R2A in CALABARZON Volume 2 No.1 Series 2015 PDF

R2A
Reflection • Research • Action

in calabarzon
Volume 2, No.1, Series 2015
R2A in CALABARZON
R2A in CALABARZON
Dr. DIOSDADO M. SAN ANTONIO

Project Director
Dr. BEATRIZ G. TORNO

Project Coordinator
EDITORIAL BOARD
DR. EUGENIA R. GORGON MR. CELEDONIO B. BALDERAS, JR.

OIC-SDS, Calamba City ASDS, Quezon Province
DR. JOSILYN S. SOLANA DR. ERICO M. HABIJAN

SDS, Tanauan City Chief
Curriculum Learning Management Division
DR. OSIAS S. MONFORTE
ASDS, Lipa City DR. LUZ M. OSMEÑA
Chief
DR. TOLENTINO G. AQUINO Human Resource and Training Division
SDS, Quezon Province
MS. EDENIA O. LIBRANDA
MS. CHERRYLOU DJ. DE MESA OIC-Chief
OIC-SDS, Cavite Province Quality Assurance Division
RESEARCH TEAM
Dr. Melna R. Albano Ms. Agnes G. Rolle

Ms. Pacita Q. Lungcay Ms. Jennifer E. Lopez
Mr. Manuel D. Gibas Mr. Dominador J. Villafria
Mr. Job S. Zape Jr.
LAYOUT ARTISTS
Mr. Ariel M. Azuelo

Mr. Joseph C. Damian
Mr. Ephraim L. Gibas
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DIRECTOR'S MESSAGE
It is with pleasure that the second edition of this

journal featuring outstanding research projects in DepED
Calabarzon is now a reality. This issue realizes our shared
dream of nurturing a strong research culture as a way
towards the attainment of significantly higher levels of
efficiency and effectiveness.
Indeed, we can never confidently claim that we are providing better services for
every learner enrolled in the Schools without the corresponding evidence for our efforts
in making sure that every school-age child in the communities is enrolled, that every child
attending public schools masters the learning competencies set and that school leaders
and managers utilize resources in a Transparent, Ethical and Accountable (TEA) way.
The publication of this R2A (Reflection, Research, Action) in DepEd CALABARZON
provides a menu of best options for those who wish to implement evidence-based teaching
and school management.
When everything we do is inspired by evidence, our quest for quality will become
an easier task. When actual practitioners understand their own problems through research
endeavors, solutions tend to be more effective. When every Calabarzon educator becomes
a researcher, the Department of Education Region 4A will become a dynamic hub for
lifelong learners.
Congratulations to the researchers featured in this volume and our sincerest
gratitude to the board of editors and research team! MABUHAY!
DIOSDADO M. SAN ANTONIO

Director IV
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R2A in CALABARZON
TABLE OF CONTENTS
Title
Page
1 Assisting adult learners through Alternative Delivery

Mode of education: Open High School Program
experience in San Pedro National High School
10 A solid waste management system for Rosario West

Central School
20 Quiz Buddy as a pair assessment and its effect

on students' performance and attitude towards
mathematics
32 Increasing the level of numeracy of the students

through math plus
39 Flock Program in managing large class size in

Mathematics III
52 Huntahan vocab assessment toward enriching mother

tongue-based classroom practices
62 Teaching and learning styles of selected Biology

teachers and performance of students of Bacoor
National High School
80 Level of readiness of Calamba Bayside National High

School for TESDA Accreditation
89 Bullying engagement and classroom discipline

techniques in Habay Elementary School, Division of
Bacoor City
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Page Title
102 The e-tablet as educational tool of grade 7 students of

San Pablo City Science High School
113 A proposed intervention scheme for pupils-at-risk of

dropping out of school
129 Information and Communication Technology

(ICT) integration model of instructional design: Its
effectiveness
147 Extent of effectiveness of multimedia instructional

materials in teaching english for grade five pupils of
Nazarene Ville Elementary School
158 Evidence-based teaching and learning in English,

Science, Mathematics, Filipino and Araling Panlipunan
in selected secondary schools in the division of Rizal:
impact on student learning outcomes during the
School Year 2012-2013
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Assisting adult learners through Alternative Delivery Mode

of education: Open High School Program experience
in San Pedro National High School
LOUIEGRACE G. MARGALLO, PH.D.

JEZREEL M. MARGALLO
MARIA CELITA B. DE LEON
San Pedro National High School
Sto. Tomas, Batangas
ABSTRACT
PURPOSE
This is an overture of the Alternative Delivery Mode (ADM) of Education through the Open High School
Program (OHSP) in San Pedro National High School. It aimed to design school-based implementing
guidelines anchored on the derived baseline data on dropouts.
DESIGN/METHODOLOGY
The researchers used descriptive method. They followed three stages in attaining its objectives:
planning, designing and implementing.
FINDINGS
Economic, social and personal factors are the common reasons for dropping out. The respondents
believe that education provides them with progressive life and they are held responsible for their
academic success.
RESEARCH LIMITATIONS/IMPLICATIONS
This is limited to the development of school-based ADM-OHSP implementing guidelines.
PRACTICAL IMPLICATIONS
The designed implementation blueprint provides the school with a systematic and organized manner
of applying the program.
ORIGINALITY/VALUE
There will be a more systematic implementation of the program.
KEYWORDS
Alternative Delivery Mode,Open High School Program, adult learners, school-based guidelines
TYPE OF RESEARCH
Action Research
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INTRODUCTION
Promoting the right of all citizens to basic education is mandated to the Department
of Education by taking appropriate steps in making education accessible to all. With this
mandate, providing access to quality education has been the guiding principle of various
programs and projects of the government.
In 2005, DepED embarked on the Open High School Program (OHSP) which aims
to provide an alternative mode of delivering secondary education that uses a wide range of
teaching and learning strategies through print and non-print media. The OHSP is designed
as an independent, self-pacing and flexible study where learners who are unable to start
or complete secondary education due to problems of time, distance, education design,
physical impairment, financial difficulties and family problems are the main targets of the
program. The OHSP provides possibilities for learners who are elementary graduates
and qualifiers of the Philippine Educational Placement Test (PEPT), The Accreditation
and Equivalency Exam (A&E) and out-of-school youth of high school age, to complete
secondary education under the expert supervision of the school (Soriano, 2008).
Also, OHSS aims to retain in school the potential school leavers and encourage
the out-of-school youth from 12-16 years of age to return to school. Its primary objective is
to provide access to formal education eventually be mainstreamed to the regular program
when they desire to do so after passing a standardized evaluation.
With this educational scenario, OHSS is seen to be the future of education because
it addresses the educational needs of this new millennium. With so many adults seeking
opportunities for new learning, delivery of education via the distance learning mode quickly
expanded. Students are entering these programs in large numbers but are struggling to
complete the course and reach their graduation goals (Tinto,2008).
In line with this challenge in the academe, the Department of Education launched in
2006 the Basic Education Sector Reform Agenda that aimed at accelerating improvements
in accessing quality basic education. The results of the National Achievement Test in
elementary and secondary levels showed progress from 2001 to 2008. However, the
Philippines lags behind the MDG target for universal primary education by 2015. Despite
past efforts to increase participation of all school-aged children, the Net Enrolment Rate
in elementary was only 85% and 62.4% in elementary and secondary respectively. As of
school year 2009-2010, elementary completion rate of 72.2% was still far below the EFA
target of 81% while the secondary completion rate of 73.7% was close to the target of
75.3%.
In connection with this, high school dropout is an alarming problem in the
Philippines. The key indicators identified for dropping out are: poor grades in core subjects,
low attendance, failure to be promoted to the next grade/level, and disengagement in the
classroom, including behavioral problems. These key indicators can help decision makers
in targeting prevention resources for students who are most at risk of leaving school. Some
very useful prevention strategies include: small learning communities and school within a
school for greater personalization, partnerships between high schools and feeder middle
schools, ninth grade transition programs, and support for students with disabilities outside
of school.
Adult learners returning to academic settings may face many barriers or challenges
to their persistence in education (Muilenburg & Berge, 2010). As people juggling a variety
of roles, they must be able to manage their time and balance their responsibilities in
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order to persist in their education. In order to meet their educational goals, adult learners
have to cope with the many stressors and the demands of their personal and academic
responsibilities (Tressman, 2012). Moreover, some families cannot afford to send their
children to school because of economic problems and other students need to work to
support their family. These issues in education provided the researchers with sensible
solution in assisting the learners to accomplish their secondary education. Some students
live in far-flung areas which made their geographical condition a hindrance to accomplishing
a formal education.
True to the fact that school systems should focus prevention efforts to curb the
alarming dropout rate, flexible learning options like the Open High School Program has
helped adult learners finish their secondary education. In support of this, Rep. Lani Mercado-
Revilla of the lone district of Bacoor, Cavite, filed House Bill 6086 that would establish an
open high school system (OHSP) for underprivileged students, working students, as well
as out-of-school adults particularly in far-flung areas. The system will allow students who
cannot go to a regular high school because they are working,disabled, or live very far from
a regular high school, to learn, finish high school and go to college. Thus, the students can
continue working and study at their leisure, save time going to and from the school, and
save on transportation money (PDI, June 5, 2012).
In the 14th Congress of the Republic of the Philippines of the First Regular
Session in 2007, a bill on Open High School Program was filed. Senate Bill 1639, an
act institutionalizing the open high school program and for other purposes or the Open
High School Program Act seeks to declare as a matter of policy of the state to broaden
access to relevant quality education through the employment of an alternative learning
mode of education that would enable the youth including adults to overcome geographical,
socio-economic and/or physical constraints to their completion of secondary education.
The bill envisions open high school system that delivers educational services to high
school students through print, radio, television, computer-based communications, satellite
broadcasting, teleconferencing and other multi-media learning or teaching technologies
that allow students to study on their own without having to regularly attend classes in
conventional classrooms.
In support for an open and distance learning system, the Department of Education
recognizes the potential of technology in transforming education. Projects have been
initiated in order to broaden access to quality education. Alternative modes through the use
of Information and Communication Technology (ICT) are being studied. The Department
believes that to meet the challenges of the 21st century, an evolution from a teacher-lead
instructional model to a learner-led personalized model is inevitable. This would require the
Department to open doors to alternative learning spaces. In this paradigm shift, technology
plays a major role in creating a new and improved model of teaching and learning where
education happens anytime and anywhere (Soriano, 2008).
In response to the issue on school dropouts, San Pedro National High School
adheres to implement an ADM-OHSP. San Pedro National High School is one of the
secondary schools in the Division of Batangas Province with the largest number of enrollees.
The school’s total enrolment is 2,843 enrollees for SY 2010-2011, 2,811 enrollees for SY
2011-2012 and 2,964 enrollees for SY 2012-2013.
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Vis-à-vis the enrolment data is the dropout rate for three consecutive SYs: 5.6%
(SY 2010-2011), 3.74% (SY 2011-2012) and 2.94% (SY 2012-2013). Though there was a
decrease in the dropout rate, the actual target was to further lessen it, if zero dropout rate
was not really attainable.
Hence, the following were the compelling objectives in conducting this study: 1)
to identify the common reasons for dropping out, 2) to determine the perception of adult
learners on the significance of education, 3) to identify the perceived roles of students in
finishing their secondary education through the Alternative Delivery Mode of education and
4) to design the proposed school-based implementing guidelines of alternative mode of
education.
The course of action in designing and implementing the program was presented
which is the scope of this research.
Results of the study were significant to adult learners who aimed to finish their
secondary education, to the school stakeholders who may gather comprehensible input
in putting up Open High School Program in the schools on which they hold stakes, and to
parents who find sending their children to this educational mode more convenient.
METHODOLOGY AND RESEARCH DESIGN

The researchers followed three stages in attaining the objectives of the study;
planning stage, design stage and implementation stage.
The Planning Stage included: 1) needs assessment based on records from the
Guidance Office; 2) review of literature on Open High School System; 3) identification of
target respondents; 4) preparation and distribution of research questionnaire.
In the needs assessment phase, the baseline data on dropout rates were gathered
and interpreted.The records from the Guidance Office contains the list of dropouts for
three consecutive school years as well as the anecdotal records of the home visits. The
home visit records contained learners’ reasons for dropping out and the parents’ plans on
the academic status of their children. Then, a comprehensive review of related literature
and studies was made to gather the theoretical underpinnings of the study. Next, identified
target respondents of the study were selected through purposive sampling.These 40
students were selected using the following criteria: 1) they dropped out from the regular
school, 2) they voluntarily pre-enrolled in the Alternative Delivery Mode for the SY 2013-
2014, 3) those enrolled in an informal intervention program to reduce dropouts for SY
2012-2013 and 4) those who are willing to take part in the study. Of the number, there were
fourteen (14) Grade 7, ten (10) Grade 8, ten (10) third year and six (6) fourth year. Also,
the researchers prepared a checklist to identify the students’ reasons for dropping out,
their perception on the significance of education to their life and the perceived roles of the
students in finishing their secondary education through the Alternative Delivery Mode. To
strengthen the responses using the checklist,an open-ended questionnaire was prepared to
allow the respondents to freely express their thoughts about the problems presented in this
research. To determine the reliability and appropriateness of the questions included in the
research checklist and questionnaires, the Guidance Counselor, a faculty representative
and a student representative validated the research tools.
The Design Stage included: 1) tallying and interpreting the questionnaire, 2)
analyzing and applying the input from SEAMEO INNOTECH including the Project EASE
Manual and 3) drafting the ADM Blueprint.
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The responses were tallied and interpreted to confirm and strengthen the results
gathered from the records of the Guidance Office regarding student drop-outs and their
profiles. Then, the input from SEAMEO INNOTECH and the Project EASE Manual were
analyzed to gain relevant information in designing a blueprint tailor-fit to the need for San
Pedro National High School.
The Implementation Stage included: 1) implementing the school-based ADM-
OHSP Blueprint and 2) accepting applicants for the program.
The entire process is shown in Figure 1.
PLANNING STAGE DESIGN STAGE IMPLEMENTATION

STAGE
Needs assessment Tallying and
based on records from interpreting Implementing the
the Guidance Office questionnaires ADM Program
Blueprint
Review of Literature Input from SEAMEO
on Open High School INNOTECH Accepting applicants
Program for the Alternative
Input from Project Delivery Mode-Open
Identification of target EASE Manual High School Program
respondents
Drafting the ADM
Preparation,validation Blueprint
and distribution of
research questionnaires
and checklists
Figure 1. The Process Conducted in Attainingthe Objectives of the Study
RESEARCH RESULTS AND DISCUSSION

This part of the study presents the responses to the research objectives.
1. Common reasons for dropping out as stated by the respondents
After consolidating the students’ responses, the common reasons for dropping out
from the regular school as stated by the respondents are: 1) not enough money for
schooling; 2) working for a living; 3) performing duties for the family (taking care of a
family member suffering from an illness); and 4) early parenthood.
Based on their responses, the reasons on learners’ dropouts at San Pedro National
High School was directed to the learners’ personal problems or difficulties encountered.
The first two reasons are related since learners need to work to earn a living because
they do not have enough money for schooling.
2. Perceived significance of education on adult learners

The respondents recognized the significance of education as: 1) the only way to
have a better life; 2) the way to be a professional in the future; and 3) an important thing
to make life comfortable.
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The perceived significance of education on adult learners leads to the learners’

continuous thrust on education as their driving force to have better and sustainable
lives.
3. Perceived roles of students in finishing high school through the Alternative

Delivery Mode of education
Respondents cited some ways that they need to practice to accomplish their
secondary education through the Alternative Delivery Mode of education offered by San
Pedro National High School. These ways are as follows: 1) discipline in accomplishing
the tasks; 2) independence in learning or self-paced learning; 3) carefulness in
accomplishing modules; 4) responsibility in making their performance acceptable; and
5) attending regularly in the prescribed sessions.
Results of the study show that ADM-OHSP learners of San Pedro National High
School were aware of their roles as students of the program.
4. Proposed implementation guidelines in Alternative Delivery Mode-Open High

School Program
A. School-Based Alternative Delivery Mode-Open High School Program
Objectives
a. Improve the holding power of the school
b. Strengthen school and family partnership in order to reduce student
dropout rate
c. Increase students’ capabilities for independent self-managed learning
Main Features of ADM-OHSP (based on EASE)
a. Semi-contractual
b. Distance learning
c. Modularized learning
d. Student-directed and teacher-facilitated
e. Supplements but does not replace regular learning system
Possible reasons for accepting learners
a. Need to perform duties and responsibilities for the family, like taking
care of a family member suffering from a severe medical condition
b. Students who encountered an accident or illness
c. Absenteeism of students who work to earn a living
d. Students who seek for advanced lessons
e. Students who cannot cope with the pace of instruction
Requirements for entry into the ADM Program
a. Pass the ability tests in reading and writing both in English and Filipino
b. Pass the mathematical ability test and coping ability assessment
c. Students must be independent readers.
d. Students should accomplish study contracts.
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B. Implementation Scheme of ADM-OHSP

Source: Effective Alternative Secondary Education EASE Handbook, July 2008, BSE.
TASK PHASE
1. Student fills out application form and submits it to ADM Coordinator. 1
2. ADM Coordinator assesses the application and endorses it to the Guidance
1
Counselor for the administration of tests.
3. The Guidance Counselor administers the following tests:Reading and Writing
1
ability in English and Filipino, Mathematical ability tests and Coping Scale.
4. The Guidance Counselor with the assistance of the class adviser/subject
1
teachers assess the capability of the learners based on the results of tests.
5. Learner signs a study contract detailing his responsibilities in his self-directed
2
learning.
6. The subject-teacher gives the modules to the learners. 2
7. The learner makes self-study of the modules and returns it to the teachers. 2
8. The subject teacher evaluates the learners and gives grade. 3
9. The ADM Coordinator endorses the learner for re-entry to the regular class/
3
promotion/graduation.
C. Proposed Faculty Consultation Form
Name: Grade/Year:
Subject Teacher Time/Room Remarks
English
Filipino
Mathematics
Science
TLE
MAPEH
AP
EP
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D. Proposed Schedule of Task
QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Orientation on the Academic Advising
Academic Advising Academic Advising
Alternative Delivery to assist learners
to assist learners on to assist learners on
Mode-Open High School on their academic
their academic status their academic status
Program status
Distribution of Distribution of Distribution of Distribution of

Worksheets 1-5 Worksheets 11-15 Worksheets 21-25 Worksheets 31-35
Consultation for Consultation for Consultation for Consultation for

Submission of Submission of Submission of Submission of

Monthly Activity Monthly Activity Monthly Activity Monthly Activity
Distribution of Distribution of Distribution of Distribution of

Consultation for Consultation for Consultation for Consultation for

Submission of Submission of Submission of Submission of

Consultation for Consultation for Consultation for
Monthly Activity
Worksheets 6-10 Worksheets 16-20 Worksheets 26-30
RECOGNITION DAY/
Monthly Activity Monthly Activity Monthly Activity
GRADUATION DAY
E. Proposed Schedule of Monthly Activities
MONTH CONTEST/ACTIVITY
June Poster Making Contest
July Read and Write Contest
August Patimpalak sa Pagguhit ng Poster
September Patimpalak sa Pagsulat ng Talambuhay
October Math Quiz Bee
November Science Quiz Bee
December Work and Tell
January English Quiz Bee
February History Quiz Bee
March Recognition Day
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CONCLUSIONS
The educational system is changing its mode of delivering quality education to
learners with diverse needs. The Alternative Delivery Mode - Open High School Program
allows students who encounter difficulties in life to finish their secondary education at a
convenient mode. Schools implementing OHSP make students’ dreams come to reality.
The Alternative Delivery Mode of San Pedro National High School blueprint serves as the
implementing guidelines of the Open High School Program.
RECOMMENDATIONS
This research needed further study to determine the effectiveness of the program.
Such study may need the participation and involvement of other stakeholders of the school.
BIBLIOGRAPHY
Andrada, L. (2005). Effective Alternative Secondary Education Handbook. Pasig City.
Andrada, L. (2008). Open high school manual. Pasig City.
Languis, A. and Bjorvell, H. (2007). Coping ability and functional status in a Swedish population
sample. Scandinavian Journal of Sciences.
Philippine Daily Inquirer. June 5, 2012 edition.
Senate of the Philippines.(2007), Senate Bill 1639, AN ACT INSTITUTIONALIZING THE OPEN
HIGH SCHOOL SYSTEM AND FOR OTHER PURPOSES.
ONLINE REFERENCE
Soriano,P.(2008). http:open-high-school-system.html
http://onlinelibrary.wiley.com/doi/10.1111/j.1471-6712.1993.tb00154.x/abstract
planipolis.iiep.unesco.org/upload/Philippines/Philippines_EFA_MDA.pdf
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Vol. 2
A solid waste management system for Rosario West Central School
JOVIE CAMPOMANES-PALMA
Rosario West Central School
Batangas Province
ABSTRACT
PURPOSE
The purpose of the study is to create a system for proper waste management in Rosario West
Central School and propose a methodology for implementation using basic concepts and principles
of waste reduction and environmental awareness.
DESIGN/METHODOLOGY/APPROACH
A survey about the nature of solid waste being disposed and its volume everyday inside the school
was conducted in order to apply the system.
FINDINGS
Findings showed that the volume of common garbage thrown inside the school posed problems in
disposing all of them.
The study focused on the establishment of clear system in solid waste management in Rosario West
Central School. Proper and regular segregation of solid waste in the school make it a better place for
holistic learning of the children.
Garbage needs to be handled properly. A clear system should be established to achieve the goal of
reducing waste in the school and the community.
ORIGINALITY/VALUE
This study provided a model for waste reduction.
KEYWORDS
Solid waste management, reduction, segregation
TYPE OF RESEARCH
Research paper
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INTRODUCTION
The study focused on establishing a Solid Waste Management System (SWMS)
within the Rosario West Central School (RWCS). As an educational institution it is like a
small community within the town and similarly generates a massive amount of solid waste.
The main problem lies on the fact that the school disposes solid waste but it does not
have an established system. Even the town sanitary services do not reach the school for
the collection of garbage. Global warming and climate change threaten the environment
and one of the factors is the improper disposal of solid waste. Since the school is the main
institution that calls awareness on the present issues, it must set also as an example to its
stakeholders by establishing its own waste management system.
Garbage problem has always been a concern of our government. One of the
reasons is that the community people take it for granted. Only a few are aware and have
their own initiative to be responsible in disposing their waste. The bad effect or irresponsible
garbage disposal threatens the lives of all living things. These issues must be realized by
the school children. They have to learn and practice the proper ways as early as possible
to avoid worst consequences in the future.
BACKGROUND OF THE STUDY

Waste has been a major environmental issue everywhere since the industrial
revolution. Besides the waste we create at home, school and public places, there are
also those from hospitals, industries, farms and other sources. Humans rely so much on
material things and they all (almost) end up as waste.
Wastes are items we (individuals, offices, schools, industries, hospitals) don't
need and discard. Sometimes there are things we have that the law requires us to discard
because they can be harmful. Waste comes in different or varied sizes-some can be as
small as an old toothbrush, or as large as the body of a school bus.
The educational institution is one of the responsible agencies that should bring
awareness in terms of waste management. The pupils could perform beyond expectations if
they would be trained properly. People produce wastes, although some are environmentally
conscious, thus produce less waste. Some countries produce less waste through proper
waste management while others produce more that create environmental problems for the
people and other living things.
As an advocate of clean and green environment, waste management in school has
to be given priority since garbage disposal is one of the major problems in Rosario West
Central School. The school used to dispose all the garbage in one small heap. However,
as the school progresses and enrolment increases, the amount of garbage also increases.
The heap where the garbage of the school is being dumped is not enough, hence the need
for solid waste management.
Waste management means the collection, transport, processing, disposal
management, and monitoring of waste materials to minimize the harmful effects on
humans and environment. Proper waste management may be costly, but it is something
that everybody has to get involved.
As the study progresses, relevant local and international laws and regulations
have been considered in determining the process and methodologies to implement the
system. Republic Act 9003 or the Ecological Solid Waste Management Act of 2000, on the
proper disposal of all solid wastes in the Philippines, specifies the responsibilities of local
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Vol. 2
government units and the accompanying punishments and/ or penalties upon violation of
this law.
Land pollution is the destruction of earth’s land surfaces through misuse of land
resources by human activities. Polluted land has deposits of liquid and solid waste such as
rubbish, garbage, paper, glass and plastic objects.
When waste is not disposed properly, or when humans throw chemicals to the soil,
land pollution occur. As a learning institution, it is the school's duty to be concerned about
waste management in order to prevent pollution of this kind. Moreover, it should be able to
impart proper waste disposal to its pupils, personnel and other stakeholders of the school.
THE PROBLEM
Rosario West Central School is an institution that values the environment. As
a progressing learning community, arising problems regarding garbage is taken into
consideration. With its population of 1,114 pupils and 32 personnel, the amount of waste
materials generated every day is dumped in a 4 square meter-heap located at the school’s
backyard. Considering the area and the amount of waste materials being disposed into it,
improper solid waste management is evident. The absence of Material Recovery Facility
(MRF) adds burden and the local sanitary services do not reach the school for garbage
collection.
Though each classroom and office have their own garbage bins,garbage disposal
remains a problem. Proper segregation of waste is not practiced. Biodegradable and non-
biodegradable waste materials are placed only in one dumpsite, which emits foul odour
and makes the school unsafe for children.
The researcher decided to work on the problem of solid waste management in
Rosario West Central School.
THEORETICAL FRAMEWORK
The establishment of a Solid Waste Management System for this institution is
based on several theories on environmental consciousness. The following are some of the
theories and concepts that have been considered in this study.
• Zero Waste is a philosophy that encourages the redesign of resource life cycles
so that all products are reused. The process recommended is one similar to the
way that resources are reused in nature. Zero waste can represent an economical
alternative to waste systems, where new resources are continually required to
replenish wasted raw materials. It can also represent an environmental alternative
to waste since waste represents a significant amount of pollution in the world.
• Source reduction refers to any change in the design, manufacture, purchase, or
use of materials or products (including packaging) to reduce the amount of toxicity
before they become municipal solid waste. Source Reduction is a design strategy-
the creative application of Life Cycle Assessment and Alternatives Assessment and
the preferred means to reach Zero waste targets and affect sustainable design.
Source reduction is important to industries.
• Ecology as key to applying materials mapping and characterization results to
practical and effective materials selection, placement, linking and usage.
• Pollution Prevention describes activities that reduce the amount of pollution
generated by a process, whether it is consumer consumption, driving, or industrial
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production. In contrast to most pollution control strategies which seek to manage

a pollutant after it is formed and reduced its impact upon the environment, the
pollution prevention approach seeks to increase the efficiency of a process, thereby
reducing the amount of pollution generated at its source. Although there is a wide
agreement that source reduction is the preferred strategy, some professionals also
use the term pollution prevention to include recycling or reuse.
Similarly, this study also used RA 9003 or Ecological Solid Waste Management Act
of 2000 as a major reference.
The theories which are interrelated to one another have given insights and mass
support to the present study.
CONCEPTUAL FRAMEWORK
Waste management plays a vital role in implementing clean and green environment.
Both national and local government provide laws that support the program. Our present
situation is too alarming as we face the challenge of climate change and global warming.
The government could not take the responsibility alone. The learning institutions could
contribute a lot. Since learning occurs mostly in schools, the responsibility of taking part
to campaign is necessary. Educators should start realizing the importance of responsible
waste disposal. A clear system is significant in order for the learners and other stake holders
to follow right track.
Once the problem is addressed, a proposed action plan is presented. A group of
people would work on it. The consistency and firmness of implementing body should be
visible. As far as garbage disposal is concerned, everyone must take part by abiding the
laws and rules for a successful implementation of the system.
The knowledge of our young learners is very limited regarding Solid Waste
Management (SWM). They need further explanation to grasp and put to practice the idea
of SWM. As a result, the information they gathered would be put to practice.
The fact that waste is harmful to the health of both humans and animals it is the
task of every individual to protect themselves from it. Therefore, the campaign for waste
reduction and management should be strengthened. Our environment nowadays is crying
for help and reconstruction. The apparent insensitivity of people towards the surroundings
might result to a serious condition. The lives of plants and animals are at stake.
The youth could do a lot. Educating them about proper disposal and segregation
of their own waste is of great help. As early as kindergarten, they could already be trained
to dispose their garbage responsibly. Constant reminder and guidance are very effective
strategies.
13
Vol. 2
STRATEGIES/ METHODOLOGIES
This part of the study deals with how the operational framework otherwise known
as the Plan of Action is to be achieved. Here the combination of different methods of
disposal to create a model suitable for the school is implemented. It contains the detailed
processes, process flow chart and materials used to implement the system.
RESEARCH DESIGN
In order to implement this study, a plan of action must be carried out. This section
provides the detailed processes, flow chart needed to accomplish the whole study.
SOLID WASTE MANAGEMENT SYSTEM MODEL

This model of the solid waste management system of Rosario West Central School
adapted from the study of Glover, et.al (2009) will integrate composting, segregation as
well as the use of sanitary landfill.
WASTE
Segregate
Biodegradable Non-biodegradable
Dried leaves, twigs,

Paper, paper Plastic wrappers, plastic
grass, fruits and
boxes bottles, tin cans
vegstable peelings
Composting Material Recovery Material Recovery

Facility (MRF) Facility (MRF)
Source of Income
Project: Unan Para kay Juan
Figure 1. Solid Waste Management Flow Chart
14
R2A CALABARZON
DATA GATHERING
Following is a template of the table on the breakdown of waste generated by the
school. The information on this table was gathered by conducting a survey from a certain
number of people within the school campus.
Table 1
Breakdown of Waste (kg)
Rubbish or
Biodegradable Waste Recyclable waste (plastic Other/ Special
wrappers, plastic bottles,
(fruit and vegetable papers) Waste
peelings, dried leaves)
Classrooms
Offices
Canteen
Other
Total
DATA ANALYSIS
The table above was used in analyzing the data. It provides the information
wherein the breakdown of wastes is shown. The researcher conducted a survey using
certain number of respondents within the school. They are the pupils, teachers and staffs
who were surveyed.
The questionnaire is made up of five (5) questions in Filipino to help them determine
the amount of waste generated and the other wastes available in the school with its specific
location.
INSTRUMENTATION
To implement the research design, the researcher gathered data using a survey
form, this survey form provided information such as total amount of waste generated and
the different categories of wastes available within the school premises.
15
Vol. 2
Name: _______________________ Date:________________
Survey Form
Fill out the survey forms by checking the applicable answer opposite the space provided.
Location: (Lugar)
_____ room
_____ office
_____ canteen
_____ others(please specify)
What type of waste materials do you generate? (check all applicable)
(Ano ang uri ng basura ang inyong itinatapon?)
_____ rubbish (biodegradable/ nabubulok)
_____ recyclables (non-biodegradable)
_____ others (iba pang basura) (please specify)
How much waste materials do you generate per day?
(Gaano kadami ang basurang itinatapon ninyo araw-araw?)
Rubbish (tuyong dahon)
_____ below 3kg
_____ 3.5 kg
_____ 6.9 kg
_____ above 10 kg
Do you segregate your waste materials?
(Pinagbubukod-bukod ba ninyo ang inyong basura?)
_____ Yes _____ No
How often are the waste bins collected/ disposed of?
(Gaano kadalas ang pagtatapon ng inyong basura sa compost heap/ landfill?)
_____ daily _____every other day _____ weekly
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R2A CALABARZON
Formula used for computation:

Below is the formula used to come up with the number of people surveyed from the
population.
Where:
n= sample size
N= population size
e= marginal error
n= N
(1+Ne2)
n= 1075/1 + 1075 (0.10) 2
n= 1075/1 + 10.75
n= 1075/11.75
n= 91.48
n= 92
Table 2. Project time table
First Semester S.Y. 2013-2014

Activity
June July Aug Sept Oct
1. Conceptualization/ Preparation of
the action research/ Approval of the
School Head
2. Data Gathering & Analysis/
Formulation and Creation of Model
3. Meeting with the school personnel
regarding the SWMS/ Orientation
with parents and pupils
4. Preparation of locations for
segregation and composting areas
5. Coordinating with the local government
for pick-up of waste for sanitary landfill
6. Preparation of Available Materials to be
used in implementation
7. Implementation of the system
8. Observation of result
9. Conclusion & Recommendation
17
Vol. 2
The project time table shows the plan of action that the researcher prepared. The
conceptualization, preparation and gathering of data and analysis of the action research
lasted for a month. During the same month, an approval from the school head was also
requested and finally approved. On the first week of July, the researcher formulated and
created the model of solid waste management in ROSARIO WEST CENTRAL SCHOOL.
It was presented to the school personnel, parents and pupils for their full awareness and
cooperation. A request letter to the office of the municipal mayor was also prepared and
delivered for the scheduling of picking-up of plastic waste in the school. At the same time,
with the help of Parents Teachers Association and the schools administrative aide, a
location for segregation or MRF and composting areas was done. Available materials in
the locality like rice sacks served as garbage bags which were collected from the pupils.
When all were in place, the strict implementation of the system was conducted in August.
As the program progressed, the researcher observed and recorded everything regarding
the implementation of solid waste management.Recommendation and conclusion were
then presented.
Results/ Findings
The table shows the total amount of wastes and the different categories of wastes
generated in the school every day.
Table 3. Breakdown of Waste Materials (kg)
Rubbish or
Biodegradable Waste Recyclable wastes (plastic Other/ Special
wrappers, plastic bottles,
(fruit and vegetable papers) Wastes
peelings, dried leaves)
Classrooms 31.5 30.5 20.5
Offices 1 2 0
Canteen 5 5 0
Other
Total 36.5 35.5 20.5
Based on the table, the total amount of biodegradable wastes generated every day
is almost 37 (36.5) kilograms, non-biodegradable is almost 36 (35.5) kilograms and for the
other wastes is almost 21 (20.5) kilograms. These data show that there is a large amount
of garbage being disposed every day in a small landfill provided in the school.
The project time table shown in Table 2 has been accomplished from the approval
of the principal to the establishment of the Material Recovery Facility and implementing the
Solid Waste Material Management System at Rosario West Central School.
The proper segregation of waste was done in each classroom through the close
monitoring of the school principal, class advisers, staff, administrative aide and concerned
parents. Every Friday, sacks of plastic bottles and papers generated from the classrooms
and school canteen are collected for selling. This became a source of funds for the school.
18
R2A CALABARZON
The plastic wrappers were cleaned and dried, cut into strips by the waiting parents for
pillow fillings for the project “Unan Para Kay Juan”. Several pillows were made by each
grade and were donated to the less fortunate children in the community.
These practices significantly helped minimize waste materials being disposed
in the school. The discipline that was developed among school children and the rest of
the stakeholders was evident. The approval and cooperation of the local government of
Rosario played a major role in the successful implementation of the system. This lessened
the burden of waste disposal in the school. As a result, the school became a better place
for learning, a clean, safe and environment-friendly place for the school children.
CONCLUSIONS
Through the establishment of Solid Waste Management in Rosario West Central
School, the following conclusions have been realized:
Schools play a vital role in implementing proper waste management.
1. The implementation of Solid Waste Management System in RWCS or in any other
school success with the full support of the stakeholders.
2. School children need to be trained on proper waste segregation as early as when
they are in Kindergarten with the guidance of the teachers.
3. Advocacies own the disadvantages of improper solid waste disposal should be
strengthened.
RECOMMENDATIONS
The following recommendations should be considered:
1. The school could implement other solid waste projects such as recycling and
reusing.
2. The small funds coming from the sales of plastic bottles and used papers should be
utilized in the maintenance of the Material Recovery Facility of the school.
3. Active participation of the community is necessary to meet the desired success of
the program.
REFERENCES
Ecological Solid Waste Management Act of 2000 (RA 9003), (2001),
http://www.chanrobles.com/republicactno9003.htm
Glover, Christina Marie, et al (2009). A solid Waste Management System for Holy Angel University,
Manila
James, N.E. (2004), Segregating, Packaging and Storage Guide lines for Healthcare risk waste.
3rd Edition, Ireand: Handbook
McGrath, C., Anderson, M, Waste Minimization on a Construction Site, BRE Digest 447, CRC Ltd.,
London (2000)
Waste Management, retrieved July 28, 2013, www.eSchooltoday.com
Waste Management, Retrieved July 28, 2013, www.businessdictionary.com
19
Vol. 2
Quiz buddy as a pair assessment and its effect on students'

performance and attitude towards mathematics
AZENITH A. GALLANO
Lucena City National High School
Lucena City
ABSTRACT
PURPOSE
This research aimed to reveal the effect of Quiz Buddy on math performance and attitude towards
the subject of LCNHS students.
DESIGN
This study used quasi-experimental research design. Eight third year high school regular classes of
the division served as subjects, with control and experimental groups for each school. Quiz Buddy
was the treatment used.
FINDINGS
The results showed that the probable attitude towards math of both groups did not vary that much.
However, the experimental group performed significantly better than the control group in quizzes and
exams. It was further revealed that performance and attitude towards math have positive correlation.
ORIGINALITY/VALUE
This study provided a strategy on how to cope with some problems brought by overcrowded classes.
It also presented ways to improve students' performance and attitude towards math. Moreover, this
would give students opportunity to help each other to do better.
KEY WORDS
Quiz Buddy, math performance, attitude towards math
PAPER TYPE
Research paper
INTRODUCTION
One of the major problems public secondary classes is facing today is the big
class size. As a consequence, teachers have difficulty focusing on every student’s learning
needs, hence, students perform poorly particularly in mathematics. This has been
affirmed by an article stating that in classes such as this giving attention to learners is
almost impossible (One World South Asia, 2009). The effect can also be seen even in the
administration of quizzes and other academic activities. In this condition, almost certainly,
there exists problems in the teaching-learning process.
As has been cited by Strong, Perini, and Silver (2004), revising an assessment
that aimed to create a new world of student achievement is a good place to start. The
researcher believed then that this could be realized by the intervention called Quiz Buddy.
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R2A CALABARZON
As discussed by Tandog and Parcutilo (2010), Quiz Buddy refers to a student

assigned to another as a partner during quizzes in which they are allowed to freely discuss
and process information collaboratively about an item in a quiz. The buddies are to help
each other and not to spoil a partner; thus, a buddy would just be a thinking partner. Pairs
may have an advantage over individually assessed students because it allows collaboration
and adds another dimension to the thought process. Furthermore it was also revealed that
the attitude towards learning plays an important role in students’ academic performance
(Golding, 2005). For these reasons, this action research intended to enable students
to cope with learning hindrances that students encounter in big class sizes through pair
assessment in quizzes.
This action research on Quiz Buddy primarily dealt with the effect on the
performance and attitude of third year high school students towards mathematics. This
provided means for coping with some problems brought by big class size.
Seeing that students’ performance in math classes is measured through periodical
exams, this study may provide strategies to improve their performance and attitude towards
mathematics. Moreover, this would give students opportunity to express themselves, share
their knowledge, and help each other to do better.

