“Touch Me & Watch Me: An Offline Interactive SLM to Improve Performance in

Finding the Sum of Arithmetic Sequence Using Kotobee”

S.Y. 2020 - 2021

APRIL JOSEPH A. HUERTE1

DENE MARIE B. HUERTE2

An Action Research submitted to the Planning and Research Division

Division of Surigao del Sur

Area of Focus:

Teaching and Learning

PARANG NATIONAL HIGH SCHOOL

November 2020

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 “Touch Me & Watch Me: An Offline Interactive SLM to Improve Performance in
Finding the Sum of Arithmetic Sequence Using Kotobee”

I- Context & Rationale:

Education in the new normal is creating a huge challenge to schools,

teachers, students, and the entire community. The delivery of learning has drastically
changed however, according to DepEd education must not stop. This is also the cry
of UNESCO that educational institutions must be innovative to deliver quality
education even in this trying time of pandemic. In the face of this continuing health
threat, the Department of Education (DepEd) formulated the Basic Education
Learning Continuity Plan (LCP) under DepEd order no. 12, s. 2020, to put into
motion the marching orders of the Secretary: ensure that learning continues while
guaranteeing the health, safety, and wellbeing of all learners, teachers, and other
DepEd employees.

The present situation poses the need for learners to become independent
learners. Students were overwhelmed with the new normal. They are not used to
modular (printed) learning wherein there is no interaction from their teachers. In the
broader context, modular distance learning is designed for adult learning because
they are independent learners. Children dependent, they need guidance. This time
where face to face is not feasible, they rely to their parents or anybody can provide
them assistance at home. But, this is not true in actual setting, we have parents who
cannot even read and write, parents who are able, are also busy at work. Thus,
these children must be given immediate attention by bringing the lesson abstraction
of the lesson to their homes.

In the context of Grade 10-Righteous of Parang NHS, most of the students did
not able to reach performance level in “Finding the Sum of Arithmetic Sequence”
with 24.14% mean percentage score and there are even students who failed to
answer the module. The highest score gained is 10 which is 66.67% of 15 which is
below the performance level of 75%.

Considering the performance of the students, there is a need to supplement

the modules with something they could hear and watch. Fiona (2017) in his case
study proves that interactive active activities using ICT improves learners’ self-

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 learning performance. Alobaid (2020) found out that multimedia materials through
ICT technology has made learning experience more effective and interactive as it is
more adjustable, shareable and retainable. Thus, interactive SLM through Kotobee
authoring is proposed to hopefully improve the MPS of the students in finding the
sum of arithmetic sequence.

II - Research Questions:

1. What is the average score of Grade 10 Righteous students in finding the sum
of arithmetic sequence before the intervention?
2. What is the average score of Grade 10 Righteous students in finding the sum
of arithmetic sequence after the Implementation of Touch Me & Watch Me
Intervention Program?
3. Is there a significant difference in the mean percentage score after the
remediation?
4. What recommendations could be given to improve students’ performance in
mathematics.

III – Proposed Intervention

To improve the performance of students in finding the sum of arithmetic

sequence an intervention material was designed. The intervention made use of
kotobee authoring tool to design an interactive self-learning material where the
students can watch the abstraction of the lesson from the teacher. The learners
repeated viewing until he mastered the competency. To students also enjoyed
performing interactive activities with audio for those who have poor reading
abilities.

Procedure of the intervention:

1. The students will perform preliminary activities of the module such as review
of required skills and introduction to the lesson using interactive quiz with
audio.
2. Instead of written explanation and examples, the student will watch a teacher-
made video on finding the sum of arithmetic sequence.
3. Since some of the students have poor skill of fundamental operations on
integers (sign number), the students will also watch a video on this. The
students can repeat watching the video until he masters the competency.

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 4. The students will perform interactive formative assessment and check his own
progress. If he is not satisfied with the results, he/she can repeat the process.
5. On the last day of the intervention, the students will answer a post-test then
submit answer to the teacher.

IV – Action Research Methods

A. Participants and/sources of Information

This research was limited to Grade 10-Righteous students of Parang
National High School, SY 2020 – 2021. The selection of respondents was
purposive because all the students who did not meet the performance level in
finding the sum of arithmetic sequence were included.
B. Data Gathering methods

Since the pre-test data was already available, the researcher will need
post-test data after the intervention is given. First, the researcher seek the
approval from the school head for the conduct of the intervention program.
The said request was relayed to the parents to formally inform them that their
children were under an intervention program and explain to them the terms
and conditions. While on pandemic, the researcher ensured that health
protocols were strictly observed for the entire duration of the conduct of the
intervention program.

This research used of the summative test scores of the students in

finding the sum of arithmetic sequence before and after the intervention was
conducted. For baseline data, the researcher made use the scores of the
students in the printed SLM given to them. Then, a similar exam was
administered to gather post test results.
C. Data Analysis Plan
After conducting the pre-test and the post-test, the following statistical
methods was employed:
1. Average score to get the performance of grade 10 righteous students
during pre-test and post-test on finding the sum of arithmetic sequence.
2. T-test to solve the significant difference between the pre-test and post-test
scores and determine whether there is improvement in the performance of

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 students in solving the sum of arithmetic sequence after the intervention
program.

V – Timetable

December 2020
Activities 18 2 22 23 24 25 26 27 28
1 onwards
1. Seek approval from the school head for
the conduct of the study and intervention
program and for the use of DCP Tablets.
2. Submits work plan to the school head
3. Advocate the plan to the parents
4. Submit intervention material to QA team
for validation
5. Conduct the intervention program
6. Gather & interpret the needed data
7. Finalize and submit the final research
8. Disseminate and advocate the study

VI – Results, Findings, & Conclusions

Table 2. Performance of Grade 10 - Righteous students in finding the sum of

arithmetic sequence.

Respondents Pre-test Score

Student 1 7
Student 2 4
Student 3 2
Student 4 0
Student 5 3
Student 6 5
Student 7 3
Student 8 3
Student 9 6
Student 10 2
Student 11 1
Student 12 5
Student 13 4
Student 14 1
Student 15 2
Student 16 5
Student 17 2
Student 18 1

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 Mean Score 3.11
Table 2 shows the pre-test scores of Grade-10 Righteous students who did
not reach the performance level. The table further shows that there are even
students failed to answer the said module and scored zero (0) in the post-test of
Printed SLM. The table also shows the mean score of the said students is 3.11
which is far lower than the passing score. This may be attributed to the absence
abstraction of the lesson and their difficulty to read and comprehend printed
materials.

Table 3. Performance of Grade 10 Righteous students in investigating the effect of

temperature to the speed of sound before the intervention.

Respondents Post-test Score

Student 1 13
Student 2 7
Student 3 6
Student 4 6
Student 5 8
Student 6 11
Student 7 7
Student 8 8
Student 9 13
Student 10 12
Student 11 5
Student 12 7
Student 13 6
Student 14 4
Student 15 5
Student 16 7
Student 17 6
Student 18 4
Mean Score 7.50

Table 3 shows the post-test results of the students under intervention

program. It could be seen that all students have answered the said test, and nobody
got zero (0). It further shows the mean score has improved from 3.11 to 7.50, this
could be attributed to Interactive SLM which has the recorded abstraction from the
teacher. Thus, it could be concluded that the material is a helpful tool in guiding
students as they journey with the modules.

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 Table 4. Comparative Data of Pre-test & Post Test

Parameters Results
Sample Mean -8.32
Sample Standard Deviation 17.23
n 18
df 17
t-value 2.04
p-value 0.028

Since the p-value is 0.028 and is greater than zero (0), we will reject the null
hypothesis. Thus, there is significant difference between the mean scores of the
summative tests before and after the intervention program. It could be concluded
that the interactive SLM contributed in attainment in the significant increase in the
score of the students.

It supported the claim of Fiona (2017) in his case study that interactive active
activities using ICT improves learners’ self-learning performance and Alobaid (2020)
that multimedia materials through ICT technology has made learning experience
more effective and interactive as it is more adjustable, shareable and retainable.

VII – Recommendations

Based on the findings of the study, it could be recommended that interactive

self-learning materials is more effective to use than printed materials. Thus, the
proponent highly recommends for the use of the material especially to those who
have difficulty in reading and comprehension. Additionally, according to some of the
respondents they found it very interesting and provides fun while doing the tasks.

VIII – Plan for Dissemination and utilization

After the conduct of the study, an accomplishment report was submitted to the
school head and to the district office together with the copy of the said study. Along
with this is a letter for a conduct of a LAC session for the presentation of the study to
the teachers for a possible school-based implementation of the intervention
depending on the results of the study.

The research will also seek for district or higher-level presentation to reach
bigger audience and advocate the intervention.

IX– References

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 Alobaid, Azzam (2020). Smart multimedia learning of ICT: role and impact on language
learners’ writing fluency— YouTube online English learning resources as an example. Smart
Learn. Environ. 7, 24 (2020). https://doi.org/10.1186/s40561-020-00134-7

Delaney, Fiona. (2017). The impact of interactive technology on learning in primary

education. Case Study.. 10.13140/RG.2.2.29469.46565.

DepEd (2020). DO no. 12, series 2020 Adoption of the Basic Education Learning Continuity Plan
for School Year 2020-2021 in the Light of the COVID-19 Public Health Emergency.

Annex 1. Photo-Documentation During the Conduct of the Intervention.

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 Documentation During Implementation

Sending the Material to students with android phone

A student answering the post test after, performing the intervention.

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146
 The Material

The respondents watching the video lesson to further understand the

learning competency.

PARANG NATIONAL HIGH SCHOOL

Address: Parang, Cantilan, Surigao del Sur
Telephone Number: (086) 212-4146