Academic Performance and Engagement: Teacher Participatory Action Research at James Denman Middle School

• In Event: 35.071 - Making Filipina/o Students' Voices Matter: Pin@y Educational Partnerships' Teacher Participatory Action Research

Abstract

Objectives
A large percentage of James Denman Middle School students struggle in attaining average or above average test scores in Math and English. Many attribute low academic performance to factors such as: lack of school resources, students’ family life, etc. Our PEP students have expressed their frustration and difficulty with subjects such as Physical Education, History, and Algebra. As teachers, we wanted to research: What issues and experiences do our students face at home or in the community? How might these issues and experiences affect their academic performance or engagement in school? In exploring such an issue, we wanted a better understanding of the challenges and needs of our students so that we could provide engaging lessons and meaningful support for the class.

Theory
In order to explore this issue, we followed Paulo Freire’s theory of praxis (2005) by: 1. Utilizing problem posing pedagogy and identifying problems through qualitative and quantitative methods; 2. Analyzing the problems; in doing so, we came to utilize the 3 I’s of Oppression to further examine how our students were being affected on an institutional, interpersonal, and internalized level; 3. Creating a plan of action, together the teachers brainstormed ways in which we could address these problems both inside the classroom and beyond; 4. Reflection: Denman teachers discussed, “How will we assess the success of our actions?”

Methods/Data Sources
We utilized both quantitative and qualitative methods. Teachers administered two surveys: Student Life Survey and Social Toxins Survey which asked students their experiences with Filipina/o American problems and history, additionally students were asked questions regarding social injustice and inequity. We also used qualitative methods such as content analysis of students’ projects and assignments and ethnographies to gather data on students’ behavior, expressions, and interactions.

Results and Significance
Four themes emerged from our qualitative data. The four major themes are: 1) trauma, 2) self-esteem issues, 3) a lack of role models, and 4) awareness of social problems. Our quantitative data, which comprised of household information and student surveys, revealed that about 40% of our students live in single headed households (all but 1 were female single headed households). While the awareness of social problems was evident in students’ participation and assignments, surveys showed that most students (80%) felt that they could not do much about social injustice.

Action Plan: In our teaching, addressed the issue of lack of access and opportunity into our lesson plans. Our focus was to reiterate that “Education is a matter of life or death”. We integrated these issues into our topic/lesson plans for the rest of the fall semester and spring semester. We worked with students to develop their current skills and remind them that they already have the tools, skillsets, and learned experiences to help them get to higher education.

Author

• Caroline Calderon, Veterans Equity Center