The Use of Roll and Tell Activity to Improve Grade 9 Students’ Performance in English

The Use of Roll and Tell Activity to Improve Grade 9 Students’ Performance in English

Lea M. Comison¹, Jhea Mae M. Corpuz², Cheryl C. Magbanua³, Genelyn R. Baluyos⁴

^1,2,4Misamis University, Ozamiz City

³Ozamiz City National High School

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8110020

Received: 07 October 2024; Revised: 18 October 2024; Accepted: 22 October 2024; Published: 28 November 2024

ABSTRACT

This action research investigated how to improve the students’ performance in English of grade 9 learners in one of the public schools in Ozamis City. The study was conducted in the school year 2024 and employed a mixed-method design with 40 purposively sampled participants. Pre and post-tests were used to measure students’ performance, while a well-made lesson plan and questionnaire gathered information on improvements after the activity implementation. A researcher-made test was used for data collection, and the analysis included calculating the mean, and standard deviation, conducting a t-test, and thematic analysis. The findings revealed that there is a significant improvement in students’ performance. In conclusion, the implementation of Roll and Tell fosters additional improvements, including increased participation and proactivity, heightened confidence among students, and enhanced interaction with peers. These outcomes signify the multifaceted benefits of Roll and Tell beyond academic achievement, such as fostering a more collaborative and supportive learning environment. The research recommended that English teachers should continue incorporating interactive strategies into the English curriculum to enhance students’ performance and engagement. Additionally, teachers may undergo training and workshops, assess students’ progress, and encourage peer collaboration among learners.

Keywords: English, Interactive Strategy, Roll and Tell, Students’ Performance

CONTEXT AND RATIONALE

English is a global language that has been used in many countries. It is considered a global language because people worldwide use it for various purposes in their everyday lives, such as work, education, employment, transactions, and business (Kholis, 2020).  English language is an important tool of national and international communication and commerce in the world (Rehman, 2021). It has been taught as one of the compulsory school subjects in numerous countries around the world. However, despite being an important and compulsory subject, English has also been one of the subjects which is generally considered a difficult subject by students and teachers in the ESL (English for Second Language) context.

Moreover, this often leads to poor performance by students in the subject at various levels of education. Students with low performance do not possess sufficient English to understand what they hear from their teachers or read in their textbooks. Most of them were school students enrolled in public schools in the Philippines who have a low mastery level in English and have difficulties in using the language in oral and written communication (Ramirez, 2019).

One of the main factors affecting the proficiency of students is the willingness to learn along with vocabulary, pronunciation, and grammar. Lack of interest, lack of vocabulary skills, and training are the factors that demotivate the pupils in learning English (Pangket, 2019). Innovative teaching methods, such as 2wcooperative learning, and technology integration, show promise in addressing students’ challenges and enhancing their language proficiency and engagement (Kilag et. Al.,2024).

In the language acquisition process, motivation sees a high significance in the learning progress of every learner, especially Filipino students considering that they are second language learners. If students have low motivation to learn their second language, then students might fail to learn and acquire the second language. The more positive attitudes the students had towards learning English, the more motivated they were to learn English (Castro,2018). Therefore, it becomes vital for teaching effectiveness committees and educators across the globe to think about the most effective, innovative, and interactive teaching strategies that can boost students` learning and impact their performance (Eli, 2021).

In the 21st century, innovative and interactive teaching methods are strategies/activities used to create a sort of interaction between students and the teacher and more importantly make learning an enjoyable and memorable experience (Eli, 2021). This emanates from the fact that the new generation is no longer adaptive to traditional teaching and learning methods due to many reasons. However, proper use of interactive strategies helps students to retain more concepts permanently (Ghulam et.al.,2015).

Thus, this study is firmly rooted in John Dewey’s theory of learning, which emphasizes the importance of experiential learning. According to Dewey, students learn better when they actively engage with the material. Building on this idea, providing interactive instructional activities to Grade 9 students can significantly enhance their performance in English.

PROPOSED STRATEGY

One of the important aspects that need to be considered in the process of instruction is teaching strategies. Hence determining appropriate teaching strategies can improve learning outcomes well (Uyun, 2023). According to Saputari (2021), teaching strategies help students engage in the lesson, making the process more interesting, active, and effective. This engagement leads to significant improvements in student performance, as students learn by doing, preventing boredom and ensuring the achievement of learning goals (Syafryadin, 2020).

