Available online at ijci.wcci-international.

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IJCI
International Journal of
International Journal of Curriculum and Instruction 13(3)
Curriculum and Instruction
(2021) 2167–2177

Listening to students’ voices: a participatory approach

in improving teaching and learning
Lucena Miranda *, Ryan Villahermosa, Roanne Mendoza, Rose Ann
Bobadilla, Emelinda Javier
Schools Division of Batangas City, 4200, Philippines

Abstract
The role of inclusive research in understanding inclusive education has been globally emphasized in
literature. Promoting inclusive education in a newly established senior high school, students in this study
were actively involved as co-creators of knowledge with the aim of transforming pedagogies and classrooms.
This study employed grounded theory approach (Strauss & Corbin, 1998) in repeatedly examining the data
from the actual participation of 85 senior high school students who expressed their voices on the learning
experiences that they had in the first two months of school. Allowing students to become co-creator and co-
interpreter of information, the analysis presents richer knowledge on how learning environments such as
senior high school classrooms and grounds can be transformed into inclusive educational settings. Although
it was easy to collect data, the source which is in the form of documents could be incomplete and limited the
researchers in probing information that needed clarification. Inclusive research is crucial in understanding
epistemic diversity, which is a domain in the Philippine Professional Standards for Teachers (PPST). This
allows teachers and learners to further view education with greater consideration of their acquired
knowledge and where everyone in the learning process benefits.
© 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-
access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND)
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: Inclusive research, grounded theory approach, senior high school, Philippines

1. Introduction

Schooling these days is becoming more exciting and liberating due to many efforts that
attempt to transform education. One factor influential to this transformation is the
technological revolution particularly of the world wide web; that is from Web 1.0 to Web
3.0 where users are not just recipient of information but also creators of knowledge.
Additionally, the global movement towards an equitable and quality education for all

* Corresponding author: Lucena Miranda. Tel.: +63-995-254-7470

E-mail address: lucena.miranda@deped.gov.ph
2168 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177

compels educators to focus on constant inquiry and reflection which can effectively
facilitate the improvement of practice and enhance teaching and learning for all.

The trend for inquiry is currently leaning towards inclusive and participatory research.
Rather than using students and teachers as subjects of research, the emerging praxis of
research now includes them as co-producer of knowledge. They become actively involved
in transforming schools into a democratic learning environment where both
responsibility and glory are neither accounted to the teachers and school leaders nor the
students alone. Using the metaphor of the horse and the carriage, both entities should
have a collective understanding that one is not functioning well without the other.

One major effort in transforming Philippine education is the development of the

Philippine Performance Standards for Teachers (PPST) where classroom diversity is
emphasized (DepEd, 2017). Placing importance on the inherent qualities of the students
while preparing them to become effective twenty-first century learners in the high-
industrialized society underpins this policy. The growing body of literature that supports
this proposition is believed to be changing the landscape of Philippine education which
will be beneficial to our learners today and in the next generation.

This research adheres to the principles of the PPST capitalizing on technological

advances afforded by the new school in this study. Findings of this research study have
implications on how the praxis connects with theories and vice versa. Standing on the
shoulder of the giants, even new researchers, as the case for this inquiry, can see further
than the giants themselves, whose works have contributed significantly in the classroom,
education and organizations. The nature of emancipatory research is to transform a
community in different dimensions (Cammarota & Romero, 2011). It is with this purpose
that this qualitative research is rooted, where an understanding of the context is
necessary so that the actions taken and decisions made for this research are based on the
existing realities.

The school where this study took place is a newly opened senior high school in a rural
community in the Philippines. Over 80% of the enrolled students moved in from the
adjacent national high school while the minority consists of learners from other
provinces, of students who completed an alternative program for out-of-school youth, and
of returning students whose ages are beyond their current grade level. Being a new
school, programs and activities, as well as funding and learning resources are not
completely set in place.
 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177 2169

The researchers in this study were four teachers and the school head of the public
senior high school. Two of these teachers have just recently transferred from private
schools while one has just recently completed the units required for education and passed
the teachers’ board. The school head is a master teacher and has recently moved in from
a large public junior high school to the newly established senior high school which has a
total of 85 enrolments.

