Policy, Planning and Research Division - Department of Education XI

Teaching & Learning

Geotrace: Improving 5-Year-Old Children’s Drawing Competency Thru Geometric Tracing

ABSTRACT
This action research investigated the effect of GeoTrace, a 3D printed educational tool, as an intervention in improving motor skills and drawing competence in Kindergarten students. The study aimed to assess GeoTrace’s effectiveness in enhancing targeted competency on ECCD Competency “Draws a house using Geometric forms”. Participants were five kindergarten learners struggling with the “Draws a house using Geometric forms” competency. The intervention involved sequential stages, beginning with geometric shape tracing using GeoTrace. Subsequently, students transitioned to freehand drawing, practicing on paper. Findings revealed varied success among learners, reflecting the developmental nature of fine motor skills in young children. Grip postures also differed, highlighting the need for explicit instruction in this area. Post-intervention assessments demonstrated significant improvements in drawing competencies. Some students have improved their drawing skills and ability to replicate geometric figures. However, grip posture remained unchanged.
Author/s: Melinda C. Encabo (2023)

Revelation on the Teachers’ School Research Experience: An Inquiry from the Field

ABSTRACT
This qualitative study employed specifically a phenomenological design to gain an in-depth understanding of the lived experiences of conducting action or basic research. There were 19 teachers who were chosen and who qualified for the inclusion and exclusion criteria set to become informants for the in-depth interview. Thematic analysis was utilized to extract the essential themes from the responses of the participants. From the collected data, major themes emerged from their responses. On the experiences of teachers in conducting action or basic research, four essential themes emerged, such as the addressing of classroom-based problems, the provision of empirical knowledge, prioritization and job-related constraints, resource management, and anxiety and distress. While the coping mechanisms of teachers emerged, two essential themes emerged, such as seeing the positive impact of research, coaching, and mentoring. As regards the insights that teachers shared with the academy, five themes surfaced, which involved addressing classroom problems through action or basic research, self-development, rewards, incentives, and recognition, additional work for teachers, conducting seminars, trainings, and workshops, and supporting teachers’ research endeavors.
Author/s: Edcel G. Jose (2023)

Effectiveness of Video Discussion (VD) Strategy in Teaching Earth and Life Science to Technical Vocational and Livelihood (TVL) Students

ABSTRACT
In a progressive education system in the Philippines, pupils are also evolving, and teachers must do the same. As a result of the implementation of K–12, students on the TVL track concentrate solely on their strands without realizing that the fundamental subjects are being taken for granted, resulting in lower test scores. To meet the requirements of students, teachers should implement new strategies. This is why the research developed the Video Discussion approach. To evaluate the efficacy of the approach, the research determined the mean scores of students exposed to the conventional and VD approaches. The researcher also addressed if there is a significant difference between the conventional and VD pre and post-tests. The study also determined whether there is a statistically significant difference between the mean gain scores of conventional and VD approaches. Using the formula for calculating the mean, the researcher determined that the post-test scores of the control group increased relative to the pretest scores of the experimental group. In these studies, the researcher also discovered that there is a significant difference between the pre-test and post-test scores of students who are exposed to both the conventional and intervention approaches. Comparing the primary scores to determine if there is a significant difference between the experimental and controlled samples revealed that there is a significant difference. In conclusion, the researcher determined that Video Discussion is an effective instructional medium for teaching Earth and Life sciences
Author/s: Dhan Febmar S. Cajagas (2020)

Spelling Pattern in Sequence Strategy (SPSS) for Learners with Spelling Difficulty

ABSTRACT
This study employing classroom-based action research is directed to assist selected pupils who are struggling in their spelling performance by applying a certain intervention called Spelling Pattern in Sequence Strategy as a viable mean to address the problem encountered in spelling. Moreover, this study used classroom-based action research design employing qualitative and quantitative approaches to uncover and describe the problem that the identified learners undergo pertaining to their spelling ability which is considered a vital skill in language literacy. It was hence revealed in the study that conducting a modified sequence and pattern strategy helped improve the spelling proficiency of the grade five pupils identified under frustration level of Armed Forces of the Philippines Logistics Command Elementary School (AFPLC E/S). Furthermore, the study indicated that gradual bridging is vital to equip learners with the necessary literacy skills and knowledge for them to cope with their spelling difficulty and that further training are essential for teachers to be more effective in dealing with this language literacy problem. Hence, the pedagogical implications of this study revolve around the development skill vis-à-vis with the use of effective learning strategy to the selected grade five pupils in the classroom setting.
Author/s: Rizza S. Asuque

Personal Attributes of Senior High Teachers and the Perception of Students on their Teaching Performance

ABSTRACT
Notably, the success of a teacher is mostly credited to his or her characteristics. Teachers must acquire and develop the necessary skills and attributes that will contribute to the effective implementation of the teaching-learning process. Thus, this study aimed to look at whether there is a significant relationship between the personal attributes of Senior High teachers and the perception of students on their teaching performance. It also investigated which domain of the personal attributes significantly influences the teaching performance among Senior High School teachers. To answer such a query, it utilized a quantitative descriptive-correlation research design with 116 respondents chosen via a total enumeration sampling technique. The results revealed that the personal attributes of Senior high teachers and all of its indicators have a significant relationship to the perception of students on their teaching performance. Further, the findings also showed that among the five indicators of personal attributes, knowledge, and credibility had a significant influence on the perception of students on their teaching performance. With this, it is recommended that teachers must equip themselves will knowledge and enthusiasm as they delve into becoming effective teachers. Moreover, Senior High School teachers must possess mastery of the subject matter to show outstanding teaching performance to his/her students.
Author/s: Jomar Boy A. Cuyos

