Boosting Academic Performance Through Orientation-Phase Engagement: An Exploratory Case Study ofDiverse Learners
DOI:
https://doi.org/10.37134/bitara.vol19.1.6.2026Keywords:
Orientation-phase , Student engagement, Academic performance, Diverse learners, Case studyAbstract
This exploratory case study investigated how orientation-phase activities can enhance students’ engagement in the classroom and hence increase their academic performance. The participants involved consists of three diverse group: A Dual Language Programme (DLP) student, a remedial student, and a student with dyslexia. Over a period of four weeks, these students were employed with three to eight minutes orientation-phase activities incorporating physical and mental activities in their Malay Language lessons. A mixed-method approach which involves quantitative and qualitative data collection was used in this study. the quantitative data was gathered using a pre- and post-test whereas the qualitative data was collected using pre- and post-interviews with students, benchmarking observation, and teacher reflections. The results showed clear improvements in test scores for all the participants after the intervention was carried out. The qualitative findings have revealed that students were motivated, attentive, less disruptive and highly engaged throughout the lesson when the intervention was employed. Overall, the study suggests that orientation-phase activities can be simple yet very effective way to prepare students cognitively, nurture positive learning attitudes, and improve academic outcomes.
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