Workshop Template 4

Research Caravan 2021

Output No. 4

RIZA L. SANTOS
Researcher/s : CRIZALDO E. PAGTALUNAN
MARY ANN C. TUAZON
Designation : MT II
Subject Area : SHS
The proposed study is about the development of fundamental computer-assisted
General
: remediation materials that will try to meet the needs of the at-risk students in terms
Objective
of their emotional and academic difficulties.
1. To know the level of achievement of learners in terms of the competencies
before the use of the said ICT-based remediation materials.
Specific 2. To analyze the parental support behaviors of students at-risk of dropping out.
:
Questions: 3. To assess the significant difference in the students’ achievement after the
utilization of ICT-based remediation materials.

Type of
ACTION RESEARCH (Descriptive-Correlational)
Research

Instrument/s
Specific Questions
1. To know the level of
achievement of learners in terms
of the competencies before the
use of the said ICT-based
remediation materials.
Instrument
The grade point average of the
students for the 1st semester of
the school year 2021-2022 will
be considered.
Why do you think the instrument
is suitable to answer the
questions?
The GPA of the students for the
said semester is the best way to
know the level of achievement
of target respondents.

2. To analyze the parental support
behaviors of students at-risk of
dropping out.
For the measure of the parental
support behavior, the study will
adopt and modify the 17-1tem
questionnaire with four sub-
components namely,
instrumental support,
communication with the child
before and after school,
communicative support with the
teachers, and communicative
support during a school activity.
Each item will be answerable
using a 5-point Likert Scale from
strongly agree to strongly
disagree where “5” is the
highest and “1” is the lowest
The said modified instrument is
based on the study conducted
by the United States Sports
Academy (2014) on the Parental
Support Behaviors for Children
Participating in Community
Soccer Programs. The
instrument was content-
validated to ensure that the
instrument will cover the
research objective.
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3. To assess the significant
difference in the students’
achievement after the utilization of
ICT-based remediation materials.
scale.
The grade point average of the
students for the 2nd semester of
the school year 2020-2021 will
be considered.
The GPA of the students for the
said semester is the finest way
to know the level of
achievement of target
respondents after the utilization
of the said ICT-based materials.

Data Collection Procedure

Make a detailed procedure on how you are going to collect your data. Include applicable provisions from
Regional Memorandum 228 s. 2020.
Instrument
1. For the measure of the
academic performance of
the students, the grade point descriptors
average of the students for
the 1st semester of S.Y.
2021-2022 were considered the respondents of the study.
under the core, applied and b. The identified students who
specialized subjects.
Data Collection Procedure Ethical Considerations
a. Get the listing of the a. Informed consent.
students with grade verbal b. Voluntary participation.
of fairly c. Do no harm.
satisfactory and did not meet d. Confidentiality.
e. Anonymity.
expectations which had been
f. Only assess relevant
components
g. Secure approval from
are academically at-risk were immediate superior
the respondents of the study, h. Secure parental
and all of them will utilized consent
the proposed materials.
c. The utilization of the ICT-
based materials will last for 1
semester with the initial
approval of the principal. The
program as an interface
(referral counseling sessions)
of the ongoing STAR: Support
Team for At-Risk Students
program for Students-at-Risk
of Dropping Out’s of the
school included different
behavior modification
approaches that helped the
students to learn how to
motivate themselves by
reinforcement or by using
other means of self-motivation
to help students to have their
interest in studying their
lesson and find better ways of
how they can enhance their
study skills. At the same time,
the students were taught how
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Research Caravan 2021
2. The adopted 17-item
questionnaire with four sub-
components namely,
instrumental support,
communicate with the child
before and after school,
communicative support with
the teachers, and
communicative support
during a school activity.
Each item is answerable
using 5-point Likert Scale
from strongly agree to
strongly disagree where "5"
is the highest and "1" as the
lowest scale.
3. For the measure of the
academic performance of
the students after utilization
of the proposed materials ,
the grade point average of
the students for the 2nd
semester of S.Y. 2021-2022
were considered under the
core, applied and
specialized subjects.
Data Analysis
Research Objective
1. To know the level of
achievement of learners in terms
of the competencies before the
use of the said ICT-based
remediation materials.
achievement after the utilization
of ICT-based remediation
materials.
to have more positive outlook
on life.
a. Profile the Students-at-Risk
of Dropping Out
b. Gather the Supporting Data
c. The Support Team for At-
Risk Students team also
invited the parents of the
students-at-risk of Dropping
Out for counseling and
coaching for the utilization
of ICT-based materials
d. Have them answer the said
questionnaire
e. Obtain data on the parental
support given to Students-
at-Risk of Dropping Out.
Also in this part, the Team
for At-Risk Students team
monitors or tracks the
progress of the at-risk
student.
f. Gather the data for analysis
a. The grade point average of
the academically at-risk
students in 2nd semester
School Year 2021-2022 will
be considered for the post-test
b. compare GPA after placing
students in the intervention
program.
c. Gather the data for analysis
Variable/s
academic performance of the
academically at-risk students
a) Informed consent.
b) Voluntary participation.
c) Do no harm.
d) Confidentiality.
e) Anonymity.
f) Only assess relevant
components
g) Secure approval from
immediate superior
h) Secure parental
consent
a. Informed consent.
b. Voluntary participation.
c. Do no harm.
d. Confidentiality.
e. Anonymity.
f. Only assess relevant
components
g. Secure approval from
immediate superior
h. Secure parental
consent
Data analysis tool
The academic performance of
the academically at-risk students
was described using the
appropriate standard measures.
The academic performance of
the academically at-risk students
was interpreted using the scale
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Research Caravan 2021

below:

Rating Interpretation
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet
Expectation

2. To analyze the parental Parental support behavior frequency counts and weighted
support behaviors of students at- means.
risk of dropping out.

3. To assess the significant academic performance of the The academic performance of

difference in the students’ academically at-risk students the academically at-risk students
was described using the
appropriate standard measures.

The academic performance of

the academically at-risk students
was interpreted using the scale
below:

Rating Interpretation
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet
Expectation

Work Plan
Make a detailed work plan based on the procedures that you have done. Start with acquiring consent from
your respondents and end with the formulated findings, trends, and recommendations developed from the
results of the study.

Target Time Expected

OBJECTIVE Strategy/Activity Person/s Involved
and Date Outcome
a. Get the listing of Getting the listing of target January  Adviser  Formulate
the students with students based on the 2022  Guidance Counselor listing of
grade verbal reports and records of the  School SARDO
descriptors of school from enrolment and Administrators
fairly satisfactory or adviser.  Proponents
and did not meet  Subject Group Head
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Research Caravan 2021

expectations which  SARDO

had been the  Parents
respondents of the
study.

b. The identified *Profiling of student-at-risk of  SARDO Formulate listing

students who are dropping out  Parents of SARDO
academically at-  Proponent
risk were the  Guidance
respondents of the January Counselor
study, and all of 2022
them will utilized
the proposed
materials.

c. The utilization *Implementation of ICT-  Guidance *Implemented

of the ICT-based based remediation materials Counselor ICT-based
materials will last  School materials
for 1 semester with Administrators *Narrative report
the initial approval January  Proponents *Monitoring and
of the principal. 2022  SARDO evaluation report
The program as an  Parents
interface (referral
counseling
sessions)
d. The Support *Conference with students  Guidance  Conference
Team for At-Risk and the implementation and Counselor report
Students team also facilitation of parental  Proponents  Documentatio
invited the parents support questionnaire  SARDO and n report
of the students-at- Parents  Answered
risk of Dropping February questionnaires
Out for counseling 2022
and coaching for
the utilization of
ICT-based
materials

e. Obtain data on *Gathering of data July 2022  Proponents  Gathered data

the parental *Program and intervention
support given to monitoring
Students-at-Risk of
Dropping Out.
Also in this part,
the Team for At-
Risk Students team
monitors or tracks
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Research Caravan 2021

the progress of the

at-risk student.
Gather the data for
analysis
f. Analysis of *Gather the data *Proponents  Gathered data
gathered data. *Analysis of data Interpreted data
*Interpretation of data
July 2022
*Formulate recommendation
and conclusion

Plan for Dissemination and Utilization

Makes a list of how the results of your proposal will be disseminated and be utilized.
1. Secure approval from immediate superior
2. . Secure memorandum for over-all implementation
3. . Prepare parental consent and data privacy forms from parents and target respondents.
4. . Set a meeting with school administrators/subject group heads and teachers
5. . Set a meeting with parents and students

References
Go back to the review of related literature that you have done in the previous workshop. Make a citation
following the APA 6th Edition.

Elements of the Author(s) of journal article – family name and initials, use & for multiple authors.
reference (Year of publication). Title of the journal article. Journal name – italicized,
Volume – italicized (Issue or number), Page number(s). DOI:xx.xxxxxxxxxx
Bautista, R.R. (2021). Environmental awareness, attitude, and achievement
through nature-based learning. Biological Bulletin, 136(1), 65-86.
doi:10.1037/a0017815
In-text reference (Bautista, 2021)
OR
Bautista (2021) thought that….

Akomolafe, C.& Adesua, C. (2016). The impact of facilities on students’ level of motivation
and academic performance in senior high schools in South West Nigeria. Journal of
Education and Practice (7) 4:38-42
Bailey, L.B. (2016). Examining gifted students who are economically at-risk to determine
factors that influence their early reading success. Early Childhood Education
Journal. 33, 307-315.

Chemers, M. M., Hu, L., & Garcia, B. F. (2011). Academic self-efficacy and first year college
student performance and adjustment. Journal of Educational Psychology, 93(1), 55.

Christle, C. A., Jolivette, K., & Nelson, M. (2007). School characteristics related to high
school dropout rates. Remedial and Special Education, 28, 325-329.
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Chukwu-etu, O. (2009). Underachieving learners: Can they learn at all? Annual Review of
Education, Communication, and Language Services, 6, 84- 102.

Dearing E, Kreider H, Simpkins S, Weiss HB. Family involvement in school and low-income
children's literacy: Longitudinal associations between and within families. Journal of
Educational Psychology. 2006; 98(4):653–664.

Dearing E, McCartney K, Weiss HB, Kreider H, Simpkins S. The promotive effects of family
education for low-income children's literacy. Journal of School Psychology. 2004;42:
445–460.

Deci, E. L., & Ryan, R. M. (2008). Human Motivation Theory: A macro theory of human
motivation, development, and health. Canadian Psychology, 49, 160-182, University
Rochester Press

Desimone, L. (2007). Adolescent drinking and high-school drop-out. Journal of Educational

Research, 93, 11–30.