To meet the objectives of the study, eight third year high school regular classes
of the Division of Lucena City served as subjects, with control and experimental groups
for each school. All these schools had over 50 students in a class. The research utilized
quasi-experimental design, a pretest-posttest control group design in particular. Scores
in quizzes and quarterly tests and a survey form on attitude towards math were used as
bases in collecting and interpreting data.
The classes underwent the same procedures except for having quiz buddies for
experimental groups only during quizzes. The performances of the groups were based on
the results in the quarterly tests. The attitudes towards mathematics were determined using
the Attitude Toward Mathematics Inventory (ATMI) Survey Form by Tapia and Marsh. Their
attitudes towards mathematics and results of quizzes and of two quarterly tests both during
the pretest and posttest served as bases for identifying the effectiveness of Quiz Buddy. It
has to be noted that students in both groups answered the test individually. Furthermore,
the average in the two quarterly tests and survey on attitudes towards mathematics after
the two quarters determined the relationship between the performance of students and
attitudes towards mathematics.

I. Determination if there exists a significant difference between the performances of the
experimental and control groups in the pretest.
As shown in Table 1, the computed t-values were 0.83 for Cotta National High
School, -0.31 for Gulang-Gulang National High School, -0.76 for Lucena City National
High School, and -0.17 for Lucena Dalahican National High School. At 0.05 two-tailed
significance level (|t| ≥ 1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-Gulang
21
Vol. 2
National High School, |t| ≥ 1.980 for Lucena City National High School, and |t| ≥ 1.984 for
(LDNHS), the null hypothesis was accepted. Therefore, based on the results of the pretest,
the experimental and control groups in every school have the same performances before
the implementation of the Quiz Buddy.
Table 1. Results of the pretest of the experimental and control groups
Experimental Groups Control Groups

No. of Mean No. of Mean t– value
Students (50 Items) Students (50 Items)
CNHS 51 17.53 51 16.75 0.83
GNHS 60 18.3 60 18.6 -0.31
LCNHS 61 11.69 61 12.44 -0.76
LDNHS 54 16.43 54 16.56 -0.17
II. Determination of the Probable Attitudes Towards Math Being Manifested By the
Experimental and Control Groups Before the Implementation of the Quiz Buddy
Based on the results of the survey with 1 as the lowest score and 5 as the highest,
before the implementation of the Quiz Buddy, the first five probable attitudes towards
mathematics of the experimental and control groups as revealed in Table 2 below were
“Mathematics is one of the most important subjects for people to study”, “Mathematics
is important in everyday life”, “I believe studying math helps me with problem solving in
other areas”, “Mathematics courses will be helpful no matter what I decide to study” and
“Mathematics is not boring”.
Table 2. Probable Attitudes Towards Math of the Experimental and Control

Groups Before the Implementation of the Quiz Buddy
Experimental Group Control Group

Probable Attitude Towards Mathematics
Mean Rank Mean Rank
1. Mathematics does not scare me at all. 2.93 10 2.97 9
2. Studying Mathematics does not make
3.00 8 2.9 10
me feel nervous.
3. I am able to think clearly when working
2.97 9 3.03 8
with mathematics.
4. I really like mathematics. 3.02 7 3.09 6
5. I have usually enjoyed studying
3.12 6 3.06 7
mathematics in school.
6. Mathematics is not boring. 3.16 5 3.3 5
7. Mathematics is one of the most
3.37 3 3.58 1
important subjects for people to study.
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R2A CALABARZON
8. Mathematics is important in everyday

3.45 1 3.38 2
life.
9. Mathematics courses will be helpful no
3.32 4 3.31 4
matter what I decide to study.
10. I believe studying math helps me with
3.4 2 3.36 3
problem solving in other areas.
III. Determination If There Exists a Significant Difference Between the Attitudes Towards
Mathematics of the Experimental and Control Groups Before the Implementation of the
Quiz Buddy
The computed t-values, as revealed in Table 3, were -0.69 for Cotta National High
School, 0.11 for Gulang-Gulang National High School, -0.02 for Lucena City National High
School, and 0 for Lucena Dalahican National High School. At 0.05 two-tailed significance
level (|t| ≥ 1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-Gulang National
High School, |t| ≥ 1.980 for Lucena City National High School, and |t| ≥ 1.984 for Lucena
Dalahican National High School, the null hypothesis was accepted. It is therefore concluded
that there was no significant difference on the students’ attitudes towards mathematics
before the implementation of the Quiz Buddy between each pair of experimental and
control groups in every school.
Table 3. Determination If There Exists a Significant Difference Between the

Attitudes Towards Mathematics of the Experimental and Control Groups
Before the Implementation of the Quiz Buddy

t– value
Mean SD Mean SD
CNHS 30.94 8.1 32.14 9.14 -0.69
GNHS 31.38 6.81 31.22 9.26 0.11
LCNHS 31.15 7.48 31.18 8.28 -0.02
LDNHS 33.59 7.11 33.59 7.12 0
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Vol. 2
IV. Determination of the Probable Attitudes Towards Math Being Manifested By the
Experimental and Control Groups After the Implementation of the Quiz Buddy.
Table 4. Probable Attitudes Towards Math of the Experimental and Control

Groups After the Implementation of the Quiz Buddy
Experimental Group Control Group

Probable Attitude Towards Mathematics
Mean Rank Mean Rank
1. Mathematics does not scare me at all. 3.58 5 3.30 8
2. Studying Mathematics does not make
3.34 9 3.09 10
me feel nervous.
3. I am able to think clearly when working
3.23 10 3.26 9
with mathematics.
4. I really like mathematics. 3.35 8 3.48 7
5. I have usually enjoyed studying
3.48 6 3.62 6
mathematics in school.
6. Mathematics is not boring. 3.45 7 3.63 5
7. Mathematics is one of the most
3.82 2 3.91 2
important subjects for people to study.
8. Mathematics is important in everyday life. 3.97 1 3.95 1
9. Mathematics courses will be helpful no
3.76 4 3.77 4
matter what I decide to study.
10. I believe studying math helps me with
3.77 3 3.85 3
problem solving in other areas.
After the implementation of the Quiz Buddy, the common dominant attitude for the
experimental and control groups being shown in Table 4, were “Mathematics is important
in everyday life”, “Mathematics is one of the most important subjects for people to study”,
“I believe studying math helps me with problem solving in other areas” and “Mathematics
courses will be helpful no matter what I decide to study”.
V. Determination If There Exists a Significant Difference Between the Attitudes Towards

Mathematics of the Experimental and Control Groups After the Implementation of the
Quiz Buddy
24
R2A CALABARZON

Attitudes Towards Mathematics of the Experimental and Control Groups
After the Implementation of the Quiz Buddy

t– value
Mean SD Mean SD
CNHS 33.92 10.57 36.12 6.29 -1.27
GNHS 34.58 6.53 34.52 6.85 0.05
LCNHS 38.08 7.48 37.57 7.00 0.39
LDNHS 36.11 6.21 35.11 6.89 0.79
As can be seen in Table 5, the computed t-values were -1.27 for Cotta National
High School, 0.05 for Gulang-Gulang National High School, 0.39 for Lucena City National
High School, and 0.79 for Lucena Dalahican National High School. At 0.05 two-tailed
significance level (|t| ≥ 1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-Gulang
National High School, |t| ≥ 1.980 for Lucena City National High School, and |t| ≥ 1.984 for
Lucena Dalahican National High School), the null hypothesis was accepted. It is therefore
concluded that after the implementation of Quiz Buddy, there was no significant difference
on the students’ attitudes towards math between each pair of experimental and control
groups in every school.
IV. Determination If There Exists a Significant Difference Between the Performances of the
Experimental Group and the Control Group in the First Quarterly Quizzes

Performances of the Experimental and Control Groups in the First
Quarterly Quizzes

t– value
MPS SD MPS SD
CNHS 46.68% 20.29 36.11% 21.36 3.81
GNHS 51.87% 34.55 44.29% 30.55 1.99
LCNHS 50.49% 14.24 43.93% 15.49 2.05
LDNHS 32.38% 13.22 23.17% 13.93 5.59
The computed t-values, as reflected in Table 6, were 3.81 for Cotta National High
School, 1.99 for Gulang-Gulang National High School, 2.05 for Lucena City National High
School, and 5.59 for Lucena Dalahican National High School. At 0.05 two-tailed significance
level (|t| ≥ 1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-Gulang National
High School, |t| ≥ 1.980 for Lucena City National High School, and |t| ≥ 1.984 for Lucena
Dalahican Natonal High School, the null hypothesis was rejected. It is therefore concluded
that based on the results of the First Quarterly Quizzes, the performances of experimental
and control groups differ significantly.
25
Vol. 2
VII. Determination If There Exists a Significant Difference Between the Performances of

the Experimental Group and the Control Group in the Second Quarterly Quizzes
Table 7. Determination If There Exists a Significant Difference between the

Performances of the Experimental and Control Groups in the Second
Quarterly Quizzes
t– value
MPS SD MPS SD
CNHS 34.35% 18.61 26.18% 20.17 2.53
GNHS 63.16% 24.52 54.05% 21.68 2.35
LCNHS 60.08% 13.89 48.8% 18.21 2.86
LDNHS 25.24% 12.07 20.02% 11.04 2.09
As shown in Table 7, the computed t-values were 2.53 for Cotta National High
School, 2.35 for Gulang-Gulang National High School, 2.86 for Lucena City National High
School, and 2.09 for LDNHS. At 0.05 two-tailed significance level (|t| ≥ 1.984 for Cotta
National High School, |t| ≥ 1.980 for Gulang-Gualng National High School, |t| ≥ 1.980
for Lucena City National High School, and |t| ≥ 1.984 for Lucena Dalahican National
High School), the null hypothesis was rejected. It is therefore concluded that based on
the results of the Second Quarterly Quizzes, the performances of experimental and
control groups differ significantly. As teaching is not solely a teacher’s function, students
must as well actively take part in the process of learning. As supported by the theories
of cooperative learning and the Zone of Proximal Development (ZPD), Santrock (2004),
Ackles, Fuson and Sherin (2004), Onwuegbuzie, Collins and Elbedour (2003), Lopata and
Miller (2003), Okoka (2004), and Ornstein and Lasley (2004) stressed that knowing can
best be enhanced through interaction with others in cooperative activities.
VIII. Determination If There Exists a Significant Difference Between the Performances of

the Experimental Group and the Control Group in the First Quarterly Test

Performances of the Experimental and Control Groups in the First
Quarterly Test
t– value
MPS SD MPS SD
CNHS 55.46% 8.1 49.14% 7.76 1.99
GNHS 46.54% 6.37 45.66% 6.58 0.37
LCNHS 47.14% 6.62 40.56% 10.57 2.04
LDNHS 49.22% 7.14 46.92% 5.66 0.92
26
R2A CALABARZON
Table 8 shows the details of the computed t-values. They were 1.99 for Cotta
National High School, 0.37 for Gulang-Gulang National High School, 2.04 for Lucena City
National High School, and 0.92 for Lucena Dalahican National High School. At 0.05 two-
tailed significance level (|t| ≥ 1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-
Gulang National High School, |t| ≥ 1.980 for Lucena City National High School, and |t| ≥
1.984 for Lucena Dalahican National High School), the null hypothesis was accepted for
Gulang-Gulang National High School and Lucena Dalahican National High School. It is
therefore concluded that based on the results of the First Quarterly Test, in Cotta National
High School and in Lucena City National High School, the performances of experimental
and control groups differ significantly. However, in Gulang Gulang National High School
and in Lucena Dalahican Naional High School, the performances of experimental and
control groups had no significant difference.
IX. Determination If There Exists a Significant Difference Between the Performances of
the Experimental Group and the Control Group in the Second Quarterly Test.
Table 9. Determination If There Exists a Significant Difference Between the Performances

of the Experimental and Control Groups in the Second Quarterly Test

t– value
MPS SD MPS SD
CNHS 58.32% 8.63 51.76% 7.66 2.01
GNHS 53.24% 7.28 47.9% 7.21 2
LCNHS 55.6% 9.3 47.94% 9.91 2.18
LDNHS 40.7% 6.96 39.12% 6.5 0.62
The computed t-values shown in Table 9 were 2.01 for Cotta National High School,
2 for Gulang-Gulang National High School, 2.18 for Lucena City National High School, and
0.62 for Lucena Dalahican National High School. At 0.05 two-tailed significance level (|t| ≥
1.984 for Cotta National High School, |t| ≥ 1.980 for Gulang-Gulang National High School,
|t| ≥ 1.980 for Lucena City National High School, and |t| ≥ 1.984 for Lucena Dalahican
National High School, the null hypothesis was accepted for Lucena Dalahican National
High School. It is therefore concluded that based on the results of the Second Quarterly
Test, in all the schools except Lucena Dalahican National High School, the performances
of experimental and control groups differ significantly. In one study, it was pointed out that
there was a significant difference in the mean improvement of the peer tutored students
versus the non peer tutored students in attitude towards mathematics (Novotni, 1985).
27
Vol. 2
X. Determination If There Exists a Relationship Between Performance and Attitude

Towards Mathematics
Table 10 reveals that out of 50 items, in Cotta National High School the mean score
of the students in the First and Second Quarterly Tests was 27.12. The result on attitudes
towards mathematics after the implementation of the Quiz Buddy was measured through
the ten probable attitudes with 1 as the lowest and 5 as the highest score to be given,
resulting to 50 as the highest possible score. The mean was 35.02. And the computed
Pearson’s Product Moment Correlation Coefficient was 0.18. It shows then that there is
a small positive correlation between average in the quarterly tests and attitudes towards
mathematics.
In Gulang-Gulang National High School, the mean in the Quarterly Tests was 24.
The mean in the attitudes towards math was 34.55. The computed Pearson’s Product
Moment Correlation Coefficient was 0.09, showing that there is a small positive correlation
between average in the quarterly tests and attitudes towards mathematics.
In Lucena City National High School, the mean in the Quarterly Tests was 24.16.
The mean in the attitudes towards math was 37.83. The computed Pearson’s Product
Moment Correlation Coefficient was 0.57, showing that there is a large positive correlation
between average in the quarterly tests and attitudes towards mathematics.
In Lucena Dalahican National High School, the mean in the Quarterly Tests was
22.24. The mean in the attitudes towards math was 35.61. The computed Pearson’s
Product Moment Correlation Coefficient was 0.19, showing that there is a small positive
correlation between average in the quarterly tests and attitudes towards mathematics.
This was also revealed in a study where it was shown that attitude towards learning plays
an important role in students’ academic performance (Golding, 2005).
Table 10. Determination If There Exists a Relationship Between Performance

and Attitude Towards Mathematics
Mean of the
Pearson’s Product
Average in the Responses in Survey
Moment Correlation
Quarterly Tests on Attitude Towards
Coefficient
Math
CNHS 27.12 35.02 0.18
GNHS 24.43 34.55 0.09
LCNHS 24.16 37.83 0.57
LDNHS 22.24 35.61 0.19
28
R2A CALABARZON
CONCLUSIONS
After the data from this study have been gathered, analyzed, and interpreted, the
following conclusions were generated:
1. Before the implementation of the Quiz Buddy, the performances in mathematics of
the experimental and control groups in every school were the same and that there
existed no significant difference.
2. The probable attitudes towards mathematics of the experimental and control
groups in all the four schools before the implementation of the Quiz Buddy did not
vary that much.
3. After the first two quarters, the probable attitude towards mathematics of the
experimental and control groups in the four schools almost did not change and
still did not differ significantly from each other. Though it was consistent in every
school that there was no significant difference in the attitudes toward mathematics
of both groups even after the implementation of the Quiz Buddy, in all the schools,
however, one of the experimental groups obtained higher means in the survey.
Thus, the pair assessment improves students’ attitudes towards mathematics.
4. There were significant differences in the performance of the students both in the
First and Second Quarterly Quizzes, the experimental group having persistently
higher scores than the control group. Therefore, students in the experimental
group obviously showed their satisfaction on having quiz buddies.
5. Means in the First Quarterly Test of the experimental and control groups of Cotta
National High School and Lucena City National High School were significantly
different from each other, with the experimental group obtaining a higher mean
than the control group. Though both pairs of groups in Gulang-Gulang National
High School and Lucena Dalahican National High School did not differ significantly,
yet both their experimental groups had higher Mean Performance Score. By
implication, the said pair assessment doubtlessly improves students’ performances.
6. The two groups differed significantly in their performance in the Second Quarterly
Test in all schools except Lucena Dalahican National High School although the
experimental group had higher mean than the control group for all the schools. This
implies that Quiz Buddy helped students learn better and perform well even when
the time comes that they have to work individually.
7. Performances and attitude towards mathematics had positive correlation in every
school. Then more often than not, when the students perform better in mathematics,
they view the subject in a more positive manner, and vice versa. In the same way,
when they fail, they seem to see mathematics as a difficult subject and they regard
it negatively. Hence, students should be given means on how to attain higher scores
in mathematics.
8. Apparently however, the pair assessment itself cannot fully establish students’
attitudes towards mathematics. Nonetheless, it is undeniable to claim that practicing
Quiz Buddy, as supported by the findings, is a big help for students and teachers as
well in such classes. Students when given the opportunity to share their knowledge
and to help each other will do well in teaching mathematics. On the part of the
teacher, instruction becomes more meaningful by seeing the students perform
better.
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Vol. 2
RECOMMENDATIONS
Based on the findings and conclusions, the researcher recommends the following:
To School Administrators
1. Help mathematics teachers in informing the parents during the First General PTA
Assembly of the school about the Quiz Buddy that will be practiced in math classes.
2. Assist mathematics teachers in explaining to parents the benefits Quiz Buddy can
give to their children in terms of their performances in mathematics and developing
the correct attitude towards the subject.
To Mathematics Teachers
1. Orient students on the first meeting about Quiz Buddy including its background as
a research, its goals in helping them improve their math performances and attitude
towards the subject, and the guidelines to follow in practicing it.
2. Know each student very well in terms of math performance and behavior.
3. Pair the students fairly before every grading period based on their math performances
and behavior. This will be the basis of their seating arrangement in math class with
the quiz buddies seating beside each other.
4. Before every quiz, remind the students that Quiz Buddy is not to promote cheating.
Instead, it is intended to help everybody learn mathematics lessons.
5. Teachers should remind students on the do’s and dont’s of Quiz Buddy every time
there is a quiz.
6. Teachers should closely monitor the students to avoid being tempted to cheat and
to meet the real goal of Quiz Buddy – to make everybody learn the lesson and to
unselfishly help each other in doing better.
7. Teachers are advised to go around the room making sure everybody is doing his/
her function as a quiz buddy well. They serve as facilitators.
8. Teachers should give students longer time for the quiz to enable enough time for
discussion with quiz buddies as this will make learning more meaningful.
To Students
1. Bear in mind the real purpose of Quiz Buddy. That is, to help everybody in the class
to learn mathematics lessons.
2. Avoid asking quiz buddies for the answers to quiz questions. Instead ask them to
discuss briefly about the items in a quiz.
3. Cover their answers as they are not allowed to copy each other’s answers. Use
another sheet of paper for discussion.
4. Discuss with quiz buddy quietly, enough to hear each other only, in order not to
distract others as they are also discussing with their own buddies.
5. Have the sincere desire to help his/ her quiz buddy to do better.
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REFERENCES
Ackles, K.H., et.al. (2004, March). Describing levels and components of a math-talk learning
community. Journal for Research in Mathematics Education, 35(2). Cooperative Learning.
http://college.cengage.com/education/pbl/tc/coop.html.
Lopata, C. et.al. (2003, March/ April). Survey of actual and preferred use of cooperative learning
among exemplar teachers. The Journal of Educational Research, 96(4).
McLeod, S.A. (2007). Lev Vygotsky. Retrieved from the Website:http://www.simply psychology.org/
vygotsky.html
National Council of Teachers of Mathematics (NCTM). PRINCIPLES AND STANDARDS FOR
SCHOOL MATHEMATICS. Retrieved from the Website: http://www.nctm.org/uploadedFiles/
Math_Standards/12752_exec_pssm.pdf.
Novotni, S.M. (1985, January 1). PEER TUTORING : A STUDY OF ITS EFFECT ON MATHEMATICS
ACHIEVEMENT AND ATTITUDE OF NINTH MATH I STUDENTS OF HARRISBURG
HIGH SCHOOL. Retrieved from the Website: http://repository.upenn.edu/dissertations/
AAI8525665/
Okoka, C.N. (2004, August). A sense-making approach to word problems. Mathematics Teaching in
the Middle School, 10(1).
One World South Asia. (2009, September 1). SCHOOL EDUCATION FACES WORST EVER CRISIS
IN PHILIPPINE. Retrieved from the Website: http://southasia.oneworld.net/globalheadlines/
school-education-faces-worst-ever-crisis-in-philippines.
Onwuegbuzie, A.J. et.al. (2003, March/April). Aptitude by treatment interactions and matthew effects
in graduate-level cooperative-learning groups. The Journal of Educational Research, 96(4).
Ornstein, A.C. & Lasley II, T.J.(2004). Strategies for Effective Teaching, (4th Edition). NY: The
McGraw-Hill Companies, Inc.
Santrock, J.W. (2004). Educational Psychology (2nd Edition). NY: The McGraw-Hill Companies, Inc.
Shaw, L.F. & Golding P. (2005, October 19-22). EFFECTS OF PEER TUTORING AND ATTITUDE
ON ACADEMIC PERFORMANCE OF FIST YEAR INTRODUCTORY PROGRAMMING
STUDENTS. Retrieved from the Website: http://www.fie-conference.org/fie2005/
papers/1112.pdf
Strong, R. et.al. (2004, February). Creating a Differentiated Mathematics Classroom. Educational
Leadership-Association for Supervision and Curriculum Development (ASCD), 61(5).
Tandog, V.S.J. & Parcutilo, J.O. (2010). Quiz Buddy: A Pair Assessment and Its Influence on Students’
Performance in Calculus and on Mathematics and Test Anxiety. (International Conference
in Science and Mathematics Education – Assessing Learning: Innovations and Practices).
Quezon City: UP NISMED.
Tapia, M. & Marsh, G.E. II. (2011, March 9). ATTITUDE TWOARDS MATHEMATICS INVENTORY
ATMI SURVEY. Retrieved from the Website:http://www.thefindingsgroup.com/groups/
measures/ wiki/59004/Attitude_Toward_Mathematics_Inventory_ATMI_Survey_Form. html
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Vol. 2
Increasing in the level of numeracy of the students

through math plus
JUANITO C. MERLE
Talipan National High School
Pagbilao, Quezon
ABSTRACT
PURPOSE
The study aimed to improve the level of numeracy of the Mathematics students through Math Plus,
an intervention program.
Experimental method of research was used in the completion of this action research. Using the 24
modules prepared by the researcher, a total of 579 Grade 7 students were involved in measuring the
effectiveness of the Math Plus intervention program through pretest and posttest.
FINDINGS
The result of pretest administered to 579 students before the implementation of Math Plus disclosed
that 432 or 81.73% belonged to non-numerate level. These students demonstrated marked
improvement in numeracy test after the implementation of the Math Plus.
ORIGINALITY/VALUE
This action research had proven the effectiveness of Math Plus in enhancing the numeracy level of
the students. Hence, Math Plus as an intervention program may be implemented in other secondary
schools in the country.
KEYWORDS
Math Plus Intervention Program, Level of Numeracy
PAPER TYPE
Action Research
INTRODUCTION
Talipan National High School (TNHS), true to its vision of providing quality education
to its clientele, conducted a numeracy test to the student-applicants for Grade 7. The said
test was given to the incoming Grade 7 students during their enrolment in May 2013. To
measure the student-applicants’ numeracy level, a ten-item test was administered. With
the scale of 0-4 for non-numerate, 5-7 for instructional, and 8-10 for numerate, the following
are the significant findings: Out of 579 student-applicants, there were 473 or 81.73% who
belonged to non-numerate level; 92 or 15.82% were classified as instructional learners;
and 14 or 2.45% were categorized as numerate learners.
With the above mentioned statistical data, the Mathematics Department of Talipan
National High School was faced with a dilemma since according to Benito as cited in Derecho
(2013), Mathematics is learned because of many reasons. Some of these reasons are:
(1) the mastery of basic mathematical skills is needed in order to cope with the demand of
life. Such demands include being numerically literate, gaining tools for future employment,
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developing the prerequisites for further education, and appreciating the relationship
between Mathematics and technology; (2) Mathematics is the language of sciences, and
many disciplines depend on this subject as a symbolic means of communication; and (3)
Mathematics education can play an important part in developing students’ general decision
making and problem solving skills.
Considering the contents of the numeracy test administered to the new entrants,
the statistical data revealed that most of the Grade 7 students of Talipan National High
School were non-numerate upon their entrance to high school. These students needed
assistance in the competencies covered by the test such as: (1) addition of 6–digit
numbers; (2) subtraction of numbers without regrouping; (3) multiplication of a 5-digit by
a 3-digit number; (4) division of a 5-digit by a 2-digit number; (5) addition and subtraction
of dissimilar fractions; (6) division of fractions; (7) division of decimals; (8) word problem
involving addition and division; (9) word problem involving multiplication of whole number
and decimal number; and (10) word problem involving multiplication of whole numbers.
Because of the felt need of the Grade 7 learners in the area of Mathematics,
the researcher, with the consent of the School Principal, Mathematics Head Teacher
and Mathematics 7 teachers attempted to improve the level of numeracy of the Grade 7
students using an intervention program called Math Plus.

In response to the needs of the Grade 7 students of the TNHS as disclosed by
the numeracy test result, Math Plus was implemented from June 22, 2013 to July 27,
2013 based on the decision made by the Grade 7 Mathematics teachers together with the
Mathematics Head Teacher and was approved by the School Principal.
Math Plus as agreed by the Mathematics mentors of TNHS was an intervention
program adopted by Mathematics Department of Talipan National High School to help
Grade 7 students improve their numeracy skills. This program was designed in response to
the results of the numeracy test administered to Grade 7 students during their application
for enrollment for school year 2013-2014. It was one strategy suggested by the researcher
during the meeting of Grade 7 Mathematics teachers with the School Principal, Mathematics
Head Teacher, and Research Coordinator. As the name suggests, Math Plus provided the
Grade 7 students an additional opportunity to gain supplementary knowledge, values and
skills in Mathematics which were acquired during weekends (6 Saturdays, from June 22,
2013 to July 27, 2013).
Math Plus of the Talipan National High School was guided by the following vision
statement: Math Plus is an intervention program offered by the Talipan National High School
to the Grade 7 entrants to strengthen the students’ foundation in high school Mathematics.
In order to attain the vision of the TNHS Math Plus, the following mission statement
was formulated:Generously provide the Grade 7 students with the basic Mathematics
competencies which are not included in the K to 12 Grade 7 Math Curriculum for enhanced
instruction.
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Vol. 2
A. OBJECTIVES
Math Plus, as an intervention program, aimed to develop the numerical skills of
five Mathematics student-leaders for every section of Grade 7 classes focusing on their
proficiency in the following topics: operations on whole numbers, decimals, fractions and
integers. Likewise, Math Plus aimed to involve these student-leaders in assisting their
classmates in learning Mathematics during their free time and in assisting their Mathematics
teachers in facilitating the small group activities held during their regular Mathematics
classes.
B. TIME FRAME
Math Plus was implemented for seven consecutive Saturdays i.e. from June 22,
2013 to July 27, 2013 at 8:00 a.m. to 12:00 noon.
C. TARGET SUBJECTS
Math Plus involved five Mathematics student- leaders from each section of 13
groups of Grade 7 students. They regularly attended Math Plus session which was facilitated
by the researcher. Consequently, these student-leaders assisted their classmates in
learning Mathematics during their free time. Grade 7 Mathematics teachers also mobilized
these student-leaders in facilitating the small group activities held during their regular
Mathematics classes.
D. ACTIVITIES UNDERTAKEN
To successfully implement Math Plus, the researcher prepared 13 copies of 24
researcher-made modules. In designing these modules, the researcher considered Gagné's
Theory of Instruction. This theory is very relevant to the present research undertaking since
according to International Center for Educators’ Learning Styles (2013), the theory allows
the learners to take ownership of the lesson by providing customized, meaningful learning
experiences.
With the researcher’s prepared modules and written Math Plus Intervention
Program approved by the School Principal of Talipan National High School, he met the 65
Mathematics student-leaders for six consecutive Saturdays.
During the first meeting, the researcher provided the student-participants an
orientation on Math Plus Intervention Program. The researcher clarified with the students
the vision, mission, and nature of the program as well as the participants’ responsibility
of assisting their Mathematics teachers during their regular Mathematics class. He also
emphasized to the participants that they were expected to assist their classmates in
accomplishing the researcher’s prepared modules during their free time. Likewise, the
researcher informed the participants that after the sixth meeting, the Mathematics Head
Teacher would administer an examination covering all the topics contained in the 24
modules.
After the orientation, grouping of students was done. The researcher decided to
maintain the grouping of students by section. Hence, thirteen groups were created with
rotation of leaders every meeting.
Since the modules were available during the orientation, complete set of modules
was distributed to the 13 small groups. The small group members were challenged to
accomplish these modules during their free time.
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Discussion of the accomplished modules in the small groups happened on

Saturdays guided by the researcher who also served as Math Plus Program facilitator. To
enhance the students’ understanding of the topics, the researcher conducted a discussion
guided by questions for analysis which were also found in the modules.
After the discussion of each lesson, the 13 small groups of students were made
to answer the Oral and Written Assessments as an integral part of the modules. Checking
of students’ responses was done right away for the learners to unlock their difficulties
encountered in the lessons.
To further strengthen the students’ understanding of the topics, participants were
encouraged to clarify things before allowing them to discuss a new lesson in their small
groups. With the topics clearly discussed with Math Plus participants, the 65 Grade 7
students shared their acquired knowledge and skills with their classmates during their free
time and during their regular Mathematics classes. With full cooperation of the participants,
the 24 modules were completely covered by the Math Plus class in six meetings so that
on July 29-30, 2013 the Mathematics Head Teacher personally administered the posttest
among the 579 Grade 7 students of Talipan National High School.
E. EVALUATION CRITERIA
The numeracy level of Math Plus participants was measured by the researcher
through the numeracy test given to the Grade 7 students during their application for
enrolment in May 2013 and the same test administered by the Mathematics Head Teacher
on July 29, 2013.
The Grade 7 students’ responses to the numeracy test were interpreted using
a continuum prepared by the researcher-statistician. Presented below is the continuous
scale:
SCORE NUMERACY LEVEL

8 – 10 Numerate
5–7 Instructional
0–4 Non-Numerate
To measure the effectiveness of Math Plus as an intervention strategy to improve

the numeracy level of the Grade 7 learners, t-test for dependent samples was calculated
by the researcher and its result was tested statistically at 0.05 level of significance.
The t-test was calculated by using the following formula:
where: t was the t-value

• ∑d was the sum of differences between the pretest and posttest
• ∑d2 was the sum of squared differences between the pretest and posttest
was the total number of paired scores.
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Vol. 2

Table 1. Frequency – Percentage Distribution of Grade 7 Students in terms
of Numeracy Levels During the Pretest and Posttest
Pretest Posttest
Variation in
Numeracy Level frequency Percentage Frequency Percentage
Percentage
Numerate
13 2.25 144 24.87 +22.62
(8 – 10)
Instructional
80 13.82 360 62.18 +48.36
(5 – 7)
Non-Numerate
486 83.94 75 12.95 -70.99
(0 – 4)
Total 579 100.01 579 100.00
Presented in Table 1 is the frequency – percentage distribution of Grade 7

students in terms of numeracy levels during the pretest and posttest. Upon admission
in Talipan National High School, the number of Grade 7 students with numeracy level of
non-numerate was 486 or 83.94%. Those who belonged to instructional level were 80 or
13.82% and there were 13 or 2.25% numerate Grade 7 learners.
After the implementation of Math Plus as an intervention program, Table 1 shows
that 144 or 24.87% Grade 7 students became numerate, 360 or 62.18% Grade 7 learners
became instructional and 75 or 12.95 remained non-numerate.
From the statistical data presented above, the researcher inferred that Math Plus
helped the Grade 7 students improved their performance in the numeracy test that covered
(1) addition of 6 – digit numbers; (2) subtraction of numbers without regrouping; (3)
multiplication of a 5-digit by a 3-digit number; (4) division of a five digit by a 2-digit number;
(5) addition and subtraction of dissimilar fractions; (6) division of fractions; (7) division of
decimals; (8) word problem involving addition and division; (9) word problem involving
multiplication of whole number and decimal number; and (10) word problem involving
multiplication of whole numbers. This finding was supported by the marked increase in the
number of numerate (+22.62%) and instructional (+48.36%) learners and a decrease in the
number of non-numerate (-70.99%) Grade 7 students.
The t-test result on finding the significant difference in the pretest and posttest
scores of the respondents justified the claim of the researcher that Math Plus as an
intervention program for Grade 7 was effective. Below is the summary table for t-testing
done by the researcher.
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Table 2. T-test Result on Finding the Significant Difference in the Pretest and
Posttest Scores of the Respondents in the Numeracy Test
Variables t-comp. t-critical Impression

df Mean Decision
Compared value value @0.05 Level
Pretest and
Posttest Scores
of the Grade 7 Х1 = 2.75
df= 12 12.490 2.179 Reject H0 Significant
Students in the Х2 = 6.23
Numeracy Test
Ho: There is no significant difference in the pretest and posttest

scores of the respondents in the numeracy test.
Table 2 presents the t-test result on finding the significant difference in the pretest
and posttest scores of the respondents in the numeracy test. With the computed t-value
of 12.490 and a critical t-value of 2.179, the researcher rejected the null hypothesis which
was significant at 0.05 level. It meant that the results of the pretest and posttest were
entirely different from each other.
The variation in the pretest and posttest scores gives an impression that the Grade
7 students performed better in the posttest which was administered after the implementation
of Math Plus. This was justified by the X1 = 2.75 for the pretest and X2 = 6.23 for the
posttest.
CONCLUSIONS
With the findings discussed in the preceding section of this action research, the
following conclusions were drawn: (1) That upon admission in Talipan National High
School, majority of the Grade 7 students were non-numerate; (2) That the Grade 7 students
demonstrated marked improvement in numeracy test after the implementation of Math
Plus; (3) That Math Plus as an intervention program helped the Grade 7 students improve
their performance in the numeracy test that covered (a) addition of 6-digit numbers; (b)
subtraction of numbers without regrouping; (c) multiplication of a 5-digit by a 3-digit number;
(d) division of a five digit by a 2-digit number; (e) addition and subtraction of dissimilar
fractions; (f) division of fractions; (g) division of decimals; (h) word problem involving
addition and division; (i) word problem involving multiplication of whole number and decimal
number; and (j) word problem involving multiplication of whole numbers; (4) That Math Plus
as an intervention program was found effective as evidenced by the significant difference
in the pre-test and posttest scores of the Grade 7 students in the numeracy test.
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Vol. 2
RECOMMENDATIONS
The result of this action research led the researcher to recommend the continued
administration of numeracy test to student-applicants. Results of numeracy test should be
used in addressing the students’ needs in Mathematics. It is also recommended that Math
Plus be continuously utilized as an intervention in Talipan National High School.
REFERENCES
International Center for Educators’ Learning Styles.
Gagne’s instructional design. Retrieved October 28, 2013 from:
http://www.ices-educators-for-learning.ca/index.php?option=com-content&view=article&id=
54&Itemid=73.
Derecho, M. (2013).Analysis of numeracy test results of grade 3 pupils of Mauban North
Elementary School:basis for mathematics intervention material.Unpublished master’s
thesis. Sacred Heart College,Lucena City. Philippines.
Dillenbourg, P. (1999). What do you mean by collaborative learning?. Retrieved October 28,
2013 from: halshs.archives-ouvertes.fr/docs/oo/19/02/40/PDF/Dillenbourg-Pierre-1999.pdf.
Vidal, L. (2013). Level of mathematics anxiety as related to academic performance in
mathematics of the Grade 7 students of Canda National High School: basis for the
development of strategic intervention program (SIP).Unpublished master’s thesis. Sacred
Heart College,Lucena City. Philippines.
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Flock program in managing large class size in mathematics III

RHODA O. DELA CRUZ
Looc National High School
Calamba City
ABSTRACT
PURPOSE
The Flock Program was developed towards more effective management of large classes (51-70
students) through its innovative practices.
The experimental research design was utilized during the pilot testing. The program was implemented
in one third year section and the performance of the students was compared to a controlled group.
For the rest of the school year, the finalized Flock Program was implemented in all third year sections
where descriptive research was employed.
FINDINGS
The performance of the students subjected to the program during the pilot testing was significantly
higher than those in the controlled class. There was a significant increase in the posttest of 47.51%
while there was no significant difference in the mean percentage scores per section. The students
engaged themselves in learning Mathematics “very often” in terms of behavioral, cognitive and
emotional aspects. Overall, the students rated the program as “good” in terms of improving their
academic performance and behavior.
LIMITATION AND IMPLICATIONS
The Flock Program was effective in improving students’ academic performance in Mathematics.
The innovative practices should be strictly implemented towards the realization of the program’s
effectiveness.
The Flock Program is recommended for implementation especially in large class setting toward more
effective classroom management.
ORIGINALITY/VALUE
The study is significant/valuable for students, teachers and administrators since the Flock Program
helps in managing large classes as well as in improving the academic performance and learning
engagement of students.
KEYWORDS
Classroom Management, Large Classes, Innovative Practices
TYPE OF RESEARCH
Research Paper
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Vol. 2
INTRODUCTION
Education in the Philippines, especially public education, is confronted with a wide-
array of problems. These include shortages of teachers, chairs, textbooks and classrooms.
As a consequence of shortage of classrooms, there is overcrowding of students. Students
are squeezed in available classrooms. Mydans (2009) and Tran (2011) identified detrimental
effects of this overcrowding on the part of the students which include increase in dropout
rate, poor students’ performance, difficulty in management of noisy students and those
who do things behind the teacher’s back, and drop in the behavior and work standards.
Because of this reality, it is a challenge to improve the performance of the students by
effectively managing large classes. Although teachers are doing some practices already in
managing large class size, still innovative practices are needed to manage it better. Hence,
the Flock Program was developed.
The Flock Program was designed for handling large class size of 51-70 students.
Figure 1 shows the concept behind the program. The class was divided into smaller groups
called Flocks and that the structuring, managing and monitoring of the class was also done
by flock. The Flock Program, as shown in Figure 1, consists of three (3) innovative practices:
Flock Seating Arrangement, Flock Activities and Facilitation, and Flock Monitoring. These
practices are within the five critical features of effective classroom management mentioned
by Simonsen (2008) which are (a) maximize structure, (b) post, teach, review, monitor
and reinforce expectations, (c) actively engage students in observable ways, (d) use a
continuum of strategies for responding to appropriate as well as inappropriate behavior.
maximize structure
post, teach, review, monitor, and reinforce actively engage students in

expectations, use a continuum of strategies
observable ways
for responding to appropriate
and inappropriate behavior
Figure 1. Concept behind the Flock Program

The Flock Seating Arrangement involves the arrangement of the students inside
the classroom. The students were arranged by flock as shown in Figure 2. The groupings
of the students by flock was done by COMPOSITION to maximize its effect. This means
that the class was divided into heterogeneous flocks such that each flock was composed of
different types of students in terms of academic performance and behavior. Further, each
flock is proportionate with other flocks in the class. The flocks were repositioned or rotated
in the classroom in order to give each student a chance to be seated in front. The seating
arrangement served as their groupings during the class activities in order to minimize
disorder or noise.
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Flock 12 Flock 8 Flock 4
Figure 2. Sample Repositioning or Rotation of the Flock Seating Arrangement

The Flock Activities and Facilitation, on the other hand, involves learning by flock.
The intention here was to help slow learners and to foster teamwork and collaboration
among students. In order to do this innovative practice successfully, three things were
required namely: (a) New Classroom Format, (b) Flock Guidebook containing Teacher’s
Guide and Flock Challenge that fostered interactive learning and (c) Student Motivation.
For the new classroom format, the class started with the flock test or quiz instead
of giving it at the end of the class. This was answered individually and covered the topic
tackled on the previous day. This was done to give time for other students to absorb, to
study the lesson, and to have group remedial instruction.
The integration of a flock challenge and sharing is another feature of the classroom
fort. It involves the teacher giving an activity to the students called generally as Flock
Challenge. The activity was fun, attractive, suitable for their level, and doable within the
time given to answer them. For the Flock Activities and Facilitation to be effective, a flock
token and individual token was given as a reward for the students in the form of additional
grade. The flock token was given every time a flock attained the highest total flock score in
the 10 minute checking and 10 minute flock test. The individual token was given to those
who got the highest score in the flock test. The strategy here was to encourage brighter
students in the flock to help the other members of their flock to get high score because of
the additional points given in the form of a flock token. It is expected to encourage group
remedial instruction outside class hours even without the supervision of the teacher.
Monitoring the score of the students in their tests as well as their behavior was
done by flock. This made the monitoring of large number of students easier and more
effective through the help of the leader in each flock. Furthermore, it helped the teacher
to immediately identify students who needed special attention in the flock and devise an
action with the help of their flock members. The procedure on how to do the flock monitoring
is shown in Figure 3.
Figure 3. Flock Monitoring Procedure
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Vol. 2
In general, the study aimed to assess the effectiveness of the Flock Program
in improving the quality of teaching and learning of Mathematics III (Geometry) at Looc
National High School. Specifically, it sought to (1) pilot test the innovative practices and
determine its effectiveness in classroom management and in improving students’ academic
performance, (2) determine if there was a significant difference in the performance of the
students before and after the implementation based on the results of the pretest and
posttest, (3) assess the level of students’ engagement in learning Mathematics behaviorally,
cognitively, and emotionally, and (4) determine the program’s effectiveness in improving
their academic performance and behavior based on the perception of the students.

