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Republic of the Philippines

Department of Education
Region I
DIVISION OF PANGASINAN I
Lingayen
BASIC RESEARCH PROPOSAL
(NOT BERF FUNDED)

Title: LEARNING OPPORTUNITIES IN SCIENCE FOR DIVERSE LEARNERS

AT TAGUDIN NATIONAL HIGH SCHOOL

______________________________
Research Proponent
Noted by: ______________________
Principal _____

Endorsed by: ______________________________

District Supervisor

SCHOOLS DIVISION RESEARCH COMMITTEE

JERRY JUNIO, Ph.D

Focal person of concerned division/ learning area/ section/ program

Edited by:

LALAINE B. ROSARIO, Ed.D WILMA S. CARRERA, Ed.D

Education Program Supervisor Education Program Supervisor
Area 1 Area 2

Evaluated by:

MARICEL F. PALMA EDWIN R. FERRER, Ed.D

SEPS, Planning & Research PSDS, CID Representative
Member Member

Recommending Approval:

ANGELINE S. CASIPIT, Ed.D CARMINA C. GUTIERREZ Ed. D.

Chief Education Supervisor, SGOD Chief Education Supervisor, CID
Co- Chairman Co- Chairman

Approved:

TEODORA V. NABOR, DA
Assistant Schools Division Superintendent
Chairman
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NOTES TO REMEMBER

1. Use 8.5 x 11 bond paper

2. Font – Arial
3. Font size – 11
4. Proper Spacing
* Title of the Problem (Single Space and Center Text)
* Title of the Table (single space and center text)
* Content of All Parts (double space)
5. Follow proper margining (upper 1 ½, left 1 ½, right 1 ½, bottom 1)
6. All parts should have its own pagination and it should be at the upper right
hand.
7. Name and Number all Tables and use Hindu Arabic.

CARMINA C. GUTIERREZ Ed. D.

Chief Education Supervisor, CID
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I. INTRODUCTION AND RATIONALE

Science education discourse on issues of student diversity and science

education over the past couple of decades has focused primarily on multicultural

science education models. Multicultural science challenges notions of universal

science by acknowledging science as a socio-culturally constructed discipline

state the following about multicultural science and a body of knowledge that

includes our understandings of group identification, culture, and science (( Lee &

Buxton, 2010). It relates to science learning and achievement, science instruction,

and the involvement of different cultural groups in the sciences.

Despite, the various theoretical strands, science educational discourse shows

that there is a need to transform science education and school science subculture

to address the needs of diverse learners. Differences in scientific achievement

among groups suggest that educational institutions have failed to effectively

address the diverse learning styles/processes of students. In educational

institutions students are expected to acquire the culture, language, and discourse

of the mainstream/dominant group. This expectation creates possibilities of access

for students of diverse backgrounds.

Teaching so that every student can be included begins long before the first day

of class. Due to changing demographics in today’s school culture, such as the

increase in student diversity, there is a need for science educational discourse to

examine sociocultural perspectives of scientific literacy.

The literature on science learning and teaching and student diversity indicates

that the science learning of non-mainstream students is influenced by a variety of

factors associated with their racial, ethnic, cultural, linguistic, and social class
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backgrounds. These factors include students’ scientific reasoning and

argumentation styles, cultural beliefs and practices, and sociopolitical features of

schools and communities. When students come to science class, they bring a

variety of perspectives formed in part from their cultural heritage, religious beliefs,

and family background. This may create challenges for students whose

experiences are different from typical “ways of knowing” promoted in school

science. All students need experiences with school science that connect science

with their everyday lives in familiar ways. It is widely accepted that connecting

students’ cultural and linguistic experiences to the practices of science is central

to effective teaching and learning.

When we start from the evidence that high academic achievement in science

is attainable by most children, we recognize that gaps in science outcomes among

racial, ethnic, cultural, linguistic, or socioeconomic status (SES) groups are a

product of different learning opportunities available to students.

Science outcomes need to be conceived broadly including standardized test

scores, course-taking patterns, school retention or dropout, learning with

understanding, identity as science learners, cultural and linguistic identity, and

agency. Science outcomes are influenced by instructional practices, curriculum

materials including computer technology, assessment, teacher education, school

organization, state and district policies, and home and community connections to

school science.

For diverse students, learning opportunities occur when school science: (a)

values and respects the experiences that all students bring from their homes and

communities, (b) articulates this cultural and linguistic knowledge with disciplinary
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knowledge, and (c) offers sufficient educational resources to support science

learning (Lee & Buxton, 2010). When provided with equitable learning

opportunities, students from diverse backgrounds are capable of attaining science

outcomes.

The notion of equitable learning opportunities starts with an understanding that

all students come to school with previously constructed knowledge grounded in

their home language and cultural values. While connecting new knowledge to prior

knowledge is a fundamental part of learning for all students, the linguistic and

cultural resources that students bring to school are more likely to be closely in line

with typical classroom practices. Students often find themselves disadvantaged by

a school culture that seems to overlook the linguistic and cultural resources that

are valued in their home and community. Nevertheless, they bring funds of

knowledge (González, Moll, & Amanti, 2007) from their home and community

environments that can serve as intellectual resources in science classrooms

(Warren et al., 2011). At the same time, some aspects of students’ linguistic and

cultural traditions may, in fact, be inconsistent with a scientific orientation toward

knowledge construction and problem solving. Such inconsistencies may create

difficulties for students learning science as well as for their teachers (Aikenhead &

Jegede, 2009; Snively & Corsiglia, 2011). Thus, effective science instruction

considers students’ prior knowledge, experiences, and beliefs and explicitly

articulates their relationships with the norms of school science in order to make

science accessible and relevant for all students (Lee & Fradd, 2008; Warren et al.,

2011).
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Senior students at Tagudin National High School come from diverse

backgrounds. They are not only completers of the school but some came from

neighboring barangays and even towns. This would mean a cultural heritage and

family background different from the others. Diversity of the learners is much

evident in the aspect of language spoken as it’s a confluence of Pangasinan,

Ilocano with variants of Bolinao and Tagalog. It is in view of the aforecited data

that this study is hereby proposed. It seeks to determine the learning opportunities

in Science for diverse learners at Tagudin National High School.

II. Review of Related Literature

Students apply their cultural knowledge and practices in the context of

scientific reasoning and argumentation. This was indicated in the result of a study

over the years by the Chèche Konnen team which has studied the informal,

everyday knowledge that students of diverse backgrounds bring to the learning

process and how teachers can build on that knowledge by connecting it to the

practice of science (Ballenger, 2007; Warren et al., 2011). The work has also

evolved to consider the role of students’ home language in scientific sense-making.

Promoting the use of a student’s mother tongue such as Haitian Creole adds a

valuable resource to science learning. Students’ more nuanced understanding of

their home language allows them to express more precise meaning when doing

science. Additionally, reflecting on the differences in how ideas are expressed in

the home language and in English helps students understand the concept of

linguistic register and language functions in different contexts.

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The cognitively based perspective highlights the continuity between non-

mainstream students’ explorations of the natural world and the way science is

practiced in scientific communities. Like scientists, non-mainstream students can

and do use diverse linguistic and cultural resources in their sense-making

practices. Although their scientific reasoning and argumentation skills can be

enhanced through instructional practices modeled after the way scientists work, a

number of structural features, such as school funding and academic tracking,

result in non-mainstream students typically receiving less access to high-quality,

inquiry-driven science instruction than their mainstream peers. From the cognitive

science perspective, equitable science learning opportunities involve examining

the dynamic intersections between students’ everyday knowledge and

experiences and scientific practices. When teachers identify and incorporate

students’ cultural and linguistic experiences as intellectual resources for science

learning, they provide opportunities for students to learn to use language, to think,

and to act as members of a science learning community. Such guidance helps

non-mainstream students view themselves as successful science learners and

members of a science learning community.

The growing awareness of the importance of multicultural perspectives on

content area instruction has led to some research that examines science learning

from a cross-cultural perspective. This perspective addresses cultural patterns of

communicating, interacting, and especially ways of knowing. Additionally, values

that are instilled in children in indigenous cultures, such as managing natural

resources and living in harmony with the environment, have sound scientific

rationales that could serve as a bridge for teaching and learning science.
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The cross-cultural perspective argues that since non-mainstream students are

not from the “culture of power” (e.g., Western modern science), they carry with

them cultural beliefs and practices that are sometimes discontinuous with the ways

science is practiced in the science community and taught in school science

classes. Teachers should teach their non-mainstream students the “rules of the

game” that govern school science (e.g., empirically tested explanations being

valued over descriptions using personal experiences), make the norms of school

science explicit, and help the students learn how to cross cultural borders between

home and school. Equitable science learning opportunities allow non-mainstream

students to successfully participate in Western science, while also validating and

building upon the knowledge, beliefs, and practices that are characteristic of their

communities of origin (Aikenhead, 2009). Science teaching and learning that

recognizes and values diverse views of the natural world and diverse ways of

knowing can simultaneously promote academic achievement and strengthen

students’ cultural and linguistic identities.

Students from different cultural backgrounds may have different styles of

interaction that make it hard for them to perform in the ways their science teachers

expect. Allen and Crawley (2008) found that students viewed science learning as

a cooperative venture and wanted to share answers and assignments. To the

frustration of their teachers, they viewed their grades in science as a low priority.

Anderson, Holland, and Palincsar (2007) found that learning science was difficult

for from the language and interaction norms used in school science. For example,

when creating a presentation to explain molecules and matter, the students

focused on getting along with each other and creating an attractive and well-
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designed poster, rather than giving priority to learning the science concepts. When

student and teacher expectations differ, students may have a more difficult time

learning science.

In this vein, teachers can help all students learn science by allowing diverse

approaches to scientific reasoning in their classrooms. For example, students

might use both their first and second languages to engage in science. Jean-

Charles, a student in a sixth-grade bilingual classroom, used English to clarify

technical terms not present in his first language, Haitian Creole. By expressing his

ideas in two languages, he used his full range of linguistic capabilities to develop

more in-depth arguments and understanding of metamorphosis in mealworms

(Warren, Ballenger, 2011). Students might also be encouraged to engage in

creative thinking in science. By opening up the science class to different

languages and types of reasoning, teachers can encourage students to cross

borders between their cultural backgrounds and the science classroom.

III. Research Questions

This study seeks to determine the learning opportunities in Science for

diverse learners at Tagudin National High School for the SY 2017 – 2018.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the Grade 8 students in terms of:

a. age

b. sex

c. language spoken at home

d. ethnicity
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2. What is the extent of the provision of learning opportunities in Science for

diverse learners as perceived by the students and the teachers?:

3. Is there a significant difference difference between the perceptions of the

respondents on the extent of provision for learning opportunites in Science

for diverse learners?

IV. Scope and Limitation

This study looks into the learning opportunities in Science for diverse learners

at Tagudin National High School this school year 2017-2018. It takes into scope

the profile of the respondents in terms of their age, sex, language spoken at home

and ethnicity. Likewise, this study also looks into the extent of the provision of

learning opportunities in Science for diverse learners as well as whether there is a

significant difference between the perceptions of the students and the teachers on

the extent of provision of learning opportunities in Science for diverse learners.

This study is delimited to the Grade 11 GAS and Electrical Installation and

Maintenance students enrolled at Tagudin National High School this school year

2017-2018. Likewise, this study is delimited to the diversity arising from the

students’ sex, ethnicity, culture, language and/or physical disability.

V. Research Methodology

To attain the objectives of the study, the researcher shall use the descriptive

method.

Descriptive method is a general procedure, which describes the nature of a

situation as it exists at the time of the study and explores the course of a particular

phenomenon (Rivera (2009:18). This method shall be utilized because of its

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appropriateness in analyzing the existing relationship among the variables

represented by the pertinent data that shall be gathered for this study.

a. Sampling

This study shall be conducted at Tagudin National High School under

Mabini District. The 100% of total population of Grade 11 GAS (N=30) and

Electrical Installation and Maintenance students (N=15) at TNHS as well as the

Science teacher (N=1) shall serve as respondents of the study.

b. Data Collection

The research instrument that shall be used in the study to collect the data

is a survey questionnaire.

c. Ethical Issues

Permission to conduct this study shall be requested by the researcher from the

Schools Division Superintendent of Pangasinan I. After permission is granted, the

researcher shall then, course through the teachers the questionnaire and explain

the mechanics of the questionnaire as well as the importance of the study.

The researcher shall personally coordinate with the teachers and class

advisers to ensure the truthfulness of the data gathered from the respondents.

d. Plan for Data Analysis

After the data are gathered, these shall be subjected to the corresponding

statistical treatment to arrive at answers to the specific problems.

The profile of the students in terms of age, sex, language spoken at home

and ethnicity shall be determined through the use of frequency counts and

percentage.
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To answer problem number 2, the extent of the provision for learning

opportunities in Science for diverse learners, weighted mean shall be used.

To interpret the computed mean, the indicators shall be interpreted with the

following range:

Choices Rating Scale Interpretation

4 3.26 – 4.0 A (always)

3 2.51 – 3.25 O (often)
2 1.76 – 2.50 S (seldom)
1 1.0 – 1.75 N (never)

To answer problem number 3, t-test shall be used to determine whether

there is a significant difference between the perceptions of the respondents on the

extent of the provision for learning opportunities in Science for diverse learners.

VI. Timetable/Gantt Chart

December 2017 - April 2018

Table 1

Activity Time Frame People Involved

Writing the proposal and

Gathering Related
Literature December 2017 Teacher- Researcher

Fielding the Survey January 2018 Teacher- Researcher

Questionnaire
Class Advisers

Analysing the Result of the February 2018

Data Gathered through
statistical treatment Teacher- Researcher
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Drafting a action plan March 2018 Teacher- Researcher

based on the results of the
study. Science-Teachers

Final Writing of the Action April 2018 Teacher- Researcher

Research and Submission

Dissemination of the April 2018 Teacher- Researcher

Results of the Study

VII. Cost Estimates

Activities Materials Estimated Cost

Writing the proposal and gathering 1. Photocopy of the Php 3 000.00

related literature for the present study. Related Literatures
1,000.00
2. Coupon Bond
3, 000.00
3. Transportation

Seeking permissions from the Division 1. Photocopy of research Php 1, 000.00

Committee on Research; Distribution of Instrument
Research Instrument
2. Transportation
2, 000.00
3. Photocopy of the
Research Proposal 2,000.00

Fielding of the survey questionnaire. 1. Photocopy of the Php 3, 000.00

Survey Questionnaire

Interpreting Results and Presenting the 1. Coupon Bond Php 500.00

preliminary results of the Action
Research 2. Ring Bind 500.00
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Writing the final paper on learning

opportunities in Science for diverse
learners at the TNHS. Other Expenses Php 5,000.00

Submission of the Final Research Paper Transportation, Tight- Php 3, 000.00

Copy of the research

Dissemination of the Output of the Php 6, 000.00

research conducted and utilization.

TOTAL Php. 30, 000.00

VIII.Plans for Dissemination

Date Activity Persons Involved

April 2011 Submission of the tight-copy of the Division Committee on

research conducted to the Division Research
Committee on Research.

May 2018 Coordination with the School Head Principal, Teachers

for the issuance of memorandum
encouraging the SHS teachers to
adopt the results of the study.

June 2018 Utilization of the generated SHS Teachers

alternative solution by the Science
teachers in particular and the SHS Science Teachers
teachers in general

July 2018 Getting feedbacks from the SHS Teachers

teachers who adopted the results of
the study. Science Teachers

August 2018 Writing reports on the adoption of Committee on

the generated alternative solution Research
and submitting it to the committee
on research.
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IX. References

Aikenhead, G. S., & Jegede, O. J. (2009). Cross-cultural science education: A

cognitive explanation of a cultural phenomenon. Journal of Research in
Science Teaching, 36(3), 269-287.

Aikenhead, G. S. (2011a). Students’ ease in crossing cultural borders into school

science. Science Education, 85(2), 180-188.

Allen, N.J., and F.E. Crawley. 2008. Voices from the bridge:
Worldview conflicts of Kickapoo students of science. Jour nal of Research
In Science Teaching 35(2): 111–132.

Anderson, C.W., D.J. Holland, and A.S. Palincsar. 2007. Canonical and
sociocultural approaches to research and reform in science education: The
story of Juan and his group. The Elementary Science Journal 97(4): 359–
383.

Ballenger, C. (2007). Social identities, moral narratives, scientific argumentation:

Science talk in a bilingual classroom. Language and Education, 11(1), 1-
14.

Buxton, C. (2010). Social problem solving through science: An approach to critical,

place-based science teaching and learning. Equity and Excellence in
Education, 43, 120-135.

Fradd, S. H., & Lee, O. (2008). Teachers’ roles in promoting science inquiry with
students from diverse language backgrounds. Educational Researcher,
28(6), 4-20, 42.

González, N., Moll, L. C., & Amanti, C. (2007). Funds of knowledge: Theorizing
practices in households, communities, and classrooms. Mahwah, NJ: L.
Erlbaum Associates.
Lee, O., & Buxton, C. A. (2010). Diversity and equity in science education:
Theory, research, and practice. New York: Teachers College Press.

Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English
language backgrounds. Educational Researcher, 27(3), 12-21.

Lee, O., Mahotiere, M., Salinas, A., Penfield, R. D., & Maerten-Rivera, J. (2009).
Science writing achievement among English language learners: Results of
three-year intervention in urban elementary schools. Bilingual Research
Journal, 32(2), 153-167.

Snively, G., & Corsiglia, J. (2011). Discovering indigenous science: Implications

for science education. Science Education, 85(1), 6-34.

Warren, B., C. Ballenger. 2011. Rethinking diversity in learning science: The logic
 Page 16 of 18

of everyday sense making. Journal of Research in Science Teaching

38(5): 529–552.
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APPENDIX A

Survey Questionnaire
(Student-Respondent)

Directions: The following is the research instrument to be used in the study

“LEARNING OPPORTUNITIES IN SCIENCE FOR DIVERSE STUDENTS AT
TAGUDIN NATIONAL HIGH SCHOOL.” Please provide the information and/or
data asked for. Rest assured that all information/data you provide will be strictly
kept confidential.

Part I Profile of the Respondents. Please check (√) what is appropriate for you in
the spaces provided.

1. Name: ____________________________________________
(optional)
2. Sex: ____ Male ____ Female

3. Age:

____ 12 - below
____ 13
____ 14
____ 15 - above

4.Language Spoken at Home

_____ Bolinao Ilocano

_____ English
_____ Ilocano
_____ Pangasinan
_____ Tagalog
_____ Others (Please specify: _______________________)

4. Ethnicity
_____ Ilocano
_____ Pangasinan
_____ Others (please specify: ___________________________)

II. Extent of Provision of Learning Opportunities in Science.

Direction: Please put a check mark ( √ ) on the column that corresponds to your
perception regarding the provision of learning opportunities. Use
the scale below to guide you in answering the questions.

Choices Rating Scale Interpretation Description

4 3.26 – 4.0 A (always) thrice a week
3 2.51 – 3.25 O (often) twice a week
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2 1.76 – 2.50 S (seldom) once a week

1 1.0 – 1.75 N (never) does not at all

Extent of Provision of Learning Opportunities as Perceived by the Student.

My Science Teacher, A O S N
4 3 2 1
1. develops my academic rather than just
conversational) language skills
2. attends to (my) the language needs of the
students

3. makes explicit the kinds of content-specific

learning strategies used by successful students

4. encourages success in science for both sexes in

the classes

5. represents diverse students in positive ways

within science

6. includes contributions of minority and women

scientists and/or scientists of color to Western
science

7. modifies instruction and assessment to better

accommodate learning styles of (ethnically,
culturally and linguistically) diverse learners

8. aligns what is taught with the empowerment of

the dominant ethnicity, culture and/ gender in the
school or classroom.

9. combines inquiry-activities and non-linguistic

means of expression such as graph and diagram

10. tailors the assignment to the needs of a given

student/sets of students
11. increased visual, aural and tactile
demonstrations in class

12. varies the use of group and individual activities

to accommodate different abilities, skills, and
learning rates.
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Survey Questionnaire
(Teacher-Respondent)

I. Extent of Provision of Learning Opportunities in Science.

Direction: Please put a check mark ( √ ) on the column that corresponds to your
perception regarding the provision of learning opportunities in
Science for diverse learners. Use the scale below to guide you
in answering the questions.

Choices Rating Scale Interpretation Description

4 3.26 – 4.0 A (always) thrice a week
3 2.51 – 3.25 O (often) twice a week
2 1.76 – 2.50 S (seldom) once a week
1 1.0 – 1.75 N (never) does not at all

Extent of Provision of Learning Opportunities as Perceived by the Teacher.

I, A O S N
4 3 2 1
1. develop the academic rather than just
conversational) language skills of students
2. attend to the language needs of the students

3. make explicit the kinds of content-specific

learning strategies used by successful students

4. encourage success in science for both sexes in

the classes

5. represent diverse students in positive ways

within science

6. include contributions of minority and women

scientists and/or scientists of color to Western
science

7. modify instruction and assessment to better

accommodate learning styles of (ethnically,
culturally and linguistically) diverse learners

8. align what is taught with the empowerment of

the dominant ethnicity, culture and/ gender in the
school or classroom.
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9. combine inquiry-activities and non-linguistic

means of expression such as graph and diagram

10. tailor the assignment to the needs of a given

student/sets of students
11. increased visual, aural and tactile
demonstrations in class

12. vary the use of group and individual activities

to accommodate different abilities, skills, and
learning rates.