EFFECTIVENESS OF PROJECT ROME MAPPING IN ACADEMIC PERFORMANCE

OF GRADE 7 STUDENTS IN ARALING PANLIPUNAN.

ROMEO CHUA
Master Teacher I

An Action Research
Presented to the
Araling Panlipunan Department
Las Pias North National High School
Las Pias City

In Partial Fulfillment of the Requirements

for the Master Teacher

October 3, 2016

CHAPTER I. INTRODUCTION
I. Background of the Study

The Las Pias North National High School student population as there is

exceptionally heterogeneous and there are broad differences in the intelligence,

abilities, aptitudes, interests and goals of students. Some students seek the simple;

others the complex; some pursue the concrete; others the abstract; some are interested

in the known; others in unknown 1. Subsequently, the curriculum in Araling Panlipunan in

High School is focused on developing skills and values inherent in the disciplines of

history and economics. Through the study of history the students will be better able to

understand their own society as well as others. By understanding the relationship of

past and present, students will be equipped to deal with problems that might in the

future.

In the present scenario, students poor academic achievements in Araling

Panlipunan still a problem. This scenario has found that academic achievement of a

student depends upon different variable such as intelligence, interest, understanding,

study habits, teaching method, environment and technology. This is the main reason

behind the Project is to improve the level of mastery through the use of technology and

the use of available teaching methods and materials. The project implementer have

tried to benefit from what the commercial advertisers already seem to know by

incorporating the use of concept mapping into teaching methodologies.

PROJECT ROME MAPPING (Readiness on Material Enhancement through

Concept Mapping) is a teaching strategy innovation designed to help students in

providing an active, creative, visual and spatial learning activity in their hierarchical

relationship. It is a technique that aids in schematic organization and representation of

knowledge. It provides the opportunity to organize, analyse, evaluate, summarize and

own ideas. ROME MAPPING technique can be used to improve students learning

achievements and interests in social studies specifically through the use of graphic

organizer, Venn diagram, concept cluster and data retrieval.

II. Review of Related Literature

What is concept mapping?

A concept map can be considered as somewhat similar to a spider chart, an

organization chart or a flow diagram. The most useful form of a concept map for

teaching and learning is one arranged in a hierarchical organization which the more

general and more inclusive concepts at the top of the map and the more concrete and

specific ones at the bottom. There are three basic features used in creating concept

maps: (1) a list of concepts, (2) lines that represent the relational links between these

concepts, and (3) labels for these linking relationships. 8

The procedure of concept mapping starts with the generation of a list of concepts

through brainstorming. Connecting lines are drawn between these concepts to indicate

the flow of inter-relationships. Labels along the connecting lines further explain the inter-

relationships between concepts which may result in a knowledge structure. These maps

can be refined by many rethinking and redrawing processes as more knowledge is

accumulated from a search.9

The extensive use of concept maps in class rooms and related learning and

knowledge sharing contexts has shown that numerous benefits can be achieved by
applying visual mapping techniques that foster the graphic re-construction of

Knowledge3.

According to Asan10, Concept mapping is a method to visualize the structure of

knowledge. Since the knowledge expressed in the maps is mostly semantic, concept

maps are sometimes called semantic networks. According to Nelson 11, Concept

Mapping is a nonlinear, graphic representation of unstable domains, depicting major

concept nodes and the interrelationships of those nodes. It is a learning strategy

identified as having a significant impact on retention and retrieval of information, with

continued processing of data over time. Well prepared concept maps facilitate both

teaching and learning processes. These maps facilitate teaching because teachers can

use them to prepare and organize lessons by sequencing topics within lectures. 9

Moreover, during the concept mapping process, teachers will have the

opportunity to identify and reduce ambiguities, enabling them to deliver clearer and

more coherent explanations to students. For the students, concept mapping gives new

meaning to learning as they organize the acquired knowledge in their own way.8

A concept map is a way of representing relationships between ideas, images, or

words in the same way that a sentence diagram represents the grammar of a sentence,

a road map represents the locations of highways and towns, and a circuit diagram

represents the workings of an electrical appliance. In a concept map, each word or

phrase is connected to another and linked back to the original idea, word or phrase.