The procedure undertaken for this project was divided into three (3) stages as
shown in.
Figure 4. Stages of Program’s Implementation
The Preparation Stage included (1) orientation of parents, students and other
school’s stakeholders, (2) heterogeneous sectioning, (3) conduct of the training of
classroom observers, (4) development, validation and reliability assessment of the
instruments, (5) development of the Flock Guidebook, and (6) Conduct of the Pre-Post
Test. During the pilot testing, the following were done: orientation of student participants in
the Flock Program, grouping of students into flocks, arrangement of students in the class
following the prescribed seating arrangement, implementation of the Flock Program in the
class, classroom observations, conduct of the focus group discussion, weekly meeting and
final meeting that focused on analysis of results throughout the pilot testing. The final stage
involved the implementation of the finalized flock program in all third year sections.
Quasi-experimental design and the descriptive type of research were utilized
during the pilot testing. The former was utilized to see if the flock program was effective
in managing large class and in improving the academic performance of the students. The
latter served as basis for improving the existing flock program through the data gathered
from the students, teachers and class observers.
During the Implementation Stage, the descriptive research design was utilized. Data
were then gathered to assess the outcome of the Flock Program. Generally, it described
the behavior of the students under the Flock Program and the academic performance of
the students in Mathematics III. It also looked into the general assessment by the teacher
and the ratings given by the students to the different flock innovative practices and to the
Flock Program in general in terms of how well it attained its objectives.
For the pilot testing, two sections from the four heterogeneous classes in the third
year level were selected. They were randomly selected and assigned as the controlled
and experimental groups by means of drawing of lots. Heterogeneous sectioning was
based on the general average of the students from the previous school year and their
behavior. On the other hand, during the implementation stage, the finalized flock program
was implemented in all third year sections.
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Four instruments were used in the Pilot Testing. Three of them (Observation
Instrument, the Focus Group Discussion and the Interview) were used to solicit feedback
and recommendations from the classroom observers, the teacher and the students
in the experimental class about the flock innovative practices under the flock program.
The information gathered were utilized for improvement, hence, served as a formative
evaluation. In addition, all these instruments together with the first periodical test were
used to assess if the flock program has significantly improved the academic performance
of the students in Mathematics III and if it was effective in managing large class, thus,
served as the summative evaluation.
In the Implementation Stage, several instruments were used to determine the
outcome of the Flock Program. The Pre-Post test was utilized to measure the academic
performance of the students. The student engagement instrument, teacher’s perception
survey and the summative or overall rating/assessment of the flock program, from the point
view point of the students and the teachers, looked at the behavior of the students towards
learning mathematics. Follow up interviews were also done to clarify or support the data
gathered.
The analysis of results focused on the academic performance of the students,
behavior of the students, students’ overall rating assessment, teachers’ observations and
the interrelations among these variables. Figure 5 presents the data analysis map
PRE-POST TEST ACADEMIC

(Mean, MPS, SD, HP, AP,LP,
PERFORMANCE
Max and Min)
INTERRALATION
PRE-POST TEST AMONG ACADEMIC
(Mean, MPS, SD, HP, AP,LP, STUDENT’S BEHAVIOR PERFORMANCE,
Max and Min) STUDENTS’
BEHAVIOR,
STUDENTS’
STUDENTS’ OVERALL OVERALL
SURVEY FROM STUDENTS
ASSESSMENT OF THE ASSSESSMENT
and TEACHER
FLOCK PROGRAM AND TECHER’S
PERCEPTION
TEACHER’S OVERALL
ASSESSMENT OF THE
FLOCK PROGRAM
Figure 5. Data Analysis Map
The academic performance of the students was based on the results of the pre
and posttests. It was described in terms of the mean, mean percentage score (MPS),
standard deviation (SD), number of students who belonged to high performing group (HP)
with scores of 75% and above, average performing group (AP) with scores of 51% to
74%, and low performing group (LP) with scores of 50% and below. Further, the significant
difference between the pretest of all sections as well as in the posttest was obtained by
performing the t-test of independent samples. Significant difference between the Pretest
and Posttest of each group was also looked into.
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This refers to the students’ perception about their behavior obtained from the result
of the student engagement instrument. In the student engagement, the numerical scores in
each category (behavioral, emotional and cognitive) per group (high performing, average
performing and low performing students), per section and as a whole were obtained
together with corresponding verbal interpretation at the end of second grading period and
third grading periods. Significant difference in the average rating obtained from the second
grading and third grading among the different sections and groupings were also identified.
The overall rating that the students gave on how each innovative practice under
the Flock Program hasd helped them improve their academic performance as well as their
behavior towards learning Mathematics was computed. The corresponding interpretation
or descriptive rating is as follows:
Average Numerical Rating Descriptive Rating

8.60 – 10.0 Outstanding (O)
6.00 – 8.59 Very Satisfactory (VS)
4.60 – 6.59 Satisfactory (S)
2.60 – 4.59 Unsatisfactory (U)
Below 2.59 Poor
In this part, accounts made by the teacher handling the class about the significant
milestones and achievements of the students under the Flock Program that the teacher
observed after several months of its implementation are described. It focused on the
benefits the program brought to the welfare of the students as well as to the teacher
handling the class.

The following are the findings of the study:
1. Effect of the Flock Program in terms of Classroom Management
Table 1 shows the average rating of the flock innovative practices obtained from
the three classroom observers during the pilot testing. The program obtained a very
satisfactory rating as manifested by the average weighted rating of 4.03. The Flock
Seating Arrangement got an average rating of 4.01 (5 is the highest) with a verbal
interpretation of Very Satisfactory; the Flock Classroom Format, Flock Activities, Flock
Rewards and Flock Monitoring got an average score of 4.00, 3.99, 4.05 and 4.10
respectively which all corresponded to Very Satisfactory. These numerical ratings show
that the components under each flock innovative practices were within the 5 critical
features for effective classroom management mentioned by Simonsen (2008) have
been met very satisfactorily even if the classroom setting, particularly the large number
of students present in a small classroom, was not ideal for learning effectively. This
signifies that the flock innovative practices are effective in managing large number of
students.
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Table 1. Average Rating of the Flock Innovative Practices Obtained

from the Three Observers
FLOCK INNOVATIVE
Average Rating Verbal Interpretation
PRACTICES
Flock Seating Arrangement 4.01 Very Satisfactory
Flock Classroom Format 4.00 Very Satisfactory
Flock Activities 3.99 Very Satisfactory
Flock Rewards 4.05 Very Satisfactory
Flock Monitoring 4.10 Very Satisfactory
Total Average 4.03 Very Satisfactory
Table 2, on the other hand, shows the feedback gathered from the students
subjected to the program and the teacher handling the experimental class during the pilot
testing. From the feedback, was evident that the flock program was effective in managing
large class size as there was consistency in the perception of the three observers, the
teacher implementing the Flock Program and the students in the experimental class.
Table 2. Positive Feedback/Comments from the Teacher handling the class

and students in the Experimental Class
FROM THE TEACHER

FROM THE STUDENTS
HANDLING THE CLASS
Flock Seating Arrangement
• Can easily study by flock without • Learning time was maximized.
disturbing other group • The seating arrangement made it easier for
• Can teach the flockmates easily the teacher to facilitate the class activities.
• Fast and easy communication • Although the class was overcrowded, the
among flockmates seating arrangement allowed the teachers
• Have a chance to be seated in the to circulate around the room and look over
different parts of the room every each flock during flock test or flock activities.
week The established routine helped the teacher
• Skills in problem solving were to easily facilitate learning and maximize
enhanced. instructional time. This is because the students
• Students became focused on the prepared for each lesson everyday.
lessons.
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Flock Activities and Facilitation

• Flockmates were encouraged by the • Since the flock test was given the following
leader and other flockmates to listen and day, the students have a chance to
participate in the lesson. discuss and review the lesson with their
• Students gained confidence and overcome flockmates.
shyness in front of the class. • Management of the class became easy for
• Leader and flockmates conducted a review the teacher.
before the class begin/start. • The students showed enthusiasm in going
• Study habits were developed among to school and attending the class.
flockmates with difficulty in math to learn. • Cooperation was developed among the
• Unity and cooperation were developed students.
among flockmates. • The students found it enjoyable to discuss
• Flockmates were motivated to do well in together their activities.
the flock activity. • Most students even the slow learners
• They were encouraged to do better for the actively participated in the class activities.
additional scores/points for the flock. • It was encouraging to see how the
• They were forced to behave properly to members of each flock helped one another
get rewards. to ensure that everyone in the group
• The students were happy with the understood the lessons.
additional points earned for the efforts • The students were encouraged to study
exerted by flocks. with their flockmates.
• Active participation was observed in
majority of the students.
• The result of the reward system was
positive in terms of students participation
in class activities.
• The students were behaved during the
class even if they were doing an activity.
This is very important especially in a large
class.
• Positive behavior and attitude towards
learning was developed even among
the students who were identified to be
misbehaved during their second year.
• The reward system was successful
in promoting positive attitude towards
learning mathematics.
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Flock Monitoring
• Attendance was monitored every day. • The monitoring of attendance became

• Behavior was being noted. easier.
• Scores in flock test/activities were • The students were encouraged to attend
recorded every day and students were classes.
made aware of their performance in class. • They could keep track of their attendance
• Flockmates who were absent were home and performance in flock tests.
visited and given a recap about the lesson • Through the monitoring scheme, the
to cope and be able to answer the flock teacher was able to identify the different
test to be given. reasons why students absented from their
• Absences/ misbehavior of the students classes and were able to address their
were minimized. concerns.
• Students with difficulties in understanding • The monitoring scheme was very effective
the lesson were monitored by the teacher. in terms of minimizing absences, cutting of
classes and promoting positive behavior
among the students.
• The monitoring scheme ensured proper
monitoring of students even if there were
so many of them in the room.
2. Effect of the Flock Program in terms of Academic Performance of Students in the

Experimental and Controlled Groups based on the 1st Periodical Exam in Mathematics III
Table 3 shows the results of the 1st Periodical Mathematics III examination in the
experimental and controlled groups during the pilot testing. The experimental group
got a higher mean score and MPS of 22.82 and 45.64 respectively compared to the
controlled group which got a mean score of 19.38 and MPS of 38.76. It is also presented
in Table 3 that the Tcalulated of 2.82 is greater than the Tcritical, one-tail which is 1.66 indicating
that the mean obtained from both groups are significantly different at 0.05 level. This
implies that the students in the experimental group who have been subjected to the
flock program performed better than the students in the controlled group. Hence, the
flock program was successful in improving the academic performance of the students.
Table 3. The Academic Performance of Students in the Experimental and

Controlled Groups in the 1st Periodical Exam in Mathematics III
Parameters Experimental Group Controlled Group

Mean (M) 22.82 19.38
Mean Percentage Score
45.64 38.76
(MPS)
Standard Deviation (SD) 7.54 6.37
Number of Students (n) 65 66
Tcalculated 2.82
Tcritical,one-tail 1.66
P(T<=t),one-tail 0.003
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3. Academic Performance of the Third Year High School Students of Looc National
High School in Mathematics III who participated in the Flock Program
The results of the pretest and the posttests are presented in Table 4. As shown
in the table, there is an increase of 47.51% in the posttest compared to the pretest.
The mean of the pretest is 13.43 while the posttest is 19.81. The MPS of the pretest
and posttest are 33.58% and 49.52% respectively. Considering the performance of
students in each section, the percentage increase in the means are 55.12%, 43.56%,
36.16% and 52.30% in Euclid, Descartes, Pascal and Pythagoras, respectively. The
computed critical values using the t-test are -5.54, -6.28, -5.18 and -8.08 for section
Euclid, Descartes, Pascal and Pythagoras. All these values are significantly lower than
the critical values of the t-statistic, which means there was a significant improvement in
the performance of the students in the experimental class.
Table 4. Comparison of Mean Percentage Score in Pre-test and Post-test
SECTION ALL
Euclid Descartes Pascal Pythagoras SECTIONS
Pre-test
Post-test
Pre-test
Post-test
Pre-test
Post-test
Pre-test
Post-test
Pre-test
Post-Test
Parameters
Mean (M) 13.88 21.53 13.82 19.84 13.69 18.64 12.62 19.22 13.43 19.81
Mean
Percentage 34.70 53.83 34.55 49.60 34.23 46.60 31.55 48.05 33.58 49.52
Score (MPS)
Standard
Deviation 4.03 6.46 4.17 5.94 4.33 5.58 3.40 5.81 4.09 5.95
(SD)
% increase in
55.12% 43.56% 36.16% 52.30% 47.51%
MPS
tcomputed -5.54 -6.28 -5.18 -8.08 -13.60
tcritical 1.65 1.66 1.66 1.66 1.65
p-value 8.38 X10-8 4.92 X 10-8 6.19 X10-7 2.64X10-12 7.28X10-35
4. Student Engagement towards Learning Mathematics III

The Student Engagement towards learning Mathematics III was likewise assessed.
The data obtained helped in determining the other aspects of students’ learning that
are not tangible in the pre/posttest. These are in terms of the students’ behavioral,
emotional and cognitive engagement.
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Behavioral Engagement
Table 5 shows that average assessment of the students’ behavioral engagement.
The results revealed that the students in all sections are very often engaged in learning
Mathematics behaviorally both during the second grading and third grading periods. The
ratings were all more than 4.0. These values indicate that the students concentrated,
recited, and actively participated in the class very often.
Table 5. Average Ratings Obtained in Behavioral Engagement for the Different

Sections in the Third Year Level
2nd Grading 3rd Grading

Sections Verbal Verbal
Average Rating Average Rating
Interpretation Interpretation
Euclid 4.01 Very Often 4.10 Very Often
Descartes 4.29 Very Often 4.31 Very Often
Pythagoras 4.19 Very Often 4.25 Very Often
Pascal 4.04 Very Often 4.16 Very Often
All Sections 4.13 Very Often 4.21 Very Often
Emotional Engagement
Table 6 shows the level of emotional engagement of the students towards learning
Mathematics. It is apparent that during the second and third grading periods, students in all
sections were engaged in learning Mathematics emotionally very often. The ratings range
from 4.23 to 4.54. The values indicate that the students very often felt they were excited to
attend in the class, enjoyed the activities, and felt that they have a good relationship with
and learn a lot from their teacher and flockmates.
Table 6. Average Ratings Obtained in Emotional for the Different Sections in the
Third Year Level

Descartes 4.48 Very Often 4.50 Very Often
Pythagoras 4.54 Always 4.53 Always
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Cognitive Engagement
The cognitive engagement of students towards learning Mathematics is presented
in Table 7. Generally, the students want to get good grades, give their best in different
activities, and believe that learning Math is important very often as indicated by the average
rating of 4.40.
Table 7. Average Ratings Obtained in Cognitive for theDifferent Sections in the
Third Year Level

Descartes 4.57 Always 4.47 Very Often
5. Students’ Overall Assessment of the Flock Program

Aside from the academic performance of the students, student engagement,
and teacher’s perception about the flock program, the overall assessment or general
impression of the third year students who participated were taken into account since
they were the primary concern why the flock program was designed. Table 8 provides
the summary of the summative evaluation made by the students on the flock program. It
shows the rating given by the 223 participants to the different flock innovative practices
in terms of how the flock program has helped them improve their academic performance
(labeled as “academic performance” in the table) and changed their behavior towards
learning mathematics III (labeled as “behavior in learning mathematics” in the table).
The results showed that the flock seating each component of the Flock Program, and
the Flock Program as a whole, were rated as good in terms of helping students improve
their academic performance and behavior in learning Mathematics.
Table 8. Summary on the Summative Evaluation made by the Students

on the Flock Program
Academic Performance
Sections Average Verbal Average Verbal
Rating Interpretation Rating Interpretation
Descartes 4.57 Always 4.47 Very Often
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CONCLUSIONS
Based on the results of the implementation of the Flock Program, the following
conclusions and implications were drawn:
1. The flock program was effective in managing large classes as perceived by the
classroom observers, the teacher handling the class and the students in the
experimental class.
2. The flock program was effective in improving the academic performance of the
students in Mathematics III. It significantly improved the scores of the students in
summative assessment.
3. The flock program resulted to high level of engagement of students in learning
Mathematics behaviorally, cognitively, and emotionally.
4. The flock program and its innovative practices registered positive impact on
the academic performance of the students as well as their behavior in learning
Mathematics.
RECOMMENDATIONS
Based on the aforecited findings and conclusions of the study, the following are
hereby recommended:
1. The flock program should be implemented in order to effectively manage large
classes and improve the academic performance of the students.
2. The flock program should be applied in all classes as an effective strategy in
management of large classes.
3. The flock program’s innovative practices should still be improved to maximize
its potentials for improving the academic performance of the students and their
behavioral engagement.
4. The flock program can be implemented or applied in any section or class.
REFERENCES
Mydans, Seth (2009).The Philippines Face Classroom Shortage. Retrieved from
http://www.nytimes.com/2009/08/25/world/asia/25iht-phils.html?_r=1
Simonsen, B. et al. (2008). Evidence-based Practices in Classroom Management: Considerations
for Research to Practice. Education and Treatment of Children. Vol.31, No.3.
Tran, Can (2011). Effects of Overcrowded Classrooms. Helium Inc. Retrieved from
http://www.helium.com/items/2057597-effects-of-overcrowded classrooms
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Vol. 2
Huntahan vocab assessment toward enriching

mother tongue-based classroom practices
LYNLE C. CACHO
REYNALD M. CACHO
Lopez West Elementary School Bldg. 1
Lopez, Quezon
ABSTRACT
PURPOSE
This study examined the profile and knowledge level of Grade three pupils about their local vocabulary
in order to formulate intervention programs, and to assess whether such enrichment programs are
effective for authentic, localized implementation of the MTB-MLE under the K to 12 education.
DESIGN/METHODOLOGY APPROACH
The first phase instruments included survey and vocabulary assessment test. This study utilized
descriptive research design and quantitative analysis of data.
FINDINGS
Majority of the respondents have established residency in Lopez, Quezon. The first phase revealed
that the pupils performed satisfactorily in the language test.
RESEARCH LIMITATIONS
It is limited to assessing/assessment of the knowledge of Grade three pupils of LWES Bldg. 1 on
distinct Lopezeňos vocabulary.
The initial results may guide the language teachers to craft differentiated and localized instructional
activities that will enhance the development of vocabulary.
ORIGINALITY/VALUE
It is implied further that local literature and culture can be developed and/or enhanced through the
use of local vocabulary.
KEYWORDS
Mother-tongue based multilingual education, language assessment, vocabulary enrichment
* Huntahan is a local vocabulary, which means casual talk or conversation.
TYPE OF RESEARCH
Research Paper
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INTRODUCTION
Roughly, there are more than 6000 languages used by 6 billion people in the globe-
nonetheless, only about 300 are considered majority languages while the remaining 5700
languages are being considered as ‘minority or local languages’. Local languages have
already found a niche in basic education here in the Philippines with the implementation
of Mother Tongue-Based Multilingual Education (MTB-MLE) in the K to 12 Curriculum.
Martin (2008), argued that even before the legislation of K to 12, teachers in the public
schools across the nation have already been using first language or mother language
in teaching basic concepts to school children. In an article, Granali (2013) reported that
teachers were hopeful about the new curriculum, but admitted that its first year was a
struggle because the instructional materials came late and the week-long training was not
enough. Nonetheless, Department of Education (DepEd) issued additional guidelines to
respond to this adjustment.
Dekker (1999), in her paper on the education of children from Kalinga, an
ethnolinguistic community in Northern Luzon, commented on the many different experiences
and artifacts that confront children as they enter school.
The first grader is confronted with many things in the school situation that are
unfamiliar: the classroom with desks, the flag ceremony, the pictures on the wall representing
children from the city and different lifestyles and the textbooks depicting other cultures and,
most crucially, even the language used is foreign. (Dekker, 1999: 103)
Mother Tongue-Based Multilingual Education responds to the scenario posited
by Dekker. Much more, the program also covers the protection and development of
minority languages including inclusion of the local languages in the curriculum beginning
kindergarten. For this reason, the use and promotion of a local language in schools at the
basic education level are required.
UNESCO, from now and then, has strongly rallied that a child should be educated
in his or her first language for as long as possible. Unfortunately, this has been a
gargantuan task to achieve in many places around the world considering the cost in terms
of material production and teacher trainings. The Philippines, with 168 living languages,
is within the realm of this macrocosmic educational phenomenon (Dumatog & Dekker,
2003). Responding to the challenge, Dekker and Young (2007) delineate that within the
Philippines, language policy makers address the issue on hand by providing multilingual
education using the first language of the learners as foundation for quality language
education vis-à-vis on meeting the needs of a culturally and linguistically diverse country.
Beginning School Year 2012-2013, the MTB-MLE has been implemented in all
public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic
Education Program (DepEd Order No. 16, 2012). Hence, the MTB-MLE aims to develop
the following areas: (1) language development, which establishes a strong education for
success in school and for lifelong learning; (2) cognitive development, which focuses on
higher order thinking skills (HOTS); (3) academic development, which prepares the learner
to acquire mastery of competencies in each of the learning areas; and (4) socio-cultural
awareness, which enhances the pride of the learner’s heritage, language and culture.
Teaching and learning the first language is not only good for one’s local language.
Dekker, Duguiang, and Walter’s paper (2008) on “The bridge to Filipino and English: 3rd
year results of the First Language MLE Program in the Philippines” purported the value of
Mother Tongue Education in the learning of the second and third languages. Essentially,
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they concluded that when children learn in their mother tongue, their cognitive skills continue
to build, enabling greater ability to handle cognitively demanding study and strengthening
learning of other languages.
MTB-MLE includes the learning of local vocabularies. How is vocabulary defined?
The definition of vocabulary in the Random House Webster’s Unabridged Dictionary
(Flexner, 2003) is “the stock of words used by or known to a particular people or group
of persons.” Word is, subsequently, defined as a unit of language, consisting of one or
more spoken sounds or their written representation, that functions as a principal carrier of
meaning.” In this action research, Lopezeños’ vocabularies (vocab), which are considered
part of the mother tongue linguistic repertoire of Lopezeños, transcended from the past
to the present generations of the town’s history, arts and culture. Traditionally, it is the
elders’ cultural obligations to hand down these language components to their children
and to these children’s children directly or indirectly at home or elsewhere within the
boundaries of this town. Although the mixing of other dialects from other territories has
remained a crucial factor to the development of these vocabularies, conservatives believe
that it is in formal education that this language could better find its place for nourishment
and usage. Once the students are immersed on their native vocabularies, it is more likely
that students will further appreciate their culture and tradition (Huntahan Team, 2010).
Ocampo and Hermosa (1997) tag vocabulary or word meaning as one of the most
essential components of comprehension. Their learning modules set (heeding Anderson
and Freebody 1981 model) three primary views or frameworks on the significance of
vocabulary development. These views are instrumentalist, aptitude, and knowledge
position. First, the Instrumentalist stance states that vocabulary may be viewed as the
cause of comprehension no matter how the vocabulary is acquired where vocabulary
should be taught directly rather than isolated. Second, the aptitude position regards a
good vocabulary as only a demonstration of a quick mind just like in word drills. And lastly,
the knowledge position claims that good vocabulary and comprehension are products of
abundant knowledge about one’s environment and culture; hence providing experiences
for students to talk and write about the target vocabularies is the key in enhancing such
knowledge.
Figure 1. Conceptual and action research operational framework
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MTB-MLE, as the integration of local vocabularies in the teaching and language

learning of Filipino or Tagalog in relation to their second language, may it be in content
subject or the language subject itself is such a fertile soil for action research. In an analysis
of vocabulary assessments, Read (2000) identified three continua for designing and
evaluating vocabulary assessments: (a) discrete-embedded, (b) selective-comprehensive,
and (c) contextualized-decontextualized. At the outset, the first phase of this action
research, such method of assessment served as the groundwork. On the other hand, since
the MTB instruction covers until Grade 3, incoming Grade 4 pupils were the subjects of
this action research to assess how MTB instruction in primary years had influenced their
vocabulary development. The preceding views, positions, and studies stated in this brief
review of literature served as the backbone of this research. Figure 1 visualizes how this
study was framed.
In Lopez, Quezon, the Huntahan Team (2010) of Lopez National Comprehensive
High School conducted a community research on its local languages, specifically
vocabularies that are still used and some considered dormant. With the Huntahan Team’s
collection of Lopez, Quezon vocabularies as primary reference, the study revealed that
on a language test assessment. First year and second year students generally performed
satisfactorily indicating the need for more explicit Lopezenos’ language use and instruction
in Filipino or Mother-Tongue related subjects. Would this be the same in the case of
elementary pupils existing in primary grades in Lopez, Quezon? So far, little research or
no action research has been done to determine the level of awareness and/or knowledge
of Grade Three on the distinct Lopez, Quezon vocabularies or language. Thus, this two-
phase action research aimed to examine the knowledge level of such pupils, to devise
or formulate enrichment or intervention needed to address any deficiency or lack of, and
to assess whether such enrichment program was effective for the relevant and authentic
implementation of the MTB-MLE in the promotion of the local language in Lopez, Quezon.
Research Questions
In the light of the background information and needs assessment to conduct such
study, this two-phase action research cycle sought to answer the following:
A. First phase
1. What was the profile of Grade Three pupil- examinees in terms of:
1.2 Length of residency in Lopez, Quezon; and
1.3 Language/s spoken at home;
2. What were the Grade Three pupils’ local vocabulary assessment results when they
were grouped according to sections or classes?
3. Based on the achievement test, what were the local vocabularies in which pupils find
difficulty and ease in understanding?
B. Second phase
1. What enrichment language programs or interventions can be applied to enhance pupils
learning and use of such language?
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2. What are the effects of such programs or interventions to the vocabulary development
and literary skills of the pupils?

The first phase of this action research utilized descriptive research design. It
involved collecting data in order to answer the questions regarding the subjects of the study
(Fraenkel & Wallen, 2007).The researcher employed quantitative collection and analysis
of data. The use of survey questions and test questionnaires that assessed the level of
vocabulary knowledge of pupils was applied at the onset. Hence, the pupils’ performance
was defined by the scores which they earned from a teacher-made vocabulary achievement
test administered at the end of the school year.
Moreover, the second phase of the study will utilize a combination of quantitative
and qualitative methods. The study data analysis is based on the action research format
proposed by Mills (2000).
DATA ANALYSIS AND INTERPRETATION

1st Phase: Considering inputs from the review of literature, a language pre-test was
constructed by the researcher. The test underwent face and content validation by language
experts. It was piloted to the same group of pupils. Item analysis was then employed. After
the test was validated, the results were subjected to descriptive statistics (frequency, mean,
standard deviation, mode, and percentage.) Descriptive measures including frequency and
percentage were used to examine the profile of grade three pupil-examinees in terms of
length of residency and language spoken at home. Mean scores which were the average of
all scores in a distribution were calculated to interpret the knowledge of Grade Three pupils
on their local vocabulary. To get the average distance of each score in a distribution from
the mean score, data obtained were treated using standard deviation. The mode showed
the most frequent score in a distribution. The results revealed the 15 most difficult and the
15 most familiar words which were classified for analysis as answer to the aforementioned
research questions.
2nd Phase: After the presentation of the results of the 1st Phase of the study
to the concerned teachers, orientation or discussion of the proposed enrichment or
literature-based intervention was done. The researcher organized huntahan activity and
implemented intervention program expected to enhance the knowledge of the pupils on
their local vocabulary. Pupils created output such as diksyonaryong Lopezeňo and use
local vocabulary in varied literary genre. The representatives of the pupils’ outputs were
critiqued and qualitatively analyzed based on the creative use of the Lopezeños language.
Posttest was given to assess the effect of the intervention. The same descriptive measures
employed for data analysis and interpretation with the combination of qualitative method.
RESEARCH RESULTS AND DISCUSSSION

This part of the paper reports the results of the data analysis and interpretation of
the first phase research questions.
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A. First phase
1. What was the profile of Grade Three pupil- examinees in terms of:
1.1 Length of residency in Lopez; and
1.2 Language/s spoken at home;
The researcher was able to cover one hundred seventy Grade Three pupils who
were enrolled at Lopez West Elementary School Bldg. 1 in the school year 2013-2014.
They were grouped according to section SPED, Panchita, Alitaptap, Subli, and Cariňosa.
All of them participated in the study.
Table 1: Profile of grade three pupil examinees in terms of length of residency
Length of
SPED Panchita Alitaptap Subli Carinosa Percentage
residency
3 years and
1 7 3 4 4 18.18
below
4 years and
32 24 35 29 31 88.82
above
Total 33 31 38 33 35 100%
This part of the paper reports the results of the data analysis and interpretation of
the 1st Phase research questions.
Table 1 shows that a great majority comprising 88.82% of the pupils have lived
in Lopez, Quezon for more than four years. This further illustrates, however that almost
18.18% of the examinees have transferred in the school for 3 years or less which could be
attributed to so many reasons. This result shows how homogeneous the respondents were
in terms of their residency.
Table 2: Profile of grade three pupils examinees in terms of language

spoken at home
Language
SPED Panchita Alitaptap Subli Carinosa Percentage
Spoke at Home
English 0 0 0 0 0 0
Tagalog 33 31 38 33 35 100%
English and
0 0 0 0 0 0
Tagalog
Total 33 31 38 33 35 100%
*first language or mother tongue which is exhibited with the use of local vocabularies
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Notably, Table 2 shows that Tagalog (first language) was the only dialect that is used
by the Grade Three pupils of Lopez West Elementary School Bldg. One hundred percent
of these pupils used this language at home. A few or none of them interacted with their
family members using English or other language. The researcher might have overlooked
this issue notwithstanding that some factors in the environment (peer, media, internet, and
the likes) might have influenced them with the use of mixed languages including Tagalog
and English, also known as Taglish.
2. What are the grade three pupils’ Lopezeňos vocabulary assessment results when they
were grouped according to section or classes?
Table 3: Mean of every section
Rank based on Number of Standard Highest Lowest

Mean Interpretation
Mean by Section Examinees Deviation Score Score
2.1 SPED 33 16.24 Satisfactory 1.48 23 10

2.2 Alitaptap 38 15.57 Satisfactory 2.12 23 9
2.3 Subli 33 14.32 Satisfactory 1.24 24 9
2.4 Panchita 31 12.93 Fair 1.48 21 3
2.5 Carinosa 35 12.14 Fair 2.14 19 6
Overall Mean 14.24 Satisfactory Possible Highest Score = 30
Table 3 shows the mean of every section/class (SPED, Panchita, Alitaptap, Subli,
and Cariňosa) with its general average and range of scores. Using 5-level-6-point difference
scale, the results could be interpreted as follows: needs improvement, fair, satisfactory, very
satisfactory, and excellent respectively. Since three sections garnered scores which were
below the median; the researchers could safely generalize that the pupils experienced
medium level of difficulty in taking the achievement. Thus, the Grade Three pupils needed
enhancement. Overall, the Grade Three pupils of Lopez West Elementary School Bldg.
1 performed satisfactorily. This further indicated that the pupils’ level of understanding
the Lopezeño words needed some attention and reinforcement by the concerned school.
Although there were so many factors to consider affecting the outcome of the measurement
and evaluation, the researcher recognized that something must be done to improve the
level of pupils’ understanding of distinct Lopezeño vocabulary.
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3. Based on the achievement test, what were the Lopezeños’ vocabularies in which the
pupils find difficulty or ease in understanding?
Table 4: Local vocabulary ranked according to their level of difficulty
Rank Words
1 Kubakob (pang-uri)
2 Pipitsugin (pang-uri)
3 Gahanip (pang-uri)
4 nag-aalburuto (pandiwa)
5 sil-it (pangngalan)
6 alos-os (pangngalan)
7 Magkamal (pandiwa)
8 Kumabog (pandiwa)
9 Salusalo (pangngalan)
10 pain-in (pandiwa)
11 Pasingaw (pangngalan)
12 Karyada (pang-uri)
13 Saludsod (pangngalan)
14 Santing (pang-uri)
15 Nanguway (pandiwa)
16 Togno (pang-uri)
17 Niligis (pandiwa)
18 Pakikipaghamag (pandiwa)
19 Silong (pangngalan)
20 Katuto (pangngalan)
21 Nabulilyaso (pandiwa)
22 Silok (pangngalan)
23 Hinigop (pandiwa)
24 Nakadaphag (pandiwa)
25 Nangunguli (pandiwa)
26 yanu ay (expresyon)
27 Huntahan (pangngalan)
28 Hambog (pang-uri)
29 Gungong (pang-uri)
30 Nagkukumahog (pandiwa)
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Ranked according to the level of difficulty (1 being the most difficult), the items
or vocabularies that were drawn from the achievement test scores of higher, middle, and
lower level group of pupils were presented accordingly.
Table 4 shows the vocabulary items taken from the test. Most of the Grade Three
pupils found kubakob as the most difficult word while nagkukumahog was the easiest word
for them.
In general, the words identified as most difficult are classified as adjectives,
verbs, and nouns respectively. Pupils’ difficulty in comprehending Lopezeño or the local
vocabularies may then be attributed to the length of residency in Lopez, Quezon, the
language use in school and at home, and in totality-the pupil’s individual experiences
(Anderson and Freebody, 1981, as adopted by Ocampo and Hermosa, 1997).
CONLUSIONS
Majority of the Grade Three pupils have established residency in Lopez, Quezon
over the past 4 years. The length of stay in one’s locality may likely be tantamount to the
language exposure of the students, although follow up study is deemed necessary. Aside
from this factor, the kind of language/s spoken at home may influence the vocabulary
acquisition. It is evident that most of the difficult words are generally content words
adjectives, nouns and verbs. Most of the Grade Three pupils found kubakob as the most
difficult word while nagkukumahog is the easiest word for them. As observed, pupils who
have not been exposed to those words inside and outside the school find difficulty in
comprehending their meanings. Pupils’ difficulty comprehending Lopezeño vocabularies
is attributed to the length of residency in Lopez, Quezon, the language use in school and
at home, and in totality-the pupils' individual experiences (Anderson and Freebody, 1981,
as adopted by Ocampo and Hermosa, 1997). This action research provides a simple yet
meaningful quantitative assessment that will guide language teachers in the conduct of
enrichment/ intervention and/or assessment although qualitative research remains to be
done for triangulation. Serving as handy baseline information, all language teachers may
craft differentiated and localized instructional activities that will enhance the development
of vocabulary and foster appreciation of one’s culture. It is now in the creativity of the
language teachers in addressing the gap toward the promotion of multi-lingual and culture-
based instruction. At this point, the second phase of this action research is currently being
implemented.
RECOMMENDATIONS
Considering the findings, analysis and conclusions of the study, the researcher
hereby recommends the following:
1. For the Department of Education Instructional Planners and Policy Makers on
Language Teaching:
a. Promote continually the use of vernacular in teaching language or content
related subjects in diverse cultural context;
b. Conduct a conference, seminar or symposium about but not limited to
enriching the use of dialects to improve learning teaching strategies of
teachers coming from different regions; and
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c. Provide funding or grants for teachers undergoing language and literature

