept strictly confidential and used solely for academic purposes,
ensuring the privacy and security of every participant.
Data Analysis
With the aid of Minitab statistical software, the following statistical methods were used to analyze the data in
this study:
Frequency and Percentage. Frequency and percentage were applied to summarize the categorical data on
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student engagement, making it easier to identify patterns and trends before and after the use of the Circular
Response Learning Strategy.
Mean and Standard Deviation. The mean and standard deviation were computed to describe the central
tendency and variability of students’ engagement scores. The mean represented the overall average level of
engagement, while the standard deviation showed the degree of spread or consistency in the students’
responses.
T-Test. A t-test was carried out to examine whether there was a significant difference in students’ engagement
levels before and after the intervention. This statistical test compared the pretest and posttest scores to evaluate
the effectiveness of the strategy.
One-Way ANOVA. A one-way analysis of variance (ANOVA) was used to compare engagement scores across
different groups of students. This test determined whether significant differences existed in engagement levels
when grouped according to classifications such as section or gender.
RESULTS AND DISCUSSION
Before the Use of the Fill My Bag Strategy Based on Rubric Scores
A relevant study that supports the interpretation of Table 1 on learners’ participation prior to the use of the
“Fill My Bag” strategy is the meta-analytic review titled “Effects of Rubrics on Academic Performance, Self-
Regulated Learning, and Self-Efficacy” published in the Educational Psychology Review. This review
combined evidence from numerous studies and reported that rubrics play a significant role in improving
students’ academic performance e, self-regulated learning, and self-efficacy. The findings highlighted that
rubrics provide learners with clear expectations and structured feedback, enabling them to understand
assessment standards, track their own progress, and identify areas needing improvement. These benefits are
particularly valuable for students who initially perform below expectations since rubrics can guide them
toward adopting more effective learning strategies and greater classroom engagement. The conclusions of this
meta-analysis reflect the situation shown in Table 1, where many learners failed to meet participation
expectations before the intervention. Overall, the study emphasizes the value of structured assessment tools
like rubrics in fostering equitable participation and supporting improved learning outcomes (Panadero &
Jonsson, 2023)
Another study that helps explain learners’ low participation before the implementation of the “Fill My Bag”
strategy is the work of Fredricks, Blumenfeld, and Paris (2004), who describe student engagement as a
multidimensional construct that includes behavioral, emotional, and cognitive aspects. Their research shows
that participation tends to decline when students lack clarity, motivation, or a sense of connection to the
learning tasks. This observation corresponds with the disengagement patterns reported in Table 1. The study
also stresses the importance of teaching approaches that actively engage learners, offer meaningful activities,
and make expectations clear—elements that both the Fill My Bag strategy and rubric-based assessments aim to
provide. In this way, the findings reinforce the idea that structured strategies can guide students toward
academic growth while encouraging deeper involvement in the learning process. (Fredricks, Blumenfeld, &
Paris, 2004) Table 1 shows learners' participation before the implementation of the Fill My Bag Strategy, as
reflected in their rubric scores. The overall performance of the 27 learners (N = 27) revealed a mean score of
M = 30.889 with a standard deviation of SD = 4.972, indicating that, on average, learner participation fell
within the "Fairly Satisfactory" range. Looking more closely at the four participation categories, the largest
group of learners was in the "Did not meet expectations" category (n = 10, 37.04%), meaning that more than a
third of the students were performing below the expected level. Following this, 8 learners (29.63%) were in the
"Satisfactory" group, while 6 learners (22.22%) fell under "Fairly Satisfactory." Only a small portion of
learners achieved a "Very Satisfactory" rating (n = 3, 11.11%).
This distribution points to a concerning pattern: a significant number of learners were performing below
satisfactory levels prior to the strategy’s implementation. The relatively low mean score (M = 30.889)
combined with a high standard deviation (SD = 4.972) reflects inconsistent participation across the group. The
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
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fact that the largest proportion of learners did not meet expectations suggests challenges with engagement,
comprehension, or motivation. Conversely, the small percentage of learners reaching "Very Satisfactory"
highlights a clear gap in equitable participation and learning outcomes.
