Enhancing Pupils’ engagement in grade 4 classroom through the use of alternative response cards

Pupil engagement is a key factor in creating a practical and interactive learning environment, especially among younger learners who may struggle to maintain focus during traditional classroom discussions. This study aimed to determine the effectiveness of using alternative response cards in enhancing pupil engagement among Grade 4 students during S.Y. 2023–2024 in a public institution in the city of Ozamiz. The study employed a classroom-based action research design and involved 39 Grade 4 pupils selected through purposive sampling. Research-made rubric and checklist were used to gather data. The data was interpreted using statistical tools, mean, standard deviation, and t-test. The following were the key findings of the study: the level of pupils’ engagement in Grade 4 classrooms before the implementation of alternative response cards based on rubric assessment was satisfactory, the level of pupils’ engagement in the Grade 4 classroom after the implementation of alternative response card based on rubric assessment was outstanding, the level of pupils’ engagement in Grade 4 classrooms before the implementation of alternative response cards based on checklist observation was low, the level of pupil engagement in the Grade 4 classroom after the implementation of alternative response card based on checklist observation was high, and there is a highly significant difference in the level of pupil engagement in the Grade 4 classroom before and after the implementation of the alternative response card based on rubric assessment and checklist observation. After using Alternative Response Cards, engagement improved to a high level based on checklist observations, demonstrating increased involvement and interest. Curriculum planners may include interactive and gamified teaching approaches, such as response cards, in instructional guidelines to enhance pupil engagement and motivation across subjects.