research for the benefit of their school, district, division and region.
2. For the Local Government Unit through the Sanguniang Bayan and/or Barangay:
a. Promote huntahan activities in the annual celebration of Buwan ng Wika; and
b. Fund local studies for research and language development in producing
Lopezeño dictionary and other forms of written literature.
3. For the School Heads/Principals/Supervisors:
Impart instructional support or guidance for language (Filipino and Language)
teachers;
a. Echo and/or provide language-related professional development activities for
teachers; and
b. Coordinate with external stakeholders about initiating and sustaining projects
or programs that are geared to the research and development of one’s native
language.
4. For the Filipino (Language) Teachers:
a. Model the use of Lopezeño vocabulary in teaching language (Filipino) and in
English (if necessary, particularly in code-switching);
b. Organize huntahan activities that enrich the local vocabulary of the pupils;
c. Introduce language development activities in the context of Lopez, Quezon;
d. Attend language development trainings, workshop, seminars and the likes; and
e. Apply to practice what have been learned about language development
trainings related to the promotion of Lopezeño vocabulary.
5. For the Parents:
a. Enculture their children about local languages and literature through
non-formal means like simple chat, storytelling, reading aloud, home
conversations and others; and
b. Promote the value of keeping the language alive in using them in a proactive
manner.
6. For the Learners:
a. Listen, read, write and speak about the Lopezeño vocabularies in various
means and context (may they be online and/or offline).
b. Collaborate with other pupils to create disksyonaryong Lopezeňo that promote
their own language; and
c. Create literary genre applying Lopezeňo vocabulary
7. For Future Focus Studies and research cycle:
a. Factors affecting the language achievement result;
b. Lopezeño vocabulary past and future perspectives;
c. Problems encountered by teachers in teaching and/or using these
vocabularies;
d. Effects of using these vocabularies in understanding content subject areas.
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Vol. 2
REFERENCES
Dekker, D. E., &Young, C. (2007) , Bridging the gap: The development of Appropriate
Educational Strategies for Minority Language Communities in the Philippines. In Anthony
J. Liddicoat (ed.), Language planning and policy: Issues in language planning and literacy,
236–253. Clevedon, England: Multilingual Matters.
Dekker, D.E. (1999). Leaving home: My language or yours? In M.L.S. Bautista and G. Tan The
Filipino Bilingual: A Multidisciplinary Perspective. Philippines: Linguistic Society of the
Philippines.
Dekker, D. E., Duguiang, N. O. ,&Steve,W. (2008). The bridge to Filipino and English: Third year
results of the First Language MLE Program in the Philippines, Paper presented to The
2nd International Conference on Language Development, Language Revitalization, and
Multilingual Education in Ethnolinguistic Communities, Bangkok, Thailand. July 1–3, 2008.
HTTP://WWW.SIL.ORG/ASIA/PHILIPPINES/LIT/BRIDGE_TO_FILIPINO_ANDENGLISH_
Y3.PDF.
DepEd Order No. 16, 2012. Guidelines on the Implementation of Mother Tongue-Based Multilingual
Education (MTB-MLE) HTTP://MULTILINGUALPHILIPPINES.COM/WPCONTENT/
UPLOADS/2012/03/DO-NO.-16-S.-2012.PDF
Dumatog, R. C.,&Dekker, D. E. (2003). First language education in Lubuagan, Northern Philippines.
Paper presented to the Conference on Language Development, Language Revitalization
and Multilingual Education in Minority Communities in Asia, Bangkok, Thailand. November
6–8 2003. HTTP://WWW.SIL.ORG/ASIA/LDCPARALLEL_PAPERSDUMATOG_AND_
DEKER.PDF
Flexner, S.B. (Ed.). (2003) , Random House Webster’s unabridged dictionary (2nd Ed.). New York:
Random House. Fraenkel, J. R., &Wallen, N. E. (2007). How to design and evaluate
research in education (6 ed.). Asia International Edition: McGraw-Hill Education.
Granali, R. J. (2014). "K to 12: Teaching in local language a hitamong kids." Inquirer News.,4 June
2013. Web. 15 Jan. 2014. <HTTP://NEWS INFO.INQUIRER.NET/420033/K-
TO12TEACHING-IN-LOCAL-LANGUAGE-A-HIT-AMONG-KIDS>
Lopez National Comprehensive High School, Huntahan Team.
"Huntahan sa Lopez High ."smartschools.ph., 20 Nov. 2010. Web. 10 Jan. 2014.
<HTTP: WWW.MYSMARTSCHOOLS.PH/WEB/HUNTAHANSALOPEZ/>.
Martin, I. P. (2008). "Myths about languages in the Philippines - QUIRERnet, Philippine
News for Filipinos." Myths about languages in the Philippines -INQUIRER.net, Philippine
News for Filipinos., 3 Jan. 2008. Web. 5 Jan. 2014. -about-languages-in-the-Philippines.
HTTP://OPINION.INQUIRER.NET/INQUIREROPINION/COLUMNS/VIEW/20080301-
122108/MYTHSABOUT-LANGUAGES-IN-THE-PHILIPPINES
Mills, G. E. (2000) , Action research: a guide for the teacher researcher, first edition.
Merrill Prentice Hall: Upper Saddle River, NJ: USA.
Ocampo, D. J., & Hermosa, N. (1997). EDR 210 Module: Trends in Reading Instruction.
U.P. Open University, Diliman, Quezon City: Office of Academic Support and Instructional Services.
Read, J. (2000) , Assessing Vocabulary. Cambridge, England: Cambridge University Press.
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Teaching and learning styles of selected Biology teachers

and performance of students of Bacoor National High School
RAQUEL A. GONZALEZ
Bacoor National High School
Bacoor City
ABSTRACT
PURPOSE
This research was designed to investigate the dominant teaching and learning style of biology
students and teachers at Bacoor National High School.
Descriptive survey causal-comparative approach was used in the study. The Teaching and
Learning Style Checklists were used as data collection instruments. Performance in Biology was
determined through the quarterly examination and the National Achievement (NAT) Science raw
scores. Objectivity in data analysis and presentation were ensured with the use of the descriptive
and inferential statistical tools.
FINDINGS
The findings revealed that majority of the teacher-respondents used teacher-centered approach in
teaching. However, the student-respondents preferred a structured-learning environment-learned
best through lectures, demonstrations and visual displays. Student’s performance can be correlated
to teacher’s teaching style.
RESEARCH LIMITATIONS/ IMPLICATIONS
Correlate teaching and learning styles to improve student’s achievement.
ORIGINALITY/ VALUE
To improve students’ performance in the National Achievement Test (NAT)
KEYWORDS
Teaching style, learning style, NAT performance
TYPE OF RESEARCH
Research Paper
INTRODUCTION
Students’ successful academic performance can be attributed to many factors.
These factors can be related to the nature of learners, educators, and the teaching-
learning processes. The educators as facilitators of learning must adapt ways to ensure
that students really learn. (Allinson and Hayes, 1996).
Students fail not because of curriculum, but of instructional methods and strategies
that do not match with their strengths. They can learn any subject matter when they are
taught with methods and approaches responsive to their learning styles (Dunn, 2001;
MOE, 2001; Sangster, 1996; and Cuaresma, 2008).
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Vol. 2
With the K-12 Curriculum, knowledge of teaching and learning gives emphasis on
the relevance of learning as a personal process which is purely anchored on learner’s own
knowledge and experience. This is the reason why adapting teaching style to individual
differences in learning becomes most challenging in teaching. The teaching-learning
processes become effective only when individual differences are addressed. Hence,
identifying student’s learning styles and matching them with alternative strategies is an
important consideration (Honey and Mumford, 2001; Duff and Duffy’s, 2002)
Educational testing is also an integral part of the curriculum to determine the
effectiveness of the educational program especially in the public school setting. The
government allocated budget on testing materials and related services to ensure effective
assessment of student’s performance.
In an international research on science achievement (cited in Esteban, 2005), it
was pointed out that Filipino students had the lowest performance in science. It was also
mentioned in another report that Filipino students obtained low scores in the standardized
tests here and abroad (Philippine Human Development Report 2000). These statements are
supported by the Third International Mathematics and Science Study (TIMSS) participated
in by students’ worldwide saying that the results since 1995 to 2007 did not show any good
standing about the country’s performance both in science and mathematics (TIMMS 2009,
www. wikipedia.com).
In relation to this statement, the National Achievement Test (NAT) is administered
nationwide by the National Testing and Research Center (NETRC) of the Department of
Education to assess the competencies of both public and private school learners annually.
The results are intended to guide the administrators and teachers to provide appropriate
learner intervention.
Prior to the administration of the study, Bacoor National High School has been
getting low mean scores in the National Achievement Test. The school administration,
faculty and staff were alarmed about the school’s standing in the NAT. It was in this light
that the study was conceived.
The author believed that the factors mentioned in the preceding parts of this paper
could be the reason for students' low performance in the National Achievement Test (NAT).
Therefore, the study was conducted to identify and determine the learning styles of selected
biology students and the teaching styles of the second year science teachers. It also aimed
to determine if learning styles and teaching styles are related to science performance.
Statement of the Problem

The study sought to answer these questions:
1. What are the teaching styles of the selected teachers of Bacoor National High
School?
2. What are the learning styles of the selected students of Bacoor National High
School?
3. What is the performance of the selected students of Bacoor National High
School in terms of the following variables:
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3.1 quarterly science examinations,

3.2 National Achievement Test, and
3.3 composite science scores?
4. Are there significant differences among the science performance of students
` when they are categorized according to the following variables:
4.1 teaching style,
4.2 learning style, and
4.3 both teaching style and learning styles?
5. Is there a significant relationship between the science performance
and the following variables:
5.1 teaching style,
5.3 both teaching style and learning style?
Research Design
The study used the descriptive method, particularly the causal-comparative
method of research to identify and determine the learning styles and teaching styles of the
respondents.
The Respondents
The respondents in this study were eight (8) biology teachers and 120 biology
students of Bacoor National High School during the school year 2009-2010.
Research Instruments
The instruments developed by the researcher to assess the teaching and learning
styles of the teachers and students of BNHS were the Teaching Style Checklist (TSC) and
the Learning Style Checklist (LSC) as shown in Appendixes A and B.
Research Procedure
The overall procedure of the research is shown in Figure 1 indicating what
instruments were used and the data generated in the actual conduct of the study.
PHAS E I PHAS E II
Data Gathering/ Administra-

tion
Validation Phase Phase
• Learning Style • Administration of validated
Checklist checklists
• Teaching Style • NAT Examination Result /
Checklist Science Quarterly
Examinations
• Statistical Analysis
• Findings
• Recomm endations
FIGURE 1. Research Procedure
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Vol. 2
Statistical Analysis
The teaching styles, learning styles and science performance were determined
with the use of percentage frequency distributions and the descriptive statistical measures.
The significant difference among the performance of groups was established using
the multivariate analysis of covariance (MANCOVA).
The relationship between science performance and teaching/learning styles was
established using correlation ratio.
RESEARCH RESULTS AND DISCUSSIONS

1. What are the teaching styles of the selected teachers of BNHS?
TABLE 1. Teaching Style Summary Teacher
Choice A B C D E F G H
Delegator 4 3 2 3 6 3 3 3
Facilitator 1 2 3 6 2 3 3 3
Formal Authority 5 6 5 2 2 1 5 5
Demonstrator 2 1 2 1 2 5 2 1
Demonstrator
Facilitator
Delegator
Facilitator
Authority
Authority
Authority
Authority
Authority
Formal
Formal
Formal
Formal
T
Table 1 show that teachers had varied teaching styles. Out of the twelve items
in the checklist, teachers A, B, C, and H got the highest score for the formal authority
teaching style (5, 6, 5, and 5, respectively). Teachers D and G, got scores that fall within
the facilitator teaching style (6 and 5, respectively), while teachers E and F have scores
that fall within delegator and demonstrator teaching styles, respectively.
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Table 2. Distribution of Teaching Styles
Style F %
Formal Authority 4 50.00
Demonstrator 1 12.50
Facilitator 2 25.00
Delegator 1 12.50
TOTAL 8 100.00
In terms of the number of teacher-respondents who belong to a particular teaching

style, the results are presented in Table 2. The table presents that four (50.00%) out of
the eight (8) teacher-respondents show the formal authority of teaching style (A, B, C,
and H) as the dominant teaching style. Two (25.00%) with facilitator style (D and G, while
two (25%) with demonstrator (F) and delegator (E) teaching styles. The results imply that
the biology teachers have different disposition with regard to their educational philosophy,
instructional planning, teaching methods, classroom design, teaching characteristics and
classroom management as indicated by their individual responses. It can be perceived that
half of the teachers adopted a teacher-centered approach, while others adopted a student-
centered approach in teaching.
To ensure the veracity of the results, the researcher conducted an interview with
the teacher- respondents. It was found out that the inclination of the teacher-respondents
to a specific teaching style can be attributed to major factors, namely: nature of the subject
matter, characteristics of the learners, educational attainment of the teachers, and the
availability of the needed instructional materials.
Based on the indicators in the checklist, most of the respondents with formal
authority dominant style focused on content. These teachers felt more responsible in
providing and controlling the flow of discussions, and they expected students to receive
the content. Generally, it indicated a teacher-centered style since students’ participation
is often not solicited in the process. The teacher-respondents used this teaching style
due to the nature of the subject matter as well as the intellectual and verbal ability of the
students. Majority of the students had below average communication skills. To ensure
learning, lectures and demonstrations were done more often by the teacher themselves.
They tried to simplify the lessons based on the student’s level of understanding. Students
were seldom given the chance to do reporting in class because the content was often
sacrificed. Besides, majority of the teachers are none majors of biology. That is why the
teachers have limited knowledge with regard to the use of varied teaching methods and
strategies. Therefore, instead of employing peer teaching or cooperative learning activities,
the teacher-respondents opted to transmit the instruction in a single way. Besides, these
practices could also be attributed to the availability of instructional materials, allotted time
(fifty (50) minutes per meeting), and the class size. With this teaching style, the relationship
among the learners and the teacher in the teaching-learning process was not given prior
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emphasis.
On the other hand, those teachers with facilitator dominant teaching style
were able to work with students in a consultative manner. This can be attributed to
the intellectual maturity of the students and the educational attainment of the teacher-
respondents. Majority of the students belong to cream class. This could be the reason why
the teachers were more confident in providing class activities that encouraged students
to take initiative and responsibility for their own learning. Since most of these teachers
attend graduate programs, they easily guided their students in doing their class projects
and have suggested alternative ways to do things correctly. Their education made them
competent in delivering the teaching-learning instruction. Therefore, students were given
personal support and encouragement to perform well in class. Dionisio (1998) found out in
his study, that teachers’ educational qualification has significant relationship on students’
performance.
The teachers with demonstrator and delegator dominant teaching styles encouraged
students to participate in the teaching learning process independently. This can be due to
several reasons like the smaller class size, intellectual maturity of the students, and the
availability of instructional materials. The teachers can be considered versatile to handle
the subject since biology is their major subject and they have longer teaching experience
compared to those with formal authority. Generally, facilitator, delegator, and demonstrator
respondents observed student-centered approach. However, if overused the display of
knowledge can be intimidating to less expert learners.
Cooper and Miller (1991) reported that when teachers did nothing other than
what they were prone to do, similar-typed students did better in their classes, enjoyed the
experience more, and were viewed more favorably by the teacher. Conversely, students
who were less similar to the teacher by type were less successful, reported liking the teacher
more and the class less, and generally received lower grades. However, when teachers
took steps to vary their teaching style in relation to students’ unique way of learning then
these effects were minimized. With this, it can be perceived that teaching style basically
affects students’ science performance.
In summary, Table 2 shows the preferred styles of the teachers when it comes to
their delivery of the learning instruction. It came out that half of the respondents observed
a teacher-centered approach in carrying out the teaching-learning objectives.
2. What are the learning styles of the selected students of BNHS?

Table 3. Distribution of Learning Styles
Formal
Learning Demonstrator Facilitator Delegator Total
Authority
Style
F % F % F % F % F %
Visual 11 36.67 12 40.00 10 33.33 10 33.33 43 35.83
Auditory 11 36.67 9 30.00 11 36.67 10 33.33 41 34.17
Kinesthetic 8 26.67 9 30.00 9 30.00 10 33.33 36 30.00
Total 30 100.00 30 100.00 30 100.00 30 10.00 120 100.00
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Table 3 shows the frequency distribution of students’ learning style under a

particular teaching style. Thirty students responded to every teaching style. Under a formal
authority teaching style, eleven (11) students were visual (36.67%) and auditory (36.67%),
and eight (8) were kinesthetic (26.67%).
Based on the overall results, 43 (35.83%) of the 120 respondents were visual
learners followed by auditory learners. Almost half of the population were visual learners
due to the kind of exposure received from the teachers. Majority of the teachers did class
lectures and demonstrations so many students developed their preference for seen or
observed things in the classroom including pictures, diagrams, displays, hand-outs, films,
flip chart and the like. The students simply visualized or pictured out ideas in their minds
due to the limited provision for practical learning as well as the absence of instructional
resources. They prefered a structured learning environment due to the limited space and
their main focus was on the learning contented.
Forty-one (34.17%) of the respondents were auditory in relation to an oral
dimension/component of the material being provided by the teachers. These students
were immersed in cooperative learning and peer teaching activities. Usually, they are the
ones who voluntarily reported in class and actively participated in the discussions. Perhaps
their teachers have given them the proper encouragement, responsibility and initiative for
their own learning. These learners learned best through verbal lectures and discussions,
talking things through and listening to what others say.
Thirty-six (30.00%) respondents were kinesthetic. They had the least number
due to the way they were treated by their teachers. They were the ones being monitored
and scolded by the teacher because most of the time, they have preference for physical
experience-touching, feeling, holding, and practical hands-on experiences. These are the
students who like to do experiments, hands-on activities, and never consider the given
instructions of the teachers.
Research conducted by the Dunn’s (1999) their colleagues and doctoral students
and graduate professors have documented that when students are taught through their
identified learning style preference, they evidence statistically increased academic
achievement, improved attitudes toward instruction and better discipline than when they
are taught through non-preferred teaching styles
3. What is the performance of the selected students of BNHS in terms of the

following variables:
3.1 quarterly science examinations,
3.2 National Achievement Test, and
3.3 composite science score?
The performance of the students was determined using the frequency distribution
and arithmetic mean. The students’ average score in the quarterly examinations for the
three quarters was determined. To get the composite score, the sum of the fifty percent NAT
and fifty percent quarterly examinations were computed. Since the total number of items is
60 for the three variables, a common range was computed and was given a corresponding
interpretation. The frequency distribution was derived for the tabulated data as shown in
Table 4.
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Table 4
Frequency Distribution: Performance of Students
Quarterly Exams NAT Composite

Range Interpretation
F % F % F %
Closely
52-57 Approximately 0 0.00 3 2.5 1 0.83
Mastery
Moving Towards
40-51 21 17.50 32 26.67 28 23.33
Mastery
22'-39 Average Mastery 97 80.83 79 65.83 89 74.17
10-21' Low Mastery 2 1.67 6 5 2 1.67
Total ------- 120 100.00 120 100.00 120 100.00
Table 4 presents respondents’ frequency distribution of performance in the science

quarterly examinations, NAT, and composite. The quarterly examination results show that
majority (80.83%) of the respondents had “average mastery” performance, 21 (17.50%)
had “moving towards mastery”, very few (2%) obtained “low mastery”, and nobody got
“closely approximating mastery” performance. The NAT reveals that seventy-nine (65.83%)
respondents had “average mastery” performance, thirty-two (26.67%) had “moving
towards mastery”, three (2.50%) had “closely approximating mastery”, and six (5.00%) had
“low mastery performance”. However, based on the combined science quarterly and NAT
results, eighty- nine (74.17%) got “average mastery”, while two (1.67%) got “low mastery
performance”.
In summary, the students had consistent performance in the quarterly examinations,
NAT and composite, which are within the “average mastery” level.
Table 5. Mean Summary: Performance of Students
Area Value Interpretation

Quarterly 32.65 Average Mastery
NAT 34.32 Average Mastery

Composite 33.49 Average Mastery
Table 5 presents the mean summary of the students’ performance. The mean
score of the respondents in the quarterly examinations was 32.65, NAT was 34.32, and
composite was 33.49, and these were all within the “average mastery” level of verbal
interpretation.
The students’ performance in the NAT which was “average mastery” indicates that
even though the mean scores of the respondents fall within the middle score range with the
“average” interpretation, still, the score is quite low compared to the 75% subject mastery
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level as set by the Department of Education. This finding is in line with the data cited by
Secretary Jesli A. Lapus in his article in The Philippine Star (2010) from the NAT Research
Center, Department of Education (2009). He said that despite the percentage gain of
21.36 % from 2006-2009 in the NAT results and in 2009, there was an improvement of
11.67 points or 66.33%, from 54.66% in 2006, but still the improvement is below the 75%
subject mastery level.
4. Are there significant differences among the science performance of students

when they are categorized according to the following variables:
4.1 teaching style,
4.3 both teaching style and learning style?
Table 6. Mean Summary: Performance by Teaching Style
Quarterly
Style NAT Composite
Examinations
Formal Authority 30.85 30.22 30.54
Demonstrator 31.51 32.51 32.01
Facilitator 28.04 32.05 30.04
Delegator 40.07 42.87 41.47
Table 6 shows the teaching style summary of means in relation to the dependent
variables. The table illustrates that under a delegator teaching style, the performance of
students in the quarterly examinations, NAT and composite have the highest value (40.07,
42.87, and 41.47). This is followed by demonstrator teaching style with 31.51, 32.51 and
32.01, respectively. Formal authority and facilitator learning styles got the lowest mean
values. It simply implies that among the dominant styles, the delegator had caused a
positive effect on the learners’ performance. The teacher was able to observe a student-
centered centered approach that places much control and responsibility for learning on
individuals or group of students. This maybe correlated with the nature of the learners,
teachers’ competency, class size, and the availability of resources. Students were able to
work independently or in groups and were able to work effectively in group situation and
managed various interpersonal roles. This style of a delegator teacher helped students
to perceive themselves as independent learners. However, the demonstrator being a
teacher-centered approach still ranks second. This could be due to the suitability of the
role the teacher played in the learning process. The teacher demonstrated and modeled
what were expected (skills and processes) and then acted as a coach or guide to assist
the students in applying the knowledge. This style had encouraged student participation
and utilized various learning styles. The formal authority had the second least mean score
since this style observed a teacher-centered approach where the information, knowledge,
and skills were transmitted directly by the teacher. The teacher had overused the display
of knowledge which appeared not motivating to less expert or average students. Teachers
with facilitator teaching style also emphasized a student-centered approach just like
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those with a delegator style. However, despite its nature it has the least mean score. The
reason can be due to the nature of the style which works best only for students who are
comfortable with independent learning and who can participate actively and collaborate
with other students.
The impact of teaching styles on academic achievement yields favorable results to
the preference of student – centered styles of teaching than traditional styles. An experiment
conducted by McCarty and Anderson (2000), studied the results of two classes, one
taught in a cooperative style and one taught in a traditional format. They concluded that
individuals exposed to more cooperative styles of teaching performed better than students
taught by traditional methods. Using cooperative learning techniques in the classroom may
well enable students to absorb and retain information just as well, if not better than the
more traditional methods. They also found significantly high levels of satisfaction among
the students in the course taught in a traditional format (McCarty & Anderson, 2000).
These findings may indicate that students seem to prefer more student-centered styles of
teaching.
The results of this study are supported by Flores (2008) when she revealed in her
study that majority of the social studies teachers in Tarlac National High School preferred
to use small groups in teaching-learning by employing peer teaching and cooperative
learning thus, giving students the autonomy to work independently thereby increasing their
performance in the subject.
In a similar study, Grasha (1994) found out that students exposed to collaborative
learning techniques and who showed significant gains in mastering content were more
satisfied with the course, had higher levels of enthusiasm and morale, and were less
tardy and absent from class. Students should also be engaged in a more stimulating
classroom environment. Teachers may also encourage students to be active learners by
simply arousing their curiosity and engaging them to answer more open-ended questions
(Topping & Ferguson, 2005).
Table 7. MANCOVA Summary: Performance by Teaching Style
Area MS Effect MS Effect F (3 & 107) p-level Interpretation
Quarterly
696.6440 14.0031 47.0695 0.0000 Highly Significant
Exams
NAT 883.7365 41.2664 21.4154 0.0000 Highly Significant
Composite 757.4797 18.6086 40.7059 0.0000 Highly Significant
Table 7 presents the MANCOVA summary of performance by teaching style in

relation to students’ quarterly examinations, NAT, and composite score. The table reveals
the computed F-values for the quarterly examinations (47.07), NAT (21.42) and composite
(40.71) with degrees of freedom 3 and 107. It can be noted that all the obtained values
are significant at 0.05 alpha level. This indicates that the teaching styles of teachers
differ significantly from each other and have a significant effect on the performance of the
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students. Based on the findings, it appeared that teaching style has caused a variation in
the performance of the students as indicated by the obtained F- values. Thus, the research
hypothesis that “There are significant differences among the science performance of
students when they are categorized according to teaching style” is accepted.
Table 8. MANCOVA Summary: Performance by Learning Style
Style MS Effect MS Error F (2 & 107) p-level Interpretation
Quarterly
11. 3514 14.8003 0.7670 0.4670 Not Significant
Exams
NAT 102.4890 41.2664 2.4836 0.8824 Not Significant
Composite 24.4985 18.6086 1.3165 0.2724 Not Significant
Table 8 shows the MANCOVA summary of performance in relation to respondents’

learning style. The table presents the computed F–values for the quarterly examinations
(0.7670), NAT (2.4836), and composite (1.3165) with degrees of freedom, 2 and 107. It can
be noted that all the obtained values are not significant at 0.05 alpha level. This implies
that the learning styles of students do not differ significantly from each other and have
no effect on their performance. Thus, the research hypothesis that “There are significant
differences among science performance of students when they are categorized according
to their learning style” is rejected.
The findings of this study is similar to that of Jensen (1987) when he pointed out
that there was no statistical difference on the performance of the college students when
learning and teaching styles were matched.
Table 9. Interaction Effect: Performance by Teaching and Learning Style
Style MS Effect MS Error F (6 & 107) p-level Interpretation
Quarterly
20.36180 14.8003 1.3758 0.2310 Not Significant
Exams
NAT 18.1578 41.2664 0.4400 0.8506 Not Significant
Composite 11.8106 18.6086 0.6347 0.7022 Not Significant
Table 9 shows the association of teaching and learning style to students’

performance. The table presents the obtained F-values for the quarterly examinations
(1.38), NAT (0.44), and composite (0.63) with degrees of freedom, 6 and 107. It can be
noted that all the obtained values are not significant at 0.05 alpha level. The null hypothesis
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that there is no significant difference in the performance of students in relation to their

learning style and teachers’ teaching style is accepted. It can be noted that majority of
the students have visual and auditory learning styles, while majority of the teachers have
formal authority teaching style. The study showed that there was no association between
students’ and teachers’ dominant styles and brings no effect on students’ performance.
Thus, null hypothesis is accepted. This result seems to indicate that there is no clear
matching between teaching and learning styles. Generally, learning styles do not affect
students’ performance but the teaching styles.
5. Is there a significant relationship between the science performance and the

following variables:
5.1. teaching style,

5.2. learning style, and
5.3. both teaching style and learning style?
Table 10. Relationship between Teaching Style and Performance
Area Eta 3 & 116 p-level Interpretation
Quarterly Exams 0.69 34.2091 0.0000 Highly Significant

NAT 0.57 18.6907 0.0000 Highly Significant
Composite 0.66 30.0756 0.0000 Highly Significant
Table 10 shows the relationship between teaching style and performance. The
quarterly examinations have an eta value of 0.69 with high critical value that falls within the
“marked relationship or highly significant” of verbal interpretation. The NAT and composite
have resulting eta value that ranges from 0.57 to 0.66. The critical values of F were 34.21,
18.69, and 30.08, respectively with df, 3 and 116. This indicates that the observed eta of
the given variables are within the “marked substantial relationship or highly significant”
verbal interpretation at the 0.05 alpha level. Thus, the research hypothesis that “There
are significant differences among the science performance of students when they are
categorized according to teaching style” is accepted.
Table 11. Relationship between Learning Style and Performance
Area Eta F (2 & 117) p-level Interpretation
Quarterly Exams 0.11 0.7807 0.4604 Not Significant
NAT 0.15 1.3446 0.2646 Not Significant
Composite 0.11 0.7280 0.4851 Not Significant
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Table 11 shows the relationship between learning style and performance. Based
on the tabulated data, the quarterly examinations, NAT, and composite scores have
resulting eta value that ranges from 0.11 to 0.15. The critical values of for the 0.05 alpha
level are 0.078, 1.34, and 0.73, respectively, with df of 2 and 117. These indicate that
the observed eta of the given variables fall within the “low relationship/negligible or not
significant relationship” verbal interpretation at 0.05 alpha level. Thus, the research
hypothesis that “There are significant differences among science performance of students
when they are categorized according to their learning style” is rejected. The result implies
that performance of students is not correlated with their learning styles. Conversely, in
spite of this finding, teachers must know their students’ learning styles so that they can
develop teaching strategies and approaches that are likely to make learning more active
and engaging for them (Huxland and Land 2000).
Table 12. Relationship among Learning-Teaching Style and Performance
Area Eta F (11 & 108) p-level Interpretation
Quarterly Exams 0.20 0.7874 0.5817 Not Significant
NAT 0.09 0.5123 0.9882 Not Significant

Composite 0.11 0.2176 0.9704 Not Significant
Table 12 shows the relationship between teaching and learning styles and
performance. Based on the tabulated data, the quarterly examinations, NAT and composite
scores have a resulting eta value that ranges from 0.09 to 0.20. The critical values of F
for the 0.05 alpha levels are 0.79, 0.51, and 0.22, respectively, with df of 11 and 108. This
indicates that the observed eta of the given variables fall within the “negligible relationship
or not significant relationship” verbal interpretation at 0.05 alpha level. Thus, the research
hypothesis that “There is a significant relationship between the science performance and
both the teaching and learning styles” is rejected. The result implies that performance of
students is not correlated with both learning and teaching styles. Based on the research
findings, it is concluded that learning style does not influence performance. The negative
relationship of teaching style to learning style to students’ academic performance could
be linked to many factors. These included the availability and effective use of instructional
materials in the classroom, students’ intelligence, gender, motivation, and study habits.
Teachers’ qualifications and teaching experience as well as the implemented teaching
methods and strategies were also reasons for the dissociation of the mentioned variables.
Parent’s economic status and involvement in the education of their children can also be
taken into consideration as determinants of achievement (Martinez, 1992).
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CONCLUSIONS
From the findings, the following conclusions were drawn:
1. Half of the teachers involved in the study had formal authority teaching style.
They used teacher-centered approach in teaching.
2. Most student-respondents preferred a structured learning environment and learned
best through lectures, demonstrations, and visual displays.
3. The student-respondents got average mastery performance in the quarterly
examinations, National Achievement Test, and composite science scores.
4. The comparison of performance between teaching and learning styles revealed the
following:
a. There was a significant difference between the science performances of
student respondents and the teaching style of the teacher-respondents based
on the tabulated MANCOVA results and the obtained F- values. Thus, the
research hypothesis that there was significant difference among the science
performance of students when they were categorized according to teaching
style was accepted.
b. With the computed mean results on the performance by learning style, the
kinesthetic learners performed better than the other group-respondents when
NAT and composite mean scores were considered. However, visual learners
had consistent performance which could be considered within the average
mastery level.
c. There was no significant difference between the learning styles and the science
performance of student-respondents based on the computed F-values. Thus,
the research hypothesis that there was significant difference among science
performance of students when they are categorized according to their learning
style was rejected.
d. Kinesthetic learning style and facilitator teaching style were the best teaching-
learning style combination. However, a delegator teaching style had also
caused positive effect on kinesthetic learners’ composite performance.
5. The relationship between the science performance of student-respondents likewise,
revealed that:
a. There was a significant relationship between the science performance
and the teaching style based on the obtained eta and F-values. Thus, the
research hypothesis that there was significant relationship between the
science performance and the teaching style was accepted.
b. There was no significant relationship between the science performance and
the learning style of the student-respondents based on the computed eta and
F-values. Thus, the research hypothesis that there was significant relationship
between the science performance and learning style was rejected.
c. There was no significant relationship between the science performance and
both the teaching and learning styles based on the computed eta and F-
values. Thus, the research hypothesis that there was significant relationship
between the science performance and both the teaching and learning styles
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was rejected. It was inferred from the findings that the student-respondents’ science
performance was significantly correlated with teaching style and not with learning style
or both.
RECOMMENDATIONS
Based on the findings and conclusions drawn from the study, the following
recommendations are made:
1. Teachers must adopt flexible, dynamic, and diverse science teaching strategies to
increase students’ achievement;
2. The delegator teaching style must be considered in designing curriculum plans and
in implementing strategies to help students develop autonomy as learners;
3. Biology teachers should make use of technology to vary modes of learning and to
foster better achievement in science;
4. Biology teachers should be motivated to upgrade their professional qualifications
through pursuing graduate studies;
5. Administrators should provide in-service trainings on teaching styles metacognition,
and multiple intelligences;
6. Teachers should be properly trained on the characteristics and approaches of
delegator teaching style and must explore the nature of other teaching styles;
7. Future researchers should conduct more local studies on teaching styles;
8. Similar studies may be conducted to determine other factors that might affect
the academic performance of the students such as teacher’s performance as
rated by the administrators, educational qualifications of teachers, and the use of
instructional devices, or classroom population; and
9. Other studies employing specific cooperative learning method should be done
using larger samples and longer time frame to investigate the possible effects of
time and heterogeneity of samples in students’ achievement and behavior.
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Vol. 2
Level of readiness of Calamba Bayside National High School

for TESDA accreditation
DANILO S. TUNGOL
RONALDO M. CANTA
ISABELITA R. HIZON Ed. D
Calamba Bayside National High School
Calamba City
ABSTRACT
PURPOSE
The study aimed to assess the level of readiness of Calamba Bayside National High School (CBNHS)
for TESDA Accreditation.
DESIGN/ METHODOLOGY/ APPROACH:
A descriptive method of research was utilized in the study.
FINDINGS
The study revealed that CBNHS is highly ready in terms of in service training, production of teachers’
materials, tools, facilities and equipment, students monitoring and evaluation. The management
behavior of administrator was highly observed in communicating the school vision-mission, goals
and objectives, supervising and evaluating instruction, implementing the curriculum, monitoring and
assessing student progress, and promoting professional development.
This study was limited on the level of readiness of CBNHS for TESDA Accreditation.
The management behavior of administrator played a significant role in preparing the school towards
its TESDA accreditation.
ORIGINALITY
Unpublished Research
KEYWORDS
Level of readiness, accreditation, management behavior
PAPER TYPE
Poster Presentation
INTRODUCTION
The K- 12 education plan offers a long-term effect that is very beneficial to Filipinos.
Therefore, there must be a strong will to support K-12 Educational Plan for the betterment
of the education system and economy. The effectiveness of educational deliveries depends
critically on the quality of teaching and learning in the classrooms, workshops, laboratories
and other space in which education takes place. The real answers to improving outcomes
from vocational education lie in the ‘classroom’, in understanding the many decisions
‘teachers’ take as they interact with students (Lucas, et al, 2012).
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As to Strengthened Technical Vocational Education Program (STVEP) – the

Competency Based Curriculum aims to help lessen the dropout rate in high school and
help lessen job-skills mismatch of graduates and labor market needs of local industries. It
is geared towards providing technical-vocational students with TESDA certifiable skills
while still in the high school. The students are provided with wider options during and
after high school education that will enable them to either pursue: a) college education,
b) post-secondary education, c) venture into entrepreneurship or d) be directly employed
either in the formal and/or informal economy. The government does not have to wait for
these students to be out-of-school or discontinue post-secondary schooling before they get
technical and vocational training (Andrada, 2008)
Labrador (2008) pointed out that the Department of Education has placed technical-
vocational education on top of its agenda because education means learning the three R’s
in the classroom and learning the basic skills for employment. Technical and vocational
education skills help the high school graduates find gainful employment whether or not
they get the college diploma.
Technical-vocational oriented high schools cannot assume being unaffected by
the threats of global recession on domestic economy and the labor market, the economic
scenario should present a challenge to schools as this means that we cannot continue to
do what have always been done especially if they no longer work for this country. There
is a need to do things differently and better, like bringing new technologies to traditional
crafts and making education programs more responsive to emerging needs of the market
(Andrada, 2008).
The techvoc program according to DepEd consists of Competency‐Based
Curriculum and Instructional/Learning Materials, Capacity Building Programs, Provision
for Tools and Equipment, Provision for Infrastructure/Facilities Support; Provision for
Competency Assessment Subsidy (CAS), Provision for Additional Teacher Plantilla Items,
Provision for Increased MOOE, Policy Support/Research and Development, and Monitoring
and Evaluation.
Lapus (2009) stressed that strengthening technical-vocational education afforded
the students a practical and appropriate alternative where they could build a career. He
believed that there’s a need to invest enough on the education of the young upon which
the country’s future depends. Techvoc is the mainstream alternative for students. With this,
the Philippines could be in a very good position to provide the technical knowhow or skill-
focused jobs.
The Strengthened Technical Vocational Education Program (STVEP) helps the
high school graduates find gainful employment whether or not they get the college diploma.
The students’ skills will give them competitive advantages to become viable in the cut-
throat employment market place and to compete for world-class skill recognition.
Campos Valles (2011), Director of the Techvoc Office, pointed out that there is a
need to develop diverse multiple links and mutually beneficial strategic partnership with the
industries and other relevant partners to enhance technical skills advancement towards
integrated skills development, honing of talents, up-skilling, and multi-skilling of graduates,
employment/entrepreneurship, work force mobility, and entry in higher education. In the
guidelines provided in DepEd Order No. 68, Series of 2012, DepEd aimed to sustain the
initial gains of the STVEP in providing high school graduates with opportunities to acquire
certifiable vocational and technical skills for employment or entrepreneurship.
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INPUT PROCESS OUTPUT
• Level of Readiness of
CBNHS for TESDA • Utilization of survey
accreditation in terms questionnaire
of the following: • Data Analysis
• INSET • Correlation Analysis
Development Action Plan to
• Production of -Significant
Accredit CBNHS as TESDA
Teachers Materials relationship between
Testing Center
• Support for Tools, the level of readiness
Facilities and and the management
Equipments behavior of the school
• Students monitoring administrators
and evaluation
FEEDBACK
This study is anchored on Republic Act no. 7796 known as the “Technical
Educational and Skills Development Act of 1994” or “TESDA Act of 1994.” The State has
to provide relevant, accessible, high quality, and efficient technical education and skills
development in support of the development of high quality Filipino middle-level manpower
responsive to and in accordance with Philippine development goals and priorities. It is the
goal and objective of this Act to promote and strengthen the quality of technical education
and skills development programs to attain local and international competitiveness.
Calamba Bayside National High School started the STVEP curriculum in 2007. It has
four specializations, namely electrical installation and maintenance, consumer electronics,
garments, and commercial cooking. Due to the increasing demand of specializations,
the school has offered new specializations such as bread and pastry, refrigeration and
air conditioning and welding. With the end in view at preparing the school as a TESDA
Accredited testing center, this research has been conceptualized.
The researchers were confident that the results of this study could serve as the
basis in crafting an action plan that would enhance the implementation of the program. This
would eventually boost the interest of the Tech-Voc teachers to upgrade their skills while
enhancing their academic development; push harder the efforts of the school administrator
to aim higher; and to provide the best efforts to produce certified vocational and technical
skilled students. Being one of the tech-voc teachers in Calamba Bayside National High
School, the major researcher investigated on this matter since the administrators and
teachers are aiming for the first high school assessment center in Calamba City and to
increase the passing rate of the national assessment of the students conducted by TESDA
assessors.
The study aimed to determine the level of readiness of Calamba Bayside National
High School to be an accredited TESDA testing center. In achieving this basis, the
researchers assessed the competencies of the Related and Tech-Voc teachers in Calamba
Bayside National High School. Specifically, this research sought answers to the following
questions:
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1. What is the level of readiness of CBNHS for TESDA accreditation as assessed

by teachers and school administrators in terms of: In-Service Training (INSET);
Production of Teachers Material; Support for Tools, Facilities and Equipment;
Students Monitoring and Evaluation?
2. How do the respondents assess the management behavior of the school
administrators in terms of communicating the school vision-mission, goals
and objective, supervising and evaluating instruction, implementing the
curriculum, monitoring and assessing student progress, and promoting
professional development?
3. Is there a significant relationship between the level of readiness of CBNHS for
TESDA accreditation and the management behavior of the school administrators?
The study used the descriptive research design to evaluate the perception of
each respondent on the level of readiness of CBNHS for TESDA accreditation through
answering the questionnaire. The study utilized all of the work force of CBNHS. The ten (10)
respondents were the school administrator and Department Heads and 75 teachers totaling
85.
RESULTS AND DISCUSSION
Table 1: Level of Readiness of CBNHS for TESDA Accreditation
Respondents
Grand Mean
Indicators School Administrators Teachers
WM VI WM VI WM VI
1. In- Service
4.56 HR 3.93 R 4.25 HR
Training (INSET)
2. Production of
4.80 HR 3.80 R 4.30 HR
Teachers Material
3. Support for Tools,
Facilities and 4.74 HR 3.73 R 4.24 HR
Equipments
4. Students
Monitoring and 4.75 HR 4.01 R 4.38 HR
Evaluation
Average Weighted
4.71 HR 3.87 R 4.29 HR
Mean
Legend:
5 4.21 – 5.00 Highly Ready (HR)
4 3.41 – 4.20 Ready (R)
3 2.61 – 3.40 Moderately Ready (MR)
2 1.81 – 2.60 Less Ready (LR)
1 1.00 – 1.80 Not Ready (NR)
WM - Weighted Mean
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Table 1 shows the assessment of the respondents regarding the level of readiness
of CBNHS for TESDA accreditation. Results show that the school is highly ready in terms of
In-Service Training (INSET); Production of Teachers Material; Support for Tools, Facilities
and Equipment; Students Monitoring and Evaluation.
Table 2: Assessment on the management behavior of school administrators
Respondents
School Grand Mean
Indicators Teachers
Administrators
WM VI WM VI WM VI
1. Communicating the Vision-
3.78 HO 3.3 HO 3.54 HO
Mision, Goal and objective
2. Supervising and Evaluating
3.79 HO 3.22 O 3.51 HO
Instruction
3. Implementing the
3.79 HO 3.19 O 3.49 HO
Curriculum
4. Monitoring and Assesing
3.76 HO 3.15 HO 3.46 HO
Student Progress
5. Promoting Professional
3.68 HO 3.3 HO 3.49 HO
Development
Average Weighted Mean 3. 76 HO 3.23 HO 3.50 HO
Legend:
4 3.26 – 4.00 Highly Observed (HO)
3 2.51 – 3.25 Observed (O)
2 1.76 – 2.50 Seldom Observed (SO)
1 1.00 – 1.75 Not Observed (NO)
WM – Weighted Mean
Table 2 shows the assessment of the respondents regarding the management
behavior of school administrators. The results connote that the management behavior is
highly ready in terms of Communicating the School Vision-Mission, Goals and Objectives,
Supervising and Evaluating Instruction, Implementing the Curriculum, Monitoring and
Assessing Student Progress, and Promoting Professional Development.
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Table 3: Significant relationship between the level of readiness

of CBNHS for TESDA accreditation and the management
behaviors of the school administrators
Variables Gamma-Value P-Value Decision Remarks

Communicating
the School Vision- 0.873 ( High With significant
0.036 Reject Ho
Mision, Goal and Correlation) relationship
Objective
Supervising 0.698
With significant
and Evaluating (Moderated 0.001 Reject Ho
relationship
Instruction Correlation)
In-service 0.624
Implementing the Reject With signnificant
Training (Moderate 0.002
Curriculum Hero relationship
Correlation(
Monitoring and 0.975
With significant
Assesign Student (Very High 0.005 Reject Ho
relationship
Progress Correlation)
Promoting
0.790 (High With significant
Professional 0.003 Reject Ho
Correlation) relationship
Development
Communicating
0.678
the School Vision- With significant
(Moderate 0.001 Reject Ho
Mision, Goal and relationship
Correlation)
Objective
Supervising
0.800 (High With significant
and Evaluating 0.020 Reject Ho
Correlation) Relationship
Instruction
Production 0.701
Implementing the With significant
of Teachers (Moderate 0.001 Reject Ho
Curriculum Relationship
Material Correlation)
-0.949
Monitoring and
(Negative With significant
Assesign Student 0.039 Reject Ho
Very High Relationship
Progress
Correlation
Promoting
0.400 (Small With significant
Correlation) Relationship
Development
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Communicating -0.505
the School Vision- (Negative With significant
0.000 Reject Ho
Mision, Goal and moderate Relationship
Objective correlation)
-0.600
Supervising
(Negarive With significant
and Evaluating 0.000 Reject Ho
moderate Relationship
Instruction
correlation)
Support
-0.300
for Tools,
Implementing the (Negative With significant
Facilities and 0.000 Reject Ho
Curriculum moderate Relationship
Equipments
correlation)
-0.667
Monitoring and
Asses ign Student 0.000 Reject Ho
Progress
correlation)
Promoting
0.200 (Slight With significant
correlation) Relationship
Development
Communicating -0.783
the School Vision- (Negative With significant
0.11 Reject Ho
Mision, Goal and moderate Relationship
Objective correlation)
Supervising 0.954
With significant
and Evaluating (Very high 0.030 Reject Ho
Relationship
Instruction correlation)
Students
0.493
Monitoring Implementing the With significant
(Moderate 0.021 Reject Ho
and Curriculum Relationship
correlation)
Evaluation
-0.313
Monitoring and
Assesign Student 0.001 Reject Ho
Progress
correlation)
Promoting 0.698
With significant
Professional (Moderate 0.003 Reject Ho
Relationship
Development correlation)
Table 3 reveals the relationship between the level of readiness of CBNHS for
TESDA accreditation and the observed management behavior of the school administrators.
Results revealed that management behavior is very significant for accreditation.
CONCLUSIONS
The following are the conclusions drawn by the researchers based on the findings
of the study:
The teachers and school administrators assessed CBNHS as highly ready for
TESDA accreditation since the school has prepared its teachers, students, and school
itself through different relevant programs and activities conducted.
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The management behavior of the school administrator is highly observed, and

plays a significant role in achieving the required level of readiness of CBNHS for Tesda
accreditation.
The management behavior of the school administrators was both highly observed
by the teachers and school administrators themselves.
RECOMMENDATION
The researchers prepared action plan to further improve the level of readiness of
the school for TESDA accreditation. The objectives of the action plan were based on the
key indicators assessed in the study.
Action Plan to Improve the Level Readiness of CBNHS for TESDA Accreditation
Area of Person Time Success

Objectives Activities Resources
Concern Involved Frame Indicator
100% of
the tools,
To complete Conduct of facilities
Support the availability inventory and School and
May
for tools, of tools, evaluation of Administrators equipment
2014
facilities facilities and availability Finance MOOE shall have
to Dec
and equipment to of tools, Committee been
2014
equipment support the facilities and Teachers available
curriculum equipment to support
the
curriculum
100%
Creation of of the
To complete
research and April teaching
the teaching School
Teaching development 2014 modules
module for Administrators MOOE
Materials team for to May for each
each subject and Teachers
module 2014 subject
area
development was
completed
100% of
the team
To follow shall have
up the EPS - TLE been
Students implementation Creation of Tesda created
monitoring of the curriculum Coordinator May and the
MOOE
and curriculum evaluation School 2014 evaluation
evaluation based on team administrators of the
national Teachers curriculum
standard shall have
been
completed
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Vol. 2
REFERENCES
Andrada, L.M.(2008) “Making Curriculum Innovations Work for Your School”. A Position Paper
Presented at the Second PAVEA National Congress, Dauis, Bohol.
Deped Order No. 68, s. 2012 Guidelines on the Redesigned/ Strengthened Tech-Voc education
Program (STVEP) Support Fund
Labrador V.L (2008). “Learning the R’s in the Classroom and the Basic Skills for Employment”.
Second PAVEA national congress, Dauis, Bohol.
Lapus, J.A. (2009). “Managing Philippine Education”. Educator Magazine for Teacher, Special
Edition. Manila.
Lucas Bill, Ellen Spencer and Guy Claxton (2012). “How to Teach vocational Education”. A Theory of
Vocational Pedagogy
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Bullying engagement and classroom discipline techniques

in Habay Elementary School, Division of Bacoor City
RACHEL VILLANUEVA-ABE
Habay Elementary School
Bacoor City
ABSTRACT
PURPOSE
The study sought to analyze the relationship of respondent profile and bullying engagement to
classroom discipline techniques in Habay Elementary School, Division of Bacoor City, Cavite.
RESEARCH DESIGN/ METHODOLOGY/APPROACH
The research design used was descriptive method.
FINDINGS
The study showed that pupil-respondents always perceived direct verbal and direct physical bullying
engagement. Teacher-respondents always perceived Focusing and Modeling as their classroom
discipline techniques. It further indicates that profile variables such as uninvolved-parenting,
authoritative-parenting and bullying engagement such as direct verbal and physical bullying have
significant relationship to classroom discipline techniques employed by the teachers.
RESEARCH LIMITATION/IMPLICATION
Although the research has reached its aim, the study was conducted only on a small size of population
who were attending classes at Habay Elementary School, S.Y. 2012-2013. Therefore, to generalize
the results for large groups, the study should have involved more participants from different schools.
PRACTICAL IMPLICATION
Researchers and practitioners can synthesize a view of the current issues on bullying as basis for
planning, designing and implementing a school intervention program in stopping bullying.
ORIGINALITY VALUE
This research not only advances the understanding of bullying issues, but also identifies the need for
further investigation of addressing bullying in the school.
KEYWORDS
Bullying Engagement and Classroom Discipline Techniques.
TYPE OF RESEARCH
Research Paper
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INTRODUCTION
“I shall remember forever and will never forget
Monday: my money was stolen
Tuesday: names called
Wednesday: my uniform torn
Thursday: my body pouring with blood
Friday: its ended
Saturday: freedom”
This is the final entry on diary pages of a thirteen-year old boy named Vijay Singh.
He was found hanging from the banister rail at home on Sunday (Colorosa, 2003).
It is thus imperative to investigate the students’ awareness regarding bullying and
find out the incidence of bullying at the elementary level. It is important to identify high risk
children or those who have tendencies of being bullied because researchers have found a
positive relationship between having been bullied in school and being bullied in the adult
workplace (Smith, Singer, Hoel, & Cooper, 2003, in Chapell, 2006). Appropriate actions or
programs can then be implemented to educate and help children to cope with bullying.
Incidents of bullying are frequent occurrences for many children in school and in
the community. Last August 30, 2012, a Collegio de San Agustin student Jamie Garcia
was allegedly slapped and threatened with a gun by Allan Canete Bantiles, the father of
his classmate whom, the boy claimed, had been among the group bullying him. According
to News 5 on October 2, 2012 10:02 A.M., “bully” teen beaten up, threatened with a gun
in Las Pinas School and more than a month after the alleged gun-toting incident at the
Colegio de San Agustin (CSA), another high school student was beaten up and threatened
with a gun inside a school campus in Las Pinas East Verdant High School. Data from
DepEd showed that as of August, 2010 to May, 2012, a total of 112 cases of child abuse
and related complaints like bullying have been referred to Central Office. Topping the list is
the National Capital Region (NCR) with 59; Region 4A with 22; Region VII with 5; Regions
I, III and IX with 4; Region IV- with 3; Region XII with 2; CAR, VI, X, XI, and XIII with 1.
Region V received no complaint of bullying.
In Habay Elementary School, students often go to the guidance office to report
unresolved conflicts with a classmate or schoolmates. Such conflicts emanate from name
calling, playing offensive jokes, hiding or getting someone’s personal belongings, and
inflicting physical injury. Physical bullying like kicking, slapping, beating up another person
are the most common cases. This school year it has 36 cases recorded and most of the
pupils came from the intermediate level (guidance office records), verbal bullying such as
name calling, mocking, hurtful teasing usually happens everyday inside the classroom
(based on the observation and interviewed conducted by the researcher).
Although many researches about bullying have been done internationally, there
is a dearth of research conducted locally. Such local researches (Paredes,1982; Lopez,
1980, in Bayhon, 2001) are generally exploratory in nature, focusing only on the meaning
and characteristics of aggression among males and females. This research study on
bullying, though exploratory in nature, can serve as basis for formulating interventions.
The current study will identify the different types of bullying, examine the bullying
engagement and classroom discipline techniques, and come up with recommendation to
serve as basis in developing intervention program in Habay Elementary School, Division
of Bacoor City, Cavite.
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STATEMENT OF THE PROBLEM

This study intended to analyze the relationship of the respondents' profile and
bullying engagement to the classroom discipline techniques employed by the teachers of
Habay Elementary School, Bacoor I District, Cavite.
Specifically, it sought answers to the following questions.
1. What is the profile of the respondents in terms of
1.1 Pupil’s
a. age
b. sex
c. socio-economic status
d. parental status
e. parenting styles
1.2 Teacher’s
a. Sex
b. Age
c. Civil Status
d. Highest Educational Attainment
e. Years in Service
2. What are the perceived types of bullying as to:
a. Direct
1. Physical
2. Verbal
3. Psychological
b. Indirect
1. Cyber bullying
2. Psychological and social
3. Which of the following variables singly or in combination affects the bullying
engagement of pupils?
3.1 Profile
3.1 Classroom management techniques
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Independent Variables Dependent Variables
A. Profile of Pupils Classroom Discipline

• Age Techniques
• Sex Socio-Economic Status
• Parenting Style • Focusing
• Parental Status • Direct Instruction
• Modeling
B. Profile of Teachers • Non-verbal Cuing
• Sex • Assertive I-Messages
• Age • Humanistic I-Messages
• Civil Status
• Highest Educational Attainment
• Years in service
C. Bullying Engagement
1. Types of Bullying
a. Direct Bullying
1. Physical
2. Verbal
3. Psychological
b. Indirect Bullying
1. Cyberbullying
2. Gossiping and Social
2. Frequency of Bullying
Figure 1. RESEARCH PARADIGM
Figure 1 shows the relationship of the independent and dependent variables. The
independent variables are the pupils’ profile, teacher’s profile and bullying engagements.
The pupil’s profile includes the age, sex, socio-economic status and parental status and
parenting styles. Teacher’s profile includes sex, age, years in service, civil status and
highest educational attainment. Bullying engagement includes the types and frequency of
bullying. Types of bullying are direct and indirect bullying. Direct bullying includes physical,
verbal and psychological bullying. Indirect bullying includes cyber bullying, gossiping
and social bullying. The dependent variable is classroom management techniques which
include focusing, direct instruction, modeling, non-verbal cuing, assertive I-messages and
humanistic I-messages.
Hypothesis of the Study
The hypothesis to be statistically tested in this study states that respondents profile
and bullying engagement significantly influence classroom management techniques.
RESEARCH METHODOLOGY
The research methodology describes the research design, the population and
sample, the research instruments, and statistical treatment of the data.
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RESEARCH DESIGN
This study used the descriptive research which describes the forms and
characteristics of bullying in the school. Descriptive research sets out to seek accurate
and adequate descriptions of activities, objects, processes and persons. It is not only
concerned with fact gathering, but also with identifying and predicting relationships in and
between variables.
THE POPULATION AND SAMPLE

The sample of the population was selected through simple random sampling.
According to Tan (2006), simple random sampling is the selection on random basis of
elements from sampling frame, wherein each element has an equal chance or probability
of being chosen as subject of the study. To estimate the sample size, thirty percent (30%)
from the total population of grade 3 up to grade six pupils’ was taken. The grand total
sample of 301 or 30% from the total population of 1,449 was the pupil-respondents of this
study.
Fifty (50) teachers including the subject teachers with no class advisories were the
teacher-respondents of the study.
INSTRUMENTATION
The main data-gathering instrument of the study was based on the study of Glacy
D. Tiongco and it was revised by the researcher and evaluated by the panel members.
The questionnaires checklist had two parts, namely: (i) Part I which presented the
pupils personal data in terms of their age, sex, socio-economic status parental status and
parenting styles; and (ii) Part II which included the bullying engagement of the pupils in the
school.
The questionnaire-checklist was prepared in Filipino language with English
translation to suite the comprehension ability of the respondents.
Another set of questionnaires was prepared for the teachers to assess their
classroom management with regard to issues of bullying in the school.
The questionnaire adopted the 5-point Likert Scale with the following number
indicators and interpretations.
5 - Sa lahat ng pagkakataon ( Always) - kung sa lahat ng pagkakataon ay angkop

ang sinasabi ng pangungusap sa iyo
4 - Madalas (Almost Always) - kung madalas tama ang tinutukoy ng
pangungusap sa iyo pero hindi sa lahat ng pagkakataon
3 - Paminsan Minsan (Sometimes) - kung paminsan-minsan lang ito totoo sa iyo
2 - Bihira (Seldom) - kung madalang lang na tama ang sinasabi ng pangungusap
tungkol sa iyo
1 - Hindi Kailanman (Never) - kung sa akala mo ay kahit kailan hindi naging tama
ang sinasabi sa iyo.
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STATISTICAL TREATMENT
The data were treated using Statistical Package for Social Science (SPSS
Windows). The following statistical tools will be used.
1. The frequency and percentage count distribution were used to describe the pupils
profile in terms of age, sex, socio-economic status and social upbringing.
2. The mean as a measure of central tendency was used to determine consensus
among the responses. The standard deviation as a measure of dispersion was
used for gauging disagreement or non-consensus.
3. The regression analysis determined the significant relationship of the profile
variables to the classroom discipline techniques.
RESULTS AND DISCUSSION
1. Profile of Pupil and Teacher Respondents

Majority of the pupil-respondents of the study were females (164, 54.5%) with
137 males (45.5%), their age ranges mostly from 11-12 years old (165 or 54.8%) followed
by 9-10 years old (90,29.9%) and 13 years old up (46, 15.3%). In terms of their socio-
economic status, most of them were at the average level (206, 68.4%) followed by poor
(83, 27.6%) and rich (12 (12, 4%). As of their parental status, most of them were complete
family at 232 or 77.1%, followed by single parent at 50 or 16.6% and abandoned at 19
or 6.3%. And in terms of their parents parenting style, they always perceived authoritarian
parenting (x=3.68), sometimes permissive parenting (x=2.80), seldom authoritarian
parenting (x=1.58) and never as uninvolved parenting.
The teacher-respondents consisted of 5 males (5, 10%) and (45, 90%) female,
most of them were married (42, 84%); they are within 31-35 years of age (11, 22%) and
most of them were with units in master’s degree and some finished master of arts and their
ages range mostly between 6-10 years in service.
2. Perceived Types of Bullying Engagement by the Pupil Respondents
TABLE 1. Mean and Standard Deviation of Types of Bullying

as Perceived by the Pupil-Respondents
Types of Bullying Mean Std. Deviation Interpretation

Direct Physical 3.72 .21 Always
Direct Verbal 3.78 .22 Always
Direct
1.62 .62 Seldom
Psychological
Indirect Cyber
2.08 .51 Sometimes
Bullying
Indirect
1.51 .35 Seldom
Gossiping/Social
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Legend:
Mean Verbal Interpretation
1.00-1.50 Never
1.51-2.50 Seldom
2.51-3.50 Sometimes
3.51-4.50 Almost Always
4.51-5.00 Always
Pupil respondents almost always perceived direct verbal and direct physical
bullying engagement with a mean of (x=3.52); (3.52) followed by indirect cyber bullying
as sometimes (x=2.08) and seldom as direct psychological and indirect gossiping social
bullying (x=1.62); (x= 1.51)
3. Perceived Classroom Techniques by the Teacher-Respondents
Table 2 shows that teacher-respondents always perceived focusing and modeling
classroom discipline techniques with a mean of 4.06 and 3.72 respectively, followed
by those sometimes direct instruction (x = 3.30), non-verbal cuing (x=3.42), assertive I
messages (x=2.92) and humanistic I-messages (x=3.47).
TABLE 2. Mean and Standard Deviation of Classroom Management

Techniques as Perceived by the Teacher-Respondents
Classroom Management Techniques Mean Std. Deviation Interpretation

Focusing 4.06 .45 Always
Direct Instruction 3.30 .26 Sometimes
Modeling 3.72 .21 Always
Non-Verbal Cuing 3.42 .21 Sometimes
Assertive I-Message 3.44 .21 Sometimes
Humanistic I-Messages 3.77 .24 Sometimes
Legend:
Mean Verbal Interpretation

1.00-1.50 Never
1.51-2.50 Seldom
2.51-3.50 Sometimes
3.51-4.50 Almost Always
4.51-5.00 Always
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4. Predictors of Classroom Discipline Techniques on Independent Variables

4.1 Pupil’s Respondents
Table 3. Regression of Non –Verbal Cuing on the Independent Variables
Predictors Beta t-value Sig.
Uninvolved Parenting -.348 -.2569 .013
Adjusted R Square = .103

F ANOVA = 6.598
Sig. .013
Uninvolved Parenting as predictors of non-verbal cuing, the beta coefficient
(.182) with -.2569 t-value is negatively significant at .013 level. Authoritative Parenting as
predictors of Humanistic I Messages, the beta coefficient (.311) with 2.270 t-value is highly
significant at .028 level.
Empirically, this implies that uninvolved parenting is not a guarantee for the
students in manifesting good behavior and that it will not suggest non-verbal cuing like
facial expressions, gestures and object to supplement verbal cues as classroom discipline
techniques for teachers. According to Berk, 2000, uninvolved parents are low in both
responsiveness and coerciveness. They show little commitment in providing care for their
children. They provide only the bare essentials. In extreme cases, this parenting style
might entail neglect and rejection.
Table 4. Regression of Humanistic I-Messages on the Independent Variable
Predictor Beta t-value Sig.

Authorative Parenting .311 2.270 0.28
Adjusted R Square = .078

F ANOVA =5.154
Sig. .028
Table 4 shows humanistic I-messages as predicted by authoritative parenting
styles. A stet, the beta coefficient (.311) with 2.270 t-value is highly significant at 0.028
level. This statistically implies that for every standard deviation unit increase in authoritative
parenting style, there is 0.311 standard deviation units increase in humanistic I-messages.
This means that the more authoritative their parents are, the more likely they respond
to humanistic I-messages as classroom discipline techniques of the teacher. As Ginott
(2002) believes that the communication between teacher and student should reflect
mutual respect for the individual’s feelings and concerns. It is ultimately in the hands of
the teacher to ensure that any disciplinary situation is treated with respect for the child as
fellow individuals. Since authoritative parents are responsive to their children and willing
to listen to questions. Children who fail to meet the expectations of their parents are more
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R2A CALABARZON
nurturing and forgiving rather than punishing. It is a predictor of humanistic I-messages.

Moreover, Bradley (2006) wrote that authoritative parents believe in developing a close and
nurturing relationship with their children while also upholding and maintaining a reasonably
with high level of expectations and rules or guidelines. The most difficult accomplishment,
an authoritative parenting style is the healthiest and most well-balanced style in which to
raise children. Furthermore, Balentine (2001) stated that the children raised in authoritative
families generally do well in school, benefiting from parental interest and active involvement
from an early age. These children are used to seeing their parents attending sports events,
music recitals and school conferences. The parents offer support and help with school
and other problems. They expect children to work to their potential. These families discuss
problems. These families discuss problems and find solutions together, whether it be
limiting play time so that homework can get finished, or using a contract or school journal
so that the parent can track assignments.
4.2 Teacher's Profile
Table 5. Regression of Direct Instruction to the Independent Variables
Predictor Beta t-value Sig.
Years in Service -.449 -3.484 0.001
Adjusted R Square =.185

F ANOVA =12.136
Sig. 0.001
Table 5 displays direct instruction as predicted by years in service. As reflected in
the table, direct instruction with negative beta coefficient of -0.449 with t-value of -.2569 is
significant at .013 levels. These statistical findings suggest that for every standard deviation
unit increases in years in service, there is -3.484 units decreases in direct instructions as
classroom discipline techniques. This implies that the longer the length in service of the
teacher, the lesser they use direct instruction as their classroom discipline techniques and
the shorter the length of their service, the more they used direct instruction as classroom
discipline techniques. According to Sara Ring of Edutopia Poll (2009) as based on recent
study in Louisina, new teachers can be more effective than their veteran counterparts, In
addition, while many veterans lose their passion over time, new teachers are eager to be
in the profession. However, others feel that the latest fad in teacher cannot replace the
wisdom veteran educators gain over years.
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Table 6. Regression of Modeling to the Independent Variables

Years in Service -.323 -2.364 .002
Adjusted R = .086
F ANOVA = 5.591
Sig. 0.022
Table 6 shows modeling as predicted by years in service. As reflected in the table,
direct instruction with negative beta coefficient of -0.323 with t-value of -2.364 is significant
at .022 levels. These statistical findings suggest that for every standard deviation unit
increases in years in service, there is -2.364 unit decreases in the use of modeling as
classroom discipline technique. This implies that the longer the length in service of the
teacher, the lesser they use modeling as their classroom discipline techniques and the
shorter the length of their service, the more they use modeling as classroom discipline
techniques. According to Sara Ring of Edutopia Poll (2009) as based on recent study
in Louisina, new teachers can be more effective than their veteran counterparts, In
addition, while many veterans lose their passion over time, new teachers are eager to be
in the profession. As stated by Mc Daniel (1996) modeling is an important technique that
teachers practice through the use of a soft, low-pitched voice. Students find such voice
restful and calming. “Soft Reprimand” is also effective because they are not the norm
and because, being private, they tend not to invite loud protest, denials and retorts. It is
especially important for teachers to model quiet voice levels when they are circulating
among students and monitoring individual work.
Table 7. Regression of Assertive I-Messages on the Independent Variable

Indirect Cyber Bullying -.314 -2.386 .021
Direct Bullying .313 2.385 .021
Adjusted R Square =.073 Adjusted R Square= .155

F ANOVA =4832 F ANOVA = 5.497
Sig. .0.33 Sig. .007
Table 7 presents assertive I- messages as predicted by the two variables under
bullying engagement which are direct verbal and indirect cyber bullying by the pupil-
respondents.
The first predictor of Assertive I- Messages is Indirect Bullying with negative beta
of .314 at t-value of -2.386 and significant at 0.21. This statistical finding suggests that
for every standard deviation unit increases in indirect cyber bullying, there is -2.364 unit
decreases in the used of assertive I-messages as classroom discipline techniques. It is
due to the fact that indirect cyber bullying is a type of bullying indirectly but intentionally
hurts the victims through the use of modern technology and gadgets like cell phones,
internet, emails etc. Thus, during the bullying engagement the teacher is not physically
present and s/he is not aware of the incidence
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The second predictor of Assertive I messages is Direct Verbal bullying with beta
coefficient of 0.313 with t-value of 2.385 at 0.021 level. The beta coefficient clearly states
that for every standard deviation increase in direct verbal bullying there is .313 standard
deviation unit increases in Assertive I-Messages. This is because direct verbal bullying is
a type of bullying that directly hurts the victim physically through the use of language to
gain power over his or her peers. This finding suggests the fact that addressing problems
of inappropriate behavior and discipline like bullying engagement is among the few tough
jobs teachers are expected to do. It is surprising that the society as a whole perceives lack
of discipline as the major concern in today’s public schools. But, it should be noted that the
context of the teacher’s responsibility goes beyond discipline. It is laid more on the global
problem of empowering students to successfully manage their own behaviors.
CONCLUSIONS
Based on the statistical findings of the study, the following conclusions are derived.
1. Uninvolved parenting negatively influences non-verbal cuing. The more the parents
manifest uninvolved parenting, the lesser the pupils respond to the non-verbal cues
as classroom discipline techniques of the teacher.
2. Authoritative parenting styles positively influence the humanistic I-messages as
classroom discipline techniques of the teacher. The more authoritative their parents
are, the more likely they respond to the humanistic I-messages of the teacher.
3. The longer the length of years in service, the lesser the teachers use direct instruction
and modeling as their classroom discipline techniques. On the other hand, the
lesser the length of the years in service, the more they use direct instruction and
modeling as their classroom discipline techniques.
4. Indirect Cyber bullying and Direct Verbal bullying are predictors of assertive
I-messages as classroom management techniques of the teacher. The more that
the pupils engage in indirect cyber bullying, the lesser the teacher uses assertive
I-messages and the more they are engaged in direct verbal bullying, the more the
teacher uses assertive I-messages.
Therefore, the hypothesis that respondents’ profile and bullying engagement
significantly influence classroom management is partially sustained.
REFERENCES
Books
Bandura, A. Aggression (1993) A social Learning analysis. NJ: Englewood Cliffs, New Prentice Hall
Inc, Revised Ed.
Berkowitz (1991) 1 Control of Aggression. Chicago Universities Press.
Gordon, Thomas (2002). Teacher Effective Training.
Caldwell, B.M. (1997) Aggression of Humility in Young Children.
Feshbach, S. (2000) Aggression. Child Psychology. New York: Willy and SonRevised Ed.
Merchand-Martella, N. E, Slocum, Timothy A. Martella, Ronald C. (2003)
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Unpublished Materials
Asamu, F. F. (2006). Correlates of bulling among secondary school students in Ibadan, North East
Local Government Area of Oyo state. A published M.Ed Thesis of Obafemi Awolowo
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The e-tablet as educational tool of grade 7 students

of San Pablo City Science High School
ALBERT T. SAUL
San Pablo City Science High School
San Pablo City
ABSTRACT
PURPOSE
This study sought to answer the following questions: What is the profile of the respondents in terms
of gender, parents’ highest educational attainment, and socio- economic status ? and What is the
impact of using e-tablets as educational tools of grade 7 students of San Pablo City Science High
School?
RESEARCH DESIGN /METHODOLOGY/APPROACH
This study utilized descriptive design to find out the impact of the use of e-tablets in teaching.
The survey questionnaires were administered to all the respondents of this study to find out their
perceptions on the impact of the use of e-tablets as educational tools of grade 7 students of San
Pablo City Science High School. Random sampling was used to select the respondents of this study.
This study was conducted from November to December 2013.
The respondents of this study were eight (8) grade 7 teachers of San Pablo City Science High School
and fifty (50) grade 7 students of SPC Science High School.
There were more female student respondents ( 52%) than male (48%) and equal number of male
(50%) and female teacher respondents (50%). Majority of the students’ parents were college
graduates (76%). Majority of the teacher respondents have masteral units. Most of the parents of the
students have an average monthly household income of P 21,000 and above which is 64% .
Students used the tablet as Reading Materials (100%), as electronic K to 12 modules (98%), and in
creating power point presentation and for group work (96%). Majority of the students used the tablet
for researching assignment and projects (26%) and for reading modules and texts (26%).
FINDINGS
The results of the study show that the use of e-tablet has a positive impact on students’ academic
performance. The use of the tablet in studying motivated students to work better (3.86). It also helped
them improve their quality of work (4.1), made better progress (4.16), and improved their performance
(4.0). The results tell that the use of e-tablet made the students work more effectively (3.96), and
more collaboratively (4.06) .
The students strongly disagree that e-tablet does not help their learning (1.03), unhappy to use them
in their studies (1.04), and difficult to use in class (1.16). They also disagree that technical issues
sometimes prevent them in using them in class (2.3).
Majority of the teachers used the tablet in writing notes instead of pen and paper (100%) , as electronic
K to 12 modules 87.5%, in conducting group work (75 %), and in reading materials (62.5%). Teachers
also used the tablet as modules (75%) and in creative and design activities (50%). Teachers also
used tablet for online research (25%) and creating power point presentations (25%).
The results of the study show that the use of e-tablet has a positive impact on students’ academic
performance. Teachers strongly agree that the use of e- tablet improved students’ achievement (4.5),
made their students work more effectively (4.75) and collaboratively (4.63). Teachers agree that
through the use of e-tablet their students were more motivated to work better (3.13) , and have better
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progress (4.38).
The teachers strongly disagree that they are unhappy to use the tablet in teaching (1.38). They
disagree that working with subject applications were not useful to their teaching (1.5) and difficult to
use in class (1.5). They also disagree that technical issues sometimes prevent them in using them
to class (1.88).
The use of tablet in teaching and learning is highly recommended. This study also recommends that
teachers may attend seminars and trainings in order to maximize the use of tablet in teaching. Similar
studies may also be conducted in different learning areas to further determine the effectiveness of
tablet as an educational tool.
This study showed that e-tablet is an effective educational tool for students and teachers. The
use of tablets enhanced students’ interest towards studies which will also lead to higher students’
performance. It is also a very effective and efficient tool in teaching. Maintenance of the tablet is one
of the main problems encountered by the school. Students should be responsible enough to take
good care of the tablets. Teachers should also do consistent monitoring of the tablets to check the
applications downloaded by the students. Parents involvement should also be tapped to monitor the
use of tablet in their respective homes.
KEYWORDS
e-Tablets as Educational Tools
TYPE OF RESEARCH
Descriptive Research
INTRODUCTION
Background and Rationale of the Study
Technological tools are now becoming available to all public schools in the
Philippines. The use of Technological tools like computers, LCD projectors, laptops and
others in classrooms has improved in the past few years. An instructional tool that has
been developed nowadays is the use of e-tablets. Tablets are becoming increasingly
common educational tools in schools not just in other developing countries, but also in the
Philippines. There are a lot of advantages in using Tablets in teaching. They are portable,
powerful, and interactive. Tablets contain cameras for taking pictures of students’ projects,
video players for watching movie clips and documentaries, and applications that allow
students to look at 3D models in Science, History and Arts. They play music for MAPEH
classes and voice-overs for English and Filipino learners. They are wifi ready and can offer
email and the internet so students can communicate and conduct researches. Tablets are
lighter than books and computers so students can carry them easily from class to class.
They carry infinitely more information than text books. Using tablets in teaching let the
students move forward with lessons and review at their own pace.
This study determined the impact of using e-tablet as an educational tool of Grade
7 students of San Pablo City Science High School. The study also identified the perceptions
of students and teachers on the impact of e-tablets on the performance of the students.
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Research Questions
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a. gender;
b. parents’ highest educational attainment; and
c. socio- economic status ?
2. What is the impact of using e-tablets as educational tools of grade
7 students of San Pablo City Science High School?
Research Design
This study utilized descriptive design to find out the impact of the use of e-tablets
in teaching. The survey questionnaires were administered to all the respondents of this
study to find out their perceptions on the impact of the use of e-tablets as educational
tools of grade 7 students of San Pablo City Science High School. Random sampling was
used to select the respondents of this study. This study was conducted from November to
December 2013.
Respondents of the Study

The respondents of this study were eight (8) grade 7 teachers of San Pablo City
Science High School and fifty (50) grade 7 students of SPC Science High School.
REVIEW OF RELATED LITERATURE AND STUDIES

Teachers need to address the variety of learners in their classrooms. Teachers
need to identify the interests of their students so that they can use them to make teaching-
learning process more enjoyable and effective. Steve Darn’s (2006) study entitled “Thinking
Outside the Teacher’s Box”, explores how teachers will look beyond traditional methods
and incorporate new theories and technology into the classroom. Darn concluded that
the most effective teachers were the instructors that used a variety of methods in their
instruction.
The article from the website PorCon.Org entitled “Should Tablets Replace
Textbooks in K-12 Schools?” emphasized that Tablets help students learn more material
faster. Technology-based instruction can reduce the time students take to reach a learning
objective by 30-80%. The use of tablets also increases student motivation to learn. Tablets
help to improve student achievement on standardized tests. Publisher Houghton Mifflin
Harcourt tested an interactive, digital version of an Algebra 1 textbook for Apple's iPad in
California's Riverside Unified School District. Students who used the iPad version scored
20 percent higher on standardized tests versus students who learned with traditional
textbooks.
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RESULTS AND DISCUSSIONS

Part I - Personal Data of the Respondents
A. Gender
Table1. Respondents’ Gender
Students Teachers
Gender Frequency Percentage Gender Frequency Percentage
Male 24 48% Male 4 50%
Female 26 52% Female 4 50%
Total 50 100% Total 8 100%
Table 1 shows that the respondents of this study were 50 students and 8 teachers.
Twenty-four or 48% of the students were male and twenty-six or 52% of the students were
female.
B. Educational Attainment
Table 2. Educational Attainment
Parents of Students Teachers

F % F %
High School 4 8% College 0 0%
College 38 76% With MA Units 6 75%
Post Graduate 8 16% MA Graduate 2 25%
Total 50 100% Total 8 100%
Table 2 shows that 4 or 8% of the parents of the students were high school
graduates, 38 or 76% were college graduates and 8 or 16% were MA graduates. Most of
the parents of the students were college graduates.
The table above also shows that 6 or 75% of the teachers have MA units and 2
or 25% of the teachers were Masteral graduates. Most of the teachers who served as
respondents have units in Masteral.
C. Socio-economic status: Current monthly household income
Table 3. Monthly Household Income
Parents of Students
Monthly Income F %
P5001-P9000 2 4%
P9001-P13000 2 4%
P13,001-P17,000 12 24%
P21,000 and above 32 64%
Total 50 100%
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Table 3 shows the monthly household income of the students’ parents. It can be
gleaned from the table that most of the parents of the students or 64% have a monthly
income of P 21,000 and above. Twelve or 24% have monthly income of P13,001 - P 17,000.
Two or 4% have monthly income of P5000- P9000 and P 9001-P13,000 respectively.
Part II
A. The Impact of Using e-Tablet as Tool for Education
(Students’Perceptions)
Table 4. My teacher uses the e-tablet in teaching
Subject Frequency Percentage

Math 49 98%
Environmental Science 49 98%
English 48 96%
Filipino 47 94%
Araling Panlipunan 49 98%
Computer Education 48 96%
MAPEH 48 96%
Integrated Science 46 92%
Values Education 45 90%
Table 4 shows the answers of the students to the survey statement “My teacher
uses the e-tablet in teaching”. Most of the students agreed that e-tablet was used by their
teachers in all subjects.
Table 5. In what activities do you use the tablet inside the classroom?
Nature of Use F % Nature of Use F %

Reading Materials 50 100% Creating Videos 13 26%
K to 12 Learner's
49 98% Word Processing 46 92%
Module
Reading Published Texts 35 70% Poster Design 9 18%
Creating
Researching Online 37 74% 48 96%
Presentation
Watching Videos 29 58% Mind Mapping 12 24%
Commenting in
Creating Web Content 8 16% 10 20%
Forums/Blogs
Using Subject
Group Work 48 96% 34 68%
Applications
Writing Essay and
Academic Games 33 66% 41 82%
Stories
Use Tablet instead
Do test on Tablet 42 84% 36 72%
of Pen and Paper
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Table 5 shows the nature of tablet used as educational tool. The table also shows
the answers of the students to the question “In what activities do you use the tablet inside
the classroom?”. One hundred percent (100%) of the students used tablet as Reading
Materials, 98% used the tablet as electronic K to 12 modules, 96% used the tablet in
creating presentations and for group work. Only 18% and 20% used the tablet in designing
posters and commenting in blogs/forums respectively. The table shows that the students
maximized the use of the tablets in different activities inside the classroom.
Table 6. In what activities do you use the tablet outside the classroom?
Nature of Use F % Nature of Use F %