Concept maps are a way to develop logical thinking and study skills by revealing

connections and helping students see how individual ideas form a larger whole.
Why Concept mapping in Social Studies?

Concept mapping technique is learner-centred and activities oriented. It actively

engages learners in meaningful activities provided. It is a technique that aids in

schematic organization and representation of knowledge. The technique provides an

active, creative, visual and spatial learning activity in their hierarchical relationship. It

provides the opportunity to organize, analyse, evaluate, summarize and own ideas.

Concept mapping technique can be used to improve students learning

achievements and int erests in social studies. It is a better technique that significantly

improved students learning achievement compared to a traditional expository teaching

approach. It reflects teaching- learning, students knowledge and facilitates their sense-

making and Improves their meaningful learning. It improves students higher order

thinking skills in social studies. Students achievements better in terms of subject matter

content mastery when taught with psychological strategies using concept mapping. This

clearly is a manifestation of the potential of concept mapping to enhance meaningful

learning and improved achievement in social studies. It is found by many researchers

significantly beneficial to promote learning achievements as well as the learning

attitudes of the students. Concept mapping gives also real-time feedback to the

students as well as the teachers.

Graphic Organizer

A graphic organizer is a visual and graphic display that depicts the relationships

between facts, terms, and or ideas within a learning task. Graphic organizers are also
sometimes referred to as knowledge maps, concept maps, story maps, cognitive

organizers, advance organizers, or concept diagrams.

Graphic organizers come in many different forms, each one best suited to organizing a

particular type of information. A Descriptive or Thematic Map works well for mapping

generic information, but particularly well for mapping hierarchical relationships.

Organizing a hierarchical set of information, reflecting superordinate or subordinate

elements, is made easier by constructing a Network Tree. When the information relating

to a main idea or theme does not fit into a hierarchy, a Spider Map can help with

organization. When information contains cause and effect problems and solutions, a

Problem and Solution Map can be useful for organizing. A Problem-Solution Outline

helps students to compare different solutions to a problem.

Graphic organizers are visual displays of key content information designed to

benefit learners who have difficulty organizing information (Fisher & Schumaker, 1995).

Graphic organizers are meant to help students clearly visualize how ideas are

organized within a text or surrounding a concept. Graphic organizers provide students

with a structure for abstract ideas.

Graphic organizers are important and effective pedagogical tools for organizing

content and ideas and facilitating learners comprehension of newly acquired

information. Gardners Theory of Multiple Intelligences posits that students are better

able to learn and internalize information when more than one learning modality is

employed in an instructional strategy. Since graphic organizers present material through

the visual and spatial modalities (and reinforce what is taught in the classroom), the use

of graphic organizers helps students internalize what they are learning.

 For todays classroom, nothing is more essential to successful teaching and

learning than strategy-based instruction. It is through the use of specific teaching

strategies and learning tools that students can be more successful learners. Numerous

studies have found graphic organizers to be effective for teaching and learning, and

many support the effectiveness of graphic organizers for gifted children and students

with special needs. Textbook publishers have taken note of the research that supports

the importance of graphic organizers for teaching and learning, and regularly feature

them in textbooks.

Conceptual Cluster

A conceptual diagram4 employs a graphic conceptual framework to visually structure

information or learning content with the help of pre-defined categories. The categories

are usually derived from a (domain-specific) theory or model. Examples of such

conceptual diagrams are Aristotles square of oppositions (visualized first by Boethius),

Stephen Toulmins argumentation diagram, 5 Michael Porters five forces diagram, 6

Ishikawas 5M diagram,7 or Kaplan and Nortons strategy map.9 All of these conceptual

diagrams structure information visually with the help of pre-defined (often theory-

derived) graphic containers.

Conceptual clustering is a machine learning paradigm for unsupervised

classification developed mainly during the 1980s. It is distinguished from ordinary data

clustering by generating a concept description for each generated class. Most

conceptual clustering methods are capable of generating hierarchical category

structures; see Categorization for more information on hierarchy. Conceptual clustering

is closely related to formal concept analysis, decision tree learning, and mixture model

learning.

Discovering concepts by conceptual clustering is not purely an inductive

inference process. A portion of the process involves deductive inference to determine

from background knowledge latent attributes for exemplars and appropriate concepts to

ready as candidate category descriptions.

One view of conceptual clustering proposes to produce interesting groupings and

then provide them with a conceptual interpretation. Naturally, some subpopulations of

exemplars are easier to interpret than others. Fisher (1985) proposes such a view, and

states that the two phases (called the aggregation and characterization problems,

respectively) are not independent.

Data Retrieval

Instructional decision making in the social studies has been based on a limited

knowledge base, and as a result, computer use among students in social studies

education has often relied on basic applications of technology as a tool for word

processing or accessing factual information. Yet, there is the potential for technology to

be fostered as a tool that overcomes the traditional isolation of the classroom setting

(Braun, 1997), provides access to expansive resources (Becker, 1999), and improves

overall productivity (Saye, 1998).

Another common instructional strategy used among social studies teachers is

data retrieval. According to Berson (1996), data retrieval are especially useful for

managing the extensive knowledge base in the social studies; they also foster students'

development of inquiry strategies through the manipulation and analysis of information.

Likewise, Rice and Wilson (1999) states that data retrieval aids constructivism by

encouraging collaboration in problem solving, the use of higher-order thinking skills to

develop and test hypotheses. As Garcia & Michaekis (2001) assert, making data

retrieval help to build skills in locating, organizing, indexing, retrieving, and analyzing

information. Databases can be made to organize information on students and their

families, the community, states, regions, countries, careers, notable people and any

other topics.

Venn Diagram

A Venn diagram is an illustration of the relationships between and among sets, groups

of objects that share something in common.

III. Objectives of the Study

The purpose of this research is to determine the effectiveness of Project ROME

MAPPING on performance of the students in Araling Panlipunan 7 particularly on the

third quarter topics. Specifically, it sought to answer the following questions:

1. What are the students weekly test performances in the control and experimental

group?

2. Is there a significant difference between the students weekly test performances

in the control and experimental group?

3. What is the most effective type of concept mapping strategies based on the

weekly test results?

4. What is the degree of students achievements in terms of third quarterly grades in

Araling Panlipunan 7 after their exposure to the Project ROME MAPPING?

5. Is there a significant improvement on students achievements in terms of third

quarterly grades in Araling Panlipunan 7 after their exposure to the Project ROME

MAPPING?

IV. Scope and Limitation

V. Methodology

A. Study Design and Setting

This is a descriptive - experimental cross sectional study conducted at the Las Pias

North National High School among selected Grade 7 students from November 3, 2016

to January 18, 2017.

Design of Experimental Study:

The Experimental design can be diagrammed as below:

Experimental Group Concept Mapping Strategies

Experimental Study Students Performance

Controlled Group Traditional Strategy

B. Study Population

The study was conducted at Las Pias North National High School, Las Pias City to

selected 183 or 24% out of 772 students from Grade 7 level being handled by the

researcher in Araling Panlipunan subject. These respondents were purposively selected

from the combination of four extreme sections of Grade 7 for school year 2016-2017.

The sample of the study is shown in Table 1 below.

Table 1. Frequency and Percentage Distribution of the Population and Sample

Year & Section Total Enrollment Percentage (%)

7 Quirino 44 24.04
7 - Marcos 45 24.59
7 Ramos 44 24.04
7 Garcia 50 27.33
Total 183 100.00

C. Sampling

Purposive sampling was used in this study.

D. Instrument/Tool

In the conduct of the study, the researcher used the Weekly Test instrument. This was
instrument used for quantitative measurement to determine significant difference
between the students performance in the Araling Panlipunan of two groups. The
Concept Mapping tools were not evaluated but it was analyzed depending on the
weekly scores of the participants.
E. Data Collection

The PROJECT was conducted in four sections in Grade 7 and was divided into

experimental and controlled groups. Grade 7 sections Quirino and Marcos was the

experimental group and Grade 7 sections Garcia and Ramos was the controlled group.

The experimental group was taught using concept mapping teaching technique while
the controlled group was taught using traditional method. The same weekly test was

given to both groups. The weekly test results was compared and analyzed. The

difference of quarterly grades between two groups was analyzed by comparing their

third quarterly grades. The best concept mapping practices among four chosen

strategies was determined.

The Project was started at the beginning of the third quarter of the school year,

from November 2016 to January 2017. The content coverage was limited to the topics

on third grading, based on the Secondary School Learning Competencies (SSLC) in

Araling Panlipunan 7 prepared on a Budget of Work form, and prescribed by the

Department of Education. This project was managed by the Master Teacher under

supervision of the Araling Panlipunan Department Head and School Head.

F. Data Analysis

Descriptive statistics was used to summarize the weekly test results and quarterly

grades of the participants. Mean and SD was used for interval/ratio variables. To

compare scores of controlled and experimental group, the researcher used the

independent t-test. To compare variables that measures student achievement, the

researcher also used the independent t-test. All valid data was included in the analysis.

Missing variables was estimated. Null hypothesis will be rejected at 0.05-level of

significance. SPSS 21.0 was used for data analysis.

G. Result
 The collected data on weekly quizzes results were tabulated and presented in

minimum/maximum, standard deviation and mean as shown in Table 2. One Hundred

Eighty Three (183) students were included in the study. It was revealed that Grade7-

Quirino and Grade 7-Marcos got the highest mean in four quizzes that were

approximately about 66% of 30-item problems. The two stated sections were

considered as experimental group. The two remaining sections, which are considered

as controlled group got a weighted mean of at most 13 with an approximate mean

percentile score of 43%.

Table 2. Descriptive Results of Weekly Quizzes of Participants by Grade and Section

Quiz 1 Quiz 2 Quiz 3 Quiz 4
Mea

Grade/Section Min/Max SD Mean Min/Max SD Mean Min/Max SD n Min/Max SD Mean

2.5 3.1 2.4 20.8 1.8
7 Quirino 18/28 21.96 11/26 21.23 18/26 19/27 22.23
(N=44) 4 5 6 9 2
3.9 3.3 3.8 20.4 2.9
7 Marcos 7/27 21.04 10/28 19.70 3/26 10/27 21.71
(N=45) 6 3 2 4 4
3.0 2.7 3.2 13.2 2.9
7 Ramos 7/19 13.48 7/19 13.16 7/18 4/19 13.86
(N=44) 8 2 2 4 7
2.2 4.2 3.1 13.3 2.1
7 Garcia 19/19 14.88 4/23 11.82 5/18 10/18 13.66
(N=50) 9 2 3 0 0

The independent t-test on experimental and controlled group based on weekly test

results was shown in Table 3. The comparison between two groups observed that

experimental group had a higher mean compared to controlled group. Using t-test, the

result shown that there was significant difference between experimental and controlled

group (t-value = 33.2, p =0.000). The result implicated that there was a significant

increase on the test results on the group of students with an application of concept

mapping compared to the group using a traditional strategies.

Table 3. Independent t-test Analysis of Experimental and Controlled Group Based on
the Weekly Quiz Results
Group MeanSD t-value p-value Remarks
Experimental Group 21.143.15
(N = 357)
33.2 0.000 Significant
Controlled Group 13.433.11
(N = 371)

Shown in Table 4 was the descriptive result of weekly quizzes based on the type
of concept mapping being used. The Venn diagram acquired the highest mean
difference (8.23) followed by graphic organizer (8.20), data retrieval (7.39), and concept
cluster (7.22). Thus, Venn diagram and graphic organizer are the best types of concept
mapping being used in study.

Table 4. Descriptive Results of Weekly Quizzes Based on the Type of Concept Mapping
being Used
Graphic Organizer Concept Cluster Data Retrieval Venn Diagram
Grade/Section SD Mean SD Mean SD Mean SD Mean
Experimental
Group 3.35 21.49 3.32 20.44 3.21 20.66 2.44 22.00
Controlled
Group 2.76 13.29 3.64 13.02 3.16 13.27 2.54 13.77
Mean
Difference 8.20 7.22 7.39 8.23

Shown in Table 5 was the descriptive result of quarterly grades of experimental and

controlled group. The minimum and maximum grades acquired by experimental group

are 76 and 93, respectively while 70 and 86 for controlled group. The experimental

group has a better quarterly grade average compared to controlled group (81.03 vs.

77.09). This result implicated that the group that used the concept mapping has a better

performance than a group who did not used the concept mapping strategy.
Table 5. Descriptive Results of Quarterly Grades of Experimental and Controlled Group

Grade/Sectio Individual Group

Group
n Min/Max SD Mean Min/Max SD Mean
7 Quirino
77/93 3.85 81.182
Experimental (N=44)
76/93 4.29 81.03
Group (N=85) 7 Marcos
76/93 4.70 80.89
(N=45)
7 Ramos
70/86 3.27 77.66
Controlled (N=44)
70/86 3.00 77.09
Group (N=85) 7 Garcia
70/86 2.67 76.58
(N=50)

Shown in Table 6 was the independent t-test analysis of experimental and

controlled group based on the quarterly grades. Experimental group has a better mean
compared to controlled group (81.03 vs. 77.09). The t-value value between the means
of two groups was 7.267. The p-value between the third quarterly grades of
experimental and controlled groups was less than 0.05. Thus, there were significant
improvements on students performance in Araling Panlipunan using the concept
mapping.

Table 6. Independent t-test Analysis of Experimental and Controlled Group Based on

the Quarterly Grades
Group MeanSD t-value p-value Remarks
Experimental Group 81.034.29
(N = 357)
7.267 0.000 Significant
Controlled Group 77.093.00
(N = 371)

H. Summary of Findings

The findings of the study are as follows:

1. Grade7-Quirino and Grade 7-Marcos got the highest mean in four quizzes that

were approximately about 66% of 30-item problems while the two remaining sections,
which are considered as controlled group, got a weighted mean of at most 13 with an

approximate mean percentile score of 43

2. The result shown that there was significant difference between experimental and

controlled group (t-value = 33.2, p =0.000).

3. The Venn diagram acquired the highest mean difference (8.23) followed by

graphic organizer (8.20), data retrieval (7.39), and concept cluster (7.22).

4. The experimental group has a better quarterly grade average compared to

controlled group (81.03 vs. 77.09).

5. The t-value value between the means of two groups was 7.267. The p-value

between the third quarterly grades of experimental and controlled groups was less than

0.05.

I. Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. There was a significant increase on the test results on the group of students with an

application of concept mapping compared to the group using a traditional strategy.

2. Venn diagram and graphic organizer are the best types of concept mapping being

used in study

3. The experimental group that used the concept mapping has a better academic

performance than controlled group who did not used the concept mapping strategy.

4. There were significant improvements on students performance in Araling Panlipunan

using the concept mapping.
5. The Project ROME Mapping tends to improve students performance in Araling

Panlipunan 7.
6. The Project ROME Mapping tends to increase the degree of students quarterly

academic rating in Araling Panlipunan 7.

H. Ethical Considerations

Action research was submitted to the School Head of LPNNHS for review and approval.

This research is self-funded by the principal investigator, no compensation from other

sources were received in the making of this study. No potential conflicts of interest have

been identified. The principal investigator reports no disclosure. Codes was used as

students identifiers and only the principal investigator will have the access regarding the

students profile and data gathered during the study. Participants confidentiality were

ensured during the study. Informed consent will be explained and obtained by the

researcher. Recruitment will be done by the researcher. There are no perceived risks in

this study.

VI. Work Plan

GANTT CHART

November December January

ACTIVITIES
Wk 1 Wk 2 Wk 3 Wk 4 Wk 1 Wk 2 Wk 1 Wk 2 Wk 3 Wk 4
Research
Proposal
Technical Review
Submission to
School
Committee
Research
Review
Data Collection
Data Encoding
Data analysis
Manuscript
preparation
Research Paper
 VII. Budget Plan

BUDGET

Research Materials

a. Printing of assessment tools Php 500

b. Writing materials Php 100

c. Folders Php 50

Miscellaneous

a. Communication expenses Php 50

b. Snacks Php 100

Total Php 800

VIII. Action Plan

Based on the findings of the study and the conclusions drawn, the following are the

action to be taken:

1. Use Project ROME Mapping in other topics in Araling Panlipunan to further validate

the result of the study.

