Professional Documents
Culture Documents
UNDERACHIEVING STUDENTS
DEPARTMENT OF EDUCATION
BY
KINSTUART M. ABABA
2021
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TABLE OF CONTENTS
CHAPTER I .............................................................................................................. 1
Hypotheses .......................................................................................................... 10
CHAPTER II ........................................................................................................... 12
CHAPTER III.......................................................................................................... 16
REFERENCES ........................................................................................................ 26
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CHAPTER I
INTRODUCTION
and some index of his or her actual ability, such as intelligence, achievement, or creativity
score, or observational data (Davis and Rimm 1985). DepEd (2020) Specifically, under-
achievement is measured by the school form 9 (School Learners Report and Achievement)
within numerical data of 75 below GWA consist of courses of Science, Math, E.P. MAPEH,
English, Filipino, and T.L.E. San Antonio (2020) claims that academic performance clearly
affected the teaching and the learning process that usually takes place in school this times of
pandemic. Certainly, our learners cannot avoid its impact on the academic performance of the
students.
At present, DepEd (2020) claims under the memorandum 20 that the counseling
period is a part of the class program. However, there is a need to update and improve its
implementation guidelines. Some schools reported that the Homeroom period is being used
for classroom cleaning, an extension of breaks, collection of reply slips, and the like. Clearly,
the current practices do not aid the realization of the program objectives which results in an
unaddressed issue to academic performance (San Antonio, 2020). Hence, it is precisely in this
context that the researcher aims to determine the effects of integrating Cognitive-behavioral
of underachieving students. The researcher argues that there is a need to determine the effect
students in some elementary schools in the Philippines, indeed, there are students
As a matter of fact, the study of Brigman and Campbell (2003) also showed
that elementary and middle school learners who were part of the cognitive behavioral
therapy and group interventions that emphasized cognitively, and social self-
goal-setting, problem, solving and career exploration, and school resources. Given the
above discussion, it is evident that there are students in public schools who are
experiencing poor academic performance results from the current pandemic situation.
students but also their future career plans and total-well- being. Again, it is for this
reason that the researcher attempts to determine the effects of Cognitive Behavioral
Conceptual Framework
This study will use Peter J. Bieling concept of Cognitive Behavioral Therapy in
Group Counseling. This framework comprises a process through the facilitation of self-
on the interpersonal and interactional climate of group undergirded by the belief that
the group is the vehicle of change and that member-to-member interaction is a primary
In this framework, feedbacks from the group, as well as the therapist, plays a
role in helping to shift distorted cognition and reinforce more realistic appraisals in
Homework. Bieling et. Al (2009) argues that emphasizing group process factors and
Shifting-Self Focus
provides an atmosphere that shifts focus on other group members and on the
group itself. CBT therapies promotes this shift by facilitating group members in
providing support, reassurance, and sharing strategies with the group. In addition,
facilitating members provide the support that helps students to reassure and share
Group Cohesiveness may be defined as the conditions that hold the group
members within the group. (e.g. feelings of comfort and belonging, valuing the group,
and unconditional acceptance by other group members.) (Bloch & Crouch, 1985).
1995).
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Emotional Processing in the Group Setting. The group setting promotes open
expression and processing of emotions. By balancing the agenda of each group session
with processing thoughts and feelings among members. (Bieling et. Al, 2009)
In addition, the processing of here and now may help students to elicit important
automatic thoughts, assumptions, beliefs, and behaviors that become a target for
exposures, or role-plays in the group, it is important to process the experience with the
This helps students build group cohesion and also provides important feedback.
Planning Homework can also be planned with attention to the group process,
instead of having each member go around and plan his or her homework with the
therapist, group members can be involved to help think of potential homework that
motivation of group members when they return to the group. (Bieling et. Al 2009).
Achievement (DO, 8 s.2015). From Grade 4 to 6, the following are the required
pretest and posttest course: Filipino, English, Maths, Science, Mathematics, Araling
Order 8, s. 2015) indicate that learners will be assessed through formative and
are meeting the key stage standards and evaluate the effectiveness of the
Homeroom Guidance?
homeroom?
homeroom guidance?
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Hypotheses
The significance of this study is to broaden a group counseling study using the
elementary schools. Students who are transitioning from elementary to high school
often see a drop in their grades due to the current pandemic situation, teachers might
not notice that a student is no taking effective notes or struggling with how to study
for a specific course (Barajas, 2013). With the present research, it is believed that
Definition of Terms
In this study, the following terms are defined and operationalized as follows:
learners. This serves as a guide to implement strategies and activities to support and maximize
each learner’s ability to learn which include but not limited to creative and critical thinking,
factors have an influence on group members, over and above the influence of a specific
program designed to equip K to 12 learners with life skills on three domains: Academic
Development, Personal and Social Development, and Career Development. (DepEd 20, 2020)
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CHAPTER II
Kayler, H., & Sherman, J. (2009). Studied about at-risk ninth-grade students:
A psychoeducational group approach to increase study skills and grade point averages.
They proposed a large-scale psychoeducational study skill for high school ninth-grade
students whose academic performance is under achieved. The ASCA National Model®
development, delivery, and evaluation. The authors found out that psycho-educational
They studied the evaluation of a small group counseling program that aims to
students. The findings and conclusions suggest that integrating academic interventions
Speilberger, Weitz and Denny (1962) devised a study to determine the effects
college freshmen using the Taylor Manifest Anxiety Scale (MAS) and the Wesh
Factor Scale A-Scale (A-Scale). One hundred and twelve male freshmen liberal arts
students met the criteria established for "anxiety." Of the 112, 56 volunteered for the
study and were assigned to experimental and control groups. The groups were
first semester. Groups were permissive and relatively unstructured. Grade point
averages were compared using analysis of variance and showed a significance at the
The authors conclude that this study indicates that anxious college freshmen who
performance than anxious freshmen who were not offered this opportunity. In
group counseling for eight semesters, a control group of volunteers who were refused
less than three sessions, and a wait group of volunteers who were refused admission
but who became participants two semesters later. The grade point averages for each of
these groups was computed for each of the eight semesters. Scholastic aptitude was
similar for all groups as measured by the American Council on Education (ACE)
examination. Using analysis of variance, the following results were obtained. Those
students who volunteered for group counseling, while comparable to the baseline
its grades significantly to a level comparable to that of the baseline group and
significantly above that of control and drop out groups. The wait group remained
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static during the wait period, but after subsequent group counseling improved its grade
point average to a level comparable to the experimental or baseline group's grade point
averages. Grade point averages did not improve for control and dropout groups. It was
concluded that group counseling over a long period of time was effective in improving
scholastic
performance.
academic performance suggest that cognitive group counseling can help to bring about
an increase in a measured positive attitude and behavior towards school and measured
Within these areas, however, there were negative and inclusive findings. There
METHODOLOGY
This chapter will discuss the research design, setting, population, and
instruments, as well as the data gathering procedures and the statistical treatment of the
data gathered.
Research Design
pretest/posttest course for both the control and experimental group. This study designed with a
pretest and posttest quantitative descriptive analysis to “measure learners’ performance and to
adjust instruction accordingly. Classroom assessment informs the learners, as well as their
parents and guardians, of their progress. (DO 8, 2015) (p.28). The research design was chosen
because it allows the researcher to determine the changes in students’ academic performance
and the changes and relationships if any, the treatment had on the subjects.
Research Setting
The study will be conducted in a public elementary school in Quezon City. The school
the school form 9. Quarterly marks are given to update students’ academic progress comprises
outstanding, Satisfactory, Very Satisfactory, Satisfactory, Fairly Satisfactory, Did Not Meet
Expectations
Report on Learning Progress and Achievement
Expectations
Research Population
The population will include grade 6 underachieving student with the GWA of
75 below. Criteria for participation in the study were students unsatisfactory GWA
and willingness to attend group meetings regularly during homeroom guidance and
Research Instruments
Medium of teaching and learning in Grade 6. Courses should have one forty-
minute (40 min.) session. At the end of the quarter, learners will be assessed through national
assessments and international assessments to check if they are meeting the key standards and
in Grade 6
Edukasyon sa Pagpapakatao
and Achievement. Quarterly marks are given to academic performance. Results of the
School Form 9 feed into the system assessment of DepEd, together with data gathered from
international and national assessments, which the teachers opted to participate in specific
and Quarterly Assessment every quarter. These three are given specific percentage
This results in the total score for each component, namely Written Work,
Performance Tasks, and Quarterly Assessment. Raw scores from each component
have to be converted to a Percentage Score. This is to ensure that values are parallel to
To compute the Percentage Score (PS), divide the raw score by the highest
possible score then multiply the quotient by 100%. This is shown below.
4 for Grades 1 to 10. The product is known as the Weighted Score (WS). . (DepEd 8,
2015 p. 38)
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The sum of the Weighted Scores in each component is the Initial Grade. This
Initial Grade will be transmuted using the given transmutation table to get the
Quarterly Grade (QG). he Quarterly Grade for each learning area is written in the
The average of the Quarterly Grades (QG) produces the Final Grade.
The General Average is computed by dividing the sum of all final grades by
the total number of learning areas. Each learning area has equal weight. The Final
Grade in each learning area and the General Average are reported as whole numbers.
Table 8 shows an example of the Final Grades of the different learning areas and
teacher conference, in which the report card is discussed. The grading scale, with its
corresponding descriptors, are in Table 10. Remarks are given at the end of the grade
Content Validity
content validity. These experts would review whether the school form 9 represents the
construct being measured. Their inputs would be considered to improve and finalize
school form 9.
Ethical considerations
Due to pandemic situation, public schools across the country apply different
discussion of the session goal, a review of a brief summary of member experience and
group studying. The session objectives were as follows. Session 1 aimed to establish
goal and process. Session 2 was to explore group cohesiveness and shifting focus
(reading skills and time management). Session 7-9 centered on Emotional Processing
in the group setting, such as no friends, lack of confidence, internet addicted etc.
All 120 participants were given pretests and posttest courses on measurement
of academic performance based on the school form 9. These 2 groups were randomly
divided into the experimental and control conditions. The experiment group received
intervention for 12 sessions during homeroom guidance, 30 mins. per session, once
The statistics will be calculated using IBM SPSS Statistics 23. If necessary and
possible, any corresponding visual representation of the statistical data will be created
Question 1, 2,3 and 4 will be solved by computing for the mean average scores
of their GWA. Furthermore this to determine the pre-test and posttest scores of the
𝛴𝑥
𝑥̅ =
𝑛
where 𝑥̅ is the mean,
Question 5 and 6, will use paired t-test to measure the control and experimental
groups. The null hypothesis for the independent samples t-test is μ1 = μ2. In other
words, it assumes the means are equal. With the paired t test, the null hypothesis is that
the pairwise difference between the two tests is equal (H0: µd = 0).
By comparing the t-table value. The calculated t-value is greater than the table
value at an alpha level of .05. The p-value may be less than the or greater than the alpha
REFERENCES
group approach to increase study skills and grade point averages. Professional
Education Guidance
Jacobs, Ed E., et al. “Chapter 9: Round and Dyads.” Group Counseling Strategies and
Skills, Eight ed., Cengage Learning, 2015, pp. 94–126.
Bieling, Peter J., et al. Cognitive Behavioral Therapy in Groups. The Guilford Press,
2009.