The context cited above is very significant to the nature of this research since findings
implicate on the establishment of the school, laying down the foundation for multiple
stakeholders. The expected audience of this research are not just internal stakeholders
but also the community, the educational leaders at different levels, and decision-makers
who operate in both bureaucratic and democratic environments.

2. Literature Review

This section expounds teachers as researchers, emerging educational technology, and

students participation.

2.1 Teachers as researchers

An emancipatory action research is geared towards improving practice and re-

orienting teachers to evidence-based approaches (Nind, 2014). When teachers engage
themselves in reflective inquiry, Dimmock (2016) is very certain that they can raise their
professional standards because they can question their own practice. Being open to
learning through examination of arguments and relevant evidence (Robinson, 2013) plays
an important role in transforming classrooms as a result of teacher professionalization
through research.

The insights or knowledge foster an awareness of how to redefine one’s self,

community, and world in more positive, just terms. These redefinitions are necessary for
young people to feel capable and competent as agents of change, whether the change is
initiated at individual, institutional or societal levels (Cammarota & Romero, 2011, p.
503).

2.2 The development of the world wide web

Becoming a netizen is not an option anymore; it is a need of every individual in order

to gain an increased awareness of what is happening in the world (Bhang & Lee, 2017).
2170 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177

The revolution of technology from analogue to digital systems has created massive
changes in the way people gain not just information but also skills that help them make a
meaningful living. To be more specific, the development of Web 2.0 technologies has
placed both the content and the user equally important (Magnuson, 2013), making
knowledge creation more decentralized. With teachers effectively using Information and
Communication Technologies (ICTs) in the classroom, we may address what Jimoyiannis
and colleagues (2013) once concluded that young people are more superior than teachers
in the use of ICT. Instead of feeling less skillful, teachers begin to harness technologies in
meaningful activities such as scaffolding and mentoring. Engaging activities are more
likely to occur by utilizing appropriate technologies in teaching and learning. The fit of
these tools supports the notion that the impact of using technology in the classroom is not
directly attributable to the technology per se but to how these technologies are being used
(Hew &and Cheung, 2013).

2.3 Students and their voice

Schools have agency in providing students with meaningful experiences where their
individualities are thoughtfully considered. The role of schools in inclusion is very crucial
in creating environment where all students feel safe and experience equal opportunities.
As argued by Carrington and colleagues (2013), public schooling is ideally an avenue
where students are apprentice for democratic participation, and it prepares them to be
actively involved in the shaping and transforming of the society. This exists in schools
where student opinions matter; where teachers are not the only “experts” in the
classroom; and where everyone feels that they have something worthwhile to say (Kane
& Chimwayange, 2013). This level of inclusivity is what this paper believed to be more
socially-just and research-based in improving the praxis at MDSHS. Supplemented by
the top-down development activities, the bottom-up approach of understanding teaching
and learning is seen to be an effective way of honing teachers into quality educators.
Being informed of the pattern used by the literature in listening to student voices (e.g.
Kane & Chimwayange, 2013), this research draws on students’ written reflections on
their learning experiences inside and outside the classroom.

This inquiry is focused on how Grade 11 students voice out their learning experiences,
how their experiences are translated into best classroom practices, and how these
findings help in improving teaching and learning. In writing the research questions, we
decided to follow the basic principle of appreciative inquiry. This conceptual framework
was introduced by Cooperrider and Srivastva (1987) in their Appreciative Inquiry in
Organizational Life with research perspective pointing to social innovation rather than
problem-solving. Bringing fresh perspectives, appreciative inquiry suggests what might
 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177 2171

work which provides a clearer vision of realistic opportunities for improving classroom
practices. Another essential element is the style of research that taps on the affective
dimension of an individual. Appreciative inquiry is based on affirmation which fosters
belief, trust and conviction; not on criticism which is based on negative feelings like
skepticism and doubt. This type of inquiry results to the development of theory based on
data represented by the collective will of an organization. As proposed by Serrat (2017),
“every organization has something that works right” (p.596). The essential step for the
organization is to find its life-giving forces that sustains the organization.

3. Methods

Greater interest for inclusive research has motivated the researchers to consider
qualitative approach in this study. As posited by Nind (2014), this method of research
gives participants a high regard for their voice as owners of valid perspectives about their
experiences. These experiences were examined using the grounded theory approach by
creatively and imaginatively theorizing out of the data. Suter (2014) emphasized the non-
routinized nature of qualitative approach because there are many ways to think about
this approach. With grounded theory, allowed our minds to wander on data and we made
free associations of information by comparing and questioning until we discover new
meaningful concepts (Thornberg, 2012a).