Completing
49 98% Using Learner's Module 46 92%
HomeworkTaks
Researching topics
Reading published texts 38 78% 45 90%
online
Creative and Design
Writing Blogs 9 18% 32 64%
Activities
Table 6 shows the use of tablet outside the classroom. Ninety-eight percent (98%)
used the tablet for completing homework task, 92% used it as learners’ module, 90%
for researching topics online, 78% in reading published texts and 64% in creating and
designing activities. Only 18% used the tablet in writing blogs. The data shows that the
students maximized the use tablet outside the classroom.
Table 7. What are the activities that can be done using tablet that could
not be done without it?
Answers of Students F %
The tablet makes easier to research my home works 13 26%
1
and projects
2 Reading modules and texts 13 26%
Having my own copy of power point and making power
3 12 24%
point presentation
4 We can share and transfer files easily 4 8%
5 We can install applications and softwares 4 8%
6 Word processing and mind mapping during classes 3 6%
7 Use as answer boards for group work 1 2%

Total 50 100%
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Table 7 shows the answers of the students to the question “What are the activities
that can be done using tablet that could not be done without it?” Most of the students used
the tablet for researching assignment and projects (26%) and for reading modules and
texts (26%). Twenty-four percent (24%) used the tablet in making presentations. Some
students used the tablet in sharing and transferring files (8%) and installing applications
and soft wares (8%). Six percent and two percent use the tablet for word processing and
answers boards for group work, respectively.
Table 8. Students’ Perceptions on the Effect of Using e-Tablets

on their Performance
Student's Perception Rating Remarks

With the e- tablet, I feel more motivated and can work better
1 3.86 Agree
than without.
Working with the e-tablet is helping me improve the quality of
2 4.1 Agree
my work.
I feel that I am making better progress with the e-tablet than
3 4.16 Agree
without it.
I think that my achievement has improved since the e- tablet
4 4.0 Agree
was introduced.
I feel that I am able to work more effectively with e-tablet than
5 3.96 Agree
without it.
I am able to work more collaboratively with the e-tablet than
6 4.06 Agree
without it.
I think that using applications in e-tablet does not help my Strongly
7 1.03
learning. Disagree
Strongly
8 I am unhappy to use the e-tablet regularly in my learning. 1.04
Disagree
Strongly
9 I have found the e-tablet difficult to use in my work in class. 1.16
Disagree
Technical issues with the e-tablet sometimes prevent me using
10 2.3 Disagree
it in class.
Legend:
5 - Strongly Agree 4 - Agree 3-Neutral 2 - Disagree
1 - Strongly Disagree
Table 8 shows students’ perception regarding the effect of the use of e-tablet in
their academic performance. The data shows that students agree that the use of e-tablet
made them more motivated to work better (3.86), helped them improve their quality of work
(4.1), made better progress (4.16), helped them improve their performance (4.0). The data
also shows that the use of e-tablet made the students work more effectively (3.96), and
more collaboratively (4.06) .
The students strongly disagree that e-tablet does not help their learning (1.03),
unhappy to use them in their studies (1.04), and difficult to use in class (1.16). They also
disagree that technical issues sometimes prevent them from using them in class (2.3).
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B. The Impact of Using e-Tablet as Tool for Education (Teachers’ Perceptions)

Table 9. Do you use the tablet in teaching?
F %
Yes 8 100%
No 0 0%
Total 8 100%
Table 9 shows that all teachers used e tablet in teaching. This result is similar to the
answers of the students to the statement “My teacher used the e-tablet in teaching.” The
teachers used the tablets in teaching at an average of 3-4 lessons per week.
Table 10. In what activities do you use the tablet inside the classroom?
NATURE OF USE F % NATURE OF USE F %

Reading Materials 5 62.5% Creating Videos 2 25%
K to 12 Learner's Module 7 87.5% Word Processing 3 37.5%
Reading Published Texts 4 50% Poster Design 2 25%
Researching Online 2 25% Creating Presentation 6 75%

Watching Videos 4 50% Mind Mapping 3 37.5%
Commenting on Forums/
Creating Web Content 0 0% 0 0%
Blogs
Group Work 6 75% Using Subject Applications 4 50%
Academic Games 1 12.5% Writing Essay and Stories 4 50%

Use Tablet instead of Pen
Do test on Tablet 4 50% 8 100%
and Paper
The table above shows the nature of tablet used as educational tool by teachers.
The table also shows the answers of the teachers to the question “In what activities do
you use the tablet inside the classroom?”. The table shows that most of the teachers used
the tablet in writing notes instead of pen and paper (100%), as electronic K to 12 modules
87.5%, in conducting group work (75 %), and in reading materials (62.5%). Only 12.5%
and 25% of the teachers used the tablet in playing academic games, designing posters and
researching online respectively. No teachers used the tablet in creating web content and
commenting in blogs and forums.
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Table 11. In what activities do you use the tablet outside the classroom?
NATURE OF USE F % NATURE OF USE F %

Using Learner's
Completing Homework 3 37.5% 6 75%
Module
Researching topics
Reading published texts 3 37.5% 3 37.5%
online
Creative and Design
Writing Blogs 0 0% 4 50%
Activities
Table 11 shows the use of tablet outside the classroom. Seventy-five percent
(75%) used the tablet as modules, 50% in creative and design activities, and 37.5% for
completing homework task, reading published texts and researching topics online. No
teachers used the tablet in writing blogs. The data shows that teachers maximized the use
tablet outside the classroom.
Table 12. What are the activities that can be done using tablet that could
not be done without it?
Answers of Teachers F %
1 Answering interactive quiz 1 12.5%
2 Online research 2 25%
3 Creating power point presentations and videos 2 25%
4 Reading published text 1 12.5%
5 Multimedia applications 1 12.5%
6 Reading learners’ materials 1 12.5%
Total 50 100%
Table 12 shows the answers of the teachers to the question “What are the activities
that can be done using tablet that could not be done without it?” Most of the teachers used
the tablet for online research (25%) and creating power point presentations (25%). The
other activities conducted by the teachers using the tablet were answering interactive quiz
(12.5%), reading published texts (12.5%), multimedia applications and reading learners’
materials (12.5%).
Table 13. Teachers’ Perceptions on the Effect of Using e-Tablet

on Students’ Performance
Teacher's Perception Rating Remarks

When I teach a lesson incorporating the use of e- tablet students
1 3.13 Agree
are more motivated and can work better than without.
Students appear to make with better progress with e-tablet than
2 4.38 Agree
without
Students’ achievement appears to have risen since the e- tablet Strongly
3 4.5
was introduce. Agree
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Students appear to work more effectively with e-tablet than Strongly

4 4.75
without Agree
Students appear to work more collaboratively with e-tablet than Strongly
5 4.63
without Agree
Working with subject applications appears not useful to my
6 1.5 Disagree
teaching.
Strongly
7 I am unhappy to use the e-tablet regularly in my teaching. 1.38
Agree
I have found the e-tablet difficult to integrate into my work in a
8 1.63 Disagree
classroom context.
9 I have found the e-tablet applications not easy to use. 1.5 Disagree
Technical issues with the e-tablet sometimes prevent me using it
10 1.88 Disagree
in class.
Legend:
5 - Strongly Agree 4 - Agree 3-Neutral 2 - Disagree
1- Strongly Disagree
Table 13 shows teachers’ perception regarding the effect of the use of e-tablet
on students’ academic performance. The data shows that teachers strongly agree that
the use of e-tablet improved students’ achievement (4.5), made their students work more
effectively (4.75) and collaboratively (4.63). Teachers agree that through the use of e-tablet
their students were more motivated to work better (3.13), and have better progress (4.38).
The teachers strongly disagree that they are unhappy to use the tablet in teaching (1.38).
They disagree that working with subject applications were not useful to their teaching
(1.5) and difficult to use in class (1.5). They also disagree that technical issues sometimes
prevent them in using them to class (1.88).
ANALYSIS AND INTERPRETATION

The respondents of this study were 50 students and 8 teachers. There are more
female student respondents ( 52%) than male (48%). There were equal number of male
and female teachers who served as respondents of this study. Most of the parents of the
students were college graduates (76%). Most of the teacher respondents have masteral
units. Most of the parents of the students have an average monthly household income of P
21,000 and above which is 64%.
Most of the students used the tablet as Reading Materials (100%), as electronic K
to 12 modules (98%), and in creating power point presentation and for group work (96%).
Most of the students used the tablet for researching assignment and projects (26%) and
for reading modules and texts (26%). The students maximized the use of the tablets in
different activities inside and outside the classroom.
Students perceived that the use of e-tablet has a positive impact on their academic
performance. The use of the tablet in studying motivated students to work better (3.86).
It also helped them improve their quality of work (4.1), made better progress (4.16), and
improved their performance (4.0). The results tell us that the use of e- tablet made the
students work more effectively (3.96), and more collaboratively (4.06) .
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The students strongly disagree that e-tablet does not help their learning (1.03),
unhappy to use them in their studies (1.04) , and difficult to use in class (1.16). They also
disagree that technical issues sometimes prevent them from using the e-tablet in the class
(2.3).
Most of the teachers used the tablet in writing notes instead of pen and paper
(100%), as electronic K to 12 modules 87.5%, in conducting group work (75 %), and in
reading materials (62.5%). Teachers also used the tablet as modules (75%) and in creative
and design activities (50%). Teachers also used tablet for online research (25%) and
creating power point presentations (25%). The results show that teachers maximized the
use tablet outside the classroom.
Most of the teachers perceived that the use of e-tablet has a positive impact
on students’ academic performance. Teachers strongly agree that the use of e- tablet
improved students’ achievement (4.5), made their students work more effectively (4.75)
and collaboratively (4.63). Teachers agree that through the use of e-tablet their students
were more motivated to work better (3.13), and have better progress (4.38).
The teachers strongly disagree that they are unhappy to use the tablet in teaching
(1.38). They disagree that working with subject applications were not useful to their
teaching (1.5) and difficult to use in class (1.5). They also disagree that technical issues
sometimes prevent them in using them to class (1.88).
CONCLUSIONS
The use of e-tablet has a positive impact on students’ academic performance. The
use of the tablet motivated students to work better and helped them improve their quality
of work. The use of e- tablet made the students work more effectively and collaboratively.
RECOMMENDATIONS
It was found out that the students as well as the teachers used the tablet in different
meaningful and important academic activities. Students and teachers maximized the use
of tablet to make teaching and learning process more effective and enjoyable. Teachers
and students also perceived that the use of tablet has a positive impact on students’
performance and attitude towards studies.
Thus, the use of tablet in teaching and learning is highly recommended. This study also
recommend that teachers may attend seminars and trainings in order to maximize the use
of tablet in teaching. Similar studies may also be conducted in different learning areas to
further determine the effectiveness of tablets as an educational tool.
REFERENCES:
Darn, Steve “Thinking Outside the Teacher’s Box”. 2006 www.hltmag.co.uk/dec12/mart02.rtf
“Should Tablets Replace Textbooks in K-12 Schools? ”http://tablets-textbooks.procon.org/view.
answers.php?questionID=001874
Paul Heinrich Bed, NAACE, and 9ine Consulting Longfield Academy, Kent. The IPAD as A Tool for
Education, 2011
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A proposed intervention scheme for pupils at-risk

of dropping out of school
MANOLITO T. MEDRANO
Mabini Elementary School
Lipa South District, Lipa City
ABSTRACT
PURPOSE
To identify the factors that mostly contribute to at-risk-status of pupils and the extent of manifestation
of those factors in the area of study in order to propose an intervention scheme for pupils at-risk of
dropping out.
The study utilized descriptive method with questionnaire as the data–gathering instrument. For in-
depth analysis of data, frequency, percentage and weighted mean were used.
FINDINGS
This study revealed that family–related, individual–related, community–related, and school– related
factors contribute to at-risk status of pupils. The respondents strongly agreed that best possible
classroom instruction for struggling pupils should be provided, the support of the community should
be solicited, and the status of pupils at-risk should be monitored regularly.
ORIGINALITY/VALUE
With the presence of different contributory factors to the at-risk status of pupils, an intervention
scheme should be a priority.
KEY WORDS
Drop-out, pupils at-risk, intervention
Type of Research
Descriptive
INTRODUCTION
Education of the young is no easy task. The formidable challenge of shaping the
hearts of the young takes not only intelligence and potentials, but also resilience. When a
child drops out of school, basic education comes to a halt. Reducing the number of drop-
outs is, therefore, an important objective for any basic education system.
The Constitution recognizes the right of every Filipino to education. Section 2 of
Article XIV of the 1987 Philippine Constitution provides that the State shall protect and
promote the right of every citizen to quality education at all levels and shall take appropriate
steps to make such education accessible to all.
The Philippine Development Plan 2011-2016 identifies education as an important
pillar for human development. Education is essential for inclusive growth: with more
education, those at the lower end of income distribution are provided a pathway to
move out of poverty. The country is also propelled in a more sustained path of economic
performance with a more educated and productive workforce.
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The Department of Education (DepEd) revealed very perplexing and disturbing

results. It was reported that 5.6 million pupils and students in the country between the
ages of six to 15 have dropped out or have never gone to school before. DepEd officials
earlier said the rise in education dropout rates can be attributed mainly to poverty, health
and school adjustments or constant relocation of residence necessitating the transfer
of the children to new schools. (https://ph.news.yahoo.com/rising-school-dropout-rate-
alarming-081943754.html)
To curb the high drop-out rates in public schools, the Drop Out Reduction Program
(DORP), a project of the Bureau of Secondary Education (BSE) under the Department of
Education (DepEd) Central Office which offers alternative modes of education for students
at the risk of dropping out (SARDO) came into being. First implemented in 1998, the DORP
is already perceived to have achieved some success, with a decrease in the dropout rate
from 12.51% in AY 2005-2006 to 7.45% in AY 2007-2008.
The dropout rate is certainly one measure used to assess an educational system.
In fact, proponents of the new DepEd K to 12 Curriculum have claimed that by decongesting
the old 10-year curriculum and spreading what needs to be taught over 12 years, less
students would fall behind or unable to keep up with the learning. (http://philbasiceducation.
blogspot.com/search/label/School%20Dropouts)
Considering that the school practitioners are the front liners in shaping the hearts
and minds of the school children, those pupils who are at-risk of dropping out should
be given immediate concern. Understanding why they drop out of school is the key to
addressing this major educational problem.
This study aims to enumerate the factors that most likely contribute to at-risk
status of pupils as assessed by teachers which are family–related, individual–related,
community–related and school–related, the extent of manifestation of those factors in the
area of study, and the perceptions of teachers on the conditions that will help pupils at-risk
in order to propose an prevention intervention scheme for pupils at-risk.

The study utilized descriptive method that allowed quantitative and qualitative
description of the current status, traits, nature and characteristics of respondents. It involved
gathering of data on current conditions and ascertaining what was typical or normal under
specific conditions (Reyes, 2004). The subjects in this study were the fourteen Grades I-VI
teachers of Mabini Elementary School, Division of Lipa City comprising the total population.
The main data–gathering instrument used in this study was questionnaire which
was divided into three parts, namely: Factors Which Contribute to the At-Risk Status of
Pupils, Extent of Manifestation of Those Contributing Factors in the Area of Study, and
Teacher’s Perception on the Conditions That Will Help Pupils At-Risk.
The empirical data collected were treated statistically using descriptive and
inferential statistical procedures. For in depth analysis of the data, frequency and
percentage to identify the factors that contribute to the at-risk status of pupils and weighted
mean to determine the extent of manifestation of those factors in the area of study were
used.
For verbal interpretation of the computed mean on extent of manifestation, the
following were used: 3.50–4.49, Highly Manifest/Strongly Agree, 2.50–3.49, Moderately
Manifest/Agree, 1.50 – 2.49, Slightly Manifest/Disagree, and 1.00 – 1.49, Not Manifest/
Strongly Disagree.
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1. Factors Which Contribute to At-Risk Status of Pupils. Tables 1 to 3 present the

family-related, individual-related, community-related and school-related factors which
contribute to at-risk status of pupils.
1.1 Family-Related Factors. Table 1 presents the assessment made by the teachers on
family-related factors which contribute to at-risk status of pupils.
Table 1. Family-Related Factors Which Contribute to At-Risk Status of Pupils
Items F %
1. Poor school relations with school 6 42.86
2. Lack of parental involvement 9 64.29
3. Single-parent homes 2 14.29
4. Low educational attainment of parents 11 78.57
5. Low income 10 71.43
6. Frequent change of residence/ mobility 9 64.29
7. Homeless children 4 28.57
8. Children in foster care 2 14.29

9. Children of migrant workers 5 35.71
10. Family problems 12 85.71
11. Unstable living conditions 11 78.57
As indicated in the table, the teacher-respondents said that family problem which
was chosen by 12 or 85.71%, was the number 1 contributor to at-risk status of pupils. They
also chose unstable living condition as well as low educational attainment of parents as
contributory factors with 78.5%, and low income with 71.43%. When disgusted and upset
because of family problems, the pupils would not be able to concentrate on their studies.
1.2 Individual-Related Factors. Table 2 presents the individual-related factors which
contribute to at-risk pupils status of pupils. As can be gleaned in the table, 64.29%
of the respondents regarded low mental ability of pupils as the highest contributing
factor. Pupils who have low mental ability most often than not, become subjects of
bullying or even worse, are subjects of maltreatment by other people. Another factor
was behavioral/disciplinary problems chosen by 57.14% of the respondents.
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Table 2. Individual-Related Factors Which Contribute to At-Risk Status of Pupils
Items F %
1. Behavioral/Disciplinary problems 8 57.14
2. Lack of interest to school 7 50.00
3. Low self-esteem 6 42.86
4. Low mental ability 9 64.29
5. Language difficulty 0 0.00
6. Peer presence 1 7.14
7. With physical disabilities/special needs 3 21.43
8. Older age in comparison with classmates 7 50.00
9. Frequent interaction with low-achieving peers 1 7.14
10. Lack of psychological attachment to school 5 35.71
This means that teachers give attention to the issue of misbehavior occurring in
the classroom or in the school. This conforms with the idea of Muijs and Reynolds (2005)
that the teacher will have to deal with misbehavior to prevent it from escalating and causing
increasing problems.
Lack of interest to school and older age in comparison with classmates were also
regarded by 50% of the respondents. Only 7.14% regarded peer presence and frequent
interaction with low-achieving peers and nobody considered language difficulty as a
contributing factor.
1.3 Community-Related Factors. Table 3 presents the individual-related factors which
contribute to at-risk pupils’ status of pupils. As the table shows, 64.29% of the
respondents believed that lack of community resources and distance to school/
geographical are great contributors to at-risk status. As indicated by 57.14% of the
respondents, the presence of vices in the community is also a factor. When they
become addicted to vices, they would hate attending school. Fifty percent of the
respondents revealed that lack of peace and order in the community may add to the
problem. When the community is not peaceful, pupils would be afraid of going out of
their own homes.
Table 3. Community-Related Factors Which Contribute to At-Risk Status of Pupils
Items F %
1. Lack of community resources 9 64.29
2. Lack of community interest to school 1 7.14

3. Lack of peace and order in the community 7 50.00
4. Distance to school/geographical location 9 64.29
5. Presence of vices in the community 8 57.14
6. Increasing number of drop-outs 4 28.57
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1.4 School-Related Factors. Table 4 presents the school-related factors which contribute
to at-risk status of pupils. As the data show, 85.71% of the respondents assessed
that low academic performance/achievement is really a factor. When pupils cannot
adjust to their classmates’ academic standing, they will probably get bored in
attending classes. As regards irregular attendance, as mentioned by 78.57% of
the respondents, pupils would miss lessons which would affect their performance
in class. Fifty percent of the teacher-respondents said that differential treatment of
teachers to high and low achieving pupils, rigorous curriculum, unpleasant school
climate, unsafe school/poor classroom environment and lack of resources could
affect the pupils in school. Unequal treatment of teachers to pupils will enable the
low achieving pupils a feeling of low self-esteem. When the curriculum is rigorous
and the teachers do not plan suitable activities for the pupils, those slow learners will
not pay attention to the lesson. This conforms with the idea of Tenedero (1998) that in
long discussion, de-stressing activities and discussions can help release stress and
reinforce learning. Likewise, unpleasant school climate, unsafe and poor classroom
environment are also regarded as factors that generally affect learning.
Less attention from the teacher and teaching style/methods are also factors as
revealed by 35.71% respondents. Only 7.14% of them believe that lower regard of school
officials to low performing pupils is a factor. This is probably because the school officials
conform to DepEd Orders and memoranda.
Table 4. School-Related Factors Which Contribute to At-Risk Status of Pupils
Items F %
1. Low academic performance/achievement 12 85.71
2. Repeating the grade level 7 50.00

3. Poor attendance 11 78.57
4. Pressure in submission of projects/requirement 8 57.14
5. Differential treatment of teachers to high and low 7 50.00
performing pupils
6. Lower regard of school officials to low performing pupils 1 7.14
7. Rigorous curriculum 7 50.00
8. Unpleasant school climate 7 50.00
9. Unsafe school/poor classroom environment 7 50.00
10. Lack of school resources 1 50.00
11. Less attention from the teacher 7 35.71
12. Teaching style/methods 1 35.71
2. Extent of Manifestation in the Area of Study. Tables 5 – 8 present the extent of

manifestation of contributing factors to at-risk status of pupils in the area of study.
2.1.Extent of Manifestation of Family-Related Factors. Table 5 shows that family-related
factors that highly manifested in the area of study include lack of parental involvement,
low income, family problems and unstable living conditions with a weighted mean of
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4.00. Teachers disclosed that the families of pupils at-risk have low income resulting
to family problems and unstable living conditions.
The data revealed that frequent change of residence or mobility and low academic
attainment of parents have weighted means of 3.90 and 3.86, respectively and interpreted
as highly manifest. When the family always changes residence, children will not be able to
adjust immediately to their new environment.
Table 5
Extent of Manifestation of Family-Related Factors in the Area of Study
Weighted Verbal
Items
Mean Interpretation
1. Poor relations with the school 3.43 MM
2. Lack of parental involvement 4.00 HM
3. Single-parent homes 3.43 MM
4. Low educational attainment of parents 3.86 HM
5. Low income 4.00 HM
6. Frequent change of residence/mobility 3.90 HM
7. Homeless children 2.21 SM
8. Children in foster care 2.21 SM
9. Children of migrant workers 3.43 MM
10. Family problems 4.00 HM
11. Unstable living conditions 4.00 HM
Composite Mean 3.50 HM
Legend: HM – Highly Manifest, MM – Moderately Manifest, SM – Slightly Manifest
2.2 Extent of Manifestation of Individual-Related Factors. Table 6 shows that among the
individual-related factors, behavioral/disciplinary problems and lack of interest highly
manifested in the area of study with a weighted mean of 4.00. While dealing with the
causes of misbehavior is important, it is better to focus on how to deal with pupils’
inappropriate behavior.
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Table 6. Extent of Manifestation of Individual -Related Factors in the Area of Study
Weighted Verbal
Items
Mean Interpretation
1. Behavioral/Disciplinary problems 4.00 HM
2. Lack of interest to school 4.00 HM
3. Low self-esteem 2.57 MM
4. Low mental ability 3.86 HM
5. Language difficulty 2.07 SM
6. Peer presence 1.71 SM
7. With physical disabilities/special needs 2.14 SM
8. Older age in comparison with classmates 2.21 SM
9. Frequent interaction with low-achieving peers 1.93 SM
10. Lack of psychological attachment to school 3.43 MM
Composite Mean 2.79 MM
Another factor highly manifested is low mental ability with a weighted mean of 3.86.
Lack of psychological attachment to school and low self-esteem with weighted means of
3.43 and 2.57 respectively, are moderately manifested. Frequent interactions with low-
achieving peers and presence of peers have lowest weighted means of 1.93 and 1.71
respectively.
2.3 Extent of Manifestation of Community-Related Factors. Table 7 presents the
different community-related factors existing in the area of study. Distance to school/
geographical location and presence of vices in the community highly manifested
with weighted means of 3.71 and 3.64 respectively. Slightly manifested factors
with a weighted mean of 1.71 each included lack of community resources, lack of
community interest to school, and lack of peace and order. It is interesting to note
that increasing number of drop-outs does not manifest in the area of study. When
the community is supportive, especially in terms of ensuring pupils’ attendance to
school, many pupils will be able to finish their studies.
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Table 7. Extent of Manifestation of Community -Related Factors in the Area

of Study
Weighted Verbal
Items
Mean Interpretation
1. Lack of community resources 1.71 SM
2. Lack of community interest to school 1.71 SM
3. Lack of peace and order in the community 1.71 SM
4. Distance to school/geographical location 3.71 HM
5. Presence of vices in the community 3.64 HM
6. Increasing number of drop-outs 0.00 NM
2.4 Extent of Manifestation of School-Related Factors. Table 8 presents the different

school-related factors that contribute to at-risk status of pupils in the area of study. The
respondents assessed that repeating the grade level, low academic achievement,
poor attendance, pressure in submission of projects/requirement and differential
treatment of teachers to high and low performing pupils highly manifest in the place
with weighted means of means of 4.00, 3.93, 3.86, 3.71,and 3.57, respectively. They
also revealed that pupils feel pressured in submitting projects because of lack of
resources and other conflicts.
Rigorous curriculum, lack of school resources, less attention from the teacher, and
teaching style/methods are moderately manifested in the area of study with a weighted
mean of 3.21 each. On the other hand, lower regard of school officials to low performing
pupils, unpleasant school climate and unsafe school/poor classroom environment are
slightly manifested. The school officials who are persons in authority should motivate the
low performing pupils and give high regard to them no matter how slow they are. Moreover,
the stakeholders should truly support the physical development of the school.
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Table 8. Extent of Manifestation of School-Related Factors in the Area of Study
Weighted Verbal
Items
Mean Interpretation
1. Low academic performance/achievement 3.93 HM
2. Repeating the grade level 4.00 HM
3. Poor attendance 3.86 HM
4. Pressure in submission of projects/requirement 3.71 HM
5. Differential treatment of teachers to high and low performing 3.57 HM
pupils
6. Lower regard of school officials to low performing pupils 1.71 SM
7. Rigorous curriculum 3.21 MM
8. Unpleasant school climate 1.71 SM
9. Unsafe school/poor classroom environment 1.71 SM
10. Lack of school resources 3.21 MM
11. Less attention from the teacher 3.21 MM
12. Teaching style/methods 3.21 MM
3. Teachers’ Perception on the Conditions Which Will Help Pupils At-Risk. Table 9
revealed that the condition which would really help pupils at-risk is to provide the best
possible classroom instruction and support for struggling pupils with a weighted mean
of 4.00. Ornstein and Lasley (2000) cited that teachers should have systematic method
of teaching and should provide students with relevant academic activities. They should
ask good questions which invite participation and critical thinking.
Another condition is soliciting community support through continuous advocacy
and mobilization with a weighted mean of 3.93. In School-Based Management (SBM),
the school shall be owned and directed not solely by the Department and government,
but by the community. The respondents highly agreed on ensuring a safe and motivating
environment, regular monitoring of the status of PARDOs, prioritizing the needed
resources and providing quality guidance program with weighted means of 3.86 and 3.79
respectively. This conforms with Fababier (2007) when she proposed a guidance program
to help teachers in dealing with pupils. The teachers also strongly agreed on improving
communication with parents and conducting parenting seminar with weighted means of
3.64 and 3.59, respectively. Weinstein and Mignano (2000) said that teachers need to
communicate with them even when there is no problem.
The respondents agreed on making school more engaging through real-world,
experiential learning with a weighted mean of 3.00. Likewise, they moderately agreed
on improving school climate, providing tutoring/peer mentoring to low performing
pupils,providing attendance incentives, conducting differentiated instruction to diverse
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pupils, putting up special program to develop pupils’ talents, developing positive relationship
with community people with a weighted mean of 2.71 each and providing after school and
summer enhancement programs with a weighted mean of 2.57.
Table 9. Teacher’s Perception on the Conditions Which Will Help Pupils At-Risk
Weighted Verbal
Items
Mean Interpretation
1. Make school more engaging through real-world, experiential 3.00 A
learning
2. Provide best possible classroom instruction and support for 4.00 SA
struggling pupils
3. Improve school climate 2.71 A
4. Improve communication between parents and schools 3.64 SA
5. Provide after school and summer enhancement Programs 2.57 A
6. Provide quality guidance program 3.79 SA
7. Provide tutoring/peer mentoring to low performing Pupils 2.71 A
8. Ensure a safe and motivating school environment 3.86 SA
9. Prioritize needed resources 3.79 SA
10. Provide attendance incentives 2.71 A
11. Conduct differentiated instruction to diverse pupils 2.71 A
12. Put up special program to develop pupils’ talents 2.71 A
13. Conduct frequent home visitation 3.50 SA
14. Encourage open communication to PARDOs and their 3.50 SA
parents
15. Confer with parents about their children’s needs and 3.50 SA
problems
16. Conduct parenting seminar 3.57 SA
17. Develop positive relationship with community people 2.71 A
18. Solicit community support through continuous advocacy and 3.93 SA
social mobilization
19. Monitor regularly the status of PARDOs 3.86 SA
Composite Mean 3.30 A
Legend: SA – Strongly Agree, A – Agree
4. Intervention Scheme for Pupils At-Risk. The intervention scheme presented here
includes suggestions to teachers and school heads for saving pupils at-risk of dropping
out of school.
To address the family-related factors contributing to at-risk status of pupils,
teachers should begin with an understanding of how these factors affect pupils. Lack of
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parental involvement is a factor. To increase involvement, principals, teachers and parents

should first understand what really, is parental involvement, as well as their strengths and
weaknesses. Parents do not usually engage so much in the teaching-learning process
because they believe that the teacher has the greatest responsibility in making the children
acquire needed knowledge and skills. Besides, they usually spend much of their time
working in order to provide family needs.
Low income and unstable living conditions are also factors. When family problems
come in, parents hardly monitor their children’s school work. They should be encouraged to
report to teachers about their children’s study habits. They should be reminded that when
children are studying at home, it is important that they do not get emotionally upset due to
family problems for this will distract their studies.
Another factor is frequent mobility. There may be little that can be done to prevent
mobility when it is a result of families' decisions to change jobs or residences. In this case,
the only response is perhaps to better inform students and parents about the possible
problems that can result from changing schools and how to mitigate them.
However, much should be done when mobility is caused by school factors. The
most the most effective strategy to reduce it is to improve the overall quality of the school.
The principal and teachers must establish ongoing activities and procedures to address the
needs of new pupils. They should assess the past enrollment history of incoming students
and the number of previous school changes, and closely monitor the educational progress
of students with three or more previous school changes. When a transfer is made, the
principal should see to it that parents personally talk with the teacher and meet with a
school counselor.
In some cases many parents really want to get involved in the studies of their
children, but do not know how. Some of them have low educational attainment. Schools
should provide them with knowledge in order to participate in various school-related
activities. More important, principals need to establish a welcoming climate and an open-
door policy so that parents can feel confident about coming to school.
Among the individual-related factors, the result of the research revealed three
factors which manifest in the area of study. The issue of misbehavior occurring in the
classroom is a primary consideration. The principal and the teacher need to possess
considerable knowledge about positive ways to improve pupils’ behavior. Connected to
the issue of preventing misbehavior is lack of interest to school. Teachers need to learn
how to give genuine, warm and spontaneous praise to reinforce correct behavior and must
make classroom management more effective. Likewise, the school must always expose
pupils to the rewards of learning and lifelong satisfaction it brings. There are cases where
lack of interest is associated with low mental ability. Therefore, the school should intensify
its remedial instruction to help low performing pupils and monitor progress through home
follow-up.
The school-related factors mentioned here such as those who have low academic
performance and those who poorly attend classes should be given priority. On the basis of
children’s achievement, schools that have long-lasting and comprehensive programs are
more effective than those without. Generally, the schools must target individual, social and
school risk factors.
Based on the research results, there are times when pupils are pressured
in submitting projects/requirements. The pupils failing to submit projects may not have
money to materials for the purpose. It is high time that principals create strong linkages
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with stakeholders to support these children. Bio-Intensive Gardening in the school and
community may also be made fully operational to support the food and nutritional needs.
Likewise, teachers should promote the use of recyclable materials for children’s projects.
Generally, there are conditions which will help pupils at-risk. The school needs to
provide the best possible classroom instruction for the PARDOs, to make more engaging
activities and experiential learning, and to provide opportunities for school-to-home and
home-to-school communications to families. Therefore, the school should always consider
home visits, parenthood seminar, and parent conferences focusing on pupils’ development
of study habits.
Improved communication with PARDOs and their parents is essential for the
teachers to know the needs of the children. As the teachers get to know the situation of
the family, they will be able to decide which practices are most appropriate and feasible.
On the other hand, when parents understand the situation of the school, there will be
better cooperation on the part of the parents. Finally, the principal and teachers must take
the lead in developing and promoting programs that will encourage pupils who are at-risk
of dropping out to continue studies and boost their’ confidence to meet the challenges in
school.
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PERSONS BUDGE-TARY
GOALS TIME EXPECTED
STRATEGIES RESPON- MATERIALS REQUIRE-
OBJECTIVES FRAME OUTPUT
SIBLE MENTS
GOALS:
• To increase retention
rate List of Pupils
June At-Risk & their
SH, Survey,
• To increase the Teacher Conference 16-24, Php 200.00 Status
Teachers Questionnaire
capability of school 2014 DORP Team,
personnel to establish, DORP Plan
implement, monitor
and evaluate DORP
practices
OBJECTIVES:
• To identify pupils who Creation of DORP June SH, DORP Bond Paper,
Php Accomplishment
are at-risk and conduct Team 23-27, Team, Writing
2,000.00 Report
situational analysis Designs the plan 2014 Teachers Materials
Provision of needed
• To design DORP SH,
assistance of
plan to be presented Teachers,
PARDOS
to stakeholders Parents,
Keeping the
for validation and Year Pupils, Php
learners enrolled in
improvements Round PTA, Brgy. 1,000.00
school
Officials,
Helping the learners
• To implement the Other
improve their
School DORP Plan Stakeholders
achievements
Monitoring and
• To monitor and
evaluation of the
evaluate progress of SH,
activities
implementation Teachers,
Address problems
Parents,
and issues
Pupils, Monitoring
Continues linkages Quarterly M & E Tool
PTA, Brgy. Report
with stakeholders
Officials,
Feedback giving
Other
Tracking of progress
Stakeholders
Figure 1. Action Plan for Pupils at-Risk of Dropping Out
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PERSONS BUDGETARY
STRATEGIES/ TIME
OBJECTIVES RESPON- MATERIALS REQUIRE- EXPECTED OUTPUT
ACTIVITIES FRAME
SIBLE MENTS
Teacher Conference June 13, Attendance, Minutes

SH, Teachers
on Saving PARDOs 2014 of the Meeting
June 20, Training Attendance of

Parenting Seminar SH, Teachers Php 500.00
2014 Materials parents, Reports
Intensifying Remedial Year Instructio nal

Teachers
Instruction Round Materials
Strengthening
School-Related Different
SH, Teachers,
activities like BSP/ Year materials Php Report on Activities
PTA, Brgy.
GSP activities, Round needed for 10,000.00 Conducted
Officials
Intramurals and other the activity
PPAs
Home visitration/ Home visit Php 300.00