Pandemic’s Urgent Reading Outreach on Kiosk (PUROK): A Reading Program in this World’s Trying Time

ABSTRACT
This action research aimed to investigate if there is any significant difference between the reading skills of Grade 3 learners before and after the implementation of Pandemic’s Urgent Reading Outreach on Kiosk (PUROK) Reading Program. It also gathered data on pupils’ experiences about the pandemic. It was conducted on 30 Grade 3 pupils of Carmen Elementary School of Boston District, Division of Davao Oriental. The study used quantitative and qualitative research designs. In quantitative methods, pre-test and post-test were administered and the scores were interpreted using mean percentage score for the level of reading performance and treated with paired -test for the test of significant difference. The pre-test mean percentage is 13.8 which mean that the learners did not meet expectation while the post-test mean percentage is 34.4 with fairly satisfactory level. This suggested that the performance of the learners is slightly proficient. The computed p-value is 0.001 which is less to 0.05 critical level which means that there is significant difference between the pre-test and post-test. In the qualitative method, the researcher conducted one-on-one interviews to the pupils that underwent the intervention. Thematic analysis was used to interpret the data. Five substantial themes were identified based on the given responses of the pupils namely; Teachers’ Courage and Tenacity in Providing Education During COVID-19, The Importance of Reading Sessions for Maintaining Student’s Social and Emotional Well-being during COVID-19, The Importance of Teachers in Providing Emotional Support During Challenging Times, and Usefulness of the Interventions. The findings of this study proved that the implementation of the intervention helped to increase the reading skills of Grade 3 learners.
Author/s: Ana Lou O. Bucag

From Passive Recipients to Active Partners: Engaging 4P’s Benefit Parents thru Basic Literacy Training Program to Improve Children’s Writing and Reading Skills in Pangyan Elementary School

ABSTRACT
This research investigated the impact of Project 4P’s: Panaghiusa sa Pamilya para sa Pagsulat ug Pagbasa program in addressing the poor writing and reading skills of Grade I students in Pangyan Elementary School, one of the far-flung schools in Lupon West District, Division of Davao Oriental. The data were collected from the six (6) Grade I students and six (6) 4P’s benefit parents. The study utilized mixed approach design that includes the combination of quantitative and qualitative data. For the quantitative data, a pretest-posttest design for Grade I learners was employed while qualitative data were gathered through In-Depth Interview (IDI) about the parents’ experiences and feedbacks on the implementation of Project 4P’s. Results from quantitative data analysis indicated an increase of basic reading and writing skills of Grade I students. Consequently, results from qualitative data analysis revealed four themes for 4P’s parents lived experiences: (a) Building Confidence as Parents; (b) Parental Engagement; (c) Children’s Interest to Read at Home; and (d) Gratefulness and Fulfillment as a Parent while three themes were identified for 4P’s parents’ feedback on the intervention: (a) Useful and Inclusive; (b) Knowledgeable; and (c) Scheduling Conflicts because of Work. Teacher’s reflection and recommendation for educational practice are also discussed.
Author/s: Edonna Joie B. Alinsub, & Franco Gil A. Vega

Reducing Student Tardiness Through Strategic Reward System: An Action Research

ABSTRACT
This study examined the tardiness of ten respondents in Grade 10, Section Benigno B. Aquino, at Mati National Comprehensive High School. Its aim was to improve students’ punctuality by providing rewards and incentives. Questionnaires were distributed to gather reliable information. The results were categorized into factors affecting their punctuality in attending classes. Data for this action research were collected through observations using a researcher-made attendance sheet. Face-to-face interviews with the students were conducted for analysis. The intervention was provided to identified students over three months. After six months, the researcher discovered that the number of tardiness incidents had decreased. This indicates that the intervention was effective. The results were presented in tables and graphs. It was learned that teachers must be serious and consistent in checking attendance in class, and students should also be taught time management. Moreover, imposing positive discipline is highly encouraged to help students feel a sense of belonging, inspire them to sleep and wake up early, and conduct counseling once a week for frequently tardy students.
Author/s: Evalyn C. Austria, Evelyn G. Cagang, & Jocelyn T. Olandria

Interactive Sounding-Out Strategy: A Gateway to Improve Syllabication Skills of Grade 1 Mandaya Learners

ABSTRACT
This action research aimed to enhance the syllabication skills of Grade 1 pupils through the employment of the Interactive Sounding Out Strategy. A total of 30 Grade 1 pupil-respondents from Taytayan Integrated School, Cateel, Davao Oriental were involved in the study. The respondents were chosen purposively on the grounds of getting a least syllabication test results conducted by the researcher. Further, quantitative and qualitative research methods were used to examine the significant difference of the pre-post test before and after the invention was given and to extract the insights of the participants on the use of the intervention in improving syllabication skills. Results revealed that there is a significant difference in the level of syllabication skills of the learners when analyzed according to the pre-test and post-test results. This also means that the strategy employed is effective in improving the syllabication skills of the learners. The respondents of the study were motivated to learn because of the new strategy. Moreover, they found that the reading tool as an intervention was useful and hoped more learners would be able to encounter in their lessons.
Author/s: Merafi O. Altizo

Innovating Quipperschool: An Online Platform in Motivating the Interest Level of Grade 11 SMAW Students in Reading and Writing

ABSTRACT
Many studies have revealed that effective use of e-learning helps increase motivation, attendance, behavior, and class performance among students. The aim of this study was to determine the effectiveness of Quipperschool as an online platform in motivating the interest level of students towards reading and writing as a subject in Senior High School. A total of fifty (50) students from Grade-ll SMAW C participated in the study, which made use of a descriptive design. A statistical analysis was carried out using the T-test to assess the significance of the results comparing the pre-survey and post-survey scores of the respondents. Results showed that the level of interest of male and female respondents after using Quipperschool was 4.06 and 4.11, respectively, with an interpretative rating of “agree”. There was a significant difference in the mean score on the level of interest of male and female students towards reading and writing before and after using Quipperschool. This revealed that, with the difference in mean scores between the two groups, the effectiveness of teacher-discussion and performance activities helped students enhance their interest in the subject. From these findings, it is concluded that integrating Quipperschool in class is an effective method for significantly motivating the interest level of students towards reading and writing. Future directions and implications for teaching were also discussed.
Author/s: Renette C. Martinez

Homemade Algebra Tiles (HAT) Towards Improving Competency in Integers Among Students With Mathematical Learning Difficulties

ABSTRACT
This experimental study examined the effectiveness of using manipulative Homemade Algebra Tiles (HAT) in improving competency of integers among Grade 7 students with mathematical learning difficulties. The researcher conducted this study hoping to help Mathematics teachers and researchers to bridge the gap and misconceptions about Mathematics as a “difficult subject”. Mathematics may not be enticing to all but at least became interesting and easier using HAT. Thirty four (34) identified Grade 7 students with difficulty in learning mathematics of Depot Ancestral Domain National High School were randomly selected and assigned into control and experimental groups. This study utilized standardized test, taken from textbooks utilized in the school. Posttest scores of control group (13.41) was far behind the experimental group (24.53) after the intervention given to the experimental group and conventional lecturing to that of the control group. This implies that HAT has statistically significant impact to the scores of the experimental group (p-value=.000). The use of this manipulatives helped the students with mathematical learning difficulties in performing integers and change their misconception that performing integers is difficult into easier and fun.
Author/s: Annaliza A. Curzo

Effectiveness of Strategic Intervention Material (SIM) in Enhancing the Academic Performance of Grade 8 Basic Education Curriculum Students on the Topic Cell Division

ABSTRACT
This study’s primary objective is to determine the effectiveness of Strategic Intervention Material (SIM) in enhancing the academic performance of eighth-grade Basic Education Curriculum students in the topic cell division. To improve the academic performance of students, it is necessary to employ a variety of instructional strategies that foster independent learning and enhance student achievement, particularly in the least-mastered competency. Strategic Intervention Material (SIM) is designed to re-teach the learner the concepts and skills required to master a competency-based skill. The study was conducted to students from Grade 8 Basic Education Curriculum. A classroom discussion about the topic was done followed by an assessment. The assessment result served as the basis for identifying the study participants who scored less than 75% on the test. After exposing the respondents to SIM, a posttest was given to ascertain if there was a significant difference in their scores. The significant increase in their post-test scores demonstrated that the use of the SIM was effective in enhancing the least-learned competency of the learners on the topic of cell division, as indicated by the study’s findings. In addition, there was a significant difference between the students’ mean scores before and after exposure to Strategic intervention material. Therefore, the strategic intervention material was effective in enhancing the students’ academic performance on the topic of cell division.
Author/s: Miraflor C. Kadile

Pedagogical Practices of Non-Education Graduate Senior High School Teachers

ABSTRACT
Teachers play a crucial role in improving the quality of teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education (DepEd RPMS Manual, 2018). The purpose of this studyis to help the Non Education Graduate Senior High School Teachers on their pedagogical practices. This study utilized Qualitative research design employing Phenomenology approach to explore the experiences of Non-Education Graduate SHS Teachers in their pedagogical practices. Data were gathered through in-depthinterviews and Focus Group Discussion and the analysis of data was empirically observed using the following steps: transcribing, coding, theming, verifying, and analyzing. The analysis of data in this phenomenological inquiry yielded fifteen essential themes based on the participants’ major statements pertaining to research questions, namely: Uncertain of Instructional Capabilities, Difficulty on Teaching-Learning Procedures, Problem on School Forms, Lack of Self- Confidence, Self-Directed Learning, Lesson Integration Self-Motivation, Resourcefulness, Mitigation, Trainings and Seminars, Acquisition of Facilities, Support Staff and Mentoring. The Non-Education Graduate Senior High School Teachers in this study shared their struggles that hamper the delivery of effective and efficient lesson. Also, coping mechanism was employed in engaging their struggles. Moreover, the support that they wanted from the administration will help them to be equipped with necessary knowledge, skills and attitudes towards gearing quality and excellence in the delivery of instruction for the benefit of our learners.
Author/s: Annalyn M. Loreto, & John Marco M. Suazo

A Rhythmic Way of Improving Self- Expression and Communication Skills of Grade 6 Learners

ABSTRACT
This school-based action research aimed to improve the communication skills and self-expression in English of the sixth-grade learners at Bayanihan Elementary School. Participants in the study were selected purposefully. The chosen participants of this study were the five bottom-low sixth-grade learners in English as recorded on their class performances. The study used an action research design. It employed the collection of data from pre-oral to post-oral recitation in English, as well as the observations made during the implementation of the jazz chant strategy. The results of the gathered data before, during, and after the intervention were analyzed using charts. Observations on learners’ behavior and participation during class performances and group activities were also used to support the results. Furthermore, the results of the study revealed that a rhythmic way through jazz chant significantly improved the communication skills and self-expression in English of the five struggling sixth-grade Aguinaldo learners at Bayanihan Elementary School. This leads to the reflection that the result of the study using the jazz chant technique was of great help in developing the communication skills and self-expression in English of the five sixth grade learners. This strategy can be used as an aid in improving the communication skills and self-expression of learners.
Author/s: Joan A. Asoy

