KEY COMPONENTS ENTRY FROM YOUR SAMPLE AR

THE PROBLEM

Many barriers after science teaching activities

and reduce students inventive skills in Saudi
OBSERVE Arabia, such as the limited time of science
lessons, teachers schedules, and a large
amount of students in the laboratory, which
leads to their inability to follow up on the
experiment.
REFLECTION

REFLECT In this paper, a virtual lab has been

developed as an alternative to science labs in
Saudi Arabian middle schools in order to
improve science teaching.
PLAN OF ACTION

The primary goal of developing the VSL was

to facilitate science education by shifting the
entire environment from reality to virtual.
This transition includes the replacement of
heavy equipment with graphical tools that
are easier and faster to move thanks to drag
and drop features. In addition, instead of a
PLAN science technicians, the VSL requires
technical assistance. Furthermore, the VSL
employs technical equipment such as
components, the intervent, components, and
specialized software that are significantly less
expensive than the equipment used in HOL.
The VSL is a well-based platform designed to
introduce students in Saudi Arabia’s middle
school to a safe and interactive lab
environment. It creates a virtual learning
environment which students can conduct
experiments either individually or in groups
over the internet. Furthermore, it enables
teachers to add additional experiments to
improve their students knowledge and to
conduct laboratory tests to monitor their
students progress.
 IMPLEMENTATION

A pre-test was conducted with a few second-

year middle school students from different
schools in Heddah to evaluate the efficiency
of using the VSL and to measure its
differences from HOLA Researchers
supervised the students as they used various
ACT computers. Prior to beginning the computer
test, the students were asked about their
knowledge and understanding of the
concepts of certain science experiments
taught in HOLA. According to the findings of
the students had difficulty understanding the
essential given experiments and only 40%
understood them well. The students were
then introduced to carry out the same
experiment on their own using the VSL. A
post-test was used to evaluate their
experience with the virtual environment
while conducting experiment.

H – Happy to live with C - Compassionate L - Learn

O – Our family members and O – Open-minded I - Inspiring

M – Making sweet memories and M – Motivated N - Nurturing

E – Enjoying every moment in life M – Mindful K - Knowledge

S – School is the place where U – United

C – Children N - Nurturing

H – Harness their skills to build I - Innovative

O – Opportunities for them to be ready T - Tenacious

O – On the real world Y - Youthful

L – Learn and experience different aspect of our society

The resource teacher will create a strategic plan to reinforce positive behaviors by giving a
rewards, punishment, praises and a pleasant environment to encourage a good behavior.
The age of the students in the class will range from 18 to 33 years old. Some of
them are active, and most are passive learners. They have different behaviors,
as some classmates are serious about listening to the discussion while others
are distracted, using phones and chit-chatting. Nevertheless, the class can
cooperate well if needed.

There are 14 boys and 30 girls in the class.

From what I've observed, they can manage their own behavior; they know when
to behave accordingly.

No, the learners cannot work independently. The teacher's guidance is still
needed for the learners to understand the discussions.

Their attention is inconsistent; there are times when they listen actively, but
there are also times when they are distracted, communicating with their
seatmate and using phones. However, even though they're inconsistent, most of
the time their attention is on the discussant.
Classroom organization and routines impact the learner's behavior as they
promote a positive learning environment to acquire successful learning and
foster positive interactions. Classroom organization and routines set clear
expectations, create a structured learning environment, and promote ownership
that can impact the learners behavior.

When designing classroom organization and routines, the teacher should

consider different theories and principles such as reinforcement, developmental
and classroom management theories to promote a positive learning behavior,
engaging and successful learning environment that is conducive to learning and
support the growth of the learners.

Reinforcement positive behavior were effective because, it promotes a sense

of accomplishment and belonging. Being acknowledged and praised by your
teacher is powerful motivator to learn better, to do more and boost their
confidence to interact inside the classroom. Rewards, praised and gestures
helps students to know their value as a student and encourage them to
repeat those positive behavior.

1. In the near future, I see myself handling a grade 7 students in my Math

class. I will start my class through a prayer and greetings. To be followed
by asking them about how they are doing, are they happy, what do they
feel about our subject, etc. I will ask them those questions for me to
recognize what to modify and adjust in my teaching-learning process for
the student to become active in my discussion. Then of course, the usual
procedure like attendance, motivational activity and actual discussion with
constant posing o questions to check their comprehension.
2. Here are some rules need to follow:
Be on time - for them to practice punctuality
Respect-it is a common rule that should acquire by others.
Observe silence- to minimize noise.
Ask questions-to ovoid them from making wrong outputs.
No eating while in class discussion-to show respect to the
teacher.
3. Should learners be involved in making the class rules? Why?
Student should be involved in making classroom rules to help
them develop their leadership skill as well as for them to understand the
concept of being responsible on their actions.

Abstract
Depression and anxiety are common after months of social isolation, and they can have a
negative impact on anyone’s quality of life if they are not treated promptly and appropriately.
The purpose of this study was to determine whether undergraduate and graduate students
preferred classroom or online classes and to determine whether the existence of sadness or
anxiety connected to the COVID-19 pandemic changed their view of their academic
achievement. A cross-sectional design was used in this investigation. To determine the presence
of mental health disorders in undergraduate and graduate students, we employed the Patient
Health Questionnaire-9 (PHQ-9) depression screening scale and the General Anxiety Disorder-7
(GAD-7) anxiety screening scale. We examined whether these diseases changed students’
perceptions of their academic success using the Academic Self-Concept Scale (ASCS). 610
students responded to the survey. When questioned about their preferred class type, 581
students (95.2 percent) said that they preferred classroom classes. The average score on the
Academic Self-Concept Scale was 2.760.35. PHQ-9 mean scores were 11.946.90, while GAD-7
mean scores were 10.305.66. The intensity of depression and anxiety had a significant effect on
Academic Self-Concept Scale scores (p0.001 and p0.05, respectively). The findings indicate that
students in a typical circumstance do not face difficulty transitioning from classroom-based
instruction to online delivery.

II. Title of Action Research

Depression, Anxiety, and Academic Performance in COVID-19: Pandemic. A Cross-
sectional Study
II. Author/s:
Sapien Fernandez JH
IV. Identify the Problem in the Study: