EFFECTIVENESS OF PROJECT ROME MAPPING IN ACADEMIC PERFORMANCE

OF GRADE 7 STUDENTS IN ARALING PANLIPUNAN.

ROMEO CHUA
Master Teacher I

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

In Partial Fulfillment of the Requirements

for the Master Teacher

October 3, 2016

CHAPTER I. INTRODUCTION
I. Background of the Study

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

exceptionally heterogeneous and there are broad differences in the intelligence, abilities,

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

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

known; others in unknown1. Subsequently, the curriculum in Araling Panlipunan in High

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

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

their own society as well as others. By understanding the relationship of past and present,

students will be equipped to deal with problems that might in the future.

In the present scenario, students’ poor academic achievements in Araling

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

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

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

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

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

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

the use of concept mapping into teaching methodologies.

PROJECT ROME MAPPING (Readiness on Material Enhancement through

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

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

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

provides the opportunity to organize, analyse, evaluate, summarize and own ideas.
ROME MAPPING technique can be used to improve students’ learning achievements and

interests in social studies specifically through the use of graphic organizer, Venn diagram,

concept cluster and data retrieval.

II. Review of Related Literature

What is concept mapping?

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

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

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

more inclusive concepts at the top of the map and the more concrete and specific ones

at the bottom. There are three basic features used in creating concept maps: (1) a list of

concepts, (2) lines that represent the relational links between these concepts, and (3)

labels for these linking relationships.8

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

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

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

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

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

accumulated from a search.9

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

knowledge sharing contexts has shown that numerous benefits can be achieved by

applying visual mapping techniques that foster the graphic re-construction of Knowledge3.
 According to Asan10, Concept mapping is a method to visualize the structure of

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

maps are sometimes called semantic networks. According to Nelson11, Concept Mapping

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

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

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

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

learning processes. These maps facilitate teaching because teachers can use them to

prepare and organize lessons by sequencing topics within lectures.9

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

to identify and reduce ambiguities, enabling them to deliver clearer and more coherent

explanations to students. For the students, concept mapping gives new meaning to

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

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

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

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

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

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

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

helping students see how individual ideas form a larger whole.

Why Concept mapping in Social Studies?

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

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

organization and representation of knowledge. The technique provides an active,

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

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

Concept mapping technique can be used to improve students’ learning

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

improved students learning achievement compared to a traditional expository teaching

approach. It reflects teaching- learning, student’s knowledge and facilitates their sense-

making and Improves their meaningful learning. It improves student’s higher order

thinking skills in social studies. Student’s achievements better in terms of subject matter

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

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

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

significantly beneficial to promote learning achievements as well as the learning attitudes

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

as the teachers.

Graphic Organizer

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

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

organizers, or concept diagrams.

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

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

generic information, but particularly well for mapping hierarchical relationships.

Organizing a hierarchical set of information, reflecting superordinate or subordinate

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

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

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

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

students to compare different solutions to a problem.

Graphic organizers are visual displays of key content information designed to

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

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

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

structure for abstract ideas.

Graphic organizers are important and effective pedagogical tools for organizing

content and ideas and facilitating learners’ comprehension of newly acquired information.

Gardner’s Theory of Multiple Intelligences posits that students are better able to learn and

internalize information when more than one learning modality is employed in an

instructional strategy. Since graphic organizers present material through the visual and

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

organizers helps students internalize what they are learning.

 For today’s classroom, nothing is more essential to successful teaching and

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

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

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

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

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

importance of graphic organizers for teaching and learning, and regularly feature them in

textbooks.

Conceptual Cluster

A conceptual diagram4 employs a graphic conceptual framework to visually structure

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

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

conceptual diagrams are Aristotle’s square of oppositions (visualized first by Boethius),

Stephen Toulmin’s argumentation diagram,5 Michael Porter’s five forces diagram,6

Ishikawa’s 5M diagram,7 or Kaplan and Norton’s strategy map.9 All of these conceptual

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

graphic ‘containers’.

Conceptual clustering is a machine learning paradigm for unsupervised

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

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

clustering methods are capable of generating hierarchical category structures; see

Categorization for more information on hierarchy. Conceptual clustering is closely related

to formal concept analysis, decision tree learning, and mixture model learning.

Discovering concepts by conceptual clustering is not purely an inductive inference

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

background knowledge latent attributes for exemplars and appropriate concepts to ready

as candidate category descriptions.

One view of conceptual clustering proposes to produce interesting groupings and

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

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

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

respectively) are not independent.

Data Retrieval

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

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

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

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

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

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

overall productivity (Saye, 1998).

Another common instructional strategy used among social studies teachers is data

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

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

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

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

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

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

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

Databases can be made to organize information on students and their families, the

community, states, regions, countries, careers, notable people and any other topics.

Venn Diagram

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

objects that share something in common.

III. Objectives of the Study

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

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

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

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

group?

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

the control and experimental group?

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

test results?

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

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

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

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

MAPPING?

IV. Scope and Limitation

V. Methodology

A. Study Design and Setting

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

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

January 18, 2017.

Design of Experimental Study:

The Experimental design can be diagrammed as below:

Experimental Concept Mapping

Group Strategies

Experimental Students’
Study Performance

Controlled
Traditional Strategy
Group
B. Study Population

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

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

researcher in Araling Panlipunan subject. These respondents were purposively selected

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

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

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

Year & Section Total Enrollment Percentage (%)

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

C. Sampling

Purposive sampling was used in this study.

D. Instrument/Tool

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

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

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

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

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

both groups. The weekly test results was compared and analyzed. The difference of

quarterly grades between two groups was analyzed by comparing their third quarterly

grades. The best concept mapping practices among four chosen strategies was

determined.

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

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

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

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

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

Araling Panlipunan Department Head and School Head.

F. Data Analysis

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

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

of controlled and experimental group, the researcher used the independent t-test. To

compare variables that measures student achievement, the researcher also used the

independent t-test. All valid data was included in the analysis. Missing variables was

estimated. Null hypothesis will be rejected at 0.05α-level of significance. SPSS 21.0 was

used for data analysis.

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

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

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

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

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

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

group got a weighted mean of at most 13 with an approximate mean percentile score of

43%.

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

Quiz 1 Quiz 2 Quiz 3 Quiz 4

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

7 – Quirino 18/28 2.54 21.96 11/26 3.15 21.23 18/26 2.46 20.89 19/27 1.82 22.23
(N=44)
7 – Marcos 7/27 3.96 21.04 10/28 3.33 19.70 3/26 3.82 20.44 10/27 2.94 21.71
(N=45)
7 – Ramos 7/19 3.08 13.48 7/19 2.72 13.16 7/18 3.22 13.24 4/19 2.97 13.86
(N=44)
7 – Garcia 19/19 2.29 14.88 4/23 4.22 11.82 5/18 3.13 13.30 10/18 2.10 13.66
(N=50)

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

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

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

that there was significant difference between experimental and controlled group (t-value

= 33.2, p =0.000). The result implicated that there was a significant increase on the test

results on the group of students with an application of concept mapping compared to the

group using a traditional strategies.

Table 3. Independent t-test Analysis of Experimental and Controlled Group Based on the
Weekly Quiz Results
Group Mean±SD t-value p-value Remarks

Experimental Group 21.14±3.15

(N = 357)
33.2 0.000 Significant
Controlled Group 13.43±3.11
(N = 371)

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

Table 4. Descriptive Results of Weekly Quizzes Based on the Type of Concept Mapping
being Used
Graphic Organizer Concept Cluster Data Retrieval Venn Diagram

Grade/Section SD Mean SD Mean SD Mean SD Mean

Experimental 3.35 21.49 3.32 20.44 3.21 20.66 2.44 22.00

Group
Controlled 2.76 13.29 3.64 13.02 3.16 13.27 2.54 13.77
Group
Mean 8.20 7.22 7.39 8.23
Difference

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

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

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

has a better quarterly grade average compared to controlled group (81.03 vs. 77.09). This

result implicated that the group that used the concept mapping has a better performance

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

Individual Group
Group Grade/Sectio
n Min/Max SD Mean Min/Max SD Mean

7 – Quirino 77/93 3.85 81.182

Experimental (N=44) 76/93 4.29 81.03
Group (N=85) 7 – Marcos 76/93 4.70 80.89
(N=45)
7 – Ramos 70/86 3.27 77.66
Controlled (N=44) 70/86 3.00 77.09
Group (N=85) 7 – Garcia 70/86 2.67 76.58
(N=50)

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

controlled group based on the quarterly grades. Experimental group has a better mean
compared to controlled group (81.03 vs. 77.09). The t-value value between the means of
two groups was 7.267. The p-value between the third quarterly grades of experimental
and controlled groups was less than 0.05. Thus, there were significant improvements on
students’ performance in Araling Panlipunan using the concept mapping.

Table 6. Independent t-test Analysis of Experimental and Controlled Group Based on the
Quarterly Grades
Group Mean±SD t-value p-value Remarks

Experimental Group 81.03±4.29

(N = 357)
7.267 0.000 Significant
Controlled Group 77.09±3.00
(N = 371)

H. Summary of Findings

The findings of the study are as follows:

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

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

approximate mean percentile score of 43

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

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

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

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

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

controlled group (81.03 vs. 77.09).

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

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

0.05.

I. Conclusion

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

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

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

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

in study

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

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

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

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

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

academic rating in Araling Panlipunan 7.

H. Ethical Considerations

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

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

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

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

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

student’s profile and data gathered during the study. Participants’ confidentiality were

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

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

this study.

VI. Work Plan

GANTT CHART

November December January

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

VII. Budget Plan

BUDGET

Research Materials

a. Printing of assessment tools Php 500

b. Writing materials Php 100

c. Folders Php 50

Miscellaneous

a. Communication expenses Php 50

b. Snacks Php 100

Total Php 800

VIII. Action Plan

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

to be taken:

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

result of the study.

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

confirm the results of the study.

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

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

mapping in Araling Panlipunan.

IX. REFERENCES

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

Social Studies, AVR-Vol. No. 2, July- September 2014.
2. AHEAD Professional Network (2011). Leadership Strategies for School Managers
Modules on Administration, Leadership and Financial Management, Philippine
Association of Secondary Administrators or PASSA, pp1-4.

3. Novak JD. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative
Tools in Schools and Corporations. Lawrence Erlbaum Associates: Mahwah,
NJ, 1998.

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

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

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

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

1983

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

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

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

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

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

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

N Minimum Maximum Mean Std. Deviation Variance

Q1 44 18.0 28.0 21.955 2.5422 6.463

Q2 44 11.0 26.0 21.227 3.1465 9.901

Q3 44 18.0 26.0 20.886 2.4610 6.057

Q4 44 19.0 27.0 22.227 1.8155 3.296

Valid N (listwise) 44
Marcos

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q2 45 7 27 21.04 3.960

Q3 46 10.0 28.0 19.696 3.3325

Q4 45 3 26 20.44 3.817

@30 45 10.0 27.0 21.711 2.9358

Valid N (listwise) 43

Ramos

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 44 7.0 19.0 13.477 3.0765

Q2 43 7.0 19.0 13.163 2.7249

Q3 42 7.0 18.0 13.238 3.2219

Q4 44 4.0 19.0 13.864 2.9695

Valid N (listwise) 42

Garcia

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 50 10.0 19.0 14.880 2.2914

Q2 49 4.0 23.0 11.816 4.2213

Q3 50 5.0 18.0 13.300 3.1315

Q4 50 10.0 18.0 13.660 2.0958

Valid N (listwise) 49

Controlled
 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 94 7.0 19.0 14.223 2.7636

Q2 92 4.0 23.0 12.446 3.6445

Q3 92 5.0 18.0 13.272 3.1557

Q4 93 4 19 13.77 2.537

Valid N (listwise) 90

Exp

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Q1 89 7 28 21.49 3.348

Q2 90 10.0 28.0 20.444 3.3153

Q3 89 3 26 20.66 3.208

Q4 89 10.0 27.0 21.966 2.4469

Valid N (listwise) 87

t-test

Group Statistics

group N Mean Std. Deviation Std. Error Mean

1 357 21.14 3.150 .167

Q1
2 371 13.43 3.110 .161

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