These results carry meaningful implications for educators and school leaders. The data strongly indicate the
need for targeted strategies to boost learner engagement. Teachers might consider using interactive, learner-
centered approaches—like the Fill My Bag Strategy—to encourage collaboration, accountability, and
motivation. At the same time, school administrators can support this effort by offering professional
development focused on active learning methods and differentiated instruction. Implementing regular
formative assessments and feedback can help identify learners who are struggling early, allowing timely
interventions to close performance gaps.
Table 1. Learners’ Participation Before the Use of the Fill My Bag Strategy Based on Rubric Scores
Learners’
Participation
Frequency
Percentage
M
SD
Comprehension
Frequency
Percentage
M
SD
Very
Satisfactory
3
11.11
38.667
1.115
Did Not Meet
Expectation
(DNME)
25
100
13.200
4.093
Satisfactory
8
29.63
34.500
0.926
Overall
25
100
13.200
4.093
Fairly
Satisfactory
6
22.22
31.333
1.003
Did not meet
expectations
10
37.04
25.400
2.119
Overall
Performance
27
100
30.889
4.972
Note: 42-50 (Outstanding); 38-41 (Very Satisfactory); 34-37 (Satisfactory); 30-33Fairly Satisfactory); 1-29
(Did not Meet the Expectations
After the Use of the Fill My Bag Strategy Based on Rubric Scores
A study that supports the notable improvement in learner participation following the implementation of the
"Fill My Bag Strategy" is the research conducted by Armbruster, Patel, Johnson, and Weiss (2009), titled
Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory
Biology. In their study, the authors redesigned an introductory biology course by incorporating active learning
methods and student-centered teaching approaches. The results showed significant improvements in students’
engagement, academic performance, and overall attitudes toward learning. By shifting away from traditional
lecture-based instruction and toward interactive, learner-focused strategies, the study effectively promoted
participation and created a more dynamic classroom environment. These findings closely align with the present
study, where implementing the Fill My Bag Strategy led to a sharp increase in learner participation, with the
majority achieving "Outstanding" rubric scores. Just as Armbruster et al. (2009) highlighted the benefits of
student-centered approaches, the current results reinforce that integrating such strategies can meaningfully
boost learners’ motivation, consistency, and overall performance in the classroom. (Armbruster et al., 2009)
A study by Freeman et al. (2014) further supports the positive impact of active learning on student
participation. In their meta-analysis, Active Learning Increases Student Performance in Science, Engineering,
and Mathematics, the researchers examined data from 225 studies comparing outcomes in traditional lecture
settings versus active learning classrooms. Their results showed that active learning consistently produced
higher exam scores and lower failure rates, particularly among students who had previously struggled. The
study concluded that using interactive, student-centered methods can significantly boost both engagement and
academic performance. These findings echo the results of the present study, where implementing the Fill My
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Bag Strategy—an interactive, contextualized learning approach—led to marked improvements in participation,
with most students demonstrating outstanding engagement after the intervention. (Freeman et al., 2014)
Table 2 illustrates learners' participation following the implementation of the Fill My Bag Strategy, as
measured through rubric scores. The overall performance of the 27 learners (N = 27) showed a remarkable
improvement, with a mean score of M = 46.148 and a standard deviation of SD = 3.278, reflecting a high level
of participation with minimal variation. Most learners (n = 24, 88.89%) achieved an "Outstanding" rating,
demonstrating strong engagement and consistent performance. A smaller group (n = 3, 11.11%) was rated
"Very Satisfactory." Importantly, no learners scored below "Very Satisfactory," indicating that all participants
met or exceeded expectations after the strategy was implemented.
