USING TUDLA (TUla, Drama, Laro, Awit) A SKILLS IN UNDERSTANDING THE

DIFFERENT TOPOGRAPIC LOCATION OF THE REGION OF GRADE FOUR

EVERLASTING OF DIFFUN CENTRAL SCHOOL-

INTEGRATED SPED CENTER

An

Action Research
 USING TUDLA (TUla, Drama, Laro, Awit) A SKILLS IN UNDERSTANDING THE

DIFFERENT TOPOGRAPIC LOCATION OF THE REGION

MARLON U. MANABAY

Researcher

DIFFUN CENTRAL SCHOOL INTEGRATED SPED CENTER

I. CONTEXT AND RATIONALE

Social studies teachers are faced with the challenges of delivering meaningful

and significant lesson to the students especially in intermediate level. Social studies

delivers facts and social issues to occur students that would allow them to understand

the topographic location of the region.

According to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg & Rock,

2008,p.32),Differentiated instruction is the process of “ensuring that what a student

learns, how he or she learns it, and how the student demonstrates what he or she

learned is a match for the student’s readiness level, interests, and preferred mode of

learning.” Differentiations stems belief about differences among learners, how they

learn, learning preferences, and individual interests (Anderson, 2007). Earl (2003) says

this is a process in metacognition and ,”occurs when students personally monitor what

they are learning and use feedback…to make adjustments, adaptations, and…changes

in what they understand. Laurenson (2003) “the Filipino must understand and be proud
of his country if national development is to be attained. If the Filipino student is proud to

be a Filipino, then he must be made aware of his cultural heritage and of his own

potentials in solving community problems and development of sense of nationhood. To

achieve this, the pupil should be willing to be developed coupled with the skills and the

dedication of the teacher. Encouragement, guidance and motivation should make the

pupil dynamic, self-reliant and productive member of his family and to his society (Braid,

2002). The school is also important in stimulating community consciousness and

development. The teacher with his personal contact with the student and the community

can be instrumental in developing community activities and interests (Stigler & Hebert,

2002).

As one of the teachers who cater learning, the teacher must look unto ways on

how to enhance their learning difficulty. Infact, the author thought of a way to help solve

the problem through TUDLA (TUla, Drama, Laro, Awit) to help the learners education

especially in Social Studies. Social Studies today is no longer to collect and store bits of

information but rather, to develop the pupils ability to think, to live with confidence in a

rapidly changing society and to train them in decision-making.

It is along this idea that this study will be conducted. To explore the effectiveness

of using the TUDLA (TUla, Drama, Laro , Awit) to improve the understanding and

learning skills of the Grade Four Everlasting learners of Diffun Central School-Integrated

SPED Center for the School Year 2019-2020 TUDLA (TUla, Drama, Laro at Awit)

consists of different activities to cater skills and ability regarding the different

topographic of the region.

II. ACTION RESEARCH QUESTIONS
This action research will attempts to find out the effectiveness of TUDLA in

developing the skills in understanding topographic location of the region of the grade 4

everlasting of Diffun Central School-ISC that will be improve their academic

achievements.

Specifically, it aims to answer the following:

1. What is the mean score of the respondents before the implementation of TUDLA

in their academic achievement?

2. What is the mean score of the respondents after the implementation of TUDLA in

their academic achievement?

3. Is there a significant difference in the mean score of the respondents before and

after the intervention?

4. What is the effect size of TUDLA to the class participation and improvement of

their academic performances?

5. What are the challenges met by the researcher?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

TUDLA is a teaching strategy that will help and boosts pupil knowledge and

confidence in coping the lessons through this intervention. The pupils will have the

freedom to choose what they going to do or use in answering a certain topic or situation

in their lessons wherein they can come up with an answer in relation to their interests.
Poem, Role playing, TUDLA game (Bingo) and song. Materials to be use will be given.

Game will also involve in this tool so that the learners will enjoy their activity.

IV. ACTION RESEARCH METHODS

This action research study will utilize the Descriptive-Quantitative Research
design.

A. Participants and/or other Sources of Data and Information

The research will conduct in September 2019 to November 2019 to the 33 grade

4 pupils of Diffun Central School-ISC composed of 18 males and 15 females

employing universal technique in the form of taking all the pupils as respondents

B. Data Gathering Methods

This study will use the pretest-posttest experimental research design to test the

effectiveness of TUDLA in improving the skills in understanding the topogrphic location

of the region of the grade 4 Everlasting pupils of Diffun Central School-ISC in their

Araling Panlipunan subject.

C. Ethical Issues

The research study will follow the research ethics. Prior to conduct of the

research of the research, approval from the proper authority will be sought. All sources

which are adopted will be cited properly.

D. Data Analysis Plan

This study will use the pretest-posttest experimental research design to test the

effectiveness of TUDLA in improving the academic achievement of the grade 4

 Everlasting pupils of Diffun Central School-ISC in their Araling Panlipunan subject

specifically in understanding the topographic location of the region..

The means of collecting the data for the research, assessment will be given after

class discussions not employing the TUDLA. A similar assessment will be given

employing the TUDLA. Moreover, gathered data will be analyze through the Statistical

Package for Social Sciences (SPSS17) student version.

V. WORKPLAN/GANTT CHART

ACTIVITIES September October November December

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
PRE-IMPLEMENTATION
1. Craft action research
proposal.
2. Prepares the Pre-test
3. Prepares the intervention
materials.
4. Seek recommendation from
school research committee.
5. Submits to the School
Division Research Committee.
IMPLEMENTATION PHASE
1. Conducts orientation with
respondents, school heads and
other member of faculty.
2. Conduct Pre-Test
3. Tabulates and the result of
pre-test.
4. implements the intervention
5. Conducts post-test two
weeks after the last day of the
intervention.
 6. Tabulates and analyzes the
result.
7. Conduct interview to
selected respondents.
POST IMPLEMENTATION
1. Finalized the result of the
study.
2. Seek recommendation from
the District Research
Committee of the complete
action research.
3. Submits complete research
to the Division Research
Committee.

I. COST ESTIMATES

Activity/Task Particulars/Item Quantity Unit Unit Total

Description Cost Amount
 Seek approval of the Supplies P4, 000.00
research proposal
from authority Illustration board 10 Pc
 Conduct the pretest Bond paper 1 rim
to the respondents Cartolina 10 Pc
 Utilize the TUDLA to Pentel pen 10 Pc
improve the Writing Paper 5 pad
academic Colored paper 1 rim
achievement in Ink 1 set
Araling Panlipunan of Folder 20 pc
the grade 4 pupils.
 Conduct Post-test to
evaluate the
effectiveness of the
tool.
 Analyze results and
submit it to SDO
through the School
Head.