Improving Classroom Management through Project IMPACT: Innovative Management Practices for Advancing Classroom Teaching

Abstract

This action research project, “Improving Classroom Management through Project IMPACT,” addresses the critical issue of struggling readers among secondary school students. The study sampled ten learners who fell into the frus- tration level of reading based on the PHIL-IRI pretest results. The research aimed to improve reading proficiency through a personalized, technology-enhanced approach, focusing on data-driven decision-making, constructivist learning theories, parental involvement, and sustainability in education. Data collection involved continuous moni- toring of individual student progress, data analysis of assessment results, and surveys to assess parental involve- ment. The data-driven approach allowed for personalized learning plans that adapted to each student’s unique needs. Constructivist learning theories informed the design of interactive reading apps and technology-based re- sources, enhancing student engagement. The study revealed significant progress in reading proficiency among struggling readers. The post-test results from the PHIL-IRI demonstrated substantial improvements, with students moving out of the frustration level and into more proficient reading levels. Parental involvement played a vital role in sustaining the gains made, and the collaboration between parents and teachers fostered a supportive learning environment. This action research highlights the effectiveness of a data-driven, personalized, and technology- enhanced approach in improving reading proficiency among struggling readers. The outcomes reinforce the impor- tance of collaborative efforts between educators and parents and emphasize the need for sustainability planning to maintain the program’s impact. This research provides valuable insights for educators and policymakers seeking to address similar challenges in secondary education.