This marked improvement from the pre-intervention results suggests that the Fill My Bag Strategy positively
impacted learner participation. The sharp increase in the number of learners in the "Outstanding" category
reflects a general rise in engagement and a more consistent level of performance among the group, as
supported by the relatively lower standard deviation (SD = 3.278) compared to the baseline. The high mean
score (M = 46.148), approaching the upper boundary of the rubric, implies that learners not only improved but
did so to a degree that significantly exceeded expectations. This could be attributed to the strategy's
effectiveness in fostering motivation, accountability, and active participation among students.
These findings hold valuable implications for both educators and administrators. Teachers are encouraged to
continuously implement learner-centered strategies like the Fill My Bag Strategy to cultivate active
participation and engagement. School administrators should support such initiatives by providing training
programs, resource materials, and collaborative planning sessions that help institutionalize the practice. To
further address the gap observed in the pre-intervention data, it is recommended to conduct peer tutorials,
reflection sessions, and regular feedback cycles to sustain the gains made. Additionally, conducting follow-up
assessments and longitudinal monitoring would ensure that the improvements in learner participation are
maintained and further enhanced over time.
Table 2. Learners’ Participation After the Use of the Fill My Bag Strategy Based on Rubric Scores
Learners’ Participation
Frequency
Percentage
M
SD
Outstanding
24
88.89
47.000
2.119
Very Satisfactory
3
11.11
39.333
1.033
Overall Performance
27
100
46.148
3.278
Note: 42-50 (Outstanding); 38-41 (Very Satisfactory); 34-37 (Satisfactory); 30-33Fairly Satisfactory); 1-29
(Did not Meet the Expectations
Before the Use of the Fill My Bag Strategy Based on Checklist Observation
A relevant study that supports the findings in Table 3, which reflect learners' participation before implementing
the "Fill My Bag Strategy," is the research by Ratnaningsih and Clara (2021) titled The Effect of Vocabulary
on Writing Skill with Reading Skill as a Moderating Effect. This study explored how vocabulary mastery
influences writing skills, while considering reading skills as a moderating factor. The researchers found that
strong vocabulary knowledge had a significant positive impact on writing ability, and that learners’ reading
skills further strengthened this relationship. The study applied moderated regression analysis to examine the
effect of vocabulary on writing proficiency among university students. (Ratnaningsih & Clara, 2021)
These findings align with the observations in Table 3, where learners exhibited low engagement and
performance in vocabulary development and writing expression skills before implementing the strategy. The
study underscores the importance of vocabulary acquisition as a foundational component that enhances writing
and reading competencies. By improving vocabulary knowledge, learners can better express their ideas in
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writing and comprehend reading materials more effectively. This supports the recommended targeted
interventions for vocabulary enrichment to bolster overall literacy skills.
A related study by Webb and Nation (2017), titled How Vocabulary is Learned, emphasizes the important role
of vocabulary acquisition in improving learners’ writing and reading skills. The authors explain that having a
strong vocabulary not only enhances writing fluency and coherence but also supports better reading
comprehension. Drawing on a wide range of empirical research, they show that vocabulary development is
closely connected to other language skills, and that effective vocabulary instruction can greatly strengthen
overall language proficiency. This study aligns with the findings of Ratnaningsih and Clara (2021), reinforcing
the idea that vocabulary mastery positively impacts writing skills, particularly when paired with solid reading
abilities. (Webb & Nation, 2017)
Table 3 presents the learners' participation before using the Fill My Bag Strategy based on checklist
observation. The overall effectiveness of the strategy prior to its implementation was rated as (M = 2.059, SD
= 0.308), which falls under the "Least Effective" category. Among the constructs, Reading Comprehension and
Analysis received the highest rating (M = 2.889, SD = 0.506) and was the only one considered "Somewhat
Effective." This was followed by Writing Expression Skills (M = 2.348, SD = 0.513), Collaboration and
Communication Skills (M = 2.340, SD = 0.395), and Learners' Engagement in the Fill My Bag (M = 2.259, SD
= 0.513). The lowest mean was recorded for Vocabulary Development and Word Understanding (M = 2.126,
SD = 0.550). Except for one construct, all the others were rated as "Least Effective."