The proposed Roll and Tell activity aim to improve the performance of Grade- 9 students in English during SY 2023-2024.  Roll and Tell is an interactive and engaging educational teaching strategy in the form of an activity.  This activity incorporates elements of fun and play into the learning process, making it more enjoyable and motivating for students. By creating a dynamic and interactive environment, Roll and Tell encourages active participation and enables students to express themselves confidently in English.

In the roll and tell activity, students will pass the dice while the music is playing. When the music stops, the student holding it must throw or roll the dice to get a number. The number obtained has a corresponding statement that the students must answer. Learning is facilitated in this kind of activity because the learners make use of three of the sense organs namely: seeing, hearing, and touching, while also fostering critical thinking.

ACTION RESEARCH QUESTIONS

This action research aimed to address the performance of Grade 9 students in English. Specifically, this study sought answers to the following research questions:

1. What is the level of performance of the learners before the use of the Roll and Tell activity?
2. What is the level of performance of the learners after the use of the Roll and Tell activity?
3. Is there any significant difference in the performance of the learners before and after the use of the Roll and Tell activity?
4. What other developments are observed among the learners after the use of the Roll and Tell activity?

ACTION RESEARCH METHODS

Research Design

The study used classroom-based action research by design. Action research is a research approach that aims to both act and create knowledge or theory about action (Coughlan & Coghlan, 2022). As a method for enhancing education by implementing changes and fostering collaboration among teachers to enhance their teaching practices. It emphasizes teamwork, with everyone, including teachers, playing a role in the research process to improve outcomes (Mertler, 2020). This action research design is deemed appropriate as it aimed to use the Roll and Tell activity to improve the performance of Grade 9 students in English.

Site

The study was conducted at the junior high school level, specifically at the Grade 9 level, at a certain public secondary school in Ozamiz City. It is a complete secondary school catering for learners from Grade 7 to Grade 12. This school offered education following an English Curriculum from Grade 7 through Grade 12, emphasizing English language proficiency and literature as integral components of its academic program.

Participants

The participants of the study were 40 Grade 9 Junior High School students. The participants were selected using a purposive selection technique. The selection of the participants was based on the following criteria: 1). Students who were enrolled in the Junior High School Department at a certain secondary public institution as grade 9 students for the academic year 2023-2024. 2). Students who have English subjects. 3). Students who had given their full consent to serve as respondents of the study. The researcher ensured that these conditions were met before conducting the survey.

Data Gathering Methods

This action research gathered quantitative. The student’s performance in English among grade 9 learners was assessed using a researcher-made instrument such as test questions, to gather quantitative feedback directly from the students.

A. Pre-Implementation Phase. The researchers conducted a background investigation on emerging students’ problems regarding their performance in English. The researchers reviewed previous studies to gain a comprehensive perspective on the research topic. The researchers began by developing the research proposals, designing lesson plans, creating a prototype of the intervention, and preparing pre and post-tests. Subsequently, they sought permission from the Superintendent of the Division of Ozamiz City and obtained authorization from the principal and cooperating teacher to conduct the research at a secondary school in Ozamiz City.

B. Implementation Phase. During the implementation phase of the intervention, several steps were undertaken. These included the collection of data through pre-tests administered to the participants, the actual deployment of the intervention to participants within a specific timeframe, monitoring of the participants’ performance and attitudes, and conducting post-tests to assess the effectiveness of the intervention. Furthermore, during this stage, data retrieval, tallying, analysis, and interpretation were carried out. These processes enabled the researcher to determine the effectiveness of the intervention.

C. Post-Implementation Phase. In the post-implementation stage, conclusions were drawn from the study, findings and recommendations were presented, and the study underwent thorough proofreading, editing, and finalization. Moreover, this phase encompassed the dissemination of research results to a targeted audience.

Ethical Issues

To uphold the ethical aspect of the study, the purpose of the study was clearly explained to the participants, and consent forms were obtained from the research participants. The researchers prioritized respect for the participants’ dignity and ensured the protection of their privacy and the confidentiality of the research data. Participants were guaranteed anonymity, and their voluntary participation in the evaluation was emphasized. All communication related to the research was conducted transparently, and the researchers avoided providing misleading information or misinterpreting primary data findings.

Data Analysis

With the use of Minitab and HyperResearch statistical software, the following tools were utilized:

Frequency and Percentage were employed to provide a descriptive overview of the various aspects related to the study.