An online platform was used to conduct an evaluation of student experiences on each

course. In this platform, all students in the school were asked to transfer their written
evaluation from paper to a Padlet named Storying MDSHS. They were informed that
their posts would be collected for the teachers’ inquiry on what works best in the
classroom. A total of 274 posts from 85 students across their Grade 11 courses were
printed out for analysis. There were four teacher-researchers in this study which enabled
multiple coding (Stoner, 2015). The researchers invited 6 other student-researchers as
independent coders for consistency check (Suter, 2014). During students’ assembly, the
themes that emerged were presented using data display to confirm their experiences
which ensured the credibility of analysis.

The advantage of using appreciative inquiry as method of questioning is that the

informants shared only the positive side of their experiences. This approach is less
intrusive since sensitive issues are less likely to occur in their posts. The ethical
consideration for this research is also drawn from the premise that student participatory
approach is ‘more ethically aware’ (Nind, 2014) because the researchers share their
power to interpret the data with the participants. They were also informed that their
2172 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177

posts would be used for the teachers’ inquiry on best classroom practices. Lastly, as
Stoner (2015) clarified, a collection of posts from a site maybe considered a public
document – a less intrusive source of data - which this research has prepared by
conducting a course evaluation.

4. Results

This analysis highlights the themes that emerged from the qualitative analysis.

4.1 Collaboration skills through social learning

Students learned a lot from their experiences in dealing with group mates during the
group activity. Sense of belongingness was reported as experiences. Based on the
comments, collaborative approach used by the teachers helped them to be cooperative.
With these experiences, the grouped activities have helped them become creative in
planning and executing activities. Students further narrated that engaging themselves in
collaborative activities improved their confidence and enabled them to exercise and
develop both their social and leadership skills. Their involvement in group activities
encouraged them to enjoy the entire discussion and hone their communication skills as
they were given an avenue to share their insights with their fellow students or with the
whole class without much restrictions.

In this subject, the most enjoyable thing for me is our group activities as we
can always collaborate during class recitations. I can also enhance my
English skills (Post#71).

4.2 Technology for engagement and understanding

Based on the student’s reflection regarding the use of technology in the classroom, it
highly motivated them to learn and be more participative in class. They were able to
develop and enhance their creativity skills. The learning that they experienced is not just
applicable in the four corners of the room, but even outside the school.

We learned how to create a website, login and post. And in making an

infographics, we composed a good slogan that is full of information and it was
exciting because we edited our infographics in a creative way, with different
colors and shapes (Post#41).
 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177 2173

Relative to this, the students enjoy much the use of online applications while performing
their individual assessment. Doing online review sessions through educational sites like
“Quizzizz” gave students a fun-filled learning with a motivation to do situational
analysis, and courage to take criticisms. Online quizzes provided challenge to most of
them, as they were required to do careful reading and analysis of every item on the test.
They could find satisfaction in doing such type of assessments as they were presented
with the reasons or justifications for every misconception about the lesson they once held
in mind.
I really enjoyed learning in oral comm, especially when we had online quizzes
on QUIZZIZZ. I love it as it shows how modern we are now. I enjoyed those
quizzes because aside from being interactive, fun or thrilling, it is also very
educational. I got to learn from my mistakes because the questions weren’t
identification. It makes us read more and understand and eventually, learn
(Post#67).

4.3 Real-world connections

The students were able to reflect and take themselves outside their comfort zones.
They were able to realize things they were interested in and that in the future they will
apply. They emphasized that they gained skills they could use later in life. The students
reported that they learned more whenever they are engaged in activities dealing with
the trends, current issues and challenges and apply what they learn in their real life,
outside school.

Development of technology is growing so fast and we cannot just look at it, we

need to learn and know it. We need to be part of it (Post#128).

4.4 Teacher quality

The quality of a teacher was revealed in this analysis. The students expressing their
admiration for their teachers implies that the teachers have impacts on student
motivation. Moreover, the difficulties experienced by the learners in different courses
can indeed be addressed through the guidance of an adult. This creates an emotional and
relational transformation on the students.