These findings reveal that learners showed minimal engagement and participation in classroom tasks before
the Fill My Bag Strategy was introduced. The higher Reading Comprehension and Analysis score suggests that
learners could understand and interpret texts, even without the structured strategy. However, their performance
in essential areas like Vocabulary Development, Writing Skills, and Collaboration was notably weak. The
lowest mean in Vocabulary Development and Word Understanding indicates that learners lacked the
foundational linguistic tools necessary to participate meaningfully in literacy tasks, which likely contributed to
difficulties across the other constructs. The overall standard deviations across the constructs range between
(SD = 0.308) and (SD = 0.550), showing moderate consistency in low-level performance.
These results directly affect teachers, curriculum designers, and school administrators. Teachers should focus
on targeted strategies that address specific areas of weakness, such as vocabulary enrichment and writing
skills. Workshops or intervention sessions focused on vocabulary building, peer-based writing activities, and
collaborative group tasks are recommended to strengthen these areas. Administrators are encouraged to
provide professional development opportunities that equip teachers with innovative strategies like the Fill My
Bag approach. Additionally, instructional coaches may monitor and support teachers during the strategy
implementation to ensure fidelity and sustained improvement. To further address the gaps, integrating
interactive activities like word games, concept maps, guided reading circles, and writing prompts in daily
instruction could foster greater engagement and skill development. By taking a focused and data-driven
approach, the learning environment can be transformed into one that nurtures individual and collective growth
among learners.
Table 3. Learners’ Participation Before the Use of the Fill My Bag Strategy Based on Checklist Observation
Constructs
M
SD
Remarks
Learners’ Engagement in the Fill My Bag
2.259
0.513
Least Effective (LE)
Vocabulary Development and Word Understanding
2.126
0.550
Least Effective (LE)
Reading Comprehension and Analysis
2.889
0.506
Somewhat Effective (SE)
Writing Expression Skills
2.348
0.513
Least Effective (LE)
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Collaboration and Communication Skills
2.340
0.395
Least Effective (LE)
Overall Effectiveness of Fill My Bag
2.059
0.308
Least Effective (LE)
Scale: 4.20-5.00 (Very Effective); 3.40-4.19 (Effective); 2.60-3.39 (Somewhat Effective); 1.80-2.59 (Least
Effective); 1.00-1.79 (Not Effective)
After the Use of the Fill My Bag Strategy Based on Checklist Observation
A pertinent study supporting the findings presented in Table 4 regarding the effectiveness of the "Fill My Bag
Strategy" is the research conducted by Dogani (2023) titled Active Learning and Effective Teaching Strategies.
This study provides a detailed overview of active learning approaches and their application in educational
settings. The findings highlight that active learning strategies—such as peer learning, role-play, think-pair-
share, class debates, and simulations—significantly enhance student engagement, motivation, and critical
thinking skills. The study emphasizes that traditional lecture-based instruction often results in passive learning,
whereas active learning promotes higher student performance and retention. These insights align closely with
the outcomes observed after implementing the "Fill My Bag Strategy," where learners demonstrated notable
improvements across various constructs, including engagement, vocabulary development, reading
comprehension, writing expression, and collaboration skills. Parenthetical: (Dogani, 2023)
Similarly, a study by Kim and Pekrun (2014), titled Emotions and Motivation in Learning, investigates how
engaging instructional strategies influence students’ motivation and emotional involvement in the classroom.
