INCREASING AWARENESS ON CLIMATE CHANGE

OF GRADE 6 PUPILS IN BULAN NORTH CENTRAL SCHOOL – B, BULAN III

DISTRICT USING “PRESENT-ENGAGE-BUILD INFOGRAPHIC UTILIZATION
TECHNIQUE”

Proponent:

APRIL GRACE A. GUTLAY

Grade 6 Teacher
BULAN NORTH CENTRAL SCHOOL – B
Contact#:09685290368
Email: aprilgrace.albor@deped.gov.ph
 Republic of the Philippines
Department of Education
Region V
Division of Sorsogon
BULAN III DISTRICT
Bulan North Central School – B
Bulan, Sorsogon

August 22, 2022

JOSE L. DONCILLO, CESO V

Schools Division Superintendent
Schools Division of Sorsogon
Sorsogon City

Sir:

May I submit my complete action research entitled

“Increasing Awareness On Climate Change Of Grade 6 Pupils in
Bulan North Central School – B, Bulan III District Using
“Present-Engage-Build Infographic Utilization Technique”

Herewith attached the approved proposal.

Thank you.

Respectfully yours,

APRIL GRACE A. GUTLAY

Teacher III/Researcher
JOSE L. DONCILLO CESO V
Schools Division Superintendent
Division Of Sorsogon
Sorsogon City

Sir:

I would like to inform your good office that the

undersigned will conduct an action research entitled
Increasing Awareness On Climate Change Of Grade 6 Pupils In
Bulan North Central School – B, Bulan III District Using
“Present-Engage-Build Infographic Utilization Technique”,
during the SY 2021-2022.

Looking forward for your favorable action on this matter.

Very truly yours,

APRIL GRACE A. GUTLAY

Teacher III

Noted:

EMMANUEL H. GUTAY
Principal - I
JOSE FRANCISCO G. ARRIBAS
OIC- Public Schools District Supervisor
Bulan III District
Bulan Sorsogon

Sir:

I would like to inform your good office that the

undersigned will conduct an action research entitled
Increasing Awareness on Climate Change Of Grade 6 Pupils in
Bulan North Central School – B, Bulan III District Using
“Present-Engage-Build Infographic Utilization Technique”,
during the SY 2021-2022.

Looking forward for your favorable action on this matter.

Very Truly Yours,

APRIL GRACE A. GUTLAY

Teacher III

Reviewed by:

MABEL G. DE VERA ULYSSES HILOMA

Teacher III Teacher III

IRENE L. SANCHO AGNES GILIO

Teacher II Teacher III

MARLYN M. NAVARRO
Teacher III

Noted:

JOSE FRANCISCO G. ARRIBAS

Principal – I/OIC PSDS
I. CONTEXT & RATIONALE

The teachers, being the focal figure in education, must

be competent and knowledgeable in order to impart the

knowledge they could give to their students. Good teaching is

a very personal manner.

Effective teaching is concerned with the student as a

person and with his general development. The teacher must

recognize individual differences among his/her students and

adjust instructions that best suit to the learners. It is

always a fact that as educators, teachers play varied and

vital roles in the classroom.

Teachers are considered the light in the classroom. They

are entrusted with so many responsibilities that range from

the very simple to most complex and very challenging jobs. It

is very necessary that teachers need to understand the need to

be motivated in doing their work well, so as to have motivated

learners in the classroom. When students are motivated, then

learning will easily take place.

However, motivating students to learn requires a very

challenging role on the part of the teacher. It requires a

variety of teaching styles or techniques just to capture

students' interests. Above all, the teachers must themselves

come into possession of adequate knowledge of the objectives

and standards of the curriculum, skills in teaching,

interests, appreciation and ideals. They need to exert effort

to lead children or students into a life that is large, full,

stimulating and satisfying. Some students seem naturally

enthusiastic about learning, but many need or expect their

instructors or teachers to inspire, challenge or stimulate

them.

As elucidated in Section 2 under Article VIII of R.A.

7836:

“The teacher shall recognize that the interest and welfare of

learners are of first and foremost concern, shall deal

justifiably and impartially with each of them.”