Year round Teachers Record of Home Visit
follow-up form
Networking/
Record of attendance
• To keep Stregthening
Year round SH, Teachers Report of Resources
PARDOs linkages with different
Generated
enrolled and stakeholders
improve their
Provision of home-to- SH, Teachers, Communi
achievement Php
school and school-to- Year round Parents, PTA, cation Record of home visits
2,000.00
home communication Brgy. Officials Materials
Monitoring of
attendance of
Attendance Regular class
PARDOs Year round DORP Team
Record, attendance
Provision of quality Year round Teachers
Test Results Observation
instruction and
supervision
SH, Guidance 100% implementation
Strengthening School Php
Year round Teacher, of Guidance Program
Guidance Program 1,000.00
Teachers Work Plan
Provision of modules
for those who cannot Year round
SH, DORP
attend regular classes (As the ADM Php
Team,
(MISOSA) need Modules 3,000.00
Teachers
Reproduction of arise)
modules
Figure 2. Dropout Reduction Program Plan
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CONCLUSIONS
Based on the findings, the following were drawn:
1. There were different factors that most likely contribute to at-risk status of pupils
as assessed by teachers. These included family – related, individual – related,
community – related, and school – related factors.
2. Among the family –related factors, the respondents assessed that the most common
contributors were family problem, unstable living conditions, low educational
attainment of parents and low family income, frequent change of residence/ mobility
and lack of parental involvement in the studies of the children.
3. Among the individual – related factors, low mental ability, behavioral disciplinary
problems, lack of interest to school and older age in comparison with classmates,
low mental ability and lack of psychological attachment to school were regarded as
factors.
4. Among the community-related factors that the respondents found contributory to
the at- risk status of pupils were lack of community resources, distance to school or
geographical location and presence of vices in the community.
5. For school-related factors, the following were noted by the teacher-respondents:
low academic performance/achievement, poor attendance, pressure in submission
of projects, differential treatment of teachers to high and achieving pupils and
unpleasant or unsafe school environment, rigorous curriculum and lack of school
resources.
6. Family-related problems highly manifest in the area of study specifically lack of
parental involvement, family problems and unstable living conditions.
7. The individual-related factors were also manifested in the area of study most
especially lack of interest to school, behavioral disciplinary problems, low mental
ability and lack of psychological attachment to school.
8. With regard to community-related factors, distance to school or geographical
location and presence of vices in the community existed.
9. The school-related factors which were greatly manifested in the area included
repeating the grade level, low academic performance/achievement, poor
attendance, pressure in submission of projects/requirements and differential
treatment of teachers to high and low achieving pupils.
10. There are conditions that would help pupils at risk.
11. A prevention intervention scheme for PARDOs in the school should be prioritized.
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RECOMMENDATIONS
Based on the conclusions, the following recommendations are hereby given:
1. That school head must focus his attention on addressing the contributory factors to
at risk status of pupils which are present in the area of study.
2. That open communication with the PARDOs, their parents, and other stakeholders
should always be a priority.
3. That the best possible classroom instruction should be provided, support of the
community through continuous advocacy should be solicited, and the status of
pupils at risk of dropping out should be monitored regularly.
REFERENCES
The Constitution of the Republic.(1987) Adopted by the Constitutional Commission at the National
Government Center, Quezon City Philippines.
Drewry, J. “High School Dropout Experiences: A Social Capital Perspective” Dissertation, Virginia
Polytechnic Institute and State University, USA, 2007.
Fababier, V. “Guidance Activities and Academic Achievement of Pupils in Public Elementary
Schools in the City Schools of Batangas: A Guide for Comprehensive Counseling
Initiatives” Dissertation, University of Batangas, Batangas City, 2007.
Muijs, D., and Reynolds D. (1985). Effective teaching :Evidence and practice, USA: Sage
Publication.
Ornstein, A. and Lasey, T. (2000). Strategies for effective teaching. USA: Harper Collins Publishing.
Reyes, Milagros Z. (2004). Social Research: A deductive approach, Philippines: Rex Bookstore.
Smale, W. “Understanding the Issue of Dropouts: A Young Offender Perspective” Dissertation
University of Alberta, USA, 2001.
Tenedero, Henry S. (1998). Breaking the IQ Myth: Learning styles, multiple intelligences, and
emotional learning in the classroom environment, Phils: Henyo Publications.
Weinstein, C. and Mignano, A. (2003). Elementary classroom management lessons from Research
and practice.USA: Mc Graw Hill Co., Inc.
https//ph.news.yahoo.com/rising-school-dropout-rate-alarming081943754.html
http://philbasiceducation.blogspot.com/search/label/School20Dropouts
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Information and communication technology (ICT)

integration model of instructional design: Its effectiveness
HAIDI M. MORALES
Bacoor City
ABSTRACT
PURPOSE
The paper was designed to develop an ICT Integration Model of Instructional Design for effective
teacher development programs in technology integration.
DESIGN/ METHODOLOGY/APPROACH
The descriptive-normative research method was used to evaluate the suitability, feasibility and
acceptability of the ICT Integration Model of Instructional Design and its perceived effectiveness.
FINDINGS
Respondents manifested low level of computer literacy and lack of technology integration in curriculum
therefore an ICT Integration Model for teachers was designed and developed. The respondents
strongly agreed on its suitability, feasibility and acceptability (SFA) and perceived effectiveness of
the training program.
The materials are developed for use of an individual or an institution engaged in delivering basic or
advanced training program or a teacher who is seeking a simple, flexible and effective ICT integration
lesson guide.
It can increase teachers ICT competencies to effectively integrate ICT in the classroom.
ORIGINALITY/VALUE
It addressed the learning demands of the 21st century learners.
KEYWORDS
Information and Communication Technology (ICT), Instructional Design, model, effectiveness
RESEARCH TYPE
Research paper
INTRODUCTION
The culture of learning is changing, and technology is playing a major role in the
transformation. Educators and students are altering the very nature of the classroom
experience by increasingly turning to technology as an integral component of learning.
The result is that the school is beginning to resemble more closely the real world, thereby
becoming more valuable, relevant, and useful for everyone involved.
Educational institutions nowadays continue to place an emphasis on the use of
technology as a teaching and learning tool since technology encourages teachers and
students to work together as they explore ways to improve the teaching and learning
process. If schools commit to the attainment of high standards of knowledge, skills, and
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understanding for an increasingly diverse and needy population, then teachers will have
to include new technologies in their instruction. Teachers should possess and draw on
a rich knowledge base of content, pedagogy, and technology to provide relevant and
meaningful learning experiences for all students. Teachers need to identify needs, plan,
implement, and assess classroom instruction through the collaborative use of technology
and other resources. If technology is to be used as a tool to support the future success of
our students, it seems only logical that technology should also be an important part of the
instruction provided to teachers.
Helping teachers integrate technology into their classrooms is an important
challenge that is necessary in order to meet the needs of today‘s changing students. As
an educator, one must be willing to make changes in the current established teaching
practices. The integration of technology into established teaching practices is considered
a major professional development challenge for teacher developers and academic
institutions. This study is expected to show that once teachers are shown relevant reasons
for integration and gain confidence in their ability to integrate technology, they will become
motivated and willing to make the necessary changes to their teaching practices. The lack
of instructional design principles and procedures currently being utilized in the creation
and implementation of teachers’ development programs was noted. If instructional
design principles and procedures are implemented during the design and development of
instructional materials designed for teachers' development programs, the results would be
more effective and appealing to teachers.
Statement of the Problem
The study was undertaken to evaluate the present status of the use of Information
and Communication Technology in instruction and used it as a basis for designing and
development of the ICT INTEGRATION MODEL OF INSTRUCTIONAL DESIGN and a
training program for teachers to increase their ICT Competencies to effectively integrate
technology in instruction.
Specifically, the study answered the following questions:
1. What is the present status of the use of Information and Communication Technology
(ICT) in instruction as evaluated by the respondents as to;
1.1 Availability of ICT tools;
1.1.1 Computer Hardware/Peripherals
1.1.2 Computer Software
1.2 Teacher’s Computer Literacy and
1.2.1 Computer Operation
1.2.2 Computer Application
1.2.3 Electronic Communication
1.3 Curriculum integration?
2. Is there significant difference in the evaluation of the respondents on aforementioned
variables?
3. Based on the findings of the study, what Model of Instructional Design using
Information and Communication Technology may be developed?
4. How suitable, feasible and acceptable (SFA) is the ICT Integration Model of
Instructional Design as assessed by the teachers, school administrators and
instructional experts/ master teachers?
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5. What is the perceived effectiveness of the training program using the proposed
model design?
Theoretical Framework
This study was anchored on the Learning Theory for the Digital Age, the Theory
of Connectivism as developed by Marcy P. Driscoll (2009) in her Psychology of Learning
for Instruction. She stated that learning as “a persisting change in human performance
or performance potential must come about as a result of the learner’s experience and
interaction with the world”.
The implications of Connectivism to the present study is that it presents a model
of learning that acknowledges the tectonic shifts in society where learning is no longer an
internal, individualistic activity. How people work and function is altered when new tools are
utilized. The field of education has been slow to recognize both the impact of new learning
tools and the environmental changes in what it means to learn. Connectivism provides
insight into learning skills and tasks needed for learners to flourish in a digital era.
Conceptual Framework
The conceptual paradigm of the study was formulated, as shown in figure 1, using
the System Approach INPUT - PROCESS- OUTPUT MODEL.
INPUT PROCESS OUTPUT
Present status on Evaluation of the

the use of ICT in input using survey
instruction as to: questionnaires
• Availability of ICT Development of ICT
Tools
Training Manual for
• Computer Literacy
Teachers EFFECTIVENESS OF
• Curriculum
Integration ICT INTEGRATION
Conduct of teachers' MODEL OF
SFA of the Proposed training INSTRUCTIONAL
ICT Integration Model DESIGN
of Instructional Design Statistical Treatment
of the data
The perceived
effectiveness of the Analysis and
designed model interpretation of the
data
FEEDBACK
Figure 1: Conceptual Paradigm of the Study
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This study made use of the descriptive-normative research method with the survey
questionnaires and unstructured interviews as tools in gathering the data.
Three (3) groups of respondents were involved to evaluate the suitability, feasibility
and acceptability of the ICT Integration Model of Instructional Design and its perceived
effectiveness. The data gathered in the survey instruments were statistically treated
through the percentage method, mean rating, standard deviation and analysis of variance.
The results were presented, interpreted and analyzed according to the problems posited in
the study.
Population and Sampling

The three (3) groups of respondents were requested to participate in the study.
These are the faculty members, school heads and master teachers/experts in selected
districts particularly Districts II and III in the Division of Bacoor. These three groups of
respondents were purposively sampled since they are directly and indirectly involved in
instruction, have ICT facilities and internet connectivity.
Respondents of the Study
Table 1 presents the distribution of the respondents of the study.
Table 1. Distribution of Respondents

Respondent Population Sample Percentage
Teachers 670 335 50
School Heads 17 17 100
Master Teachers/
34 34 100
Experts
TOTAL 714 386 54
As reflected in the table, the researcher considered the 335 or 50 percent of the
classroom teachers, 17 or 100 percent principals/administrators and 34 or 100 percent are
master teachers/experts from the totalled 386 sampled population of 10 public elementary
schools in the District Bacoor II and 7 public elementary schools in the District of Bacoor III,
Division of Bacoor.
Validation of the Instrument Used

The following were undertaken to validate the survey instruments:
1. Content Validity
Survey questionnaires were presented to research adviser and evaluated by
several recognized experts in this field of study. The findings were incorporated to improve
the content of ideas and concept.
The output, Proposed ICT Integration Model was evaluated by respondents
through Suitability(S), Feasibility (F) and Acceptability (A) and the perceived effectiveness
of the training program using the designed model.
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2. Dry-Run Validity
The three (3) instruments were also subjected for dry-run validity in two (2) other
Elementary Schools in District III of City of Bacoor namely Progressive Elementary School
and Molino Elementary School.
The validation of the three (3) instruments is to ascertain the reliability of items to
be measured and administrability of the entire test to the level of the respondents.
Statistical Treatment of Data
The following statistical tools were applied in the treatment and analysis of data:
1. Frequency - This is the actual number of responses to a specific question/item
category in the survey instrument.
2. Percentage - This was used to establish the profile of the respondents of the study.
% = F/N X 100
Where:
F = Frequency
N = Total number of Respondents
100 = Constant Value (228 words)
3. Weighted Mean - This was applied to quantify the levels of computer literacy by the
three groups of respondents, the suitability, feasibility and acceptability of the proposed
ICT integration model and the perceived effectiveness of the training program. The
frequency of responses were tabulated and counted in each item and the overall
mean. The formula is
∑wf
Wx =
N
where:
Wx = the computed weighted mean
∑wf = the sum of the products of the option and the weights; and
N = the number of the subjects
4. Ranking results through composite mean were given the respective ranking.
5. One Way Analysis of Variance - This is a technique used to compute the significant
difference of the three groups of respondents on their assessment as to availability of
ICT tools, computer literacy and curriculum integration.
The following formulas are involved in the calculation of a one-way analysis of
variance:
a. Sums of squares Formula:
SS total = SSb + SSw
where:
SStotal= total sum of squares
SSb = sum of squares between
SSw = sum of squares within
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b. One-way ANOVA degrees of freedom Formula:
where:
df between = is the degree of freedom between (192 words)
df within = is the degree of freedom within
a = is the number of groups and
N = is the total sample size.
c. One-way ANOVA mean squares formula:
where:
MSbetween = mean of squared between
MSwithin = mean of ssquared within
SSbetween = sum of squares between
SSwithin = sum of squares within
dfbetween = degrees of freedom between
dfwithin = degrees of freedom within
d. F-value Formula for a one-way ANOVA:
where :
MS between = the quotient of sum squared between and
degrees of freedom squared between
MS within = the quotient of sum squared within and
degrees of freedom squared within
Decision Criteria:
When the computed absolute value is less than the tabular value, the null
hypothesis is accepted.
When the computed absolute value is greater than or equal to the tabular value,
the null hypothesis is rejected.
6. The Five (5)point Likert Scale was used to determine the present status of the
respondent as to:
a. Availability of ICT Tools
b. Level of Computer Literacy and Curriculum Integration
c. The suitability, feasibility and acceptability (SFA) of the proposed ICT
Integration Model and for the Interpretation of Sub-problem No. 4
d. The perceived effectiveness of the training program using the ICT
Integration Model of Instructional Design and for the Interpretation of
Sub-problem No. 5
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RESEARCH RESULTS AND DISCUSSIONS

The following are the salient findings of the study:
1. Present status on the use of Information and Communication Technology (ICT) used
in instruction as to:
1.1 Availability of tools
Table 2. Summary Table of the Respondents Assessment on the Availability

of ICT Tools
Master
Composite
Teachers School Heads Teachers/
Variables Mean Rank
Experts
AWM VI AWM VI AWM VI ACM VI
1. ICT
2.36 LA 2.36 LA 2.21 LA 2.31 LA 2
Hardware
2. Educational
2.54 A 2.38 LA 2.21 LA 2.38 LA 1
Software
Grand Weighted
2.45 LA 2.37 LA 2.21 LA 2.34 LA
Mean
Legend: AWM : Average Weighted Mean

ACM : Average Composite Mean
As presented in the table, there was least availability of ICT equipment in the
different schools in the District of Bacoor II and III as assessed by the three groups of
respondents. This was strongly supported by the weighted mean of 2.45 as assesed by
the teachers; 2.37 by school heads and 2.21. This indicates that despite various programs
and projects of DepEd, the provisions of ICT tools are quite limited.
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1.2 Teacher’s Computer Literacy

Table 3. Summary of the Respondents Assessment on Computer Literacy as to
Basic Computer Operation, Computer Application, and Electronic
Communications
Master
Composite
Teachers School Heads /Teachers
Variables Mean
Experts
AWM VI AWM VI AWM VI ACM VI
1. Basic
Computer Some- Some- Some- Some-
2.65 2.59 2.71 2.65
Operations times times times times
2. Computer Some- Some- Some- Some-

2.75 2.92 2.98 2.88
Applications times times times times
3. Electronic Some- Some- Some- Some-

2.55 2.34 2.70 2.53
Communications times times times times
Grand Weighted Some- Some- Some- Some-

2.65 2.62 2.80 2.69
Mean times times times times
Legend: AWM : Average Weighted Mean

ACM : Average Composite Mean
Shown in the table is the level of computer literacy of the elementary school
teachers, school heads and master teachers in the Districts II and II of City Schools of
Bacoor with respect to basic computer operations, computer applications and electronic
communications. This is shown by the obtained average weighted mean of 2.65 from the
teachers; 2.62 from school heads and 2.80 from the master teachers and an average
composite mean of 2.69.
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1.3 Curriculum Integration
Table 4. Assessment of the Teachers Respondents on Present Status of ICT

in Instruction as to Curriculum Integration
Master Composite
Teachers
Variables Teachers Mean
WM VI WM VI WM VI
Some- Some- Some-
Create materials for students use 2.56 2.78 2.67
times times times
Create/develop multimedia presentation Some- Some- Some-
2.56 2.66 2.61
for instruction times times times
Create and update lessonplans, exams Some- Some-
2.44 Seldom 2.75 2.60
and other teaching aid times times
Access educational websites for sample
Some-
lesson plans and interactive teaching 2.33 Seldom 2.65 2.49 Seldom
times
materials
Install and use educational software Some-
2.22 Seldom 2.53 2.38 Seldom
applications for teaching times
Show videos and movies related to
2.22 Seldom 2.48 Seldom 2.35 Seldom
lessons
Access research and best practices for Some-
teaching times
Post information to a website to assist
students in their work
Some-
Online professional learning 2.33 Seldom 2.53 2.43 Seldom
times
Collaborate online with students or Some-
colleagues times
Publish and disseminate information via Some-
Internet times
Communicate via emails or through chat
with teachers for educational purposes
Some- Some-
Formulate questions to research online 2.44 Seldom 2.67 2.56
times times
Synthesize and evaluate information
online
Use educational games in teaching 2.22 Seldom 2.29 Seldom 2.26 Seldom
Some-
Read e-book or story online 2.33 Seldom 2.57 2.45 Seldom
times
Legend:
Scale Descriptive Interpretation Narrative Interpretation

I do it all the time without help or
5 (4.50 – 5.00) Always
assistance
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I do it most of the time without help or

4 (3.50 – 4.49) Often
assistance
I think I know how to do it, but I might
3 (2.50 – 3.49) Sometimes
need to search around a bit
I don’t know how to do it, but I
2 (1.50 – 2.49) Seldom could find out from the Help or with
assistance
1 (1.00 – 1.49) Never I have no idea how to do it.
As shown in the table, the obtained composite mean and average weighted means
of 2.45 of the respondents are evidences of their seldom integration of technology in
teaching learning process.
Accordingly, the results implied that ICT competencies of the teachers, school
heads and master teachers need to undergo training to successfully integrate technology
in instructional practices.
2. There is likewe significant difference on the evaluation of the respondents on the use
of Information and Communication Technology (ICT) as to availability of ICT tools,
computer literacy and curriculum integration as shown below:
Table 5. Significant Difference in the Evaluation of the Respondents as to the

Availability of ICT Tools, Computer Literacy and Curriculum Integration
Computed Tabular F-Value

Variables Decision Interpretation
F-value (ANOVA)
3.02 (0.5 level of
Accept
significance)
Availability of ICT
2.3025 Not Significant
Tools
4.66 (0.01 level
Ho
of significance
3.02 (0.5 level of
Accept
significance)
Curriculum
2.6282 Not Significant
Integration
4.66(0.01 level of
Ho
significance)
Based on the results, the computed F-value as to availability of ICT tools is 2.3025
with the tabular F-value of 3.02 at (0.5 level of significance) and 4.66 at(0.01 level of
significance; as to computer literacy the computed F- value is 2. 3025 with the tabular
F-value of 3.02 at (0.5 level of significance) and 4.66 at (0.01 level of significance and in
terms of curriculum integration the computed F-value is 2.6282 with the tabular F-value is
3.02 (0.5 level of significance) and 4.66 (0.01 level of significance. Since the computed F-
value is less than the tabular value, the null hypothesis is accepted. Therefore, there is no
significant difference on the evaluation of the teachers, school heads and experts/master
teachers’ respondents on the aforementioned variables.
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3. Development of ICT Model of Instructional Design

After the results of the evaluation and manifestation of the respondents’ low level
of computer literacy and lack of technology integration in curriculum, an ICT Integration
Model of Instructional Design was developed. For effective use of the ICT Model and to
be an integral part of the school’s technology educational plan for curriculum integration,
a training manual that consists of different modules was developed. The modules have
parts that basically give the conceptual orientation on a particular computer application and
consist of activities that help the trainees familiarize themselves with the use of particular
tool. It is also a collection of methods and references in teaching with ICT integration.
ICT INTEGRATION MODEL
The ICT Integration Model is a tool that can be utilised by school to adopt ICT use
in the classroom. The model is designed to help those teachers who are new to technology,
plan for effective classroom use. It gives a general approach to addressing challenges
involved in integrating technology with teaching practices. The ICT Integration model is a
model that meets learning standards and promote effective instruction.
The ICT Integration model consists of six phases:
1. Reflect on Technological Pedagogical Content Knowledge
2. Determine relative advantage of using ICT
3. Decide on objectives and assessments
4. Design ICT integration strategies
5. Prepare the instructional environment
6. Evaluate, revise and refine integration strategies
Figure 2: The ICT Integration Model
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4. SFA Evaluation on the Respondents on the proposed ICT Integration Model of

Instructional Design.
Table 6. Degree of Suitability of the ICT Integration Model as Evaluated
by the Respondents
Experts/
School Composite
Teachers Master
Degree of Suitability (S) Heads Mean
Teachers
WM VI WM VI WM VI WM VI
1. The ICT Integration Model of
Instructional Design is well
defined, clearly stated and
4.58 OS 4.69 OS 4.80 OS 4.69 OS
provides a clear measure of
achieving learning objectives and
goals.
2. The organization and contents
of the ICT Integration Model of
Instructional Design including
all related activities accurately
reflects the learning objectives 4.60 OS 4.63 OS 4.66 OS 4.63 OS
and goals specified, match the
specific standards of learning
competencies and support the
desired instructional strategy.
Instructional Design develops
teachers on ICT-related skills
within the context of classroom
objectives and activities and 4.65 OS 4.68 OS 4.72 OS. 4.68 OS
ensures development of skills
in the integrated use of ICT in
teaching to enhance curriculum
and expand learning opportunities.
4. ICT Integration Model of
Instructional Design serves as
a benchmark for formulating
and evaluating teacher ICT 4.52 OS 4.58 OS 4.65 OS 4.58 OS
competency level to ensure further
development of teachers’ ICT and
pedagogical skills.
5. The teaching-learning process
in an ICT enhanced curriculum
adheres to the tenets of the Basic
Elementary Competencies (BEC)
elementary level. It provides for
4.55 OS 4.65 OS 4.76 OS 4.65 OS
activities that call for hands-on
and minds-on learning, interactive
learning, value-laden, integrative
learning and application of
learning in real situations.
AVERAGE WEIGHTED MEAN 4.71 OS 4.58 OS 4.64 OS 4.65 OS
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Legend:
5 = (4.50 – 5.00) = Outstandingly Suitable (OS)
4 = (3.50 – 4.49) = Very Suitable (VS)
3 = (2.50 – 3.49) = Suitable (S)
2 = (1.50 – 2.49) = Moderately Suitable (MS)
1 = (1.00 – 1.49) = Not Suitable (NS)
As revealed from the table, the three (3) groups of respondents indicate that the
proposed ICT Integration Model of Instructional Design is outstandingly suitable since the
obtained weighted mean falls within the range of 4.50 – 5.00 respectively. The results
are supported by the obtained weighted mean of 4.71 from the teachers, 4.58 from the
school heads and 4. 58 from master teachers with an average composite mean of 4.65
respectively.
These findings and assessment bring to light that ICT Integration Model of
Instructional design has potential significance on enhancing quality instruction and literacy
in the classroom.
Table 7. Degree of Feasibility of the ICT Integration Model as Evaluated
by the Respondents
Experts/
School Composite
Teachers Master
Teachers
Instructional Design can be
4.66 OF 4.40 OF 4.53 OF 4.53 OF
implemented through available
and existing technology
Instructional Design provides
4.47 VF 4.86 OF 4.66 OF 4.66 OF
easy access to online programs
and files
3. The ICT Integration Model
of Instructional Design
entails budgetary funding for
ongoing technology needs
4.52 OF 4.27 VF 4.39 VF 4.39 VF
and professional development
training which the DepEd/
school appropriation can
provide
Instructional Design requires
minimum manpower and 4.69 OF 4.74 OF 4.71 OF 4.71 OF
logistic resources for effective
implementation.
5. Facilities and teachers'
development training can
be tapped for the needs of 4.64 OF 4.69 OF 4.66 OF 4.66 OF
the ICT Integration Model of
Instructional Design
AVERAGE WEIGHTED MEAN 4.59 OF 4.59 OF 4.59 OF 4.59 OF
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Legend:
5 = (4.50 – 5.00) = Outstandingly Feasible (OF)
4 = (3.50 – 4.49) = Very Feasible (VF)
3 = (2.50 – 3.49) = Moderately Feasible (MF)
2 = (1.50 – 2.49) = Feasible (F)
1 = (1.00 – 1.49) = Not Feasible (NF)
It is noted that the three (3) groups of respondents indicated that the developed ICT
Integration Model of Instructional Design is feasible since the obtained average composite
mean is 4. 59 and it falls within the range of 4.50 – 5.00.
It is evident that findings conform to the results of the other studies and literature
expounded in Chapter 2 as to the feasibility of the development of ICT integration model of
instructional design.
Table 8. Degree of Acceptability of the ICT Integration Model as Evaluated

by the Respondents
Experts/
School Composite
Teachers Master
Teachers
Instructional Design conforms
to the mission, vision and
objectives of the Department
4.66 OA 4.63 OA 4.64 OS 4.64 OA
of Education’s Computerization
Program and ICT4E project
for the attainment of quality
education
Instructional Design serves
as basis of elementary
4.70 OA 4.60 OA 4.65 OA 4.65 OA
administrators and teachers
towards enhancement of
curriculum
Instructional Design is practical
4.58 OA 4.55 OA 4.56 OA 4.56 OA
enough to warrant adoption and
implementation
4. The ICT Integration Model
of Instructional Design will
develop better awareness,
understanding and appreciation 4.60 OA 4.55 OA 4.57 OA 4.57 OA
of the role of ICT in education
and more specifically in
teaching
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Instructional Design is flexible
enough to adapt to different 4.55 OA 4.60 OA 4.57 OA 4.57 OA
conditions for which it is
intended.
AVERAGE WEIGHTED MEAN 4.61 OA 4.58 OA 4.59 OA 4.59 OA
Legend:
5 = (4.50 – 5.00) = Outstandingly Feasible (OF)
4 = (3.50 – 4.49) = Very Feasible (VF)
3 = (2.50 – 3.49) = Moderately Feasible (MF)
2 = (1.50 – 2.49) = Feasible (F)
1 = (1.00 – 1.49) = Not Feasible (NF)
As presented in the table, the three (3) groups of respondents evaluated the ICT
Integration Model of Instructional Design as outstandingly acceptable with an average
composite and average weighted mean of 4.59.
The results clearly indicate that the Developed ICT Integration Model of Instructional
Design is suitable, feasible and acceptable for adoption and implementation.
5. Perceived Effectiveness of the proposed ICT Integration Model after the training
program
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Table 9. Summary on the Effectiveness of ICT Integration Model as Perceived

by the Respondents
Composite Mean
Variables Rank
WM VI
1. The training program using the Proposed ICT
Integration Model develops participants to be confident 4.58 Strongly Agree 6.5
and capable users of technology
2. The training program using the Proposed ICT
Integration Model develops teachers better awareness,
4.60 Strongly Agree 4.5
understanding and appreciation of the role of ICT in
education and more specifically in teaching
3. Promotes better understanding on how ICT can
enhance various teaching/learning theories and 4.54 Strongly Agree 9.5
principles
4. The training using the model design develops
knowledge on the basic computer functions and 4.55 Agree 8
operations and their generic applications
5. Increases teacher’s interest to effectively integrate ICT
in teaching learning process
6. The usage of instructional technologies makes it easier
to prepare course materials (assignments, handouts 4.54 Strongly Agree 9.5
etc.).
7. Adequate technical support/assistance for operating,
maintaining computers and/or solving technical 4.20 Agree 15
problems needs to be obtained
8. The training using ICT Model has a strong motivational
and positive effects on behavior, communication and 4.33 Agree 13
process skills
9. Technology-enhanced learning activities for students
4.58 Agree 6.5
can be designed
10. Through the use of ICT, curriculum objectives can easily
4.43 Agree 12
be implemented
11. Different learning preferences of students having
different learning styles must be handled
12. Tools like email, chat and forum will make communication
4.66 Strongly Agree 1
easier.
13. Internet or online lessons should be used to meet
4.26 Agree 14
certain learning goals
14. The educational modules and software provided by the
DepEd could now be used and integrated in the lessons
Average Weighted Mean 4.51 Strongly Agree
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Legend:
5 - 4.50 – 5.00 - Strongly Agree
4 - 3.50 – 4.49 - Agree
3 - 2.50 – 3.49 - Moderately Agree
2 - 1.50 – 2.49 - Slightly Agree
1 - 1.00 – 1.49 - Disagree
As reflected in the table, the three groups of respondents strongly agree on

the perceived effectiveness of the training program using the ICT Integration Model of
Instructional Design through the average weighted mean of 4.51 or Strongly Agree.
CONCLUSIONS
In the light of the findings, the following conclusions were derived:
1. Findings from this survey highlight the three main identified issues that the complex
process of technology integration in the Districts II and III public elementary schools
such as the limited quantity of ICT resources, lack of ICT training and seldom
integration of technology in instruction.
2. The teachers, school heads and instructional expert respondents have similar
assessment on the status of use of ICT in instruction as to availability of tools,
computer literacy and curriculum integration.
3. ICT Integration Model was designed and developed to effectively integrate
technology in teaching practices.
4. The ICT Integration Model was evaluated as suitable, feasible and acceptable by
the teachers, school heads and instructional experts as an effective tool to guide
teachers in integrating technology in instruction.
5. The respondents agreed on the effectiveness of ICT Integration Model that was
used in training program conducted. Likewise, it increased their knowledge, skills
and confidence to incorporate ICT in teaching learning process.
RECOMMENDATIONS
From the conclusions, the following are hereby recommended:
1. A comprehensive professional training program for ICT competencies using the
designed model be continuously provided so that teachers will be equipped with
necessary skills to be confident and capable users of information and communication
technology and fully utilize these skills in instructional practices.
2. Teachers should be encouraged to design, develop and utilize multimedia
instructional materials and educational software suitable and appropriate to the
learners’ learning competencies.
3. Regular monitoring and evaluation have to be conducted in every school to assess
the impact and effectiveness of ICT-integration on student achievement.
4. The necessary ICT infrastructure and support initiative that provides funding for
staff development to fully integrate technology into curriculum must be established.
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5. A policy on dissemination, adoption and implementation of the ICT Integration

Model in the City Schools of Bacoor, Bacoor City have to be formulated.
6. Similar in-depth studies may be undertaken to find out the progress of technology
integration by the teachers and to evaluate the ICT competencies of teachers,
school heads and master teachers.
REFERENCES
Bakert, E. S. (2000). Evaluating the apple classrooms of tomorrow. Hillsdale,New Jersey: Amazon
Ink Publishing
Davidson-Shivers,G.V.(2005).Instructional technology in higher education: trends and issues in
instructional design and technology,In R.A. Reiser & J.V.Dempsey (Eds.),Upper Saddle
River, NJ: Pearson Education. Driscoll,M.P.(2009).Psychology of learning for instruction (2nd ed.).
Needham Heights, MA: Allyn & Bacon.
Carlson, S. and Gadio, C.T. (2008). Teacher Professional Development in the use of
Technology.Paris/Washington: UNESCO and the Academy for Educational Development.
Center for Applied Research in Educational Technology (CARET,2010). How can
Technology Influence Student Academic Performance.
Chennai Statement (2003). Quality Pedagogy and Effective Learning with Information and
Communication Technologies (ICT0.Okinawa Summit,Department of Education, Japan.
Tinio, V. L. (2007). Survey of ICT utilization in Philippine public high schools. Center of
International Cooperation for Computerization, Government of Japan.
Dell Diana S. Ed.S. (2005) INSTRUCTIONAL TECHNOLOGY. Valley Park School District,
ddell@vp.k12.mo.us
Department of Education (2005). STATUS REPORT ON THE 1996 DECS
COMPUTERIZATION PROGRAM, www.deped.gov.ph
DepEd (2010) ICT4E STRATEGIC PLAN, MOVING TOWARDS AN ENHANCEDCURRICULUM.
Department of Education, www.deped.gov.ph
Intel Technology Philippines (2008). INTEGRATION OF TECHNOLOGY IN THE CURRICULUM.
www.intel.com.ph
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Extent of effectiveness of multimedia instructional

materials in teaching english for grade five pupils
of Nazarene Ville Elementary School
GERALDINE G. CELESTE
Antipolo City
ABSTRACT
PURPOSE
The study aimed to determine the extent of effectiveness of multimedia instructional materials in
teaching English to grade five pupils in Nazarene Ville Elementary School.
Ninety pupils were used as respondents of the study who were exposed to teaching utilizing
multimedia instructional materials. Experimental and descriptive designs were employed. There were
also 24 teachers who were considered respondents as they were provided with the questionnaire-
checklist which was used to determine the acceptability of the multimedia instructional materials.
FINDINGS
The findings of the study included the following: 1. The extent of the effectiveness of utilizing
multimedia instructional materials as revealed by the pretest and the posttest with respect to noting
details, identifying the main idea, identifying cause and effect relationship and outlining is highly
effective since the performance of the pupils improved Very Much; 2. the test of the significant
difference on the extent of effectiveness of the instructional multimedia as revealed by the pretest
and the posttest rejected the null hypothesis; 3. the level of acceptability of the multimedia instruction
as rated by the teachers of English and pupil respondents with respect to content, organization,
accuracy, visual effect and length of presentation is interpreted as Much. Organization is interpreted
as average, and; 4. the result of the test for the significant difference on the level of acceptability of
the multimedia instruction as perceived by the teachers and the pupils accepted the null hypothesis.
The multimedia instructional materials used shows significant difference based on pre-test and
posttest and is highly effective since the performance of the pupils has improved and is highly
recommended for school use; and, the multimedia materials were accepted by both teachers and
pupils but its organization still needs improvement and further revisions.
There's a need for multimedia instructional materials to be reviewed and revised with respect to
format to attain the level of acceptability that suits to the grade five pupils, teachers are encouraged
to produce and use more interactive multimedia instructional materials that are interesting to the
students and parallel studies considering other content areas in English be conducted to produce
more instructional materials.
ORIGINALITY/ VALUE
The research was done at Nazarene Ville Elementary School S.Y. 2013-2014 to know the extent of
effectiveness of multimedia instructional materials in teaching English for grade five pupils.
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KEYWORDS
Extent of effectiveness, multimedia, significance
TYPE OF RESEARCH
Action Research
INTRODUCTION
Education plays an important role on developing the pupils’ mental abilities, socio-
emotional, spiritual and characters. This also teaches the pupils to be competitive using the
world's second language, the English language.
However, it seems that the use of the English language is deteriorating in quality.
Students speak though code switching (a combination of Tagalog and English). And worst,
they can hardly create a good paragraph.
With the fast and ever- changing technological world, students seem to get bored
with the old fashioned chalk- board, manila paper and cartolinas which serve as the
teacher’s aids and materials in teaching. Their interests were more captured by endless
online activities such as gaming, social media enjoyment, downloading of songs and videos
and others.
As a teaching tool, multimedia instructional materials promise to be the most
powerful, engaging and effective aids in teaching. Teachers can work on enormous amount
of information/ multimedia materials generated everyday which can help teachers enhance
teaching- learning processes.
This study aimed to determine the extent effectiveness of multimedia instructional
materials on the comprehension skills for grade five pupils of Nazarene Ville Elementary
School during the School Year 2013- 2014.
Specifically, the research sought to answer the following questions:
1. What is the extent of effectiveness of multimedia instructional materials as revealed
by the pretest and posttest with respect to:
1.1 noting details;
1.2 identifying the main idea;
1.3 identifying cause and effect relationship; and
1.4 outlining?
2. Is there a significant difference on the extent of effectiveness of the multimedia
instructional materials as revealed by the pretest and posttest?
3. What is the level of acceptability of the multimedia instructional materials as rated by
teachers of English and pupil respondents with respect to:
3.1 content;
3.2 organization
3.3 accuracy
3.4 visual effects; and
3.5 length of presentation?
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4. Is there a significant difference on the level of acceptability of the multimedia

instructional materials rated by the teachers and pupil respondents in terms of the
different aspects?
5. What plan of action may be proposed to enhance the utilization of multimedia
instructional materials?
The study tested the following null hypothesis:
1. There is no significant difference on the level of comprehension skills of the pupil
respondents as revealed by the pretest and posttest.
2. There is no significant difference on the level of acceptability of the multimedia instruction
as rated by the teachers and pupils in terms of content, organization, accuracy, visual
effects and length of presentation.
According to Zaizos (2010), there are different types of digital technology that is
used in education; one of these is the computer-based learning technologies and instruction.
These types of instruction have the advantage of being more interactive, cheaper and
convenient.
One of the advantages of using multimedia is to convey information quickly and
effectively to all students- and keep them interested in learning. Presentations like these
that incorporate sounds and graphics allow all students, especially those with learning
difficulties, to better understand concepts even before reading the text of a lesson.
Today, computer technology helps the communicative approach of learning that
is concerned with the interaction between the teacher and the learner, and in which the
teaching strategy is dependent upon students’ learning needs and learning styles.
Technology, can be used to facilitate learning as part of instructional process.
Technology satisfies the students’ expectations on the outcomes of learning, application
of knowledge and enriched practical life experiences. It is commonly used to enhance the
instruction of the facilitator in the classroom.
The study was anchored on the Functionalism theory discussed in the book of
Zulueta and Maglaya (2009). This theory assumes that behavior and mental processes are
adaptive (functional). This state of behavior and mental processes enable the individual
to adjust to a changing environment to maintain equilibrium. In as much as acquisition of
knowledge and information are usually observable and measurable, the development of
proper attitude should also be given emphasis, especially these days that breakthroughs in
science and technology are evident. This theory therefore suggests that children are taught
in school to gain concepts that are necessary for everyday living. The children learn simple
concepts and apply them to meaningful experiences.
This theory is appropriate to the present study since the pupils are exposed to
multimedia instructional materials and apply some of the technology tools used by the
teacher in order to process multiple perspective on real world problems and formulate
solutions to these problems. It also guides the learners to connect information from what
they had watched about the topic and relate it to another idea. Meaningful experiences
serve as positive reflection points and produce the desired effect on the learners, because
learners today are already aware of multimedia.
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Based on the theory presented, a conceptual model was formulated utilizing the
input, process, and output by Coombs.
Conducting pretest
Effectiveness of
Preparation of the
the multimedia in-
multimedia
structional materi-
als in terms of: Instructional
materials
♦ Pre- test
♦ Posttest Administration of
Questionnaire
Level of Reading Checklist for the Plan of Action for
comprehension acceptability of Effective Utilization
♦ Noting details multimedia IMs of Multimedia In-
♦ Identifying the structional Materi-
main idea Presentation of the
als
♦ Caus e and lesson to the grade
effect relation- five pupils
ship
Outlining Conducting post
test
Level of Accept-
ability of Multime-
Analysis and Inter
dia IMs
pretation of Data
♦ content;
♦ organization
Writing Summary,
♦ accuracy
Conclusion and
♦ visual effects;
Recommendations
♦ length of
presentation
FEEDBACK
Conceptual Model Showing the Extent of Effectiveness of Multimedia Instructional

Materials in Teaching English in Grade Five Pupils of Nazarene Ville Elementary School
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The experimental design and the descriptive design were both employed, since
the aim of this research was to find the effectiveness of utilizing multimedia instructional
materials on the comprehension skills in English of grade five pupils in Nazarene Ville
Elementary School during the school year 2013- 2014.
Experimental design was appropriate in determining the effectiveness of multimedia
instructional materials in teaching English through the performance of the grade five
pupil respondents in the posttest and the descriptive design was deemed appropriate in
ascertaining the acceptability of the multimedia instructional materials in teaching English
among grade five pupils.
The respondents of the study were comprised of two groups, first were the 90 pupils
who belong to the first and second sections of grade five pupils in Nazarene Ville Elementary
School, school year 2013- 2014. The pupils were exposed to one-shot experimental design
since they were taught using the multimedia instructional materials and were assessed
through the pretest and posttest; second group was the 24 teachers in Nazarene Ville
Elementary School who answered the level of acceptability of the multimedia instructional
materials.
Table 1. Distribution of Respondents
Pupil Number of Participants Total Number

V-1 45 45
V-2 45 45
Teacher 24 24
The test in English was used as the main instrument in gathering the needed
data. The items were classified according to the comprehension skills such as noting
details with 15 items, identifying the main idea with 15 items, identifying cause and effect
relationship with 10 items and outlining with another 10 items. The level of acceptability of
the instructional materials was also ascertained based on content, organization, accuracy,
visual effects and length of presentation. Each aspect contains 5 items, thus totaling to 25
items.
To interpret the level of acceptability of the multimedia instructional materials, the
following five- point Likert Scale was used:
Scale Range Interpretation

5 4.50-5.00 Very Much (VM)
4 3.50-4.49 Much (M)
3 2.50-3.49 Average (A)
2 1.50-2.49 Low (L)
1 1.00-1.49 Very Low (VL)
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Table 2-Pretest/Table 3-Posttest. Extent of Effectiveness of the Instructional

Multimedia asRevealed by the Pretest and Post test
Table 2
PRE-TESTS RESULTS
49%below 50-74% 75% Above

Cases
Grade
No. of
HPS HSO LSO MEAN MPS

No. % No. % No. %
V-1 45 50 34 11 28.24 56.59 6 13.33 39 86.67 0 0.00
V-2 45 50 32 9 26.42 52.84 12 26.67 33 73.33 0 0.00
Total 90 27.33 54.67 18 20.00 72 80.00 0 0.00
Table 3
POST-TESTS RESULTS
49% below 50-74% 75% above
Cases
Grade
No. of
HPS HSO LSO MEAN MPS

No. % No. % No. %
V-1 45 50 45 21 40.22 80.44 1 2.22 10 22.22 34 75.56

V-2 45 50 42 18 36.8 73.60 4 8.89 10 22.22 31 68.89
Total 90 38.51 38.51 77.02 5 5.56 20 22.22 65 72.22
The findings imply that multimedia instructional materials are effective tools in
maximizing pupils’ performance in English specifically in the five identified competencies.
This further implies that if teachers would be using multimedia regularly in the classroom,
comprehension skills focused on higher order thinking skills would be attained.
Table 4. Results of the Test on the Significant Difference on the Extent
of Effectiveness of the Instructional Materials on the Pretest
and the Post-test
Verbal
Aspect t-value p-value Decision
Interpretation
Noting Details 33.175 .000 Reject Ho Significant
Identifying the
32.592 .000 Reject Ho Significant
Main Idea
Identifying
Cause and Effect 17.001 .000 Reject Ho Significant
Relationship
Outlining 19.102 .000 Reject Ho Significant
Table 4 presents the results of the test on the significant difference on the extent of
effectiveness of the instructional materials on the pretest and the posttest.
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The computed p-values for noting details, identifying the main idea, identifying the
cause and effect relationship and outlining are all 0.00 which is less than the 0.01 level of
significance. This means that the null hypothesis stating that no significant difference exists
on the extent of effectiveness of the instructional materials on the pretest and the posttest
is rejected, thus this means that there is significant difference on the performance of the
pupils in English when they are exposed in multimedia instructional materials.
The findings imply that multimedia instructional materials are effective tools in
maximizing pupils’ performance in English specifically in the four identified competencies.
This further implies that if teachers would be using multimedia regularly in the classroom,
comprehension skills focused on higher order thinking skills would be attained.
Table 5. Summary Table on the Level of Acceptability of the Multimedia