Mean and Standard Deviation were used to determine the performance of the learners before and after the intervention.

T-test was used to determine the significant difference in the performance of learners before and after the use of Roll and Tell activity.

Thematic Analysis was conducted to explore other improvements observed among the learners after the use of the Roll and Tell activity.

RESULTS AND DISCUSSION

Performance of Students Before the Use of Roll and Tell

The data in Table 1 presents the performance of students before the implementation of the Roll and Tell instructional strategy. The overall mean performance (M = 11.90, SD = 2.85) indicates that the majority of students did not meet expectations. A substantial 95.00% of students were categorized as “Did not Meet the Expectations” (M = 11.55, SD = 2.46). Only 5.00% of students achieved a “Fairly Satisfactory” level (M = 18.50, SD = 0.07).

The findings highlight a significant concern, as the majority of students fell into the lowest performance category. The mean score of 11.90 suggests that, on average, students scored well below the satisfactory level. The small percentage of students in the “Fairly Satisfactory” category indicates that very few students are close to meeting the expectations. The high consistency in scores within this small group (SD = 0.07) contrasts sharply with the wider variability among those who did not meet the expectations (SD = 2.46).

The data suggests an urgent need for educational interventions to improve student performance.  Educators play a critical role in fostering an environment where students can thrive academically and personally. One of the most effective ways to enhance student performance is by creating engaging and interactive instructional materials such as roll and tell. In today’s generation, quality education is continuously improved and developed through the different efforts and activities of learning institutions for the benefit of learners. The use of instructional materials is intended to increase the quality of education for students to achieve better academic results (Ajoke, 2017). Properly designed instructional materials also contribute to the increase in engagement and motivation among the learners.  IMs aid in the memorization of concepts, the efficacy of teachers, and the performance of students. (Olayinka, 2016).  Selecting, designing, and/or using appropriate IMs are advantageous and useful in the teaching-and-learning process for both the learners and the teachers (Haruna, 2022).

Table 1 Performance of students before the use of Roll and Tell

Note: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20(Fairly Satisfactory); 1-17 (Did not Meet the Expectations)

Performance of Students After the Use of Roll and Tell

The data in Table 2 shows the performance of students after the implementation of the Roll and Tell instructional strategy. The overall mean performance (M = 26.35, SD = 2.39) indicates a significant improvement, with a majority of students achieving higher performance levels. A notable 55.00% of students were in the “Outstanding” category (M = 28.09, SD = 1.60), while 40.00% reached the “Very Satisfactory” level (M = 24.50, SD = 0.81). Only 5.00% of students fell into the “Satisfactory” category (M = 22.00, SD = 0.00). There were no students in the “Fairly Satisfactory” or “Did not Meet the Expectations” categories.

The findings indicate a dramatic improvement in student performance following the use of Roll and Tell. The overall mean score increased to 26.35, demonstrating that, on average, students moved into higher performance categories. More than half of the students (55.00%) achieved “Outstanding” performance, reflecting a mean score of 28.09. Another 40.00% of students attained a “Very Satisfactory” performance, with a mean score of 24.50. Only a small fraction (5.00%) remained at the “Satisfactory” level, showing a mean score of 22.00. The absence of students in the lower performance categories is particularly noteworthy.

The data indicates that the Roll and Tell strategy was highly effective in enhancing student performance. Specifically, there was a significant shift from the majority of students not meeting expectations to a majority achieving high-performance levels, demonstrating substantial progress in learning outcomes. Additionally, effective teaching strategies, such as those facilitating active learning, help students engage in the lesson, making the process more interesting, active, and effective. This engagement leads to significant improvements in student performance, as students learn by doing, preventing boredom and ensuring the achievement of learning goals (Syafryadin, 2020).

The results of data confirmed by various studies indicate that teaching strategies like the Roll and Tell activity make students more active in engaging with the learning process (Hayati et al., 2021). These strategies not only make students more active participants but also stimulate enthusiastic responses and sustained involvement in English learning. By promoting a relaxed yet focused learning environment, such activities effectively balance maintaining student interest and achieving educational objectives, demonstrating a holistic approach to fostering both enjoyment and academic success in the classroom.

Table 2 Performance of students after the use of Roll and Tell

Note: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20(Fairly Satisfactory); 1-17 (Did not Meet the Expectations)

Difference Between Learners’ Performance Before and After Using Roll and Tell

The data in Table 3 shows a comparison of learners’ performance before and after the use of the Roll and Tell instructional strategy. The mean performance before using Roll and Tell was 11.90 (SD = 2.85), while the mean performance after using Roll and Tell was 26.35 (SD = 2.39). The t-value for this comparison is 25.08, and the p-value is 0.00. Given that the p-value is less than 0.01, we reject the null hypothesis (Ho) and conclude that there is a highly significant difference in learners’ performance before and after using Roll and Tell.

The findings indicate a substantial improvement in learners’ performance after the implementation of Roll and Tell. The mean performance score increased from 11.90 to 26.35, which demonstrates a marked improvement in the students’ academic achievements. The standard deviations (SD) of 2.85 and 2.39 before and after the intervention, respectively, suggest that while there was some variability in scores, the overall performance was significantly higher following the use of Roll and Tell. The highly significant t-value (25.08) and the corresponding p-value (0.00) further confirm that the observed improvement is statistically significant and not due to chance.

The results clearly show that the Roll and Tell instructional strategy has a positive impact on learners’ performance. This improvement suggests that the strategy is effective in enhancing students’ academic outcomes.

Table 3. Difference Between Learners’ Performance Before and After Using Roll and Tell

Ho: There is no significant difference between learners’ performance before and after integrating roll and tell.

Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)

Other Developments are Observed Among the Learners After the Application of Roll and Tell

In this study, the researcher explored the impact of incorporating Roll and Tell into face-to-face educational activities to enhance Grade 9 students’ performance in English class. Participants provided their insights and emotions regarding this interactive learning tool, which the researcher thoroughly analyzed to identify recurring themes. Three major themes emerged: Increased Participation and Proactivity, Improved Confidence and Expression, and Enhanced Interaction and Teamwork. These findings indicate that Roll and Tell have the potential for enriching students’ learning experiences in traditional classroom settings. The researcher aims to further investigate how Roll and Tell can boost students’ performance in their English classes.

Increased Participation and Proactivity

The data gathered from the responses indicates a notable theme of increased participation and proactivity among students following the implementation of Roll and Tell activities in the English classroom. Overall, students reported a heightened enthusiasm for participating in class activities, as evidenced by statements such of participants 2 and 1.

 “I am more enthusiastic about participating in class activities. I find myself engaging more in discussions and being more proactive during lessons.” (P2)

“I participate more actively in class discussions and feel more engaged during lessons.” (P1)

“I enjoy class discussions more.” (P7)

These suggest that the introduction of Roll and Tell has had a positive impact on student participation and engagement in English classes. Students are not only more willing to actively participate but also demonstrate increased proactivity in engaging with the lesson content and discussions. Incorporating strategies like Roll and Tell provides an opportunity for students to explore their capabilities. Great teachers are nimble, observant, and responsive, always keeping an open mind about how to best engage their students and get them excited about learning—and that means considering trying out different interactive teaching styles in the classroom. (Senthamarai,2018). Learning strategies are meaningful because they make the learning process run effectively (Rosari,2019).  It can help students meet their educational needs and stimulate their brains to expand their knowledge and participation.

The observed increase in participation highlights the effectiveness of incorporating interactive and engaging activities like Roll and Tell to enhance student participation and engagement. To further capitalize on this positive trend, educators can consider incorporating more interactive activities, encouraging peer discussions, and providing opportunities for students to take on leadership roles within group activities. Additionally, regular feedback sessions and reflective exercises can help students track their progress and continue to foster a proactive approach to learning.

Improved Confidence and Expression

Roll and Tell have had a significant improvement in their confidence and willingness to express their ideas. It effectively helped the participants practice speaking in a safe and supportive environment. This practice has led to an increase in their confidence levels, making them more willing to express their ideas not only during the activity but also in other settings, such as in their classes. This is supported by participants 5 and 3.

“I feel much more confident in expressing my ideas. The activities have helped me practice speaking in a safe and supportive environment, which has made me more willing to share my thoughts in class.” (P5)

“I am more willing to share my thoughts.” (P2)

“Roll and Tell has boosted my confidence, and I’m more willing to express my ideas now.” (P3)

One of the greatest advantages of using interactive strategies such as Roll and Tell is the heightened engagement and motivation it can foster in students. By using an interactive strategy, students become more actively involved in their learning process (Nikolaos,2020). If schools and teachers foster a sense of belonging by supporting students and providing activities that enhance their performance, students’ motivation will increase, and they will view the school as a place of trust (Copley, 2021).