2. Conduct similar studies on the use of Project ROME Mapping in other disciplines to

confirm the results of the study.

3. Teachers should be encouraged to use ROME Mapping to enhance mastery of the

subject matter.

4. Teachers are provided with more seminars and workshops on how to use concept

mapping in Araling Panlipunan.

IX. REFERENCES

1. Kumar, M. (2014). Effect of Teaching Through Concept Mapping on Achievement in

Social Studies, AVR-Vol. No. 2, July- September 2014.

2. AHEAD Professional Network (2011). Leadership Strategies for School Managers

Modules on Administration, Leadership and Financial Management, Philippine
Association of Secondary Administrators or PASSA, pp1-4.
3. Novak JD. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative
Tools in Schools and Corporations. Lawrence Erlbaum Associates: Mahwah,
NJ, 1998.

4. Huff A. Mapping Strategic Thought. London: Wiley, 1990.

5. Toulmin S. The Uses of Argument. Cambridge University Press: Cambridge, 1958

6. Porter M. Competitive Strategy. The Free Press: New York, 1998.

7. Ishikawa K. Guide to Quality Control. Asian Productivity Organization: Tokyo, Japan,

1983

8. Lawson, M.J. (1994). Concept Mapping. In the International Encyclopedia of

Education. (2nd edition, Volume 2, pp.1026-1031). Tarrytown, New York:
Elsevier Science. Pvt. Ltd.

9. Novak, J. D. (2002). Meaningful Learning: The Essential Factor for Conceptual

Change in Limited or Appropriate Propositional Hierarchies Leading to
Empowerment of Learners. Science Education, volume 86 no. 4, pp 548-571.

10. Askin Asan, (2007). Concept Mapping in Science Class: A Case Study of fifth grade
students. Educational Technology & Society Volume 10 (1), pp 186-195.

11. Attieh, (2008). The Effect of Using Concept Maps as Study Tools on Achievement in
Chemistry, EURASIA Journal of Mathematics, Science & Technology
Education, volume 4 no. 3, pp 233-246.
Quirino
Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Q1 44 18.0 28.0 21.955 2.5422 6.463

Q2 44 11.0 26.0 21.227 3.1465 9.901

Q3 44 18.0 26.0 20.886 2.4610 6.057

Q4 44 19.0 27.0 22.227 1.8155 3.296

Valid N (listwise) 44

Marcos
 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q2 45 7 27 21.04 3.960

Q3 46 10.0 28.0 19.696 3.3325

Q4 45 3 26 20.44 3.817

@30 45 10.0 27.0 21.711 2.9358

Valid N (listwise) 43

Ramos

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 44 7.0 19.0 13.477 3.0765

Q2 43 7.0 19.0 13.163 2.7249

Q3 42 7.0 18.0 13.238 3.2219

Q4 44 4.0 19.0 13.864 2.9695

Valid N (listwise) 42

Garcia

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 50 10.0 19.0 14.880 2.2914

Q2 49 4.0 23.0 11.816 4.2213

Q3 50 5.0 18.0 13.300 3.1315

Q4 50 10.0 18.0 13.660 2.0958

Valid N (listwise) 49

Controlled

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 94 7.0 19.0 14.223 2.7636

Q2 92 4.0 23.0 12.446 3.6445

Q3 92 5.0 18.0 13.272 3.1557

Q4 93 4 19 13.77 2.537

Valid N (listwise) 90

Exp

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 89 7 28 21.49 3.348

Q2 90 10.0 28.0 20.444 3.3153

Q3 89 3 26 20.66 3.208

Q4 89 10.0 27.0 21.966 2.4469

Valid N (listwise) 87

t-test

Group Statistics

group N Mean Std. Deviation Std. Error Mean

1 357 21.14 3.150 .167

Q1
2 371 13.43 3.110 .161

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