Final Research

EFFECTIVENESS OF UTILIZING LEARNING ACTIVITY SHEETS TO
IMPROVE THE SOLVING SKILLS INVOLVING SAMPLING DISTRIBUTION

OF GRADE 11 STUDENTS
JHENA B. CANTONJOS
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR QUANTITATIVE

RESEARCH METHODS
Sorsogon State University
Sorsogon City
MAY 2022
ii
APPROVAL SHEET
The thesis attached hereto, entitled Effectiveness of
Utilizing Learning Activity Sheets to Improve the Solving
Skills involving Sampling Distribution of Grade 11 Students
in Bagahangld National High School, prepared by Jhena
Bayudan Cantonjos, in partial fulfilment of the
requirements for Quantitative Research Methods is hereby
approved.
SUSAN S. JANER, Ph. D.

Adviser
Chairman
Member
Member
Accepted in partial fulfillment of the requirements
for Quantitative Research Methods.
GERRY A. CARRETERO, Ed. D.

Dean
iii
APPROVAL SHEET
By the virtue of the recommendations of the thesis
committee, this thesis entitled, Effectiveness of Utilizing
Learning Activity Sheets to Improve the Solving Skills
involving Sampling Distribution of Grade 11 Students in
Bagahanglad National High School, prepared and submitted by
Jhena Bayudan Cantonjos, is hereby approved in partial
fulfilment of the requirements for Quantitative Research
Methods.
HELEN R. LARA, Ed. D., RGC

SUC President III
iv
ACKNOWLEDGEMENTS
The Researcher would like to extend gratitude to the
persons who have helped much in this research endeavor.
Dr. Helen R. Lara, President of Sorsogon State
University, Sorsogon City, for her leadership and support
to the School of Graduate Studies.
Dr. Gerry A. Carretero, Dean of the Sorsogon State
University, school of Graduate Studies, for his invaluable
assistance and encouragement in the pursuit this study.
I wish to express my profound gratitude to my adviser
Dr. Susan S. Janer who is an academic mentor for her
priceless academic and professional guidance in ensuring
that this work was completed on time. Her timely attention
in and out of office; even at home and at odd hours is
highly commendable. Your ability to drive your students
towards excellence is immeasurable. Your motivation truly
helps me finish this study.
I wish to thank the thesis committee for their wise
counsel and unquantifiable inputs of time and efforts
towards the successful completion of this work.
To the rest of the faculty members of SSU for being
part of her professional advancement, my salute to all of
them.
v
To the DepEd family especially Mr. Henry L. Macabuhay,
her friends, and her colleagues for their suggestions and
recommendations that motivated her to finish this research.
To my family, for the understanding and moral support
that give her strength to go through the rigors of this
professional growth.
To my family that serves as an inspiration to pursue
my study. Thank you for being considerate.
Most of all, to our Almighty God for giving me
strength and wisdom in preparing and finishing this study.
J.B.C
vi
ABSTRACT
This study determined the Effectiveness of Utilizing
Learning Activity Sheets to Improve the Solving Skills involving
Sampling Distribution of Grade 11 Students in Bagahanglad
National High School, San Jacinto District in the Division of
Masbate-Province, school year 2021-2022. The Descriptive method
of research would have utilized in this study. The respondents
were 50 Grade 11 students who were currently taking probability
and statistics subject 25 of them as Control Group and 25 as
Experimental Group.
The study used quantitative method to describe the
improvement level of the grade 11 learners in Probability and
Statistics subject along the identified topic and a test was
used to know the effectiveness of LAS in improving the
performance of Grade 11 in Probability and Statistics along
Sampling Distribution. Data were gathered through test
administration. A researcher-made learning activity sheets and
test questions were utilized as the main instruments of the
study. The data were tabulated, checked, analysed and
interpreted using mean, and t-test.
The findings of the study revealed that the Performance
Level results in Pre-test of the control and experimental group
along the identified topic belongs to below 75 and interpreted

vii
as low performance while the Performance Level results in post-
test of the control are almost belongs to below 75 and
experimental group where almost bracket 85-89 and interpreted as
very satisfactory. LAS is very effective in improving the
solving skills involving sampling distribution. It also revealed
that it helped them to solve sampling distribution easier and
faster, and clearly understand the concepts. It also helped them
to enhance their knowledge and solving skills involving sampling
distribution.
The computed t-test for Control group was 5.764 which were
greater than the critical value of 1.856. The computed t-test
for experimental group was 9.563 which were greater than the
critical value of 1.847. This result showed that the post-test
result was higher than the pre-test result.
Based from the findings it was concluded that most of the
students from experimental group got a passing result in the
identified topic. The majority of the grade 11 students did not
meet the expectations of the lesson and it has a low
performance. The post-test result is higher than the pre-test
result. The results revealed that the LAS was effective
instructional materials to the grade 11 students. The LAS is
very effective in improving the performance of the students in
Probability and Statistics subject.

viii
Based from the conclusions drawn, the following
recommendations are made: the LAS in Probability and
Statistics be submitted for further study and enhancement
to ensure high mastery of the learning competencies. The
LAS may not only have focused on unlocking difficulties but
also provide more activities during and after the
mathematical problems. Design training and workshop to the
teachers in secondary to improve the new instructional
materials in probability and Statistics. Trainings and
seminar workshop should impose to the students in order for
them to alleviate the performance in Mathematics as a
whole. Research parallel to this may also be conducted in
other subjects and on wider scope.

ix
TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . ii
APPROVAL SHEET . . . . . . . . . iii
ACKNOWLEDGEMENT . . . . . . . . . iv
ABSTRACT. . . . . . . . . . . vi
TABLE OF CONTENTS . . . . . . . . . ix
LIST OF TABLES . . . . . . . . . xi
LIST OF FIGURES . . . . . . . . . xii
CHAPTER
I. THE PROBLEM
Background of Study . . . . . . 1
Statement of the Problem . . . . . 7
Significance of the Study.. . . . . 8
Scope and Delimitation. . . . . . 10
Definition of Terms . . . . . . 11
II. THEORETICAL, CONCEPTUAL AND OPERATIONAL

FRAMEWORKS OF THE STUDY
Related Literature . . . . . . 15
Related Studies . . . . . . . 22
Synthesis of the State-of-the-Art . . . 26
Gap Bridged by the Study . . . . . 31
Conceptual Framework . . . . . . 33
x
Hypothesis . . . . . . . . 35
III. RESEARCH DESIGN AND METHODOLOGY
The Research Design . . . . . . 36
The Sample . . . . . . . . 37
The Research Instrument . . . . . 37
Data Gathering Procedures . . . . 39
Data Analysis Procedures . . . . . 40
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA . . . . . . . . . 42
V. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary . . . . . . . . . 52
Findings . . . . . . . . . 53
Conclusions . . . . . . . . 54
Recommendations . . . . . . . 55
REFERENCES. . . . . . . . . . . 56
APPENDICES . . . . . . . . . .
CURRICULUM VITAE . . . . . . . . .
xi
LIST OF TABLES
Tables Page
1. Performance Level of the
Students in the Pre-test. . . . . . 42
2. Performance Level of the
Students in the Post-test . . . . 44
3. Significant difference between
the Pre-test and Post-test Results. . . 45

xii
LIST OF FIGURES
Figure Page
1. Conceptual Paradigm . . . . . . 34
CHAPTER I
THE PROBLEM
Background of the Study
Face to face learning engagement of students and
teachers within the school has been suspended due to the
COVID-19 pandemic. This pandemic has paved the way to the
implementation of Modular Distance Learning as an urgent
response to ensure continuity of education. The Philippines
is in the process of adapting to the new normal form of
education at present, and continuous innovations of
educators and active involvement of other stakeholders are
the driving force for its success.
Distance Learning refers to a learning delivery
modality, where learning takes place between the teacher
and the learners who are geographically remote from each
other during instruction. This modality has three types:
Modular Distance Learning (MDL), Online Distance Learning
(ODL), and TV/Radio-Based Instruction. Modular learning is
the most popular type of Distance Learning. In the
Philippines, this learning modality is currently used by
all public schools because according to a survey conducted
by the Department of Education (DepEd), learning through
printed and digital modules emerged as the most preferred

distance learning method of parents with children who are
enrolled this academic year. This is also in consideration
of the learners in rural areas where internet is not
accessible for online learning.
The teacher takes the responsibility of monitoring the
progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text
message/instant messaging among others. Where possible, the
teacher shall do home visits to learners needing
remediation or assistance. Printed Modules will be
delivered to students, parents or guardians by the teachers
or through the Local Government Officials.
Since education is no longer held within the school,
parents serve as partners of teachers in education. Parents
play a vital role as home facilitators. Their primary role
in modular learning is to establish a connection and guide
the child.
The use of modules encourages independent study. One
of the benefits of using modules for instruction is the
acquisition of better self-study or learning skills among
students. Students engage themselves in learning the
concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the
module. With little or no assistance from others, the

learners progress on their own. They are learning how to
learn; they are empowered. Other advantages of modular
instruction include more choice and self-pacing for
students; more variety and flexibility for teachers and
staff; and increased adaptability of instructional
materials.
Worksheets have been used in teaching practices for a
long time. In modern time, worksheets have even become a
driving force of curriculum in some countries. Teachers use
worksheets for the purposes of supporting studying,
promoting active learning, raising interest in learning
mathematics, and assessment. Many studies suggest that
well-designed worksheets have had positive impacts on
students’ learning achievement.
Worksheets can be useful in many ways in terms of
academic achievement. For example, as supplements to
textbooks, worksheets can be used to add information for
particular classes. In addition, blanks in worksheets are
invitations for students to fill in gaps; they are
opportunities for knowledge construction. Well-designed
questions in worksheets can draw students’ interest when
paired with proper teaching methods. Furthermore,
worksheets play a variety of functions in different
contexts.
The policy under DepEd Order No. 18 series of 2020,
aims to establish the guidelines that will enable the
Department of Education (DepEd) to provide learning
resources and implement the Basic Education - Learning
Continuity Plan (BE - LCP) to ensure that learning
opportunities should be provided to the learners in a safe
manner, using various learning delivery methods. LAS were
included in SLMs and are used to assess the learners' level
of knowledge throughout the course.
Today, one method for sustaining the modular teaching
approach is to use learning activity sheets (LAS) as
supplemental learning resources for students. LAS are print
or digital activities designed to foster learning
environments. An activity sheet is typically a piece of
paper with questions or activities on which students can
either write their answers or participate in the activity
(DepEd, 2016).
The LAS is a measure of learners' activity in
understanding to integrate or perform what they've learned.
The sheet is crucial in encouraging children to absorb and
internalize the information presented. The teacher can
monitor learners who have grasped the content and those who
have not yet grasped it while concentrating on the activity
sheet. This sheet is one of the teaching materials used to

enhance the teacher's function and is critical to the
learning process' efficacy. With LAS that are based on
scientific principles, the teacher's role is reduced to
that of a facilitator rather than the primary source of
learning. Students are expected to identify difficulties,
consider alternate solutions, and assess the settlement
results while working on activity sheets. Because it was
made general, the learners were only taught about the
subject that had previously been taught by the teacher, and
no problem-solving abilities were taught.
Mathematics relies on both logic and creativity, and
it is pursued both for a variety of practical purposes and
for its intrinsic interest. For some people, and not only
professional mathematicians, the essence of mathematics
lies in its beauty and its intellectual challenge. For
others, including many scientists and engineers, the chief
value of mathematics is how it applies to their own work.
Because mathematics plays such a central role in modern
culture, some basic understanding of the nature of
mathematics is requisite for scientific literacy.
Mathematics reveals hidden patterns that help us
understand the world around us. Now much more than
arithmetic and geometry, mathematics today is a diverse

discipline that deals with data, measurements, and
observations from science; with inference, deduction, and
proof; and with mathematical models of natural phenomena,
of human behavior, and of social systems. The special role
of mathematics in education is a consequence of its
universal applicability. The results of mathematics--
theorems and theories--are both significant and useful; the
best results are also elegant and deep. Through its
theorems, mathematics offers science both a foundation of
truth and a standard of certainty.
The primary focus of appropriate teaching is to bring
about a desirable change in the behavior of learning. It is
brought about by the teacher using teaching strategies to
achieve the objectives of the lesson. This makes teaching
more difficult yet very challenging because it requires
different methods and techniques for different learner
abilities and behavior.
These circumstances as stipulated by different authors
are observed to be also true in Grade 11 students of
Bagahanglad National High School. The researcher had
observed students’ low level of achievement in solving
sampling distribution. These students performed better on
rote learning and poorly on items that require

comprehension, and problem-solving skills. With this in
mind, the researcher would like to investigate whether a
Learning Activity Sheets is of great help in improving the
solving skills involving sampling distribution of Grade 11
students from a Bagahanglad National High School. Also,
this could be an instructional tool in the teaching of
Probability and Statistics subject for a better teaching-
learning experience that could be utilized by all types of
learners. It is on this juncture that the researcher
engaged in this research endeavor to purposely looking into
how effective of utilizing Learning Activity Sheets to
Improve the Solving Skills involving Sampling Distribution
of Grade 11 Students in Bagahanglad National High School.
Statement of the problem
This study aimed to determine the Effectiveness of
in Bagahanglad National High School S.Y. 2021-2022.
Specifically, it sought to answer the following
problems:
1. What is the performance level in the pretest of control
and experimental group along sampling distribution?

2. What is the performance level in the posttest of control
and experimental group along the identified topic?
3. Is there a significant difference between the
performance level of pretest and posttest of the control
group and experimental group along the identified variable?
4. How effective are the Learning Activity Sheets in
improving the performance of grade 11 in Solving sampling
distribution?
5. What training Design could be proposed to address the
needs of the respondents?
The Significance of the study
The result of this study had provided significant
information to the following agencies and persons who are
vital in as far as the use of Learning Activity Sheets in
improving the performance of the students is concerned:
Teachers, Learners, School Administrators, Department of
Education, Community and Researchers.
Students. As primary beneficiaries of the study, the
learners’ use of LAS helped them learn faster. It also
helped them to have an interest in statistics and
probability subject and enhanced their problem solving
skills. Using the LAS, the students would easily understand

the concept of the identified topics in Probability and
Statistics subject.
Teacher. The study may enable Mathematics teachers to
become effective in the subjects, through the use of LAS
that might be available to them. It will also help them to
make an effective strategy using LAS in teaching
mathematics. It will also support the teacher to let the
students understand easily in different problems in
mathematics by using the LAS.
School Administrator. The study may also beneficial to
educational planners to make appropriate decisions in using
of LAS in teaching and learning Mathematics; also it might
increase efficiency in their training and selection of
Mathematics teachers; and encourage their subordinates to
have more interest toward using of LAS in Mathematics. It
will help them to find the effective strategies in using
LAS in teaching mathematics that can be use by the teachers
in teaching mathematics.
Department of Education. As implementers of using LAS
in Teaching, this study will provide feedback on how
effective the use of LAS in Teaching Mathematics which will
be the basis in the next training about strategies in
making LAS in Teaching Mathematics. This can be a one way

to find a solution of different problems that the teachers
encounter in using it in teaching mathematics.
Community. The study may enable to lessen the time of
parents and other stakeholders to follow-up the performance
of their child in terms of homework. This will also help
them to be aware of the help of LAS in the performance of
the learners and the advantage of using it in mathematics
subject.
Researchers. Using the findings of this study as the
reference will be helpful to researchers who may conduct
further studies in the future not covered by the present
study. It will be a helpful guide to have a background of
this kind of research. This study can provide them ideas
regarding some important notes of the effectiveness of LAS
in teaching mathematics that can help them to easily
understanding their future studies.
The Scope and Delimitation
This study determined the Effectiveness of Utilizing
Learning Activity Sheets to Improve the Solving Skills
involving Sampling Distribution of Grade 11 Students in
Bagahanglad National High School.

This research focused on one subject area; Probability
and Statistics subject which focused on one topic which is
Sampling Distribution.
Grade 11 students were involved as respondents of this
study. There are 50 Grade 11 students in Bagahanglad
National High School, Bagahanglad, San Jacinto, Masbate
where the researcher was currently teaching.
Definition of Terms
The terms, phrases identified are defined as lexically
and operationally in this study.
Effectiveness. Degree to which something is successful
in producing a desired result (Oxford Dictionary). In
this study it refers to the degree to which LAS are
successful in improving the performance of the Grade
11 students in Probability and Statistics along
Sampling Distribution.
Utilization. The action of making practical and
effective use of something (Oxford Languages). It
refers to the utilization of learning activity sheets
to Grade 11 students.
Learning Activity Sheet. It is a supplementary
learning resources that learners can engage in, such

as individualized learning exercises that further
develop the desired knowledge and skills they are
acquiring from different lessons (Dictionary). It
refers to the instructional materials used to improve
the performance of the students.
Improve. It is to advance or make progress in what is
desirable (Dictionary). It refers to the improvement
of Grade 11 students after using of LAS in teaching
probability and Statistics along Sampling
Distribution.
Solving Skills. It is an ability to identify a
problem, determine its cause, and figure out all
possible solutions to solve the problem (Dictionary).
It refers to the ability of the Grade 11 students to
solve the sampling distribution using learning
activity sheets.
Sampling Distribution. A statistic that is arrived out
through repeated sampling from a larger population. It
describes a range of possible outcomes that of a
statistic, such as the mean or mode of some variable,
as it truly exists a population (Dictionary). It
refers to the lesson being used in the Learning
Activity sheets of Grade 11 students.

Grade 11 Students. A person enrolled in a school or
other educational institution who attends classes in a
course to attain the appropriate level of mastery of a
subject (dictionary). It refers to the respondents of
this study. It is the students who are taken
Probability and statistics subject.
Probability and Statistics. Branches of Mathematics
concerned with laws governing random events, including
the collection, analysis, interpretation and display
of numerical data (Book). It is the subject of Grade
11 students.
Performance Level. The action or process of carrying
or accomplishing an action, task or function (Oxford
Dictionary). It refers to the performance level of
Grade 11 students after using the LAS in teaching
probability and Statistics subject.
Pre-test. A preliminary test administered to determine
a student’s baseline knowledge or preparedness for an
educational experience or course of study. A
measurement is taken before a treatment (Book). A
pretest from the students that use the LAS in
probability and statistics along sampling
distribution.
Control group. A group in an experiment that does not
receive the variable being test. It is used as a
benchmark to measure how the other tested subjects do
(Dictionary). A group of students that did not use the
LAS in probability and statistics subject.
Experimental group. A group used in an experiment to
test a variable. It is the group that receives the
variable being tested in an experiment (Book). A group
of students that use the LAS in probability and
statistics subject.
Post-test. A test given to students after completion
of an instructional program or segment and often used
in conjunction with a pretest to measure their
achievement and the effectiveness of the program
(Merriam-Webster). A post-test from the students that
use the LAS in probability and statistics subject.
Training Design. These are the relevant trainings that
were attended by the teachers in making LAS in
teaching mathematics (book). It is a desired output
after the study which is a proposed training design
that will address the needs of the respondents.

CHAPTER II
THEORETICAL, CONCEPTUAL, AND OPERATIONAL FRAMEWORKS OF THE
STUDY
This chapter presents a review of related literature
and studies that are related to the present study. It
includes the synthesis of the state-of-the-art, gap bridged
by the study, conceptual framework, and hypothesis.
Related Literature
The researcher found the following literature that
essential to the present study. Each one of them helps to
the conceptualization of the current study.
Effective education is the foundation for gainful
work, personal growth, economic stability, moral reasoning,
and constructive interpersonal interactions in today's
world; its absence means ignorance, underdevelopment,
maladjustment, crime, poverty, and frustration, among other
things. Education acts as a road map for developing people
who will be able to confront and innovate issues that will
be important in the future.
As we faced the pandemic, the school, teachers and
learners adopt to the changes. Everyone was forced to adapt
to all of the changes that were necessary. The Department

of Education (DepEd) provided one solution in DepEd Order
No. 12 series 2020, which facilitates the adoption of Most
Essential Learning Competencies (MELCs) and prohibits face-
to-face classes. The distribution of the MELCs is core of
the Department's long-term reaction, particularly during
emergencies, as well as a response to the current
pandemic's issues; thus, it can be utilized as a tool to
assure curricular consistency in specific circumstances.
Because we anticipate challenges in learning delivery, the
MELCs will allow us to focus instruction on the most
essential skills for our students to gain. It will also
make the transition to distance learning tools based on
classroom-based learning technologies easier. It is
suggested that in the current scenario, several modalities
and materials be used. Because face-to-face classrooms are
still restricted owing to public health concerns, combining
Self Learning Modules (SLMs) with alternate learning
delivery modalities (modular, television-based, radio-based
teaching, mixed, and online) will ensure that all students
have access to a high-quality basic education.
Teachers should be able to have the abilities
necessary to make teaching effective in this new normal.
Using the appropriate instructional material on the topic
is one of the abilities that a teacher should possess.

Every subject in the educational system requires the use of
instructional resources. It allows students to communicate
with words, concepts, and notions in ways that improve
their reading, listening, problem-solving, viewing,
thinking, speaking, and writing skills, as well as their
ability to use media and technology. Instructional
materials stand out because they are physical objects that
students may utilize. A learner engages with the content
throughout such use. A learner manipulating educational
material and expressing his or her views on the problem and
idea embodied in the content is one example of such
interaction. The teacher is then informed by any feedback
acquired from such use as to the amount to which a learner
has achieved an educational goal. The purpose of
instructional materials is to offer teachers with feedback
on how students viewed each topic and achieved mastery over
it. It will also serve as a tool for determining each
learner's degree of comprehension.
Information conveyed to students through learning in
order to be meaningful and enduring in students’ needs to
be linked to the real world. According to Anggraeni (2020),
learner's mental development starts from the concrete
thinking stage because the learner's world is the real
world.
Learners always see objects that are nearby as
something whole. Therefore, learning should be done from
the immediate environment of students, namely oneself and
then developing in the family environment, and the wider
environment, namely school. Suryanti (2020) argues that
contextual learning is learning that connects learning with
real situations around students. Students will connect the
concepts they already have and apply them to the problems
they face every day.
Problems with learning in the classroom, difficulties
students understand what they have learned, efforts are
needed to stimulate students to think critically,
logically, and effectively so that learning that is carried
out must be able to practice students' critical thinking
skills when learning in class and in solving problems in
life everyday like the integration of local wisdom.
Students will get used to learning through problems that
require critical thinking. The effort to introduce local
wisdom in learning is very important in preserving culture.
The teacher's effort to realize the desired learning
achievement was formed Student Activity Sheet which can be
one way that can be done to help students and facilitate
students in learning. Student Activity Sheets that create
an effective relationship between teacher and student can

increase student activity and will have an impact on
increasing learning outcomes.
To explore the ability of students in critical
thinking teachers need to apply meaningful learning and
learning experiences will always be remembered by students
because the learning process is fun. Local wisdom is
considered capable of making natural science learning more
meaningful and enjoyable. Anggraeni (2020) said that local
wisdom is a reciprocal relationship between humans and the
environment and as a result of a long ongoing process of a
form of guidelines, views of rules, and unwritten rules
found in society.
Effective and efficient teaching methods that could
help improve students in the effects of Budget of Lessons
and Learners Activity Sheets to the performance in
mathematics are most desired (Lapinid, 2021). According to
Gurney (2021), teaching is effective and efficient when
students are taught the right content, having enough
learning materials and high ratio of teachers’ time on the
teaching activity. This requires a teacher to have passion
in sharing knowledge with students while motivated with
school management system. Mtitu (2021) also identified
that, for effective and efficient teaching, learner
centered methods that require teachers to actively involved

students in the teaching and learning process must be
applied.
The calendar year 2020 really gives challenges as well
as concerns to all the people in the Philippines specially
in the Department of Education. This is the time where the
pandemic hits the entire Philippines and shocked the entire
educational system since the big problems and issues
particularly in dealing with students, parents and to the
entire members of the internal and external stakeholders
are at stake. It also creates big question mark on how to
continue the delivery of the competencies and even continue
their studies by moving to another level since all are not
allowed to socialize with each other. Everything was
change, teachers teaching in normal learning situation by
interacting the students or learners in the four corner of
the classroom and having real time in connecting them and
right there and then, teachers can give technical
assistance if there were learners who did not make it to
the specific learning competencies without asking the
parents or guardian. But now, it turns upside down, because
the primary teachers of the learners are their parents or
guardian, thus, they are the ones who are given the tasks
in helping their children by monitoring the learners if
they do their respective task per subject area. The

teachers need also to see to it that the parents if
possible will communicate constantly to their children
during the allotted time given to them because there is
time that the learners that they need assistance in
answering the activity sheets (Lapinid, 2021).
Generally, the success of students in the learning is
determined by the ability of teachers to teach (Sumarni et
al., 2017). Therefore, as educators must be creative in
making the innovation of teaching materials in order to
achieve these demands.
Based on observations in high school showed that the
teaching materials in the form of student worksheet still
contain practice questions and short course materials, and
generally, the learning was using teacher center. This case
gave the significant problems in conceptual understanding
as well as student’s mind set is not to be creative (Amila
et al., 2018).
The skill of solving mathematical problems is one of
the essential mathematical skills which it is need to be
mastered by students who study Mathematics (Hendriana et
al., 2017). Problem-solving is also a part required to
complete Mathematics learning. It means that to enhance
creativity, logic, criticism, and systematic thinking,
students must master a series of problem-solving skills in

Mathematics (Setiyani et al., 2020). Therefore, solving
mathematical problems is a significant part of the learning
goals that need to be achieved (Surya et al., 2017).
Related Studies
The researcher found the following studies that
worthwhile in relation to the present study. Each one of
them contributed to the conceptualization of the current
inquiry.
The outbreak of the new coronavirus infection known as
COVID-19 has first occurred at Huanan Seafood Market in
Wuhan city of China in December 2019 (Wikipedia, 2020), and
within a couple of months it has turned out to be a global
health emergency. It has rapidly affected thousands of
people, who are sick or being killed due to the spread of
this disease. The COVID-19 pandemic also resulted in a
widespread disruption such as travel restrictions, closure
of schools and global economic recession.
Most countries around the world have temporarily
closed educational institutions to contain the spread of
the virus and reduce infections (Tria, 2020). Face to face
engagement of students and teachers within the school has
also been suspended. The Philippines is in the process of
adapting to the new normal form of education at present,