Effect of Whole Brain Teaching in Maximizing Student Engagement in Science 6

ABSTRACT
This research explores the effect of Whole Brain Teaching on maximizing the student engagement in learning Science 6. Poor student engagement poses a lot of problems inside the classroom and worst school drop-out. Thus, Whole Brain Teaching as an intervention to maximize student engagement is being tested in this research. It seeks to determine if Whole Brain Teaching is an effective strategy to increase student engagement in the three aspects: behavioral, emotional and cognitive. The means of behavioral engagement shows a mean difference of 0.60, emotional engagement has a mean difference of 0.61 while cognitive engagement displays a mean difference of 0.96 before and after the intervention. This Action Research used the descriptive quasi-experimental design to establish the cause-effect relationship between the intervention, the Whole Brain Teaching as the independent variable and Student Engagement as the dependent variable. Respondents of this study were determined through the non-probability sampling technique particularly the convenient sampling. The first two results suggest that the null hypothesis was accepted. The latter showing a mean difference of more than the p-value at 0.05 level of significance, equivalent to 25% change, the null hypothesis was rejected. It was revealed that the Whole Brain Teaching influenced positive change in all three aspects of engagement. However, it was significantly observed that the intervention affects the cognitive engagement the most. This goes to show that the approach is best used in dealing with students who need more cognitive enhancement.
Author/s: Melody G. Baylon

How Does Math Sagip Program Improves Mathematics Performance of Learners in the New Normal?

ABSTRACT
This action research aimed to investigate the impact of Math Sagip Program to students who have difficulties in finishing the activities or learning tasks in the Self-Learning Modules. The program was designed to assist the students in transitioning in the new set-up of learning due to the pandemic. It included the usage of online and offline applications such as PowerPoint presentations, Steamyard, Facebook and Quizzizz. Ten eight-graders were selected to become the participants. These students had low math performance in both modules and the 1st Quarter Summative Test. Evidences that showed significant improvement in mathematics performance came from the comparison of the test scores of the Quarter 1 and the Quarter 2 Summative Tests and the recorded statements of the students about their experiences throughout the course of the program. Thematic analysis was utilized to evaluate the statements of the participants. The themes generated had revealed the successes the Math Sagip Program had delivered to the participants. On the contrary, there were barriers encountered such as limitation in finances for the Wi-Fi load, poor internet connection, low phone quality and a dearth of self-assurance in answering the modules independently. Therefore, the researchers recommend teachers to employ in their classes the Math Sagip Program to optimize mathematics performance. Moreover, students should build confidence in learning mathematics. Lastly, the researchers suggest future research on how to develop more the program.
Author/s: Veronica T. Delima, Ralph D. Lim, & Kremia Katrina C. Thiam

Identification of English Language Needs in the Automotive Servicing Industry: Basis for Instructional Materials Development

ABSTRACT
This research is designed to address the deficit in knowledge regarding the English language needs of the automotive servicing industry, including the lack of data about specific language skills in delivering service in the automotive industry. Descriptive method was used involving 30 industry practitioners (i.e. TESDA assessors, auto mechanics) using a researcher-made English language needs analysis questionnaire. Findings reveal that the listening skill is the most important skill among the macro skills in the industry, comprehension on following directions on manuals and workplace documents are the most needed reading skills, cohesion and coherence in writing is important in the industry, social communication skills such as negotiating with clients and facilitating discussions are most needed speaking skills, and understanding and evaluating visual information are most needed in terms of viewing skill. Instructional materials and activities should be designed according to the identified language needs. Senior high school language teachers handling TVL students should conduct needs analysis to contextualize instruction. Furthermore, this study should be duplicated in other TVL strands to identify the language needs of other industries to keep the education sector abreast with the demands of the industries.
Author/s: Dareen Louise M. Guisehan

Reading-on-the-Air: A Radio-Based Reading Intervention to Intensify the Reading Skills and Comprehension of Grade Six Learners in the Schools Division of the City of Mati

ABSTRACT
This study aimed to intensify the reading skills and comprehension of grade six learners using radio-based reading as an intervention. Data was collected using the Philippine Informal Reading Inventory (Phil-IRI) posttest reading passage in grade five as baseline data for a total of 195 incoming grade six learners, with 39 non-readers and 156 frustration-level readers. An 8-Week Reading Program covering five reading skills and five comprehension skills was conducted through Dino-Radio in Mati City from July 6 to August 6, 2020. The intervention was intensified by radio-based teaching and learning using the same station in November and December 2020. Before the school year ended in July 2021, a posttest was conducted, and the Phil-IRI posttest result of the learners in grade six was recorded to compare their reading proficiency. The study used paired t-test and excel data analysis to analyze and interpret the data.The results showed a significant increase in both reading and comprehension skills after the radio-based intervention. The reading skills of grade six learners increased by 53%, while the comprehension skills of learners showed an increase of 51%. The statistical analysis using paired t-test showed a p-value of <0.001, indicating the intervention was significantly effective. However, the study also revealed a need to intensify the intervention to enhance the comprehension skills, particularly in evaluation and appreciation comprehension. The mastery level of learners in both reading and comprehension skills was reported, with 43% reaching the mastery level of 80% in reading skills and 42% in comprehension skills. This study recommends intensifying the provision of intervention such as radio-based Reading-On-The-Air and other face-to-face reading interventions to further improve the reading and comprehension skills of grade six learners, especially in comprehension of the full text, evaluation, and appreciation comprehension skills.
Author/s: Gina G. Silvestre, Ma. Jovelyn C. David, & Noel Miguel M. Careňa (2021)

Remedial Reading Classes and Reading Comprehension Skills of Students of Limbaan National High School