This stresses out the teachers’ roles, responsibilities

and accountabilities and the characteristics of effective

school teachers, which is relevant to the study.

The COVID-19 pandemic has been a siren call for stronger

action in the face of global threats. What has been described

as the collision of this pandemic with a series of recent

extreme weather events has amplified this call, providing a

frightening glimpse into the scope of the grim challenges

lying in store as the effects of climate change become more

prevalent and pronounced.

Transferring of learning demands in this pandemic is a

great challenge to every teacher. It emphasized the learner’s

innate and natural characteristic to facilitate learnings.

This present scenario let the educational planner to reshape a

new horizon for the methods and techniques used in the

academic environment and teaching learning process.

Giving emphasis on educational developments,

underscores the skills like ability to use technological

tools, understand and remember the knowledge, teachers expect

that students possess the ability to accessing information,

configuration knowledge, active participation in class,

creative and critical thinking, interpretation what learners

see.

As a learning facilitator, selecting appropriate

materials in teaching-learning process is very crucial. It

should not only focus on the question "How to be taught?" but

also the questions of " how the skills and knowledge required

to be transferred?", "What resources are available for this

purpose of transfer of learning?", "How can we give learning

skills to the students?", and "What materials can increase

student motivation?". In direct statement, what materials can

be used for the learners and how will be transferred

effectively to the learners.

Visual material is one of the utilized tools to have

effective transfer of learning. Visualization that is

supporting by visuals is one of the most frequently used

method in the teaching-learning process. Through visualization

learner get to establish engagement and organize ideas in the

mental process. The main purpose of using visual aid in the

classroom is not to give just a graphical map data but to

absorb required actual knowledge and to keep in mind or make

it more easily remembered. In order to visualize many tools

are used such as concept maps, graphic organizers, flow

diagrams, simulations, and pictograms.

Infographic materials are one of the highest form of

visual materials. It has the features of presenting and

transferring of complex or high amounts of information

especially in the text, important data, tables, and figures,

numerical data and illustration as well. The peculiar

characteristic of infographic is that it can transform long

and complex information transform to simpler and

understandable knowledge. This makes the presentation a

significant and remarkable mental interaction with the

learners. Information are carried out in a vivid and visual

presentation of complex data. Combining these appropriate

utilization technique of infographic materials would result to

an effective transfer of learning to the learners.

The above information caught the attention of the

researcher to device a technique in utilizing the infographic

materials in increasing the climate change awareness of the

Grade 6 pupils. It was observed by the researcher that during

the Science class, learners showed low interest and attention

to science lesson. The MPS of the pupils was ostensibly

decreasing when the teacher compared the MPS of first grading

and the MPS of second grading.

Thus, with the alarming condition of the apparent MPS

results and observed scenario during science class lesson, the

researcher developed a technique in utilizing infographics

materials. The researcher opted that it is very timely to

conduct an action research to test if the technique on

utilization of infographic materials would increase the

awareness of the pupils in climate change. The researcher used

“Present-Engage-Build Infographic Utilization Technique “

materials during the teaching learning process.

According to Eisssa (2014) Infographic is the art of

transferring information and complicated data into cartoons

which are much easier for perception and recognition. It does

not require reading much information and more texts which

leads to effective visual interaction. This statement was

supported by the works of Shaltout (2014) that infographic is

also called interactive data visualization and information

design. It might be represented using this equation;

Information + Graphic = Info graphic.

According to Eissa (2014) and Simiciklas (2012)

infographics characteristics are simplifying hard and

complicated information-based on visual effects to be easier

for reading and understanding; transferring data and

information from its traditional form as represented by

letters and numbers into interesting figures and drawings;

using visual scanning to minimize time consumed in reading

such massive amount of written data and information, the

effectiveness of using infographics art in marketing via

social media to attract customers; ease of publication and

distribution via social networks; and enforcing the process of

saving information as far as possible.

More so, El-Araby (2008) stated that the most prominent

characteristics of infographics are it is a visual explanation

which helps in understanding and finding information easily;

it is a visual graphical representation which integrates

vocabulary and figures in a smooth way; It is self-explanatory

and it does not require further explanation and clarification;

It makes the understanding process faster and consistent; it

is internationally understood; it only focuses on the most

important points; and it is interesting for readers.