Thus, these findings are significant, as improved confidence and expression can benefit the participants in various aspects of their lives, including academic performance, social interactions, and personal development. To further enhance these skills, it is recommended to continue implementing strategies that provide opportunities for the participants to practice speaking and expressing their ideas in a supportive environment. Additionally, incorporating feedback and peer evaluation can help the participants further improve their communication skills and build their confidence.

Enhanced Interaction with Peers

The implementation of Roll and Tell has led to a noticeable improvement in how students interact with each other, as reflected in the data collected. Participants reported enhanced teamwork, increased support among peers, and more effective communication. This is supported by the statements of participants 1 and 6.

“Since we started using Roll and Tell, I have noticed a positive change in how we interact with each other. We are working better as a team, supporting one another, and communicating more effectively.” (P1)

“We collaborate better, support each other, and communicate more effectively. Overall, we’re working better as a team.” (P6)

“We have developed stronger relationships.” (P5)

Teaching strategies that consider the interaction between students and their instructors have a positive effect on students’ learning. The most effective strategy that Instructors use to benefit students’ learning in the classroom is to encourage them to interact with their peers to have meaningful learning (Beard, 2016). This strategy can help students build self-confidence and encourage them to broaden their knowledge and facilitate their learning. It can improve students’ learning and provoke them to participate actively in the learning process (Abulhul, 2021).

To build on these positive outcomes, it is recommended that schools continue to implement and expand the use of Roll and Tell. Additionally, offering professional development for teachers on facilitating team-building activities and communication skills can further enhance these benefits. Addressing any gaps, schools could introduce specific activities designed to target areas where teamwork and communication are still developing, ensuring that all students can fully benefit from this approach.

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study was conducted to determine the effectiveness of the Roll and Tell activity in enhancing Grade 9 student’s performance in English during Academic Year 2023-2024 in a public school in Ozamiz City. The researchers utilized a Classroom-based Action Research design, selecting 40 students through purposive sampling. A researcher-made test was used for data collection, and the analysis included calculating the mean, and standard deviation, and conducting a t-test. Specifically, the objectives of the study were to: (1) determine the level of performance of the learners before using the Roll and Tell activity; (2) assess the level of performance of the learners after using the Roll and Tell activity; (3) identify significant difference in the performance of the learners before and after the use of Roll and Tell activity; and (4) explore other observed improvements among the learners following the use of the Roll and Tell activity.

Findings

The study yielded the following findings:

1. The students perform below the standards before the implementation of the Roll and Tell activity.
2. The students show improvement after the integration of the Roll and Tell activity.
3. There is a significant difference in the students’ performance in English before and after using the Roll and Tell activity.
4. Additional improvements are observed among the students following the use of the Roll and Tell activity in class involving increased in participation and proactivity, increased confidence, and enhanced interaction with peers.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The current instructional methods for improving students’ performance in English were ineffective, as all learners failed to meet expectations before integrating the Roll and Tell.
2. Integration of Roll and Tell significantly improved students’ performance in English, resulting in a high percentage of students achieving top performance levels.
3. The use of roll and tell is effective in improving students’ performance in English.
4. The implementation of Roll and Tell fosters additional improvements, including increased participation and proactivity, heightened confidence among students, and enhanced interaction with peers. These outcomes signify the multifaceted benefits of Roll and Tell beyond academic achievement, such as fostering a more collaborative and supportive learning environment.

Recommendations

Based on the findings and conclusions it is recommended that:

1. English teachers must continue incorporating interactive strategies and activities into their English classes to enhance students’ performance and engagement. These activities can include interactive storytelling, group discussions, and role-playing exercises that promote active learning and collaboration.
2. Teachers may undergo trainings and workshops for them to familiarize effective implementation strategies such as Roll and Tell activities.
3. English teachers should regularly assess students’ progress and adjust activities as needed to address specific learning needs.
4. Educators should encourage peer collaboration and interaction to enhance teamwork, communication skills, and confidence among students.
5. Teachers may consider extending the use of Roll and Tell activities beyond English class to other subjects. These activities can be adapted to suit various disciplines and promote interdisciplinary learning, critical thinking, and creativity among students.
6. Future researchers may investigate the long-term impact of the Roll and Tell strategu on language retention and fluency.

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