ABSTRACT
The main purpose of the study was to determine the effectiveness of the remedial reading classes on the reading comprehension skills of students of Limbaan National High School. This study used the quasi – experimental design which is a non – equivalent control group pretest – posttest design. Both the control group and the experimental group performances in the reading comprehension assessment improved. By these results, the improvement of the experimental group was considerable compared to the improvement of the control group. There was statistically sufficient evidence to claim that the improvement of the experimental group was significantly higher compared to the improvement manifested by the learners in the control group. By this result, it was concluded that using the reading remedial classes was more effective in increasing the reading comprehension skills of the students.
Author/s: Jofel C. Robigid (2017)

Strategic Intervention Material (SIM): A Tool to Increase the Academic Achievement of Students in Adding Dissimilar Fractions and Mixed Numbers

ABSTRACT
Strategic intervention material is believed to be an effective strategic teaching aid for teachers in carrying out objectives on least learned lessons. It is a module that contains puzzles, games, vivid illustrations, and a concept map used to motivate and stir up the attention and interest of the pupils. This study determined the level of pretest and posttest mean scores of the students in adding dissimilar fractions and mixed numbers. Further, this determined the significant difference between the pretest and posttest mean scores of the students. A one-group pretest and posttest research design were employed for this investigation. The results showed that the level of the pretest mean score of the students was low. However, the level of the posttest mean score of the students was high. Evidently, the data revealed that there was a significant difference between the pretest and posttest mean scores of the students on adding dissimilar fractions and mixed numbers. It is recommended that Strategic Intervention Material must be utilized by the mathematics teachers which proved to be effective in enhancing the skills of the students in mathematics, specifically in adding dissimilar fractions and mixed numbers.
Author/s: Mike M. Leopardas, Winkelyn S. Clet, & Lea J. Ensomo (2020)

Three-Minute Habit: Concrete Pictorial Abstract (CPA) Videos in Mathematics for Distance Learning

ABSTRACT
The Department of Education commits to providing quality education in the new normal delivery of learning. To materialize this thrust, Matti Elementary School adopted modular distance learning to provide learning continuity and make learning accessible to all learners. Learning activity sheets were distributed to learners yet children returned unaccomplished exercises, especially in Mathematics 6. Hence, action research was used to address the issue and explore the modular experiences of children. The three-minute habit was employed as a strategy to help the 10 passive learners improve their performance in Math. This technique utilized instructional videos focusing on Concrete, Pictorial, and Abstract (CPA) schemes to enhance the problem-solving skills of struggling participants. These key informants were purposely chosen to receive the video clips for 9 weeks in the third quarter, School Year 2021-2022. They also participated in the interviews. Responses were recorded and analyzed to create ideas. For the question of how CPA using three-minute instructional videos improve learners’ problem-solving skills, the following themes emerged: localizing video lessons, modeling Math skills, simplifying targets, demonstrating abstracts, developing a positive attitude towards computation, and enhancing critical thinking skills.
Author/s: Eduardo P. Paller Jr. (2022)

Two-Pronged Motivation in Addressing Chronic Absenteeism Among Grade Four Pupils

ABSTRACT
This action research aims to address chronic absenteeism among three (3) grade four students of Lt. Cipriano Villafuerte Sr. Elementary School, Calinan District, Division of Davao City through Two-Pronged Motivation. Purposive sampling was utilized to determine the participants of the study. The results of the in-depth Interview, observation journal, focus group discussion, and actual record of attendance were the data used. These were analyzed using thematic analysis, descriptive statistics, and simple graphical presentation. It was implied in the thematic analysis that students who most likely manifest chronic absenteeism are those who belong to low-income family and have a close peer or sibling who also manifest chronic absenteeism. During the implementation of the Two-pronged Motivation as the intervention, it was observed that there was an increased interest of the students to go to school which led to a significant improvement of attendance among the respondents.
Author/s: Jessa V. Limpangog (2019)

Project Integrative and Inclusive School Activities: A School Strategic Intervention to Sustain Inclusive Education During Crisis Situation

ABSTRACT
This study aimed to determine the Extent of Project Integrative and Inclusive School Activities as a school strategic intervention to sustain inclusive education during crisis situations experiences of the teachers, parents, and staff in the implementation of this program. The respondents were two administration staff, seventy-one teachers, and three hundred forty-three parents. There were 7 for indepth- inter interviews and 7 for focus group discussions. Quantitative data for analysis utilized descriptive correlational determined that the independent variable has a significant relationship to the dependent variable. Linear regression determined that no domain in the independent variable significantly influenced the dependent variable. However, the whole model significantly influenced the dependent variable. The study revealed that Project IISA was very much extensive, which implies that the project is very much observed. The level of the school’s strategic intervention to sustain inclusive education during a crisis situation was very high and described that this program is very experienced. Thematic analysis was used to surface emerging themes. Analyzed results on the quantitative side were used for triangulation in qualitative data. Results imply that challenges were encountered during the crafting and designing of the project and implementing the project, and sustainability of the project. The different insights in the implementation of Project IISA to sustain inclusive education during crisis situations are the Monitoring Checklist, Strong partnership/collaboration, and Learning motivation.
Author/s: Josephine J. Asuque, Janeth S. Datulio, & Eugenia G. Saclo (2022)

Teachers’ Upskilling and Reskilling: Using the Imagery Ordonnance Method to Solve Math Problems

