Title: Proposed Enrichment Activities towards Improvement of Least Learned

competencies in 21st Century Literature from the Philippines and the World

I. Context and Rationale:

Taysan Senior High School is the only stand-alone school in the Taysan district. It
offers STEM, ABM, HUMSS, Industrial Arts, and Home Economics. The learners study
subjects under Core, Applied, and Specialized subjects.

Core subjects are subjects that all learners from Senior High School will study
regardless of their chosen track or strand. It is like the general education subjects that
college students usually take on their first or second year of college.

21st Century literature from the Philippines and the world is under the core subjects.
This course aims the students to engage in appreciation and critical study of the 21st
Century Literature from the Philippines and the world that includes various dimensions,
genres, elements, structures, contexts, and traditions.

Philippine education system was shaken because of this pandemic despite this
situation, Department of Education organized a plan on how education can still be delivered
to students. There are three types of learning modalities in the new normal set up of
education. They are Modular Distance Learning, Online Distance Learning and
Television/Radio Based Instruction. Taysan Senior High School decided to use Modular
Distance Learning since our students have limited access to internet connection. Learners
are given modules or activity sheets that are aligned with Most Essential Competencies if
modules are not available. They are also given weekly home learning plan that serves as
their schedule and guide in answering their activities from their subjects.

21st Century Literature from the Philippines and the World were offered for the First
and Second Semester. The researchers handled this subject for two semesters, and it was
observed that there are students who are at risk of failing the subject. They had difficulty in
answering the given questions especially when they were given subjective type of questions.
Some students also had a hard time understanding the contents of the lesson and some
literary texts. As an intervention, the researchers compiled intervention materials including
activities that will help them to understand the lesson better and tests to be delivered to the
students who are at risk.

II. Review of Related Literature

Positive learner and teacher attitudes are interrelated to the motivation of the
students in studying English and it should be sustained for successful transfer of language
learning. Environment that is conducive to learning should be created to poster the positive
attitudes and motivate learning in English. There are factors that help create conducive
environment like using English language in a non-threatening and fun environment,
providing various types of input which are auditory, visual, sensory, verbal and non verbal in
nature, providing consistent exposure to language, supportive and encouraging
environment for teachers and students and having natural means of communication in using
English language. Enrichment program should be aligned with the curriculum. It should
complement and strengthen the development of language proficiency of students in school.
The main emphasis of the enrichment program should be more on the process of learning
rather than the performance of learning. Supyan Hussin 2000

There are different theories of enrichment and instructional differentiation that were
translated into practice and embraced a remedial paradigm. This approach resulted in
improved student achievement. Thorough analysis of the strength and weaknesses of all
dimensions of the school, strategic plan with broad instructional goals, specific learning
objects and detailed action plans let the school improvement began. Different enrichment
programs were chosen to improve the learning environment based on the evidence that
engagement in learning is enhanced when students’ interests and choices are considered
and need to provide learning experiences that were responsive to the learning
characteristics of a diverse students population. This enrichment activities were
implemented simultaneously while others were introduced over a series of years. Teachers
rewrote the curriculum in different subjects to include enrichment experiences and
differentiated instructions. Teachers were also provided training, modeling, coaching and
planning o integrate the new ideas and skills in teaching their lessons. Beecher 2008

According to Richard Banez ( 2016), importance of generic academic over discipline-

based learning objectives as the core of literature instruction and pedagogical questions on
whether recency or relevance of literary texts are increasingly becoming the interest
debates in senior high school education. The respondents both assessed that recency and
relevance is an important consideration in selecting literary texts. They also perceived that
focusing on honing their human relation skills and disciplined based/work-oriented learning
objectives were essential in preparing themselves for college education and workplace
responsibilities. They also preferred language based activities that provide and develop
other complex skills that are important in tertiary education and workplace challenges.
Educators are using a variety of intervention methods to stop the cycle of failure for
students who are at risk. With different enrichment programs, it highlighted the importance
of high self-esteem in working with ar risks students to succeed. The educators believed that
the students should believe in their own abilities to be able to perform. They should also be
resilient. Hard work and persistence often lead them out of their situations as at risk
students. According to the researcher, educators should invest time and energy to analyze
what makes the enrichment program works and if they are able to isolate effective
intervention methods, they can share the result with other educators across the country.
They can adapt them to address the needs of students at risk.

III. Research Questions

This study aims to determine the effectiveness of giving enrichment activities to

students who are at risk of failing in 21 st Century Literature from the Philippines and the
World subject to students who are taking this subject for this second semester in Taysan
Senior High School furthermore it sought to answer the following research questions:

1. What is the level of understanding of the respondents in literature?

2. How enrichment activities help the students acquire the required competencies
for 21st Century Literature from the Philippines and the World?

3. What enrichment activity plan can be used to improve the learners understanding
in literature?

IV. Scope and Delimitation

This study is focused on the competency level of the students who are taking the 21 st
Century Literature from the Philippines and the World subject and at risk of failing, based on
the assessment that was given them after given enrichment activities. This was participated
by Grade 12 STEM, ABM and TVL students in Taysan Senior High School this school year
2020-2021.

V. Research Design

a. Participants of the Study

 The respondents were one hundred seventy students (170), Grade 12 students
under STEM, ABM and TVL track who are taking 21 st Century Literature from the Philippines
and the World. Since some students were at risk of failing in this subject, the researchers
gave enrichment activities to those students.

b. Research Methodology

The researchers used qualitative method and conducted phone interview as data
gathering method. They also used the grading sheet as basis for identifying children at risk.

The researchers made sure that the students’ tasks results were recorded and
evaluated carefully. They also sought students’ stand on giving enrichment activities to
improve their understanding about the least learned competencies.

c. Data Analysis Plan

The researchers prepared the grading sheets and interview guide questions for
gathering information in the study. They conducted interview and their responses were
recorded based on the conversations which were transcoded into writing. The researcher
made an in-depth analysis of the transcript to obtain relevant findings and conclusions.

VI. Results and Discussion

The result showed that students had difficulty in understanding the lectures and
activities in 21st Century Literature from the Philippines and the World. In Modular Distance
Learning, students must learn their subjects on their own. Limited vocabulary is one of the
reasons why they tough time understanding the lectures and the given activities. According
to the students, they learn better if the teachers teach them face to face. From week 5-8, it
requires gadgets to do the activities that were assigned to them since the topic was using
technology in interpreting different literary texts. Not all learners have access to the
internet. Because of these problems, the researchers thought of a way how to help the
learners who are at risks of failing. They crafted enrichment activities that will help the
students understand better and they also aligned the activities so that the students can still
accomplish their tasks with minimal use of technology.
 The respondents have a positive feedback for the given enrichment activities. They
were given enrichment activities can be easily accomplished and easy to understand
because it was crafted based on their level of understanding. According to them, they
understand their lessons and activities that were given to them. It also helps them not to be
stressful in answering their modules.

Table for Enrichment Activity Plan

STRATEGIES OBJECTIVES PERSON EXPECTED

INVOLVE OUTPUT
Vary the method of To provide variety Subject Variety method of
presentation method of teacher presentation
presentation
Provide opportunities for To provide Subject Opportunities for
open-ended, self directed opportunities for teacher open-ended and self-
activities open-ended, self- directed activities
directed activities
Provide opportunities to To provide Subject Depth knowledge in
develop depth of opportunities to teacher 21st Century Literature
knowledge in 21st Century develop depth of from the Philippines
Literature from the knowledge in 21st and the World
Philippines and the World Century Literature
from the Philippines
and the World
Establish a timeline for To establish a timeline Subject Timeline for long term
long-term goals for long-term goals teacher goals
Give student choices of To give student Subject Variety of choices of
activities in learning the choices of activities in teacher activities in learning
content. learning the content the content
Provide tests at a higher To provide tests at Subject Higher level of
level of thinking higher level of teacher thinking skills
thinking
VIII. Conclusions and Recommendation

This chapter presents conclusions and necessary recommendations offered by the

researcher for future considerations.

Conclusions

In the light of the findings obtained, the following conclusions were drawn.

1. There are more students who have limited vocabulary, they don’t some literary texts and
the instructions of the activities that were given to them.

2. Enrichment activities help the learners to understand better.

3. Enrichment activities aid them to grasp the deep meaning of the literary texts in their
module.

4. Enrichment activities let the learners appreciate the different literary texts.

5. Enrichment activities to improve the least learned competencies in 21 st Century Literature

from the Philippines and the World.

Recommendations

Based on the conclusions, the researcher offers the following recommendations

about enrichment activities as an intervention to student who are at risk of failing the said
subject.

1. Learners should be given activities to improve their vocabulary.

2. Teachers should be aware of the level of competency of the students.

3. Enrichment activities that will be given should be based on the level of

understanding of the students.

4. Enrichment activities can be an intervention for students who are at risks of failing
in the subject.