Asian Journal of Education and Social Studies

Aims: To determine the impact of the Bell Ringers in Science classroom.

Study Design: Quantitative method through interviews.

Place and Duration of Study: Monkayo College of Arts, Science, and Technology in the 2^nd semester of School Year 2023-2024.

Methodology: The participants of the study were purposely chosen. The researchers identified the least learned competencies which became the basis for developing the Bell Ringers during the midterm period. Bell Ringers were prepared ahead of time. After the implementation of the Bell Ringers, students’ feedback and suggestions were solicited through interviews. Data gathered were analyzed into themes.

Results: Evidently, students exhibited heightened engagement, focus, and mental preparedness for lessons, resulting in improved knowledge retention. Furthermore, the incorporation of Bell Ringers facilitated effective classroom management for teachers, affording improved time utilization and fostering meaningful individual interactions with students. As a formative assessment tool, Bell Ringers not only bolstered students' familiarity with concepts but also nurtured concentration, self-discipline, interaction, productivity, and positive attitudes. The constructive effects of Bell Ringers were discernibly mirrored in the student's exam results.

Conclusion: Integration of Bell Ringers into instructional practices is a universally beneficial approach spanning diverse subjects and grade levels. It presents a strategic means to captivate students, establishing a conducive learning atmosphere at the outset of each class and ultimately contributing to elevated academic performance.