ABSTRACT
This action research study examined the effects of implementing the “Imagery Ordonnance Method”, inspired by Singapore math, as a teaching strategy for problem solving in mathematics. The study focused on Grade 3 teachers in the Schools Division of the City of Mati. The research questions explored the effect of the method on teachers and their experiences in learning it and using it in their classrooms. Qualitative research approaches, including focus group discussions and interviews, were employed to gather data. Thematic content analysis was used to analyze the data and identify recurring themes. The findings revealed several positive effects of introducing the “Imagery Ordonnance Method”. Teachers reported enhanced teaching strategies, improved confidence in teaching mathematics, particularly in problem solving, and the creation of a more engaging and interactive classroom environment. Teachers expressed positive experiences in learning the method, highlighting its practicality and effectiveness in developing their teaching practices. They also emphasized the professional growth and development they gained through the method, which expanded their problem-solving skills and prepared them to meet the needs of their students. These results have implications for practice. It is recommended to provide comprehensive training on the “Imagery Ordonnance Method” to teachers across different grade levels. Ongoing professional development and support should be offered to facilitate teachers’ continuous growth and mastery of the method. Collaboration and sharing of best practices among teachers can further enhance problem-solving skills in mathematics.
Author/s: Jeremias C. Ceniza, & Shereyl C. Samocino (2023)

How Do Teacher-Made Video Lessons Help Improve Performance of Students in a Blended Learning Modality?

ABSTRACT
This study was conducted to determine how the teacher-made video lessons help improved the learning performance of the students under the blended learning modality. The teacher-made video lessons consist of 5 videos on the topics of Measures of Position. The participants of the study were the selected Grade 10 students from six different sections under the general curriculum. The quantitative data were collected from pretest and posttest results and were analyzed using Wilcoxon signed-ranked test. The qualitative data were collected through interviews that were answered by the students and were analyzed using thematic content analysis. Findings showed that the teacher-made video lesson as an alternative to actual teacher-lecture helped increase students’ performance in Mathematics in their independent learning. The qualitative data revealed that the participants were more interested in studying their Learning Activity Sheets with the aid of the teacher-made video lessons.
Author/s: Jhobelle P. Racho, Josephine T. Lamigo, & Romeo J. Antepuesto (2023)

Project Panukiduki: Journey of Young Scientists in the Conduct of Science Investigatory Projects

ABSTRACT
Science teachers embed the teaching of the Science Investigatory Projects content in the curriculum, which helps the students conduct original work, understand the problematic and contentious nature of science, and immerse in hands-on and minds-on tasks. With this, the study aimed to describe the experiences, coping mechanisms, and insights of the students who are conducting Science Investigatory Projects which answered the three fundamental questions. The study utilized the phenomenological approach, wherein two (2) data collection techniques, the In-depth Interview and Focus Group Discussion were employed. Fourteen (14) STEM strand students from Montevista National High School- Main Campus participated in the investigation. Essential themes were generated out from their responses to the research questions. The results uncovered the participants’ lived experiences, and from it seven (7) themes emerged: demand for resources, difficulties with internet access, enjoyable activities, applicability to daily life, independence in performing tasks, development of skills, solve problems in various ways. The participants also shared their coping mechanisms in dealing with the challenges they encountered, from which emerged two (2) themes: motivating oneself and being resourceful. Lastly, for the insights they cited, four (4) themes emerged: consistent engagement, support from the parents and the school, training for students and teachers, and promote the benefits of research among students. Moreover, results of this study were useful to the Department of Education (DepEd) in its implementation on the appropriate plans and programs specifically in intensifying the scientific research culture in schools.
Author/s: Ian Jake N. Galorio, & Rosilyn P. Cajes (2020)

How do Practice Tools and Mobile Game Help the Learners Improve Their Skills in Automaticity of Basic Multiplication Facts?

ABSTRACT
The study looked into the experiences of students who went through an intervention program using practice tools (charts, flash cards, and board games) and a mobile app (multiplication table) during remedial time at Balabag Elementary School in Digos City Division. The study used an action research approach to explain the participants’ reported observations and responses. The focal participants were nine grade five students who were struggling with fundamental multiplication concepts and scored the lowest on the pre-test. They were purposefully picked, and proper ethical concerns were respected throughout the investigation. Journals and records from the unstructured interview conducted during the program were used to learn about the accomplishments and obstacles encountered by individuals who attended the planned intervention program. The results of the post-test and teacher-made tests were recorded, and they revealed evidences of learning improvement by the participants. The qualitative material obtained was processed and presented in two collective themes. First, the difficulties faced show the participants’ hesitance, their perception of numbers as tough, their limited attention or memory capacity, their attendance, their diverse processing abilities with the information, and their individual demands. The second topic, however, which is the success indicators, points to their active engagement, their loved learning process with the materials much more on the mobile game, their learning association with other courses, and self-realization to my role as a teacher. The key advocacy to be disseminated from school or at home is the integration of the intervention program necessary for optimizing the learners’ potential in increasing their automaticity abilities in fundamental multiplication facts.
Author/s: Marjun B. Rebosquillo (2020)

Picture Word Concept Association Building Vocabulary Enriching Comprehension of English Language Learners

ABSTRACT
This classroom-based action research aimed to develop reading comprehension by enriching vocabulary through picture-word-concept association. This was conducted in School Year 2019-2020 in one of the schools in Tugbok district which has an ID number of 129735. Ten pupils were purposively chosen to participate in this action research as they were found to fare poorly in reading comprehension in English based on the Philippine-Individual Reading Inventory (Phil-IRI) result. The intervention used to enrich their vocabulary and thereby improve reading comprehension is dubbed as the Inductive Picture Hunt as they were to hunt for pictures in a box that correspond to the words in the sentence which they were tasked to read. After finding all the pictures correctly, they were asked several different questions about the sentence and when their thorough understanding of the sentence was tested, they were then tasked to search for another picture which corresponds to the concept of the sentence. The data were gathered through pre- and post-test and were analyzed through frequency and percentage. The results revealed that there was an increase in their correct responses to the comprehension questions in all ten worksheets which is indicative that the intervention was effective. Based on the findings, it is suggested that pictures shall be included in vocabulary enrichment exercises as they appeal to the children making it easier to catch their attention. Moreover, pictures retain in their thoughts much longer thus aid their imagination and association of concepts, thereby makes reading more meaningful and appreciable.
Author/s: Aubrey E. Torrentira (2019)