Instructional Materials as Rated by the Teachers and Pupil Respondents
Teachers (50 Respondents for

Pupils (90 Respondents)
Validation)
Description Grade V Pupils of NAZARENE VILLE Teachers of NAZARENE VILLE
ES ES (24)
5 4 3 2 1 Total 5 4 3 2 1 Total
A. Content 70.6 15.8 2 1.6 0 90 19.6 4 0.4 0 0 24
B. Organization 0.8 9.6 79.2 0.4 0 90 0 2.8 21.2 0 0 24
C. Accuracy 82 7 0.4 0.4 0.2 90 22 2 0 0 0 24
D. Visual Effects 81.2 7.4 1.4 0 0 90 21.4 2.6 0 0 0 24
E. Length of
81.2 8.6 0.2 0 0 90 22.6 1.4 0 0 0 24
Presentation
Scale 5 4.5-5.0 Very Much (VM) 3 2.5-3.49 Average (A)
4 3.5-4.49 Much (M) 2 1.5-2.49 Low (L)
Finding implies that as to acceptability teachers and pupils are consistent in their
perception that almost all the components of the multimedia instructional materials are
acceptable, except organization which is rated Average, thus further implying that the
organization of the instructional materials need to be reviewed and revised based on the
needs of the pupils.
Table 6. Results of the Test on Significant Difference on the Level of

Acceptability of the Multimedia Instruction as Perceived by the
Teachers and the Pupils
Aspect t-value p-value Decision Verbal Interpretation

Content 1.394 0.468 Accept Ho Not Significant
Organization 0.206 0.651 Accept Ho Not Significant
Accuracy 0.108 0.743 Accept Ho Not Significant
Visual Effect 0.000 1.000 Accept Ho Not Significant
Length of Presentation 1.201 0.275 Accept Ho Not Significant
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The table reflects that in terms of content, organization, accuracy, visual effect and
length of presentation, the computed p-values obtained probability values greater than
0.05. This accepts the null hypothesis stating that there is no significant difference on the
level of acceptability of the multimedia instruction as perceived by the teachers and the
pupils.
The results imply that teachers and pupil respondents have similar perception on
the acceptability level of the multimedia instructional materials, thus further implying that it
is good for use in English class. However parts which need to be reviewed and revised be
given necessary action.
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Plan of action for for effective multimedia instructional materials in teaching

english at Nazarene Ville Elementary School
Table 7. Proposed Plan of Action to Enhance the Extent of Effectiveness

of Multimedia Instructional Materials in Teaching English
at Nazarene Ville Elementary School
Activities/ PERSONS/ TIME SOURCE SUCCESS

Area Thrust Objective FUND
Programs INVOLVED FRAME OF FUND INDICATOR
To use 100% of the
Implementation
multimedia Teachers June- teachers
of the program
instruction School Head March P 1,000.00 MOOE are utilizing
on multimedia
in classroom Pupils 2014 multimedia
instruction
discussions instruction
Pupil Contests in 75% of the
Development English using pupils were
To harness
computers (e.g. Teachers exposed
pupils'
essay writing, School August Tapped to contests
interactive P 1,500.00
poem writing, Head Pupils 2014 Sponsors using
skills through
movie review Parents hands-on
computers
and school press activities/
conference) computers
Attendance To improve 100% of
Staff in seminars/ teachers' skills LGU/ teachers
Teachers October
Development training relative in computer P5,000.00 Tapped were
School Head 2014
to information operation vis- Sponsors computer
technology a-vis teaching literate
To encourage
teachers in
preparing and 75% of
In- House
developing teachers
training on the
their own LGU/ developed
preparation Teachers October
multimedia P 10,000.00 Tapped their own
of Multimedia School Head 2014
instructional Sponsors multimedia
Curriculum Instructional
materials instructional
Development Materials
suited to materials
Curriculum
the learners
Development
potentials
Curriculum
Development A webpage
Creation of To create a
Teachers December was created
webpage for the web page for P 1, 000.00 MOOE
School Head 2014 for the
school the school
school
Provide School has
Connection of an internet Teachers December P 500.00/ free access
MOOE
internet connection for School Head 2014 mos. to the
the school internet
LGU/
Construction To construct Teachers Constructed
Tapped
of ICT rooms an ICT room School Head 1 ICT
Physical Sponsors/
and Purchase and purchase LGUs/ other December P room and
Development income
of Projectors projectors stakeholders 2014 500,000,00 purchased
generating
for the 12 for the 12 Parents 12
projects/
classrooms classrooms GPTA projectors
GPTA
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Vol. 2
The researcher’s proposed plan of action is presented on the following page. The
said plan of action aims to enhance the utilization of multimedia instructional materials in
teaching English at Nazarene Ville Elementary School.
CONCLUSIONS
Based on the findings, the following conclusions are drawn:
1. The multimedia instructional materials used shows significant difference on the pre-
test and post-test and is highly effective since the performance of the pupils has
improved and is highly recommended for school use.
2. The multimedia instructional materials were accepted by both teachers and pupils
but its organization still needs improvement and further revisions.
RECOMMENDATIONS
In the light of the findings, the following recommendations are hereby offered:
1. The multimedia instructional materials be reviewed and revised with respect to
format to attain the level of acceptability that suits to the grade five pupils.
2. Teachers are encouraged to produce and use more interactive multimedia
instructional materials that are interesting to the students
3. Parallel studies considering other content areas in English be conducted to produce
more instructional materials.
REFERENCES
Books
Angeles, Evelyn B. et.al. (1999). English for all times- reading 5. Araneta Avenue, Quezon City:
JTW Corporation.
Calmorin, Laurentina, M. Aquino, & Calmorin. (2004). Statistics in education and Sciences. Rex
Bookstore Inc.
Capili, Mirriam, et.al. (2007). Developing Reading Power 5. Sta. Cruz, Manila: Saint Mary's
Publishing Corporation.
Delos Santos, Violeta et.al. (2002). Learning and Enjoying the English Language 5. Quezon City:
Adriana Publishing Co., Inc. Merriam, Webster. (2012). Webster’s Dictionary for Students
4th Edition. Springfield USA: Merriam- Webster Incorporated.
Miranda, Benita N. (2008). Interactive Skillbook in English 5.Paranaque, City: Book Wise Publishing
House Inc.
Zulueta, Francisco. (2003). Teaching Strategies and Educational Alternatives. Mandaluyong City:
Academic Publishing Corporation.
Zulueta Francisco M., & Maglaya, E.B. (2009). Foundations of Education. Mandaluyong City: National
Book Store.
156
R2A CALABARZON
Journal/ Articles
Ambat, Conrado. Technology and Education, The Modern Teacher Vol. LVI No.3. August 2007.
Zimmer, Jessica. (2004). Teaching Effectively With Multimedia, Vision Learning Vol. 1 ELP- 1 (9).
Unpublished Materials
Acejalado, Maxima. (2003). The Impact of Using Technology on the Students’ Achievement.
Philippines: De La Salle University, ICTMA.
Internet Sources
Christensen, Clayton. (2008). Education Next: Computer Based Learning Could Transform Public
Education Within A Decade Through Disruptive Innovation, Experts Say, Education Next
Issue. www.educationnext.org.
Guevara, Rowena Christina et.al. (2010). Filipino Databases and Their Applications to Educating
Institutions. Diliman: University of the Philippines.www.sciencedirect.com.
Susikaran, RS. (2004). The Use of Multimedia In English Language Teaching Vol. 1 No.4. Oxford
Engineering College: Journal of Technology for ELT.www.ccsenet.org/journal.html.
Zaizos, Alvin. (2010). Digital Technology, Journal of Education and Practice Online.
www.slideshare.com
157
Vol. 2
Evidence-based teaching and learning in English, Science,

Mathematics, Filipino and Araling Panlipunan in selected secondary
schools in the Division of Rizal: Impact on student learning outcome
during the school year 2012-2013
EUGENIA R. GORGON
OIC-SDS, Calamba City
CHERRYLOU D. DE MESA
OIC-SDS, Cavite Province
RITA E. DILOY
ABSTRACT
This study examined the impact of evidence-based teaching and learning in English, Science,
Mathematics, Filipino and Araling Panlipunan on student learning outcomes in selected secondary
schools in the Division of Rizal. Experimental method of research as well as qualitative design
were used which revealed that the experimental group significantly improved in their academic
performance both in oral and written. Survey respondents were the sixty students (30 students for
experimental and 30 students for control group) in the second year level per school in the six national
high schools. The strategies applied were found to be effective based on the observations and as
shown by the performances of the experimental group of students. It is therefore recommended that
different strategies should be applied by the teachers to make learning more enjoyable and effective.
The study suggested that to achieve students’ better academic performance, the teachers should
use new or progressive methods and strategies of teaching.
KEYWORDS
Evidence-based, teaching, learning
TYPE OF RESEARCH
Research Paper
INTRODUCTION
Education is an aggregate of all processes by which a person develops his abilities,
attitudes, powers, values and other forms of behaviour. These values can be utilized in the
pursuit of his ideals and in his search for truth. The importance of education cannot be
underestimated as it plays a vital role in national development. This has been considered
a vehicle for social amelioration, cultural development and economic progress. (Manuel, et
al, 1994).
Indeed, quality and excellence in education has been the mission of all leaders
knowing that the progress and development of a strong nation depends primarily on the
education people acquired.
As stated in Republic Act 9155, Rule 1, Section 1, “The Department of Education
shall protect and promote the right of all citizens to quality basic education and shall take
appropriate steps to make such education accessible to all. Thus, Section 1.4 defines
quality education as the appropriateness, relevance and excellence of the education given
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R2A CALABARZON
to meet the needs and aspirations of an individual and society.

In addition, the Act states that the Department of Education shall take into account
regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.
Furthermore, it is stipulated that the goal of basic education is to provide the
students with the basic skills, knowledge and values they need to become caring, self-
reliant, productive and patriotic citizens.
Corollary to this, teaching and learning process equip the individual with what is
necessary to become productive member of the community. This further stresses that there
is an important distinction in education, one which relates to a process between a teacher
and student and the other, learning, a process that happens internally to an individual.
(http://www.allportalonline.com, copyright 2009). Encompassing all the statements, it is
believed that the success and the realization of the goals of the government at improving
quality of Philippine schools depend entirely on the ability of the teachers who portray the
major role in nurturing the students for common good.
Hatties (2003) opined that rigorous and exhaustive research has provided a
profound and powerful evidence to support his conviction that “excellence in teaching is
the single most powerful influence on achievement”.
Relative to this, the UNESCO world survey implies that the educational process
depends upon the level of education and professional training of the teachers, the nature
of their method of teaching, the materials and equipment they and their students have at
their disposal, the scope and balance of the curriculum and the advisory services that they
can draw upon help them in classroom work. (Guillermo, 2006).
On the other hand, Hargreaves (1999) suggests that evidence-based practice is an
important term to consider when wishing to move towards improvement and for developing
teachers’ sound, informed, knowledge-based decisions. He believes that it will address
the problem of teachers who hardly base their practices on scientific evidences. He even
urges teachers themselves to produce the knowledge they need instead of being mere
end-users.
As such, many things can be transformed inside the classroom. Teachers, as
directors can make classroom organized or not; climate can be positive or negative and
students can experience success and pleasure or frustration while learning. These give
the implication that instructional progress depends on the teacher’s teaching strategies
and classroom management.
As cited by Arhon (2010), “Education alone is unattainable without effective
instruction. It requires programs, projects and especially instructional innovations to
attain its general philosophy”. This reiterates its importance focusing within and across
classrooms.
Many have been said and done about learning. Various programs and projects
have been launched and implemented; some have been assessed and validated; while
some simply died down. As a response to the different reforms of the government and in
solving issues on deteriorating school’s performance, the proponents as leaders in the
implementation of different programs and projects of the Department urged the conduct of
this evidenced-based teaching and learning research.
Expressed by Saskatoon Public Schools (2009), instructional strategies determine
the approach a teacher may take to achieve learning objectives. These are used by
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teachers to create learning environments and to specify the nature of the activity in which
the teachers and learners will be involved during the lesson. While particular methods are
often associated with certain strategies, some methods may be found within a variety of
strategies.
In this case, the appeal to ponder on what particular method, technique and
strategy that evidently foster learning along with teacher’s enthusiasm had been infused in
the conduct of a study.
It is in this context that the researchers decided to find out the evidence-based
teaching and learning specifically in English, Science, Mathematics, Filipino and Araling
Panlipunan and its impact on students’ learning outcomes believing that the results would
help improve delivery of quality education and better learning climate of schools in the
division.
Conceptual Framework
The research paradigm specified the essential data, processes, expected outputs
and desired outcomes of the study Evidence-Based Teaching Learning in English, Science,
Mathematics, Filipino and Araling Panlipunan in selected secondary schools in the Division
of Rizal. The conceptual model of the study was based on Coomb’s model, the input,
process and output.
INPUT PROCESS OUTPUT OUTCOMES

1oo% Trained
Capacity building of
Training Team Capacitated
research team
NAT and DAT Members teachers and
school level Implementation of school heads
Production of
assesment results EBTL in selected
additional support Increased NAT and
secondary schools
materials DAT results
Lists of unmastered Intervention
skills and 100% participation Improved teaching
Activities
competencies in project performance
Administration of implementation
pre and post tests Leveled up
Pre and Post Test Intervention learning outcomes
Results Observation and materials in the 5 learning
monitoring areas
Portfolio Assesment Compilation
Quarterly evaluation of learning Increased
of Teaching and experiences: accountability in
Two groups of
learning Portfolio of the work place.
respondents:
experimental and
Teachers and
Retrieval of data Students of the Action plan
controlled group developed
and analysis of Participating
results Schools
FEEDBACK
Figure 1. Research Paradigm showing the Interplay of the Variables
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R2A CALABARZON
The input frame reflects the materials used in the study such as the NAT and DAT
results, lists of un-mastered skills and competencies, pre and post test results, portfolio
assessment , and the two groups of respondents: the experimental and controlled groups.
The process frame which shows the process the study underwent were: the
capacity building of research team; implementation of EBTL in selected secondary schools;
intervention activities; administration of pre and post tests; observation and monitoring;
quarterly evaluation of teaching and learning; and retrieval of data and analysis of results.
As regards the output frame, this shows the immediate results of the entire
research process such as 100% trained training team members, production of additional
support materials, compilation of learning experiences namely portfolio of teachers and
students of the participating schools.
The outcomes frame, shows the end goals of the entire study which include:
the capacitated teachers and school heads, increased NAT and DAT results, leveled up
learning outcomes in the five (5) learning areas, improved teaching performance, increased
accountability in the work place, and developed action plan.
The line below the model shows the feedback which convey connection of input
process and output to the expected outcomes as a cycle. This also shows a continuous
process which does not halt the attainment of the output towards the outcomes of the
study. Hence, the importance of feedback was considered.

Research Instrument
The main instrument used in this study were the researcher made pre test and
post test in the five areas; English, Science, Mathematics, Filipino, Araling Panlipunan. The
research instruments consisted of 50 items following the table of specifications and were
subjected to item analysis using the U-L index method with reliability coefficient of 0.85
Procedure of the Study
There were three phases of implementation included in the conduct of this study,
phase I, phase II and phase III which were considered equally important to come up with a
sound output.
PHASE I PLANNING
The study started with a survey on the appropriate strategies that will enhance the
interest of the students in English, Science, Mathematics, Filipino and Araling Panlipunan.
To ensure the smooth flow in the conduct of the study, the Regional Director Dr. Lorna Dino
and Dr. Eugenia Gorgon together with Ms. Cherrylou D. de Mesa, initiated the capacity
building of school-based research teams where different teaching strategies and relevant
activities were presented.
The participating schools in the training workshop were six (6) public secondary
schools in the division namely: Benjamin Esguerra MNHS, Casimiro A. Ynares Sr. MNHS,
Catalino D. Salazar NHS, Margarito A. Duavit MNHS, Morong NHS and Pintong Bukawe
NHS. The low performance of the students in the National Achievement Test (NAT) was
one of the main concerns of the research.
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Vol. 2
In the seminar workshop, the teachers from the respondent-schools were

informed about the objectives of the research and were properly oriented as well on how
the research would be conducted. There were also consensus on the schedules of the pre
and post tests of the students and the timeline of the EBTL research so that there would
be simultaneous implementation of each school.
Phase II Implementation
Pre test was administered to the students; then the different strategies assigned
to each subject area were utilized by the teachers. Series of observations were initiated by
the Education Program Supervisors in the Regional and Division offices, school heads and
department chairpersons. Feedback sessions were conducted after each class observation.
Likewise, conferences, LAC sessions and consultations of the teacher researchers were
done to ensure the smooth implementation of the program. Concluded evidently vital were
the instructional materials and techniques utilized during the teaching- learning process
that hooked students’ attention in doing their tasks.
Assessments like check-up, summative and performance tests were administered.
To validate results, student’s portfolios were required as one of the outputs of this study.
The post test was administered and the results were computer generated for an
accurate data gathering. These were tabulated and analyzed statistically.
During the entire period of the research, the teachers used only two (2) specific
teaching strategies in their respective learning areas for the experimental group.
In Mathematics, Think-pair-share and Number Heads Together were used. Role
playing and concept map in Science, Small Group Discussion and Role Play in Social
Studies, Small Group Discussion Techniques and Reflection Log in English and Annotating
(Pagkuha ng Tala) and Concept Mapping in Filipino. On the other hand,varied teaching
strategies were utilized in the controlled group excluding those used in the experimental
group.
Phase III-Data Gathering

After the data gathering procedure, the pre and post tests were evaluated through
computer generated results. The data were tabulated, analyzed and interpreted. Specific
findings were drawn; thus, conclusions and recommendations were drawn.
Statistical Treatment
To answer the presented sub-problems, the following statistical tools were utilized:
Means and standard deviation were used to determine the level of performance
of the experimental and controlled groups of student respondents in English, Science,
Mathematics, Filipino and Araling Panlipunan as revealed by the pre-test result.
Means and standard deviation were used to determine the level of performance
of the experimental and controlled groups in English, Science, Mathematics, Filipino and
Araling Panlipunan as revealed by the post-test results.
On the other hand, t-test was used to determine the difference in the performance
of experimental and controlled group of student respondents in English, Science, Math,
Filipino, and Araling Panlipunan as revealed by the pre-test results.
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R2A CALABARZON
To determine the difference in the performance of the experimental group of

student respondents in English, Science, Mathematics, Filipino and Araling Panlipunan
the pre-test and post-test, were used. Furthermore, qualitative discussion was utilized in
coming up with the insights/observations in the teaching-learning process and in assessing
the students portfolios.

It could be noted that Mathematics is the area with the least mean scores; 11.62
for the experimental group of students with the standard deviation of 3.71. In addition,
the number of students above the mean is 118 or 65.06%. Relative to this, the controlled
group of student respondents obtained the mean score of 12.55 with standard deviation of
3.41 and 103 students or 50.39% obtained above the mean score.
Table 2. Level of Performance of the Two Groups of Student Respondents

in ESMFAP as Revealed by the Pre-test Result
Standard
Mean Score No. of Students above the mean
Subject Deviation
E C E C E C %(E) %(C)
English 18.41 19.08 4.63 4.48 107 112 57.86 59.84
Science 18.04 18.67 4.74 4.42 120 99 59.49 51.83
Mathematics 11.62 12.55 3.71 3.41 118 103 65.06 50.39
Filipino 33.94 33.20 6.25 6.36 116 106 61.70 57.02
Araling
19.90 18.86 4.44 4.46 126 106 63.19 55.12
Panlipunan
Level of Performance of the Two groups of Student Respondents in ESMFAP as

Revealed by the Post-test Results
Table 3 presents the level of performance of the experimental and controlled
groups of students in English, Science, Mathematics, Filipino and Araling Panlipunan as
revealed by the post test results.
Table 3. Level of Performance of the Two Groups of Student Respondents

in ESMFAP as Revealed by the Post-Test Result
Standard
Mean Score No. of Students above the mean
Subject Deviation
E C E C E C %(E) %(C)
English 26.69 26.07 5.20 5.15 112 106 59.84 56.13
Science 31.30 27.70 6.69 6.59 103 99 59.47 52.24
Mathematics 23.31 21.79 5.36 5.05 144 95 53.39 50.55
Filipino 43.48 41.26 8.40 7.02 125 97 66.62 48.96
Araling
32.84 29.55 6.58 5.27 112 86 59.52 43.42
Panlipunan
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Vol. 2
It could be deduced from the table that the experimental and controlled groups
of student respondents in Filipino obtained the highest mean score of 43.48 with 8.40
standard deviation with 125 or 66.62%, of students who obtained scores above the mean;
the controlled group mean score obtained is 41.26 with 7.02 standard deviation with 97 or
48.96% number of students above the mean.
Second to the highest is the area of Araling Panlipunan with the mean score of
32.84 obtained by the experimental group of students which is supported by the 6.58
standard deviation. There are 112 or 59.52% students who obtained scores above the
mean. As to the controlled group of the students the obtained mean score is 29.55 with
5.27 standard deviation and 86 or 43.42% of students obtained score above the mean.
Lastly, the least area is Mathematics with the mean score of 23.31 and 5.36
standard deviation. There are 144 or 53.39% students who obtained scores above the
mean. In addition, as to the controlled group of students the mean score is 21.79 with 5.05
standard deviation and 95 or 50.55% students obtained score above the mean.
The progress in the findings can be attributed to the different teaching strategies
employed by the teachers in teaching the said subject like small group discussions,
annotation and concept mapping as used in English and Filipino and think-pair-share and
numbered heads together as used in teaching Mathematics.
The findings conform with the statement of Evans (1999) that teaching materials
are tools for trade and must measure up to the rigorous demands of daily instruction. In
addition, Aquino (2002) stressed that the essence of teaching lies in the arrangement of
teaching materials that suit the lessons to be learned.
Difference on the Performance of the Two groups of Student Respondents in

ESMFAP As Revealed by the Pre-Test Results
Table 4 presents the differences on the performance of the experimental and
controlled groups of students in English, Science, Mathematics, Filipino and Araling
Panlipunan as revealed by the pre-test results.
Table 4. Differences on the Performance of the Two Groups of Students in ESMFAP

as Revealed by the Pre-Test Results
Experimental/
Control Mean
Subject df T-Value Sig Ho VI
Diff.
E C
English 18.41 19.08 0.67 358 0.3108 0.002 Reject Significant
Science 18.04 18.67 0.63 358 0.3928 0.001 Reject Significant
Mathematics 11.62 12.55 0.93 358 1.1516 0.025 Reject Significant
Filipino 33.94 33.20 0.74 358 0.8081 0.013 Reject Significant
Araling
19.90 18.86 1.04 358 0.9108 0.028 Reject Significant
Panlipunan
0.05 level of significance
164
R2A CALABARZON
The table shows the significant difference on the performance of the two groups
of students. As seen in the table, the performance of the experimental and controlled
groups as revealed by the pretest results in English which is computer generated t-value
of 0.3108 reveals rejection. Thus, there exists significant difference since the significant
value of 0.002 failed to exceed the 0.05 level of significance. The same findings exist in the
areas of Science (0.3928), Mathematics (1.1516), Filipino (0.8081) and Araling Panlipunan
(0.9108); thus, the null hypothesis which states that “there is no significant difference on
the performance of the two groups of the students in ESM-FAP as revealed by the pre-test
results is rejected. Furthermore, significant difference exists between the performance of
the experimental and the controlled group as to the pre-test results in the five areas under
study.
This shows the effect of the grouping selection conducted before the
conduct of the study where the students were grouped accordingly using variable final
grade or average as the equating variables. This was done just to ensure that the groupings
of the students were equal if not totally the same; thus, also proving that the two groups of
students performance are almost equal as shown in the pre-test results.
Difference on the Performance of the Two Groups of Student
Respondents in ESMFAP As Revealed by the Post-Test Results
Table 5 presents the difference on the performance of the experimental and
controlled groups of student respondents in English, Science, Mathematics, Filipino and
Araling Panlipunan as revealed by the post-test results.
Table 5. Difference on the Performance of the Two Groups of Student Respondents

in ESMFAP as Revealed by the Post-test Results
Experimental/
Control Mean
Subject df T-Value Sig Ho VI
Diff.
E C
Araling
Panlipunan

It can be deduced from the table, that performance of the experimental and
controlled groups of students revealed significant difference as shown by the computer
generated results in English (1.0486), Science (0.7434), Mathematics (0.8239), Filipino
(0.5854) and Araling Panlipunan (0.9363) since it failed to exceed the level significance of
0.05. This means that the null hypothesis which states that “there is no significant difference
on the performance of the two groups of the students in ESMFAP as revealed by the post
test results is rejected. Thus, there exists significant difference on the performance of
165
Vol. 2
experimental and controlled groups in English, Science, Mathematics, Filipino and Araling
Panlipunan.
It implies that learning took place during the experimentation. This signifies that
the different strategies used like Role Playing and Concept Mapping in Science; Think
Pair and Number Heads Together in Mathematics; Discussion Method and Role Playing or
Individual Interactive in Araling Panlipunan; Concept Mapping and Annotating or Pagkuha
ng Tala in Filipino; and Reflection Log and Small Group Discussion Techniques in English
are effective since the experimental group performed better. Indeed, students were
encouraged to study harder because the strategies demanded active participation and
needed focus on their part.
The study of Manalo (2005) supports the present findings. According to him,
the use of various teaching strategies not only enhances the teaching-learning but also
increases the students’ level of motivation and interest to learn.
Differences on the Performance of the Experimental Group of
Student Respondents in ESMFAP As Revealed by the Pre-test and Post-Test
Results
Table 6 presents the difference on the performances of the experimental group of
students in English, Science, Mathematics, Filipino and Araling Panlipunan as revealed by
the pre-test and post-test results.
Table 6. Differences on the Performance of the Experimental Group of Students

Respondents in ESMFAP as Revealed by the Pre-test and Post-test Results
Mean Mean
Mean
Subject Pre- Post- df T-Value Sig Ho VI
Diff.
Test Test
Araling
Panlipunan

Table 6 shows that the performances of the experimental group revealed significant
difference as shown by the computer generated results of t-values in English (1.0215),
Science (0.8108), Mathematics (0.5161), Filipino (0.0989) and Araling Panlipunan (0.0274).
It failed to exceed the level significance of 0.05.
This means that the null hypothesis which states that there is no significant
difference on the performances of the experimental group of the student respondents
in English, Science, Math, Filipino and Araling Panlipunan as revealed by the Pre-test
and Post-test results is rejected. Thus, the experimental group of student respondents
performed equally good as shown by the t-values taken from the pre and post-tests in
166
R2A CALABARZON
English, Science, Mathematics, Filipino and Araling Panlipunan.

This could be attributed to the different methods and strategies used in teaching the
five areas and in the utilization of instructional materials. Gacayan in Ponce (2000) found
out that students who were taught with the use of the developed instructional materials
performed better than those students who were taught the same subject matter using the
traditional methods of teaching. He also suggested that teachers in any field or area of
specialization should continue developing, updating, and using teaching aids in providing
quality instruction.
Insights and Observations in the Teaching-Learning Process
During the entire conduct of the research, the teachers used two (2) specific
teaching strategies in their respective learning areas for the experimental group. In
Mathematics, Think-Pair-Share and Number Heads Together were used; Role playing
and Concept Mapping in Science; Small Group Discussion and Role Playing in Araling
Panlipunan; Small Group Discussion Techniques and Reflection Log in English; and
Annotating (Pagkuha ng Tala) and Concept Mapping in Filipino. On the other hand, variety
of teaching strategies were utilized in the controlled group excluding those used in the
experimental group. As observed and monitored the following were noted:
English-Reflection Log/Small Group Discussion Technique
1. The strategies employed received greater acceptance by the students and the
teachers involved.
2. The strategies provided opportunities for interaction between and among students
and teachers
3. Prior knowledge about the subject matter was reinforced; everybody had a
contribution in the learning process.
4. Teachers became focused on their craft in the set of strategies to be employed.
5. Students were able to feel the sense of belongingness and developed their self
confidence.
6. During the time that the experiment was implemented, it was hard because only 2
strategies would be used. But in the period of the study, the students skills were
developed more through varied strategies.
7. Learning and teaching using the prescribed strategies and technique in English
were really evident.
8. The reflection logs helped the students integrate contents, process and feelings;
they encouraged students in reflecting on what they learned and how they learned;
thus, provided teachers with a sort of assessment.
9. While the program implementation was in progress teachers realized that using
only two strategies made the students realize what they would do on a daily basis
but created boredom because they were not exposed to other strategies and could
not fully perform their best.
10. As far as the levels of understanding and progress are concerned the experimental
group performed better.
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Vol. 2
Filipino-Annotating (Pagkuha ng Tala) and Concept Mapping

1. Students were found to be more confident in class discussion and alert in annotating.
2. There was improvement in oral and written performance.
3. There was a clear evidence of improvement on their outlook towards learning.
4. Through the use of these strategies, the students were able to develop their
critical thinking. Everyone had the chance to participate actively in the classroom
discussion which paved the way to a better teaching and learning outcome.
Math-Think-pair-share/Numbered Heads Together
1. Teaching and learning turned out easy using the prescribed techniques and
strategies.
2. Mathematics which they found difficult became more fun and exciting and suited
the level of understanding of the learners.
3. The terminologies used in Mathematics were complex. It could be one of the barriers
since terminologies and definitions were not well understood by the learners even
though the teachers explained them clearly.
4. Using the strategies, the learners were able to figure out the best procedures/ways
to solve Mathematical problems.
5. Most of the students cooperated and showed eagerness to do their assigned tasks.
Students gained confidence in doing their tasks because they worked in small
groups where they must accomplish the assigned task.
6. Majority of the students involved themselves in the activity/ies enthusiastically.
7. Cooperative learning was apparent.
8. The assigned strategies were not suited in all lessons in Math.
9. The students became responsible for their own learning.
10. The activities reinforced understanding among students.
11. The strategy encouraged social interaction among the students which involved
more ideas that promoted learning.
12. On the other hand, the students became bored because two strategies were used
over and over again.
Science – Role Playing / Concept Mapping

1. The prescribed strategies used in teaching and learning such as the role playing
and concept mapping, made the students learn to share their ideas and give their
own insights about the topic. They also learned to reason out.
2. Strategies consumed more time in the preparation of script and presentation of the
role play.
3. During the implementation stage, students learned to share their ideas and gave
their own insights about the topic. As the activity became routinary, the students
learned to appreciate and enjoy the day to day activities.
4. The students enjoyed the concept-mapping activities, but became bored due to
repetitive activities.
5. The strategies required a lot of time in the preparation of activities.
6. The difference on the performance of the experimental and controlled groups of
students was observable.
168
R2A CALABARZON
7. In role playing, students’ acting skills and confidence were developed. Internalization
of the role they played also gave positive results in terms of application in real life
situation.
8. Teaching learning process was more organized.
9. Instructional materials were also prepared beforehand for the students.
10. The strategies were effective to the learners in a way that they had their complete
materials needed.
Araling Panlipunan-Individual Interactive/Discussion Method
1. Role playing and discussion were strategies that had been very effective to the
experimental group because they gave focus on the competencies and skills
required in the subject.
2. Purposeful teaching and learning were more evident.
3. Appropriate teaching strategies gave success in the teaching and learning process.
4. Student’s participation and understanding were given emphasis.
5. On the other hand, the two strategies used were not enough for the students to
acquire all the needed skills in Araling Panlipunan.
Points Noted from the Students Journal/Portfolios

1. The students expressed their emotions in writing that made them open to each
other.
2. The students were able to develop their writing skills.
3. Writing a journal became their habit.
4. Some students were afraid of expressing their ideas.
5. Students improved their study habits as reflected in their daily journal entry.
6. Students expressed their ideas more using the English Language with minimal
grammatical errors.
CONCLUSIONS
Based on the findings, the following conclusions were drawn:
1. There was improvement in the academic performance of the students both in oral
and written. Students were more organized. Instructional materials really served
their purpose in coming up with the mastery of skills and competencies.
2. Students turned out to be responsible for their own learning. They were motivated
to learn and more eager to discuss something on their own with clearer evidence of
improving their outlook toward learning.
3. Teaching strategies and instructional materials aided students’ performance.
4. There is significant difference on the performance of the two groups of
respondents in English, Science, Mathematics, Filipino and Araling Panlipunan as
revealed by the post-test results.
5. There is significant difference on the performance of the experimental group of
the student respondents in English, Science, Mathmatics, Filipino and Araling
Panlipunan as revealed by the post-test result.
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Vol. 2
RECOMMENDATIONS
Based on the findings and conclusions drawn, the following are recommended:
1. Different strategies should be applied by the teachers to make learning more
enjoyable and effective. Groupings to be more effective should be small so that
each member could participate in the group discussion.
2. To achieve students’ better academic performance, it is suggested that teachers,
further use new or progressive methods and strategies of teaching most of the time
since teaching is holistic in approach.
3. Teachers must be assisted or equipped to become more creative by using various
strategies and instructional materials in order to make teaching and learning
situation more meaningful, healthy and effective to redound to better students’
performance.
4. Students must be encouraged to come up with journal/portfolio.
5. Similar study must be conducted using other schools, respondents, and strategies
to improve the teaching and learning outcomes of students.
REFERENCES
(Polit & Hungler, 1999; Sackett et.al.1997). (Manuel, et al, 1994). (Melnyk, 1999).
(http://www.allportalonline.com copyright 2009) ; Hatties (2003)
(Guillermo, 2006). Hargreaves (1999); Arhon (2010), the Social Constructivism Theory by Lev
Vgotsky. According to Vgotsky
http://www.nscb.gov.ph/factsheet/pdf07/FS-200705-SS2-01.asp
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
http://education.stateuniversity.com/pages/2174/Learning-TheoryCONSTRUCTIVIST-APPROACH.
html;
http://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningtheory.pdf
http://depedcalabarzon.ph/wp-content/uploads/2012/05/Research-on-Evidence-Based-final.pdf
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-
share-30626.html
170
The DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
- students learn in a child-friendly, gender-sensitive, safe, and motivating
environment
- teachers facilitate learning and constantly nurture every learner
- administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen
- family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
Our Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
12 Things to DO for TEA Governance in DepED CALABARZON
(S C O U T E R S R O C K)
S trengthen the merit system and support open ranking procedures.

C reate and nurture productive partnerships with all stakeholders in
implementing various education programs, projects and activities.
O pen all channels of communication (suggestion boxes, on-line
and other media) to keep everybody updated on all policies and
opportunities for professional growth and to gather constructive
comments and feedback for enhanced delivery of services.
U phold the norms of conduct for public servants (commitment to
public interest, professionalism, justness and sincerity, political
neutrality, responsiveness to the public, nationalism and patriotism,
commitment to democracy, and simple living)
T ake active part in monitoring and supervising teaching-learning
activities as well as in providing technical assistance towards better
outcomes.
E nable every school-aged child and youth to benefit from high
quality basic education services.
R ecognize and scale up research-enabled best practices of
exemplary performance to sustain a culture of excellence.
S ystematically push higher levels of practice in School-Based
Management.
R ender regular and accurate financial reports on MOOE and other

funds generated from other sources and keep an updated and
reliable e-BEIS.
O ptimize the utilization of ICT in improving access to and quality of
basic education services.
C onserve water, energy and other resources while performing tasks.
K eep schools and offices safe and eco-friendly.

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R2A

Reflection • Research • Action

Dr. DIOSDADO M. SAN ANTONIO

Dr. BEATRIZ G. TORNO

DR. EUGENIA R. GORGON MR. CELEDONIO B. BALDERAS, JR.

DR. JOSILYN S. SOLANA DR. ERICO M. HABIJAN

Dr. Melna R. Albano Ms. Agnes G. Rolle

Mr. Ariel M. Azuelo

It is with pleasure that the second edition of this

DIOSDADO M. SAN ANTONIO

1 Assisting adult learners through Alternative Delivery

10 A solid waste management system for Rosario West

20 Quiz Buddy as a pair assessment and its effect

32 Increasing the level of numeracy of the students

39 Flock Program in managing large class size in

52 Huntahan vocab assessment toward enriching mother

62 Teaching and learning styles of selected Biology

80 Level of readiness of Calamba Bayside National High

89 Bullying engagement and classroom discipline

102 The e-tablet as educational tool of grade 7 students of

113 A proposed intervention scheme for pupils-at-risk of

129 Information and Communication Technology

147 Extent of effectiveness of multimedia instructional

158 Evidence-based teaching and learning in English,

Assisting adult learners through Alternative Delivery Mode

LOUIEGRACE G. MARGALLO, PH.D.

METHODOLOGY AND RESEARCH DESIGN

PLANNING STAGE DESIGN STAGE IMPLEMENTATION

Figure 1. The Process Conducted in Attainingthe Objectives of the Study

RESEARCH RESULTS AND DISCUSSION

2. Perceived significance of education on adult learners

The perceived significance of education on adult learners leads to the learners’

3. Perceived roles of students in finishing high school through the Alternative

4. Proposed implementation guidelines in Alternative Delivery Mode-Open High

B. Implementation Scheme of ADM-OHSP

C. Proposed Faculty Consultation Form

D. Proposed Schedule of Task

QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4

Distribution of Distribution of Distribution of Distribution of

Consultation for Consultation for Consultation for Consultation for

Submission of Submission of Submission of Submission of

Monthly Activity Monthly Activity Monthly Activity Monthly Activity

Distribution of Distribution of Distribution of Distribution of

Consultation for Consultation for Consultation for Consultation for

Submission of Submission of Submission of Submission of

E. Proposed Schedule of Monthly Activities

A solid waste management system for Rosario West Central School

BACKGROUND OF THE STUDY

production. In contrast to most pollution control strategies which seek to manage

SOLID WASTE MANAGEMENT SYSTEM MODEL

Dried leaves, twigs,

Composting Material Recovery Material Recovery

Project: Unan Para kay Juan

Figure 1. Solid Waste Management Flow Chart

Name: _______________________ Date:________________

Formula used for computation:

Table 2. Project time table

First Semester S.Y. 2013-2014

Table 3. Breakdown of Waste Materials (kg)

Quiz buddy as a pair assessment and its effect on students'

As discussed by Tandog and Parcutilo (2010), Quiz Buddy refers to a student

METHODOLOGY AND RESEARCH DESIGN

RESEARCH RESULTS AND DISCUSSION

Name: _______ Date: