Republic of the Philippines

Department of Education
Region 02
Schools Division of Quirino
PINARIPAD NATIONAL HIGH SCHOOL
Aglipay

ACTION RESEARCH PROPOSAL

PRELIMINARIES

Research Proponent : JONALYN S. GUERRERO

School : PINARIPAD NATIONAL HIGH SCHOOL

Division : QUIRINO

E-mail Address : jonalynguerrero79@gmail.com

Mobile Number : (+63)935-932-9119

Title : CARE AND THE ACADEMIC PERFORMANCE IN

SCIENCE OF GRADE 8 STUDENTS OF PINARIPAD

NATIONAL HIGH SCHOOL , AGLIPAY, QUIRINO

Level :

(√ ) Classroom ( ) School ( ) District/Division ( ) Regional

TARGET DATES

 Proposal Approval : DECEMBER, 2016

 Data Gathering : JANUARY- FEBRUARY, 2017

 Completion : MARCH, 2017____

 Dissemination : MAY, 2017_____

 Utilization : ________________
CARE AND THE ACADEMIC PERFORMANCE IN SCIENCE OF GRADE 8 STUDENTS
OF PINARIPAD NATIONAL HIGH SCHOOL, AGLIPAY, QUIRINO

I. RATIONALE

A. Context

Every school, the access to quality education is a global concern. The K

to 12 Basic Education Program (BEP) is implemented in all elementary and

secondary schools in the country. Its advocacy is that all students can succeed

with the vision and purpose of learning for all.

Science curriculum goal is to develop scientifically, technologically, and

environmentally literate and productive members of society who are innovative

and creative citizens. Batomalaques (2013), justification for the inclusion of

Science in school curricula is that all citizens need to achieve a degree of

“scientific literacy” to enable them to participate effectively as citizens in

modern societies.

However, studies indicate that many of our Filipino learners are not

attaining functional literacy, without which they find it too difficult to meet the

challenges posed by our rapidly changing world. Problems persisting today in

Philippine educational system negatively affect student’s learning and their

learning level becomes dense resulting to least learned competencies.

Balacuit (2010), Performance is a factor that assesses student learning

outcomes. Classroom objective in teaching were established as a part of

evaluation in which pupils were the subject of evaluation and being assessed

by evaluators if how much a pupil acquires and retain in the course of his/her

participation in the classroom activities.

 According to Catedrilla (2013), the pupils’ performance level functions are:

1.) communicating teachers' expectations; 2.) providing feedback to pupils;

and 3.) informing instructional decisions.

As stated by Holmes (2012), Learning gaps are referred to as being the

difference between where students currently are in their educational level and

where they should be; to determine a child’s learning gap, teachers and

students should both perform and assess a variety of learning task.

Furthermore, learning gaps are the difference between what the learners

know about effective learning and what is currently happening in the

classroom. Addressing learning gap is done by identifying the learning gap first

and implementation is important in developing the quality of teaching in order

to close the gap.

According to Rosenshine et al. (2011), intervention studies in which

students have been taught to generate questions are ways or means to

improve their comprehension. Overall, teaching students the cognitive strategy

of generating questions about the material they had read resulted in gains in

comprehension, as measured by tests given at the end of the intervention.

Consequently Teichert and Stacy (2010), stated that the effectiveness of

intervention for a college general chemistry course was designed to apply

research on student’s preconceptions, knowledge integration, and student

explanations in interviews. They found out that intervention group students

were better than the control group students.

 Students’ performance in the National Achievement Test (NAT) shows that

science continues to be one of the most difficult fields of study in basic

education. A comparison of NAT 75 % mastery target set by the Department of

Education, the Mean Percentage Score (MPS) in science of Pinaripad National

High School, Aglipay, Quirino for the school year 2014-2015 is 60.81% par

below proficiency level. With this result, the stand for functional literacy to

empower learners is at stake. Teachers, as the key factor for student’s literacy

have the sole responsibility in delivering quality instruction.

It is for these reasons that the researcher embarks on developing Strategic

Intervention Material (SIM) in Science for Grade 8 students that will enhance

learning and remedy the least mastered competencies of the students, thus

attain growth in their academic performance in preparation of the National

Achievement Test (NAT).

B. Proposed Intervention

Contextualized Activities for Remediation and Enrichment (CARE), an

intervention material meant to recall the concepts and skills to help the

learners master a competency- based skill which is not developed during

classroom discussion.

CARE is a Strategic Intervention Material focuses on the topic “Work”

which is particularly discussed in the first quarter of Grade 8 Science. It is a

compilation of worksheet of different degree of difficulty. Students can work

independently or collaboratively. They can work their own pace as spiral

progression. Materials are consisting of five parts: the guide card, activity card,

assessment card, enrichment card, and reference card.

 The guide card stimulates the interest of students on the topic discussed

and gives a preview of what they would learn. The guide card presents the big

picture. It gives an overview of the lesson; presents the focus skills; engages

the learner’s interest; and leads the learner towards the performance of the

task(s).

Activity Card defines the task(s) that the learner should undertake in

order to develop a skill. The task is competency- oriented and may be an

individual or group work. The purpose of the task(s) is to provide enough

practice for the learner so that he can perform the skill automatically.

Assessment Card helps the learner measure his/her level of mastery of

the skill upon completion of the task(s). The result of the assessment identifies

the knowledge/ skills that the learner may need to enhance or develop further.

The Enrichment Card is series of activities with different levels of

difficulties to excite their interest as they answer the SIM. This extends

learning by providing additional exercises for further application of knowledge

or skill (intended for past learners). An activity included to meet the objective

was designed within the student’s comprehension through text, pictures and

illustrations.

Reference Card provides additional content to the coverage in the

textbook. It contains lists of resources that the learner may refer to for further

reading.

CARE is an intervention material purposely to bridge the learning gap

and low performance of students in preparation of the National Achievement

Test aligned to the K to 12 Curriculum spiral progression.

After administering and scoring the summative test given to Grade 8

Genesis on Module 1 Force, Motion and Energy, item analysis will be made to

determine what content standards based from Grade 8 Curriculum Guide are

least mastered. The least mastered competencies will be the bases for
constructing the SIM and these will be utilized as intervention materials.

Students whose score are below 80 percent mastery level will be the

respondents. Pretest will be given before the intervention and after which

similar test will be given after the intervention which is the posttest.
II. RESEARCH QUESTIONS

This study aims to develop Strategic Intervention Materials in Science

particularly to increase academic performance of Grade 8 students.

Specifically, this study attempts to answer these research questions:

1. What are the pre -test and post- test score of Grade 8 Genesis

students of Pinaripad National High School before and after the

implementation of CARE in Science?;

2. Is there a significant difference in the score of Grade 8 Genesis

students before and after the implementation of CARE in Science?; and

3. What is the effect size of CARE in improving the academic performance of

Grade 8 Genesis students in Science?

III. RESEARCH METHODOLOGY

A. Sources of Data

The respondents of this study will be the Grade 8 Genesis students of

Pinaripad National High School, Aglipay, Quirino School Year 2016 - 2017.

B. Data Gathering Method

The means of collecting the data for the research will be the two tests

given to the class. Fifteen item paper-pencil tests will be given before the

intervention (pre-test) and after which similar test will be given after the

intervention (post- test).

C. Ethical Issues

Approval of this research shall be sought first from the proper

authority. Data to be gathered from the pre-test and post-test scores of the

Grade 8 Genesis students who will serve as the respondents of this study will

be treated with foremost confidentiality.

D. Plan for Data Analysis

The study will use the pre-test post-test experimental research design.
In analyzing the gathered data, the following statistical tools will be used.

1. Mean and standard deviation will be used in analyzing the pre-test and
post-test score of the respondents.

2. Paired sample t- test will be utilized in determining the significant

difference of the pre-test and post-test score of the respondents.

3. Eta-squared for the effect size of CARE in improving the academic

performance of Grade 8 Genesis students in Science.

Data will be analyzed through the help of Statistical Package for

Social Science student version.
IV. WORK AND FINANCIAL PLAN

Im-
Strate-gies Prog- Activi- Tasks Resources ple-menta-
rams ties tion
Date
Physical Materials Financial

Write re- Prepare the -Teacher/ -short bond 11/15/

Increase Basic Educa- search propo- research proposal Proponent paper(substance 2016
academic tion Re- sal 20)
perfor- search -Printer cartridge
mance of (black) computer
Grade 8 ink (black
students in -folder
science -fastener
 Seek approval from -Teacher -Printer cartridge DEC.

authorities -School Research (black) 2016

Team -computer
-School Principal ink (black)
-Research Focal -bond paper
Per- -folder
son SDO -fastener

Conduct the Administer pre-test -Teacher -short bond Php. 01/31/ 2017

action re- -Grade 8 paper(subs- 3,550

search Genesis students tance 20)
-Computer
ink(black)
-Computer ink
(colored)
Distribution of SIM to -Teacher/ -short bond Php 01/
respondents and Proponent paper(substance 5,905 06-17 / 2017
persons involved -School Head 20)
-Head Teacher -colored paper
-School Action Double
Research Team sided
-Grade 8 Genesis tape (big)
students -pentel pens
-Ink marker
(red,blue,blk)
Dustless
colored
chalk
-folder short
-fastener
- pad paper

Administer post-test -short bond Php. 02/20/ 2017

paper(substance 2,250

20)
-Computer
ink(black, colored)
 -Staple wire

Analyze -Teacher Researc- Computer ink(black) Php. 03/26-30/

data her -Computer 1,700 2017
ink(colored
-short bond paper

Finalize and submit -Teacher Researc- -short bond Php. 04/05-30/

the completed action her paper(substance 4,880 2017
Research to the DO 20)
for endorse-ment to -folder short
the RO -rewritable CD w/
case
-fastener
-hard bounding
-computer
ink(black)
Disse- CARE and -School heads -Computer Php. MAY
minate the acade-mic Recom- Co-teachers ink(black) 2,650 2017
results of the performance mend the -computer
action research of Grade 8 utilization of CARE in ink(colored)
Genesis increasing
student academic
performance
of students in
science

Encourage teachers
to prepare SIM’s on
other learning areas
 V. ACTION PLAN

Imple-

Strate- Prog Activi- Tasks Resources menta-

gies rams ties tion

Date
Physical Materials Finan-
cial

Increase Basic Disse- Communi- -Teacher/ -Computer Php. MAY,

academic Educa- minate cate the Proponent ink(black) 2,650 2017
perfor- tion Re- the results of the -School -computer
mance of search results research to Head ink(colored)
Grade 8 of the school -Science
students in action administra- Teacher
science re- tors and
search other science
teachers
Recommend
the utilization
of CARE in
increasing
the academic
performance
of students in
science
Encourage
teachers to
prepare
SIM’s on
other
learning
areas
VI. COST ESTIMATES

Activity Item Qty Unit Unit Total Amount

Description/Particulars Cost
Write -Short bond paper
research (substance 20)
proposal -Computer ink(black)Epson
-Printer cartridge black
Seek -Short bond paper
approval from (substance 20)
authorities -Computer ink(black)Epson
Conduct the -short bond paper 3 reams 250 750
pretest to the (substance 20)
respondents - Computer ink(black) 2 bottles 300 600
-Computer ink(colored) 2 bottles 350 700
-Computer cartridge 1 set 1,500 1,500

TotalPhp.3,550
Utilize CARE -short bond paper 4 reams 250 1000
as Strategic
- Computer ink (colored) 4 bottles 350 1400
Intervention
Material -colored paper 1 ream 300 300
-double sided tape(big) 1 pc 70 70
-pentel pens 1 pc 40 40
- Computer cartridge 2 sets 1500 3000
-folder short 35 pcs 6 210
-fastener 40 pcs 1 40
-pad paper 7 pcs 35 245
-certificate holder 5 pcs 40 200
-pencil 4 boxes 100 400
Total: Php.5,905

Conduct post- -short bond paper 2 reams 250 500

test to
(substance 20)
evaluate the
effectiveness - Computer ink(black) 2 bottles 300 600
of the
- ballpen 1 box 250 250
intervention
- notebook 30 pcs 30 900
Total:Php 2,250
Analyze data - Computer ink (black) 2 bottles 300 600
-Computer ink (colored) 2 bottles 300 600
-short bond paper 2 reams 250 500
(substance 20) Total:Php.1700
Finalize and -short bond paper 4 reams 250 1000
submit the - computer ink (colored) 2 bottles 350 700
completed -folder short 1 bundle 6 60
Action re -rewritable CD with case 5 pcs 80 400
search to the -fastener 10 pcs 2 20
DO for -hard bounding 4 pcs 200 600
endorsement -computer ink (black) 2 bottles 300 600
to the RO - computer cartridge 1 set 1500 1500

Total:Php4,880
Disseminate -computer ink (black) 1 bottle 300 300
the results of -computer ink (colored) 1 bottle 350 350
the study - computer cartridge 1 set 1500 1500
- bond paper short 2 reams 250 500
Total:Php,2650
Grand Total:Php.20,935.00
VII. REFERENCES

1. Lumogdong, Emma D. (2015) The effects of SIM in Commercial Cooking to

Student’s Academic Performance in Technology and Livelihood Education. An Action
Research

2. Aquibo, M.A. (2012). Enhancing and Learning.Copyright. 2012

3.Tenedero, H. (2010). The HI Class Teacher.Copyright. 2010.

4.magmendykit@yahoo.com Soberano, L. (2014) Strategic Intervention Materials in

chemistry: Its Development and Effectiveness.
 Pre -Test / Post –Test

Direction: Identify the choice that best completes the statement or answers the
question. Encircle the letter of your answer.

1. In which of the following situations is work being done from a scientist’s perspective?
a. a person sitting on the chair
b. a person walking with a load on its head
c. a person pushing the wall
d. a person lifting a box

2. Which statement correctly describes work?

a. Work is done whenever force is applied.
b. Work is done when you are paid for the effort exerted.
c. Work is done when force applied moves the object through a distance.
d. Work is done when force is applied for a longer time.

3. In which situations shown in the figures below is work done equal to zero?

(a) (c)

(b) (d)

4.Work is done in the following cases except ______.

a. a girl holding a tray
b.a boy closing the door
c.a girl climbing a flight of stairs
d.a boy pulling a load

5- 7. Determine the presence and absence of work from the given illustration.
Underline the word appropriate to your answer.
5.
Work no work Work no work

6 .

Work no work Work no work

7 .

Work no work Work no work

8. A force of 25 N is used to slide a 150-N sofa, 5 m across a floor. How much work is
done on the sofa?
a. 0 joule b. 125 joules c. 245 joules d. 750 joules

9. How much work is done in holding a 2-kg book 2 m above the ground?
a. 0 joule b. 4 joules c. 19.6 joules d. 39.2 joules

10. How much work is done in holding a 1-kg object 2 m above the ground?
a. zero b. 9.8 c. 2 d. 19.6

11. How much work was done on an object when a constant force of 20 N pushed it 2
m
away?
a. zero b. 20 c. 10 d. 40
12. An object lifted to a height of 5 meters gained 1000 J of potential energy. Then, it is
allowed to freely fall. What is its kinetic energy when it hits the ground?
a. zero J b. 5000 J c. 1000 J d. 50000 J

13. A 1-kg ball rolling with a speed of 2 m/s has a kinetic energy equal to
a. 1 J b. 4 c. 2 J d. 8 J

For questions 14 -15, refer to the situation:

A box weighing 1500 N is pulled along an inclined plane 4 m long and 1.5 m
high. A force of 700 N is exerted in pulling the load.

14. What is the work input in joule?

a. 700 b. 2250 c. 1500 d. 2800

15. What is the work output in joule?

a. 700 b. 2250 c. 1500 d. 2800

Prepared by:

JONALYN S. GUERRERO
Subject Teacher
Checked by:

MAGDALENA U. AQUINO
Head Teacher III

Noted by:

TESSIE A. DUYAN, Ph.D.

School Principal IV
 Table of Specification (Pre-Test/Post -Test)

Learning Code No. of Item Placement

Competency Items

Understand
Rememberi

Evaluating
Analyzing
Applying

Creating
ing
ng
1. State the 3 1-2 3
operational definition
of work.
2. Determine the 4 4 5-7
presence and
absence of work in a
given situation.
3. Calculate the work 4 8-11
done on the object by
a constant force or a
variable force.
4. Compute the work 4 12-15
done by graphical
method
Total 15 3 8 4

Prepared by:

JONALYN S. GUERRERO
Subject Teacher
Checked by:

MAGDALENA U. AQUINO
Head Teacher III

Noted by:

TESSIE A. DUYAN, Ph.D.

School Principal IV