Mastering Mathematics Facts Through Exertech

ABSTRACT
This classroom-based action research was focused on the utilization of ExerTech or Physical Exercise with Technology integration as an intervention for helping the students improve their mastery of mathematics facts, particularly in multiplication and division. The study made use of action research design with both quantitative and qualitative data. Purposive sampling technique was employed in selecting the 10 grade five participants having low math performance. This was conducted within one month in Piedad Central Elementary School during the fourth quarter of school year 2019-2020. Baseline data were taken from the pre assessments in multiplication and division together with student’s survey form administered in February 2020. Additionally, formative tests were conducted for three consecutive Fridays to monitor the students’ progress. The data gathered were processed using appropriate descriptive statistics. Furthermore, comparison of pretest and posttest results were used to analyze the mastery level of students before and after the intervention. The results revealed that all the students have improved mastery in mathematics facts after the implementation of ExerTech. It was also discovered that the intervention has a positive effect to the feelings of students towards mathematics. Thus, ExerTech, is recommended to teachers with the same dilemma to help the students understand the advanced math concepts. In reflection, I realized that students are inclined to be more involved in activities if it awakens their interest and if they also understood the benefits and purpose of performing such tasks. It is our challenge as educators of Generation Z or the digital natives to cater their interest and equip ourselves with knowledge and skills for the new norm of teaching which is online teaching or e-learning.
Author/s: Joy A. Villavito (2019)

Magtutudlo na Ginikanan O Ginikanan na Magtutudlo: An Intervention Program to Alleviate Parents Role as Teachers in the New Normal

ABSTRACT
This action research aimed to provide an intervention program through a refresher/enhancement program to help, assist and augment parents’ knowledge in the basics of English, Mathematics, and Science which parents have difficulty with as they perform the role of a teacher to their own children in this new normal. There were 10 participants in the indepth and FGD before the intervention while 18 on the second set to answer the following research questions: What are parents’ experiences in their teaching role? What is the effect of the intervention on the parents’ teaching role? and What insights can parents share with other parents and the community? Data were gathered qualitatively and were analyzed using thematic analysis. Findings of the study revealed that parents considered their experience an arduous task, they need the devotion of time and effort, and the hard to teach subject areas. As to their effect of the intervention to their role, a wonderful means to enhance teaching skills, additional knowledge, and a change for the betterment and lastly, on insights can parents share with other parents and the community: learning from different subject areas and become a spreader of information. In the light of the findings, collaborative and collective efforts become a necessity.
Author/s: Mary Jean M. Francisquete, Hidah A. Agbas, & Cecille M. Masapa (2021)

Stimulating Grade 8 Students’ Motivation and Admiration in Learning Mathematics Through Infusing Mathematicians’ and Scientists’ Phenomenal Struggles

ABSTRACT
This study aims to regain students’ motivation in learning Mathematics whenever they lost it due to some circumstances in class. Moreover, this study intends to invigorate them to learn the subject with admiration. The intervention used was the phenomenal struggle stories of the famous scientists and mathematicians which was administered through age-old art of storytelling. The participants were the twenty students of Grade – 8 section Molave of B’laan National High School. This study utilized the simplest form of data triangulation which uses a variety of information or data sources in order to increase the validity of results and give more detailed and balanced picture of the situation. Survey questionnaires and interviews revealed coherent results indicating the effectiveness of the intervention in stimulating students’ motivation and admiration in learning Mathematics.
Author/s: Jayson D. Balila (2020)

The Adventure of Posinega: A Strategic Intervention Materials on the Basic Operations of Integers

ABSTRACT
This action research was conducted to investigate the effect of “The Adventure of Posinega,” a strategic intervention material (SIM), on the basic operations on integers. The study employed quasi-experimental design (an experimental group and a control group) with equal number of participants in each group. While students in experimental group performed activities based on the strategic intervention material, students in control group were taught with traditional approach – lecture method. Pre-test and post-test were administered using the four reliable test questionnaires for addition, subtraction, multiplication and division. The data obtained from both groups were analyzed using Paired Samples t-test and One Way ANCOVA. The use of Paired Samples t-test revealed that both methods increased significantly the mastery of the students in the four basic operations. However, the use of One-Way ANCOVA in the post-test results showed a significant difference between the groups in favor of the experimental group. In other words, students in experimental group performed better than the students in control group in the four basic operations. This implies that the SIM is effective. This positive result is fortified by the results of the interview of ten (10) participants. Their responses were analyzed using thematic analysis. Findings revealed that students have varied experiences in using the SIM like answering questions, learning from the material and correcting mistakes. These experiences were described by the students as enjoyable and insightful. Further, all ten participants agreed that the SIM has helped them by improving their learning and correcting misconceptions. Thus, it is important that when teachers develop a SIM, there should be focus on students’ learning, fun learning experience, guided learning and inclusion of varied activities.
Author/s: Teddy O. Ramon (2018)

Utilization of eREADING Approach in Improving Reading Ability Among Grade 3 Learners in Basic Sight Words

ABSTRACT
Reading is a vital aspect of literacy development. With the present covid-19 pandemic, teachers and learners have faced sweeping, unprecedented changes to teaching and learning. eReading Approach as reading intervention will help increase reading performance of learners. The study was conducted to improve the reading ability among Grade 3 learners. Action research utilized the quasi-experimental research design to gather information from the respondents. To determine whether any difference exists, pre-test and post-test was conducted. The result was gathered, tabularized, and interpreted. Results showed that there was a significant difference between pre-test and post-test especially in the experimental group where the eReading approach was being applied. Findings also suggested that the teacher-advisers and reading teachers may apply this approach to improve reading ability among learners. Moreover, teachers may undergo training on video editing to provide better video materials for better reading intervention.
Author/s: Rowelyn G. Rabe (2021)