Their research shows that active and participatory learning approaches significantly boost intrinsic motivation
and positive emotions toward academic tasks, leading to better engagement and performance. The findings
suggest that strategies promoting interaction, reflection, and hands-on activities create a more stimulating
learning environment. This supports the success of the "Fill My Bag Strategy" in improving engagement
among Grade 8 English learners by fostering both motivation and active participation. (Kim & Pekrun, 2014)
Table 4 presents the learners’ participation after the implementation of the Fill My Bag Strategy as assessed
through checklist observation. The overall effectiveness of the strategy was rated as (M = 3.615, SD = 0.247),
which falls under the category of “Effective.” Among the constructs assessed, Learners’ Engagement in the
Fill My Bag obtained the highest mean (M = “.000, SD =”0.464), followed closely by Reading Comprehension
and Analysis (M = 3.993, SD = 0.528) and Vocabulary Development and Word Understanding (M = 3.941, SD
= 0.534). Next in rank were Writing Expression Skills (M = 3.911, SD = 0.564) and Collaboration and
Communication Skills (M = 3.682, SD = 0.279)—all of which were likewise rated as “Effective.”
These results indicate a substantial improvement in learners’ participation and performance across all
constructs following the strategy’s implementation. The highest mean score in Learners’ Engagement suggests
that the strategy effectively encouraged active involvement in classroom activities. Gains in Reading
Comprehension, Vocabulary, and Writing show that both receptive and productive language skills were
strengthened. Although Collaboration and Communication Skills had the lowest mean (M = 3.682), they still
fell within the "Effective" range, suggesting that while interpersonal skills improved, further focused
interventions may help enhance these competencies. The relatively low standard deviations across all
constructs reflect consistency in the positive outcomes experienced by learners.
These findings carry valuable implications for educators, instructional leaders, and curriculum developers.
Teachers are encouraged to continue using and refining the Fill My Bag Strategy, particularly by incorporating
more peer interaction elements to further strengthen Collaboration and Communication Skills. School
administrators can support broader adoption through training workshops and resource provision. To address
the slightly lower performance in collaborative competencies, suggested activities include structured group
projects, role-playing tasks, and peer-feedback exercises that encourage sustained interpersonal engagement.
Additionally, reflection journals, vocabulary-building games, and creative writing prompts can be used to
reinforce language skills further. Overall, these findings underscore the importance of interactive, student-
centered strategies in promoting comprehensive language development and holistic learner engagement.
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Table 4. Learners’ Participation After the Use of the Fill My Bag Strategy Based on Checklist Observation
Constructs
M
SD
Remarks
Learners’ Engagement in the Fill My Bag
4.000
0.464
Effective (E)
Vocabulary Development and Word Understanding
3.941
0.534
Effective (E)
Reading Comprehension and Analysis
3.993
0.528
Effective (E)
Writing Expression Skills
3.911
0.564
Effective (E)
Collaboration and Communication Skills
3.682
0.279
Effective (E)
Overall Effectiveness of Fill My Bag
3.615
0.247
Effective (E)
Scale: 4.20-5.00 (Very Effective); 3.40-4.19 (Effective); 2.60-3.39 (Somewhat Effective); 1.80-2.59 (Least
Effective); 1.00-1.79 (Not Effective)
Before and After Using Fill My Bag Strategy Based on Rubric Scores
A relevant study supporting the findings presented in Table 5, which show the significant improvement in
learners’ participation after implementing the "Fill My Bag Strategy," is the research conducted by Freeman et
al. (2014) titled Active Learning Increases Student Performance in Science, Engineering, and Mathematics.
This meta-analysis examined 225 studies comparing student performance in active learning versus traditional
lecture-based instruction across STEM disciplines. The results revealed that active learning significantly
improves examination performance, with average grades increasing by half a letter. Additionally, students in
traditional lecture courses were 1.5 times more likely to fail compared to those in courses employing active
learning strategies. These findings underscore the effectiveness of interactive, student-centered approaches in
boosting academic performance, aligning closely with the substantial improvement in learner participation
observed after implementing the "Fill My Bag Strategy" (Freeman et al., 2014).
Another study supporting the benefits of active learning for student participation and performance is by
Deslauriers, McCarty, Miller, Callaghan, and Kestin (2019), titled Measuring Actual Learning versus Feeling
of Learning in Response to Being Actively Engaged in the Classroom. This experimental study compared
traditional lecture-based teaching with active learning methods in undergraduate physics courses. The results
showed that students in active learning classes performed significantly better on assessments, even though they
initially felt they had learned less. The study highlights how engaging instructional strategies enhance
cognitive involvement and long-term learning outcomes, corroborating the improvements in participation and
performance observed with the Fill My Bag Strategy (Deslauriers et al., 2019)
Table 5 compares learners' participation before and after implementing the Fill My Bag strategy based on
rubric scores. The overall result shows a significant increase in learners' participation following the use of the
strategy. The mean score during the pretest phase was (M = 30.889), while the posttest mean notably increased
to (M = 46.148). The computed t-value of (-15.14) and the corresponding p-value of (p = 0.000) indicate that
this difference is highly significant (p < 0.01). Therefore, the null hypothesis of no significant difference
between learners' participation before and after the strategy is rejected.
The statistical evidence confirms the positive impact of the Fill My Bag Strategy in enhancing learner
participation. The substantial rise in mean scores reflects not only quantitative improvement but also
qualitative changes in learners’ engagement, comprehension, and collaborative behaviors. This improvement
can likely be attributed to the interactive and structured nature of the strategy, which effectively addressed
participation gaps identified in earlier checklist results.
These findings carry important implications for classroom practitioners and curriculum planners. Teachers and
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instructional leaders are encouraged to adopt and integrate interactive strategies like the Fill My Bag Strategy
to increase learner participation and engagement. To maintain and further enhance these gains, follow-up
activities such as peer reflection sessions, rubric-guided group work, and collaborative writing or analysis
exercises should be implemented. Additionally, training workshops can be provided to teachers to help them
design and execute participatory strategies tailored to learners’ needs.
Table 5. Difference Between Learners’ Participation Before and After Using Fill My Bag Strategy Based on
Rubric Scores
Variables
Mean Score
Test Statistics
(Pre-test
Post- test)
(t-value
p-value)
Before and After Using Fill My Bag Strategy
30.889
46.148
-15.14
0.000
Ho: There is no significant difference between learners’ participation before and after integrating fill my bag
strategy
Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)
Before and After Using Fill My Bag Strategy Based on Checklist Observation
A study by Prince (2004) highlights the significant benefits of active learning strategies in enhancing student
participation, engagement, and overall academic outcomes. The research synthesizes findings from multiple
studies comparing traditional lecture-based teaching with active, student-centered approaches. Prince explains
that active learning techniques—such as group discussions, problem-solving tasks, and collaborative
projects—encourage deeper cognitive processing and greater motivation among learners. These methods lead
to increased participation and improved comprehension, mirroring the gains observed after implementing the
Fill My Bag Strategy. Specifically, the study notes that students in active learning environments show better
performance in vocabulary development, reading comprehension, writing skills, and collaboration and
communication abilities. This aligns with the findings of the current study, where all constructs improved
significantly post-intervention. Prince also emphasizes that the effectiveness of these strategies stems from
their ability to actively engage learners, fostering both individual and group learning dynamics. Therefore, his
research supports the conclusion that the Fill My Bag Strategy’s interactive and integrative approach
effectively enhances learners’ participation and holistic language development. (Prince, 2004)
Similarly, a study by Michael (2006) underscores the important role of active learning in boosting student
engagement and academic success. His research reviews a range of active learning techniques, including think-
pair-share, problem-based learning, and interactive group activities, highlighting how these approaches shift
students from passive reception to active participation. Michael argues that active learning promotes critical
thinking, knowledge retention, and the practical application of skills, which directly contribute to