On the contrary, A. Chong (2012) argues that data

visualizations—of which infographics are one common example—

are becoming “more integral parts of…our students’ information

diet”. Even Facebook in its most recent design iterations, he

explains, has focused on delivering information visually

(Chong, 2012). The usage of infographics while producing

electronic content in a fast and easy way is widely spread.

The importance of using infographics in education has

increased as learners’ desire to understand certain topics by

viewing rather than reading, has increased.

Hafeth (2013) conducted a study which aimed at

recognizing the effectiveness of using the visual approach

along with the aid of a computer to develop second grade,

preparatory school female students’ sense of place. The

researcher used the experimental research design. The study

sample consisted of 90 female students at second grade,

preparatory school at “Al-Haram preparatory school for girls”

in Cairo, Egypt. They were divided into an experimental group

of (46) students and a control group of (44) student.

Coleman (2010) stressed how far primary level school

teachers use charts in their educational practices at Alabama

University in USA. The researcher used the descriptive design

and used the questionnaire to reach desired results. Results

showed an increase in teachers’ usage of charts which included

most educational practices.

As S. Hill and C. Grinnell (2014) argue, that if teachers

want the students to be successful in telling the stories of

science and industry, the teacher to give them the tools

available to them to do that. One of those tools is the

infographic. Infographics can be particularly useful for STEM

students because they encourage students to show

relationships, represent complex data clearly, and consider

users’ knowledge and experience (Chong, 2012; Hill & Grinnell,

2014).

Infographics, efficient visual representations of

information that use visual relationships to make an argument,

provide one way to accomplish this goal by engaging students

in the process of research and writing as creating, not just

reporting. Indeed, we argue that infographics can teach

students what J. Purdy (2014) calls “design thinking,” an

invention strategy that asks writers to explore multiple

composing possibilities and to see design as a critical

strategy connecting multimodal and alphabetic essay

assignments.

Educators using infographics will remain ahead of the

curve when it comes to teaching practices and techniques. The

interfaces of our technology are expanding visually, and we

need to use these techniques for improving instruction.

Graphic designers and artists have a vast knowledge of

illustration, but incorporating complex infographics in the

pre-kindergarten to 12th grade curriculum will help all

learners grow (Davis , 2018).

II. ACTION RESEARCH QUESTIONS

This study is designed to evaluate the effects of using

PEBUT “Present-Engage-Build Utilization Technique” on the

utilization of infographic materials on Grade 6 pupils of

Bulan North Central School - B in increasing the awareness in

Climate Change.

Specifically, it seeks to answer the following

questions:

1. What is the mean score of the pupils before and

after the use of “Present-Engage-Build Infographic

Utilization Technique” in increasing the pupils’

awareness in Climate Change?

2. Is there a significant difference in the mean scores

of the grade six pupils before and after using the

“Present-Engage-Build Infographic Utilization

Technique” in increasing the pupils’ awareness in

Climate Change?

3. What is the insight can be deduced from the result

of this study for the improvement of “Present-

Engage-Build Infographic Utilization Technique” in

increasing the pupils’ awareness in climate change?

III. PROPOSED INNOVATION/ INTERVENTION STRATEGY

This study is limited only on the effects of “Present-

Engage-Build Infographic Utilization Technique” in

increasing the pupils’ awareness in climate change. The

study was conducted at Bulan North Central School - B. This

study will use a self-made questionnaire. The research will

be concluded during the third quarter of the school year and

used to grade 6 pupils of Bulan North Central School - B.

The participants are limited to those who are currently

enrolled in Bulan North Central School - B class of grades

six section Skype. The data will be collected through

pretest and post-test. The researcher will use t-Test to

find the significant difference of the two means of the

tests.