SLMs: Developing Writing Composition Skills of Grade 3 Learners Through Vocabulary Enrichment

ABSTRACT
Writing skill is considered as one of the four (4) macro skills essential to the learning process. This research aimed to develop the basic writing composition skill of the learners through vocabulary enrichment. The combination of the digital and modular distance instructions through modified supplementary learning materials were used as an intervention on the conduct of the study. Designed congruently to meet the demands of the existing health crisis, five (5) grade 3 learners of Fishing Village Elementary School, Malita North District, Division of Davao Occidental were chosen as the participants of this study. The data collection involved three (3) major phases: the pre-test, intervention, and the post-test. Results from pre-test and post-test were used to assess the efficiency of the intervention. Numerical transparency was made possible through writing rubric, hence, the study utilized quantitative method. Results showed that there was a significant increase on the performance of the participants after the implementation of the intervention. This suggested that with variety of intervention employed, the participants improved their proficiency in writing.
Author/s: Rhea Socelle N. Solitana (2021)

Unlocking Difficulty in Subtracting Numbers of Grade 1 Learners Through Cultural Games

ABSTRACT
This study aims to seek answer in unlocking the difficulty of the lesson, in finding ways to address the least mastered competency M1NS- IIh- 32.4 (visualizes, represents, subtracts, one -to-two digit numbers with minuends up to 99 with regrouping) of the seven (7) Grade 1 pupils of Lacaron Elementary School. In analyzing the data, descriptive statistics like the Mean scores was utilized in their pre-test and post-test results. This was accompanied by the in-depth interview and tabular form by getting their most significant and least significant statements or responses. Findings revealed that the pupils who were low performers had significant improvements. Cultural activities may have a favorable impact on students’ ability to subtract two-digit numbers using regrouping.
Author/s: Lucilyn T. Sahibol (2022)

A Curious Case of the Uninterested: A Qualitative Inquiry on the Reading Interest of Grade10 Learners

ABSTRACT
This qualitative-phenomenological research aimed to explore and understand the experiences and insights of Grade 10 students as to their lack of reading interest along with the underlying issues in reading at a certain public secondary school in Panabo City. This study was seen through the concept of Moser and Morrison (1998) called “aliteracy”. Aliteracy is the ability to read but lacking the motivation to read or uninterested in doing so, where students become uncommitted and lack the enthusiasm for reading. Ten (10) students underwent in-depth interview. As to experiences in reading, three (3) themes emerged: feels obliged to read, struggles with reading comprehension, and finds reading boring. As to factors behind their disinterest in reading, four (4) themes emerged: poor reading comprehension, negative perception towards reading, addiction to technology, and susceptibility to peer influence. As to the possible interventions based on students’ insights, four (4) themes emerged: provide reading incentives, provide a variety of reading materials, lead by example, and teach students reading strategies. The results are significant to the administrators, teachers and other stakeholders to help engage the students in reading endeavors.
Author/s: Marjorie Cristelle M. Simene (2021)

MOTOReading: A New Normal Reading Intervention Program in Enhancing XYZ’s Reading Skills

ABSTRACT
Reading plays a vital role in the learning process. Hence, this study aimed to enhance the reading skills of learner XYZ in this new normal education and help him improve his reading level. The intervention utilized was MOTOReading Program conducted in the community of the Manobo participant whom I named XYZ (X mark in reading, Y (wa’y) nahibal – an sa pagbasa and Zero knowledge in reading words) of Jose Abad Santos National High School, Jose Abad Santos 1 District, Davao Occidental who is enrolled in School Year 2021 – 2022. This study used different forms of data collection such as checklists, activity sheets, and journal. These data were taken from the four (4) essential procedures of data collection: pre – interview, monitoring and observation of the implementation, post – reading assessment, and in – depth interview after the implementation.
Results from the previous reading record in S.Y. 2019 – 2020 and the post – reading assessment were comparatively presented. The results showed that levels 2 –4 of the post – reading assessment were at the range of 90% – 96% which had oral reading of Instructional level based on the Phil – IRI assessment guidelines. On the other hand, the 5th reading level was in the range of 59% – 79% which revealed underInstructional level. This implied that the implemented intervention achieved its abovementioned objectives and these findings suggest for more innovations in the future to help another group of students like B’laan.
Author/s: Joan V. Egonia (2021)

Enhancing Vocabulary Skills to Improve Reading Comprehension of Grade 6 Learners Using Educational Video Presentation (EVP)

ABSTRACT
This study was conducted to find out the significant improvement in the vocabulary skills of 5 learners after using Educational Video Presentation (EVP). The 5 learners were purposively selected which consists of grade six learners of Bunawan Aplaya Elementary School. The participants were identified purposively through the Phil-Iri Assessment who had performed least among all other instructional reader. The study used classroom-based action research design. The data gathered were analyzed and presented in graphs. After conducting the intervention, the result shows that there was significant difference in the reading comprehension after enhancing the vocabulary skills of the learners using the Educational Video Presentation. The impact of using educational videos in this time of pandemic is undoubtedly helpful for both the teacher and the learners despite the distance. The videos served as a bridge to continue learning despite having no face-to-face classes. Indeed, adaptation of Educational Video Presentation Strategy as a learning intervention is recommended in improving the vocabulary skills of the learners.
Author/s: Claire L. Cabajes (2021)

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