Proposed Title: Effects of Project DASHES on the Performance of Grade 12 General

Academic Strand (GAS) Students of MVNHS

Proponent: Julienne D. Tadao
School: Malabing Valley National High School

I. Context and Rationale

The Department of Education will adhere to the standards and principles in
developing the enhanced basic education curriculum as stated in the Enhanced Basic
Education Act of 2013. One of the goals of basic education today is to respond to the
challenges that our country faces at this time by instilling 21st century skills among Filipino
learners (Briones,2019). This 21st century learner include problem solving skills, information
and literacy and critical thinking.

Assessment is not an isolated function in the education ecosystem nor in the

workplace. What is assessed depends on the education
Homework is a time honored practice that enhance the development of the skills and
reinforce knowledge gained with in the classroom when it is used effectively and
appropriately. It is a natural extension of the curricular program because it is an integral
component of institution. It can also serve as vital link between the school and family.
Investigating the issues surrounding homework policies and procedures is beneficial,
essential exercise to promote the development of meaningful consistent assignment and time
guidelines.
Theeffects of assignment to student’s achievement is a highly debated issue and has
been for over a century with our current educational system being compared to countries
around the world.
DASHES stands for Daily Assessment for students Homework in Enriching Skills.
In the study conducted by Spencer and Fitzgerald (2006), homework was positively
linked to student achievement. They indicate that homework is inexpensive method of
improving student academic preparation without increasing staff of modifying curriculum.
“So as the pressure to improve test scores continues to increase, so does the emphasis on
homework”.
The purpose of this study is to determine the effect of project DASHES in the
performance of grade 12 GAS students in the community engagement, solidarity and
citizenship.
II. Intervention
Homework, as defined by cooper (1989), is any task assigned to students by school
teachers that is a means to be carried out during non-school hours.A slightly broader
definition of homework research by De Jong, Westerhof, and Creemers (2000) states
homework is performing school curriculum task outside regular school classes.
 The use of daily assessment of student homework in enriching skills (DASHES) is
use to determine the mastery level of the Grade 12 GAS students in analyzing strategy of
improvement of advocacy through community action, and to gain mastery level of Grade 12
students in analyzing strategies of empowerment of advocacy through community action.

Research Framework

Difficulty in analyzing
strategies of Improved performance
Teaching through the
empowerment of in CSC through
use of DASHES
advocacy through DASHES
community action

III. Action Research Questions

The study aims to determine the effects of Project DASHES on the performance of
grade 12 GAS students in CESC subject at MVNHS.
Specifically, this research study aims to answer the following questions:
1. What is the mastery level of the Grade 12 GAS students in analyzing strategy of
improvement of advocacy through community action?
2. What is the gain mastery level of Grade 12 students in analyzing strategies of
empowerment of advocacy through community action?
3. Is there a significant difference between the mastery level of Grade 12 12 GAS students
before and after the utilization of strategy in CESC?
4. What is the significant experiences of the Grade 12 GAS students when instructed using
DASHES?

IV. Research Methods

The study will employ qualitative and quantitative approaches of research and is an
action-based research type. Particularly that the study aims to improve performance of Grade
12 students. It will utilize an intervention in teaching through the implementation of project
DASHES to Grade 12 GAS students.
This study will utilize Quasi-Experimental design. Since the participants are not
randomly selected.
a.Sources of Data and Information
The participants in this study will be obtain from the single Grade 12 GAS students of
MVNHS. There are seventeen students (6M,11F). Since the studyis an action research type,
the participants were selected based on their strand who are enrolled in General Academic
Strand at Malabing Valley National High School.The materials used in this study will be
teacher created.
b. Data Gathering Methods
To determine and describe the mastery level of Grade 12 General Academic Strand students,
The materials used in this study is the pre and post survey (Appendix A and B) questioning
students about the homework assessment on empowerment advocacy through community
action.
Pre-test will be given to students and after which the daily homework will also be
given and daily assessment on homework follows also. After which post-test will be
employed to them. There will be 20 questions in the pre/posttest with TOS.
This study will be conducted on the second quarter of first semester sy2019-2020 at
Malabing Valley National High School.
To determine whether daily assessment on homework is effective in the performance
of the grade 12 GAS students, the variables will be compared.

c. Research Ethics
Utmost ethical considerations will be observed in the conduct of the study particularly on the
use of the participants based on the purposes of the study. Seventeen (17) students from the
grade 12 General Academic Strand will be requested from the office of the school head for
the permission to conduct.Most importantly, the researcher will observe the utmost
confidentiality in the treatment of data.
d. Plan for Data Analysis
Descriptive comparative design with the used in this study.
Mean will be used to determine the level of mastery of participants before and after the use of
DASHES.
Paired T-test will also be used to test the significant difference between the learner mastery
level before and after the use of strategy proposed.
Thematic analysis will be utilized in order to find out the significant experiences of the Grade
12GAS students when instructed using project DASHES.
V. Action Research Workplan and Timeline
Implementation Arrangement (Gantt
Chart)
Project Implementation Plan Aug Sept. Oct. Nov Dec
A. Pre-implementation activity

B. Actual Implementation

C. Post –Implementation Activity

(monitoring & Evaluation)

VI. Cost Estimate

Activity Item Quantity Unit Cost Totalamount
Description
Bond paper 5 reams 250 1250
Ballpen 15 pcs 15 420
Black 3pcs 905 2715
cartridge
Preparation, encoding, Colored 3pc 1300 3900
editing, printing, and cartridge
reproduction Folders 30 pcs 8 240
pencils 3 boxes 40 120
Colored paper 1 ream 500 500
photocopy 30 copies 1 30
stapler 1 pc 350 350
Total P 9.525

VII. References (use APA format-7th edition)

Briones, L. (2019) Third Annual EduTechPhillipines Conference and Exibition. Retrieved at

http://www.deped.gov.ph on July 12, 2019
Enhanced Basic Education Act of 2013 retrieved at http://www.deped.gov.ph on July 12,
2019.