To increase the pupil awareness in climate change of

grade 6 pupils through “Present-engage-build infographic

utilization technique” the following must be followed:

Activities Time Frame Person’s Involved

PHASE 0

1. Determine the problems Teacher/Pupils

encountered by the
pupils. AUGUST 2022
2. Seek approval address to Teacher/Pupils
the principal to conduct
and utilize intervention
to the pupils.
 3. Conduct meeting to the Teacher/Parent
parents regarding the
problems encountered by
the pupils
PHASE 1

1. Drafting action Teacher

research proposal
2. Proposal revision by Teacher/Division
the eps in research
SEPTEMBER – EPS
NOVEMBER
3. Proposal approved by 2022 EPS/ASDS/SDS
the committee on
research
4. Seeking approval of ASDS/SDS
the division of
Sorsogon officer
PHASE 2

1. Conduct pre-test to the

respondents to determine
the awareness in climate Teacher/Pupil
change.
2. Implementing the DECEMBER Teacher/Pupil
intervention 2022 –
3. Conduct post-test to the JANUARY 2023 Teacher/Pupil
respondent to determine
their academic
performance after the
implementation of the
intervention.

As WhatIs.com probe that the infographic (information

graphic) is a representation of information in graphic format

designed to make the data easily understandable at a glance.

Teachers use infographics to quickly communicate a message, to

simplify the presentation of large amounts of data to see data

to see data patterns and relationship, and to monitor changes

in variables in time.
IV. ACTION RESEARCH METHODS

a. Participants and/or Other Sources of Data and Information

This study will focus to increase the pupil awareness in

climate change of grade 6 pupils through “Present-engage-build

infographic utilization technique”

The participants of the study will be the 23 grades 6 –

Skype of Bulan North Central School –B, Bulan III District

during the SY 2022-2023. This is a total numeration. Thus,

sampling is not needed.

In generating the data and information to be used in this

study, the researcher will utilize the result of the pre-test

as the baseline data to measure the increase of awareness in

climate change of grade 6 pupils through “Present-engage-build

infographic utilization technique”

The table below shows the number of participants of

the study

Number of Pupils Total

Grade Level Male Female

Grade 6 16 7 23
 b. Data Gathering Methods

The researcher asks permission to the school head to

conduct study on increasing the awareness in Climate Change of

the pupils through the use of infographic materials.

In this study, the researcher gathers the data through

the pretest and posttest. The pretest is administered by the

researcher to the Grade 6 pupils. It is followed by

utilization of the “Present-Engage-Build Utilization

Technique”. The infographic materials are gradually introduced

by the researcher during the Science class. The utilization of

the materials will run for 5 days.

After the “Present-Engage-Build Utilization Technique”

have fully administered and used the research conducted the

posttest, the researcher compares the mean of the pretest and

posttest to determine if there was a significant difference of

the means of the pupils. Pretest- Posttest design is the

prepared method to compare participant group and measure the

degree of change occurring as a result of treatment or

intervention (Shuttleworth, 2009).

c. Data Analysis Plan

The statistical treatment of data used in the study are:

Mean
M= ∑M
N
Where:
 M = mean of the pupils’ score
∑M =sum of pupils’ score
N =total number of pupils
t-Tets

Where,

x1¯x1¯ = Mean of first set of values

x2¯x2¯ = Mean of second set of values

S1 = Standard deviation of first set of values

S2 = Standard deviation of second set of values

n1 = Total number of values in first set

n2 = Total number of values in second set.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

  RESEARCH TIME FRAME

ACTIVITIES
AUGUST SEPTEMBER - DECEMBER 2022

NOVEMBER – JANUARY 2023

WEEK WEEK WEEK

3 4 1 2 3 4 1 2 3 4

Formulation of
action research
title and proposal
Seek permission to
the proper
authorities
Checking of action
research proposal-
SCHOOL LEVEL
Revision of the
proposal
Initial assessment
of the proposal
Evaluation of the
approved proposal
Implementing and
Conducting of the
action research
*distribution of
TEST
*collecting of
data
*Processing and
Analyzing of data
Preparing the
final research
paper to complete
Submission and
presentation of
the result of the
action research

VI. COST ESTIMATES

The following items will be the details of possible

expenses, which can facilitate the implementation of this
basic research proposal.

1st TRANCH

Activities/ Item Quantity Unit Total

Strategies Price Price

Preparation Short bond 1 ream 400.00

increasing paper short A4
Php
awareness in size
400.00
climate change
Using “Present-
Engage-Build
Infographic
Utilization
27 photo Php.
Technique”
copied 1.00
@ 27 pcs
Photo copy letter to
parent Php
27.00

Production of
instructional 5 sets of 5 sets of Php. Php
materials in instructio instruction 2,500.00 2,500.00
infographic
nal al
materials materials
in in
infographi infographic
c 500.00 each
Printing (ink and
other needed Php. Php.
materials for 1,500.00 1,500.00
printing)
Folders
27 pcs 27 pcs of Php. 134 Php.135.
folders @ 00
php.5.00
For binding the
instructional Stapler, 1 heavy Php.500. Php.
materials duty 00 600.00
stapler @
1 box 500.00
staple Php.100
@100.00
wire

Total Php
5,162.00

Fund Source: Expenses will be shouldered by the researcher

VII. PLANS FOR DISSEMINATION AND UTILIZATION

 Upon the approval of the proposed action research

permission, the researcher will administer the pre-test to

grade 6 pupils under her before she implement the “PRESENT-

ENGAGE-BUILD INFOGRAPHIC UTILIZATION TECHNIQUE” strategy in

increasing awareness in climate change. The Result of the pre-

test will measure the level of awareness of the respondents.

The teacher will discuss the awareness in climate change using

Present-Engage-Build Utilization Technique through infographic

in science class and online class in order to improve their

awareness in climate change.

After such, the teacher will give the post-test to the

pupils to determine the extent of awareness in climate change

in improving their awareness in climate change.

Further, the confidentiality of the information supplied

by respondents will be observed and its secrecy of must be

respected. Likewise, parents will be oriented about the

purpose of this study.

The researcher will prepare all the necessary

communications to all the concerned authorities regarding the

conduct of this study. Request to conduct the study will be

asked from the Division Superintendent of DepEd Jose L.

Doncillo CESO V. Communications will be personally presented

by the researcher to the principal of the school to allow her

to administer the questionnaires to the teacher-respondents.

 The data gathering instrument will be directly given to

the teacher- respondents and will be retrieved as soon as they

have been answered. The data gathered will be tallied,

tabulated, analyzed and interpreted accordingly.

As preliminary step, a research proposal will be

submitted to the Office of the Public Schools District

Supervisor requesting permission to conduct this research

work. When the proposal is already approved, the researcher

will conduct the research program applying all strategies and

approaches presented. Questionnaire checklist result and

identity of the respondent will be held with utmost

confidentiality.

Researcher will follow the rules of procedure in the

conduct of the action research. Data results, methods, and

procedures will be honestly practiced and observed all

throughout the conduct of the study. Fabrication,

falsification, and misinterpretation of data will not

materialize.

As preliminary step, a research proposal will be

submitted to the principal and district supervisor requesting

permission to conduct this research work using the

Kindergarten Pupils. When the proposal is already approved,

the researcher, through the help of the principal and teachers

in the school will conduct the research program applying all

strategies and approaches presented. Questionnaire checklist

result and identity of the respondents will be held with

utmost confidentiality.

This action research, when approved and completed will be

used and disseminated through several means:

1. In-Service Trainings - Other teachers within the

grade or school will learn about the results of the

action research to help them plan for their lessons

in other subjects.

2. Division Research Conference – Teachers from the

division whether researchers or not may also benefit

from the results of the action results in their

instructional planning or planning for researches.

3. Publications in Local Newspapers – Teachers, parents

and other members of the educational community will

gain a better understanding about the teaching and

learning process in general and the perceived

importance of utilizing manipulative instructional

materials.

The proponent will present the result of this action

research to the district supervisor and to other stakeholders

during the meetings upon completion of this endeavor. If given

the chance to present the results of this action research

during district, division, regional, national research forum

the proponent is very much willing to present it.

 Data Utilization Plan – data from this initiative will be

used in crafting project proposal which will form part of

2022 and 2023 Annual Implementation Plan, School Improvement

Plan School Policy formulation.

RESULT OF PRE-TEST AND POST-TEST
Through “Present-engage-build infographic utilization
technique”
data in table 1 displays the result of the pre-test

and post-test of the 23 grade 6 pupils in 20-item test. Pre-

test was administered by the researcher before the

implementation of the intervention having the median of 10.85

with the MPS of (43.42%). After the implementation of the

intervention, post-test was conducted having median of 16.28%

with the MPS of (65.14%). The difference of the pre-test and

post-test is 20.62% which signifies that there was a

substantial increase. It means that the intervention implanted

is “very effective” using the scale formulated by the

researcher.

Table 1. pre and post survey of using “Present-engage-

build infographic utilization technique”
PRE-TEST (MPS) POST-TEST (MPS) DIFFERENCE (MPS)
mean MPS mean MPS Mean MPS
10.85 43.42% 16.28 65.14 5.43 20.62%

During the pre-test, none of the respondents got the

passing score. After the implementation of the intervention,

post-test was conducted and it shows a significant increase in

the score of the respondents. It implies that the intervention

implemented was “very effective”

 ACTION RESEARCH

INCREASING AWARENESS ON CLIMATE CHANGE

OF GRADE 6 PUPILS IN BULAN NORTH CENTRAL SCHOOL – B, BULAN III
DISTRICT USING “PRESENT-ENGAGE-BUILD INFOGRAPHIC UTILIZATION
TECHNIQUE”

ABSTRACT

APRIL GRACE A. GUTLAY, Teacher III of Bulan North Central

School-B, Bulan III District during the S.Y. 2022-2023.
INCREASING AWARENESS ON CLIMATE CHANGE OF GRADE 6 PUPILS IN
BULAN NORTH CENTRAL SCHOOL – B, BULAN III DISTRICT USING
“PRESENT-ENGAGE-BUILD INFOGRAPHIC UTILIZATION TECHNIQUE”

This study generally aimed to determine the Increasing

Awareness on Climate Change of Grade 6 pupils in Bulan North

Central School – B, Bulan III District using “Present-Engage-

Build Infographic Utilization Technique” S.Y. 2022-2023.

The respondents of this study were 23 pupils’ grade 6

skype under the researcher. This is a descriptive research

design, using the pre-test result to determine the increase

awareness in climate change of grade 6 skype pupils before the

intervention was implemented. The post-test was utilized to

measure the increasing awareness using “Present-Engage-Build

Infographic Utilization Technique” after it was implemented.

Result of the pre-test shows before the intervention was done,

none of grade 6 skype pupils got the passing score having the

median of 10.85 and the MPS is 43.42% the post-test was

conducted after the implementation of the intervention, and

findings revealed that the median is 16.28 with the MPS of

65.14% having the difference of 5.43 and the MPS is 20.62%.

Additionally, result of the study implies that the

intervention used was “very effective” utilizing the scale

formulated by the researcher.

The conduct of this study was very difficult because of

many limitations set by this pandemic, yet the researcher was

able to finished the study. Thus, it does not prevent the

researcher from recognizing the active participation of the

respondents.

The researcher, strongly recommends to the division

superintendent to utilize the “Present-Engage-Build

Infographic Utilization Technique” to improve the awareness of

pupils in Climate Change.

 ACKNOWLEDGEMENT

This action research becomes a reality with the kind

support and help of many individuals. I would like to extend

my sincere thanks to all of them.

Foremost, I want to offer this endeavor to our god

almighty for the wisdom he bestowed upon me, the strength,

peace of my mind and good health in order to finish this

research.

I would like to express my gratitude towards my family for the

encouragement which helped me in completion of this paper. My

beloved and supportive husband, Abel, who is always by my side

when times I needed him most and helped me a lot in making

this research.

My special thanks and gratitude for our Public Schools

District Supervisor, Jose Francisco G. Arribas for imparting

his knowledge and expertise in this study. And to my school

principal, Emmanuel H. Gutay, for his guidance and constant

supervision as well as for his support in completing this

endeavor.

My thanks and appreciation also to my colleague and

people who have willingly helped me for providing necessary

information of learners regarding this research.

 And lastly, to all of the respondents (Grade VI skype)

for their full support that made them big part of this

research.

To God all the Glory!

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Section 2 under Article VIII of R.A. 7836.