improvements in language abilities such as vocabulary acquisition, reading comprehension, and writing
proficiency. These findings correspond closely with the outcomes of the Fill My Bag Strategy, where increased
learner engagement led to notable gains across multiple language skill domains. The study reinforces the idea
that instructional strategies encouraging interaction and collaboration are essential for achieving deeper
learning and sustained academic growth. (Michael, 2006)
Table 6 compares learners' participation before and after implementing the Fill My Bag strategy based on
checklist observation. The overall results show a highly significant increase across all constructs after
implementing the strategy. The highest improvement was seen in Learners' Engagement in the Fill My Bag,
with mean scores increasing from (M = 2.259) in the pretest to (M = 4.000) in the posttest (t = -16.49, p =
0.000). Notable gains followed this in Overall Effectiveness of Fill My Bag (M = 2.059, posttest M = 3.614, t
= -17.25, p = 0.000) and Collaboration and Communication Skills, which rose from (M = 2.341) to (M =
3.681) (t = -15.25, p = 0.000). Improvements were also observed in Vocabulary Development and Word
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Understanding (M = 2.213, M = 3.941, t = -11.90, p = 0.000), Reading Comprehension and Analysis (M =
2.289, M = 3.913, t = -11.48, p = 0.000), and Writing Expression Skills (M = 2.348, M = 3.911, t = -9.37, p =
0.000). All results were statistically significant (p < 0.01), indicating strong evidence against the null
hypothesis.
The substantial improvements suggest that the Fill My Bag strategy had a powerful impact on all observed
areas of participation. The most significant gain in learners' engagement underscores the strategy's ability to
capture students' interest and foster active involvement in learning tasks. Likewise, the remarkable increase in
collaboration and communication skills suggests that the activity encouraged peer interaction and dialogue.
Gains in vocabulary, reading comprehension, and writing reflect the strategy's effectiveness in reinforcing
foundational literacy skills in an integrated manner. The marked improvement in the overall effectiveness
score further validates the strategy's capacity to produce holistic educational benefits.
The results present meaningful implications for teachers, curriculum developers, and instructional leaders. It is
recommended that the Fill My Bag strategy be adopted more widely as a regular part of classroom instruction,
especially in language and reading programs. Educators may integrate follow-up strategies such as group
storytelling, peer feedback writing sessions, and interactive reading circles to address remaining gaps and
enhance participation. School administrators could support this by offering professional development
workshops to train teachers in designing and implementing similar student-centered learning techniques.
Continuous monitoring and evaluation should also be conducted to sustain the gains and ensure inclusive
learner participation.
Table 6. Difference Between Learners’ Participation Before and After Using Fill My Bag Strategy Based on
Checklist Observation
Constructs
Mean
Test Statistics
Pretest
Posttest
t- value
p- value
Learners’ Engagement in the Fill
My Bag
2.259
4.000
-16.49
0.000
Vocabulary Development and Word
Understanding
2.213
3.941
-11.90
0.000
Reading Comprehension and
Analysis
2.289
3.913
-11.48
0.000
Writing Expression Skills
2.348
3.911
-9.37
0.000
Collaboration and Communication
Skills
2.341
3.681
-15.25
0.000
Overall Effectiveness of Fill My
Bag
2.059
3.614
-17.25
0.000
Ho: There is no significant difference between learners’ participation before and after integrating fill my bag
strategy
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Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study revealed a significant improvement in learners' participation after implementing the Fill My Bag
Strategy. Before the intervention, rubric scores indicated that most learners fell within the "Did Not Meet
Expectations" and "Fairly Satisfactory" levels, with a mean score of 30.889. Checklist results also showed that
learner engagement, vocabulary development, and collaboration were rated "Least Effective." These findings
suggested that students exhibited low participation and had difficulty expressing their thoughts and ideas
clearly during the pre-implementation phase.
A marked positive shift in learners' performance and involvement was observed after the intervention. Post-
implementation rubric scores rose substantially, with most learners reaching the "Outstanding" category and a
mean score of 46.148. Additionally, checklist ratings for all targeted skills—engagement, vocabulary,
comprehension, writing, and communication—improved to the "Effective" level, with a mean of 3.615. These
results demonstrate the effectiveness of the Fill My Bag Strategy in enhancing student engagement and skill
development, supporting its use as an impactful, student-centered classroom approach.