I learn a lot in this subject especially from our teacher. I like my teacher so
much because she always helps me understand the lesson (Post#88).
2174 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177

4.5 Twenty-first century skills

The students expressed their advancing speaking skills through meaningful activities
such as role-playing. They reported that they loved to express their ideas in front of their
class. They believed that this has developed their confidence as they progress with their
chosen tracks. Students further revealed that they mostly preferred activities that
allowed them to employ creative thinking skills. In particular, students could take
delight from assuming various roles, exploring different ideas, and creating their own
theories or concepts which helped them understand the lesson better. In one of the tasks
facilitated in class, creating a fictional country escalated students’ drive towards
learning Intercultural communication.

In this subject (Oral communication), I enjoy and like the most is when we had a
group activity whereby each group was asked to think of its own country, culture,
literature, traits, values, and language. It let us to communicate with different
nationalities and build good relationships with them. It also improved my English
skills (Post#265).

5. Discussion

This research advances three important implications for teacher and learning: listening
to students’ voices, teachers as researchers, and transforming teaching and learning.

5.1 Listening to students’ voices

This paper emphasizes what Onders (2017) considers as one major factor why
students become less engaged in the classroom. Often, students have weak feelings
toward schooling including the subjects and the school itself. This is an important reason
why the approach of appreciative inquiry was used in formulating the questions. The
mode of questions allows students to find their “life-giving forces” (Serrat, 2017) and then
building on those strengths to gain worthwhile learning experiences. These students
come to believe that their voice can inform the way they ought to be thought in the
classroom (Kane &and Chimwayange, 2013).

This is part of youth development where senior high school students participate in
activities promoting healthy identities (Cammarota & Romero, 2011). The use of different
technologies is very engaging for many students because it taps into their skills in the
use of devices and various tools and platforms (Bell, 2010). As the students reported that
their ideas were always being considered, they were able to develop a positive regard for
 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177 2175

their school performance. They are not just students who come to school regularly; but
they are the students who portrait their sense of responsibility.

5.2 Teachers as researchers

Researchers claim that there is a common understanding that high quality teachers
induce learning (Bhang & Lee, 2017). As such, feedback plays a significant role in
teachers’ development. Upon reading the posts from their own students, the co-
researchers in this study had the feeling of affirmation with the best practices that they
employed in their courses. They were provided with a tool facilitating reflection. The
reason why the contexts of the researchers and the school are included in this paper is
because of the awareness that action research can reorient teachers’ perspectives. In this
paper, the use of grounded theory allowed student voices to emerge (Stoner, 2015) which
has helped the researchers to become reflective while affirming the worth of their
practices.

5.3 Transforming teaching and learning

The themes intersecting at some point confers with Bell’s proposition (2010) on
student learning. For example, while students are working collaboratively, they develop
twenty-first century skills such as when they brainstorm and plan for their project. They
build on one another’s ideas as they listen and share. They also evaluate the successes of
their group activities. They become reflective when they are given opportunities to
communicate their understanding. They also see that their courses are not an isolated
area because they can make meaningful connections between their classroom activities
and the real world.

6. Conclusions

Democratizing the creation of knowledge by involving the most important audience of

education – the students – allows us to think about our world better and how we can
operate as thinking and learning individuals. Although the term improvement in
teaching and learning can be ambiguous, it cannot be denied that personal changes have
taken place among students who shared their learning experiences. Equally important,
the teacher-researchers were able to affirm their best practices adding up to their
confidence in facilitating their classes despite being new to public schooling. This
pedagogical and epistemological transformation, however r small-scale it maybe, is more
effective than learning from experts alone because it is context-based and inclusive in
approach. Once again, the strength of using appreciative inquiry has been highlighted
through this study, which the researchers find effective in improving and eventually
transforming teaching and learning. Consistency in the use of an online platform for
2176 Miranda, et. al./ International Journal of Curriculum and Instruction 13(3) (2021) 2167-2177

student evaluation on the courses using a less intrusive approach is strongly

recommended. An online platform where students can freely express what works in the
classroom is inclusive as it does not discriminate anyone. Finally, using a simple
technology in undergoing a sophisticated process of inquiry may guarantee quality
findings, helping the youth to realize the value of good judgement and hardwork.

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