Findings
The following were the study’s key findings:
1. Prior to the implementation of the Fill My Bag Strategy, student engagement in Grade 8 English classes was
generally low. Many learners demonstrated minimal participation and inconsistent academic performance,
falling into the lowest engagement category based on rubric assessment.
2. Following the implementation of the strategy, student engagement significantly increased. Most learners
achieved the highest rating category, reflecting a strong active involvement and consistent performance in
classroom activities.
3. Checklist observation results before the intervention indicated that student engagement was at least
adequate. Areas such as vocabulary development, writing expression, and collaboration showed particularly
low effectiveness, while reading comprehension showed slightly better outcomes.
4. All observed areas demonstrated notable improvement after the strategy was applied. Overall engagement
was rated as effective, with the highest gains observed in learners' participation in the strategy, followed by
enhanced performance in reading, vocabulary, writing, and communication skills.
5. A clear difference in student engagement was observed before and after the intervention, as indicated by
rubric scores. The shift from predominantly low to high engagement ratings highlights the strategy’s positive
influence on learner involvement and academic performance.
6. Similar significant improvements were observed in the checklist observation results. While pre-
intervention ratings reflected low engagement levels, post-intervention assessments showed consistent
effectiveness across all engagement constructs, demonstrating that the Fill My Bag Strategy substantially
enhanced classroom engagement and instructional outcomes.
Conclusions
The study's results led to the formulation of the following conclusions:
1. Student engagement in Grade 8 English classes is generally low prior to the implementation of the Fill My
Bag Strategy, as shown by both rubric and checklist assessments indicating minimal participation and
unsatisfactory performance.
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2. Fill My Bag Strategy significantly improves student engagement, with a marked increase in performance
levels across various learning tasks, as evidenced by the high number of learners achieving "Outstanding"
ratings.
3. Vocabulary development, writing expression, and collaborative learning were identified as weak points in
student engagement, reflecting the need for a more interactive and learner-centered approach.
4. All engagement indicators—especially reading, vocabulary development, writing, and communication—
show notable improvement, demonstrating the strategy's effectiveness in addressing diverse literacy skills.
5. Structured, engaging classroom interventions can positively impact student performance and active
participation in English class activities.
6. Fill My Bag Strategy is an effective instructional tool in enhancing student engagement, fostering better
comprehension, collaboration, and communication among learners, and creating a more inclusive and dynamic
learning environment.
Recommendations
Based on the findings and conclusions, it is recommended that:
1. Teachers may adopt the Fill My Bag Strategy in other English classes across different grade levels to
explore its effectiveness in enhancing student engagement in various contexts, particularly in low learner
participation.
2. Schools may train English teachers on interactive and contextual strategies like Fill My Bag to equip them
with innovative tools that promote learner-centered instruction and improve classroom dynamics.
3. Teachers may conduct further classroom-based action research focusing on similar engagement challenges,
particularly in reading comprehension, vocabulary development, and writing, to validate the adaptability of the
strategy across diverse student groups.
4. Teachers may integrate varied, task-based learning activities into the English curriculum to sustain and
further improve the gains in student engagement and performance demonstrated after the intervention.
5. Schools may conduct follow-up studies that examine the long-term impact of the Fill My Bag Strategy on
academic performance, motivation, and critical thinking to assess its potential for broader institutional
integration.
6. Schools may engage stakeholders—including administrators and parents—in supporting classroom
innovations by providing the necessary resources, encouragement, and recognition for strategies that promote
student-centered learning environments.
7. Future researchers may explore the effectiveness of the Fill My Bag Strategy in other subject areas and
educational settings to determine its broader applicability and potential for cross-curricular engagement
enhancement.
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