and continuous innovations of educators and active
involvement of other stakeholders are the driving force for
its success. For the continuity of education and for every
school to still attain its mission and vision which is to
provide quality education to every Filipino learner, the
Department of Education implemented the Modular Distance
Learning.
According to the Department of Education (DepEd),
parents and guardians perform the various roles in Modular
Learning such as Module-ator, Bundy-clock, and as Home
Innovator. As a Module-ator, they are the ones to get and
submit the printed Self-Learning Modules (SLMs) from and to
schools or barangay halls at the beginning and end of the
week, depending on the agreement between the parents and
the school. As a Bundy-clock, they must check their child's
schedule or workweek plan. Because of the number of
subjects or activities to be done, they must see that it is
being followed accordingly to avoid cramming or delays in
submission, which may affect the child's performance.
Lastly, as a Home Innovator, they must provide their child
with a productive learning environment to help them focus
more on Learning. It must be a well-lighted and well-

ventilated space in the house, with little or no
distraction.
Several studies have shown that instructional
materials increase the teaching and learning process while
also allowing teachers and students to engage as human
beings in a setting where people control their surroundings
for their own best interests. It also demonstrated that,
when employed effectively in teaching learning contexts,
instructional materials can achieve a wide range of
complicated tasks. It also provides real-life experiences
for teachers, providing them with a foundation for thinking
and comprehending. It also provides a realistic foundation
for conceptual thinking, reducing the number of nonsensical
responses from students. The teacher can use instructional
resources to assess the learner's challenges. It makes it
possible for students to understand concepts more quickly
and efficiently. It also aids in the clarification of
information by simplifying, highlighting, and emphasizing
them.
In terms of academic attainment, worksheets can be
helpful in a number of ways. Worksheets, for example, can
be used to enhance textbooks by adding information specific
to specific classes. Furthermore, voids in worksheets offer

opportunities for students to fill in gaps and build
knowledge. When used in conjunction with appropriate
teaching approaches, well-designed worksheet questions can
pique students' interest. Worksheets also serve a variety
of purposes in various circumstances. Worksheets can be
used by teachers as an assessment tool to comprehend
students' prior knowledge, learning outcomes, and learning
processes, and they can also be used by students to track
their own learning progress. The Learner Activity Sheet
(LAS) is one type of material that can be employed
(worksheet). Teachers and students will benefit from the
worksheet. Media is a message-channeling tool that can
excite students' thoughts, feelings, and talents in order
to make the teaching and learning process more effective
and efficient. The teacher can assess the learner's
knowledge by using this material. Not only it would be used
as an assessment but also as a source of communication
between the teacher and the learner. The goal of LAS is to
give students the opportunity to take an active role in
their learning by assisting them in developing and
discovering concepts through science process skills, as
well as to serve as a resource for teachers and learners
during the learning process. It can also be used as a step-
by-step guide for experiments, demonstrations, and

conversations. In this, the learners can decide which are
the concepts vital on the topic and relate it with the
natural environment.
According to Inan and Erkus (2017) worksheets are
important materials that enable students to organize their
knowledge, including the steps of what the students need to
do, and which ensure participation in the activity of the
whole class at the same time. Mortensen and Smartt (2017)
identify worksheets as a strategy that allows them to
control their own learning because it allows them to decide
how and where to use the assigned tasks.
Synthesis of the State-of-the-Art
The reviewed related literature and studies were found
that LAS play a big role in the Modular Distance Learning.
It appeared to be essential in the conceptualization of the
present study. They all focused on the idea of using
learning activity sheets in the Modular Distance Learning
in Mathematics subjects.
In the studies of Reyes and Caballes 2021, emphasized
that LAS is a measure of learners' activity in
understanding to integrate or perform what they've learned.
The sheet is crucial in encouraging children to absorb and

internalize the information presented. The teacher can
monitor learners who have grasped the content and those who
have not yet grasped it while concentrating on the activity
sheet. This sheet is one of the teaching materials used to
enhance the teacher's function and is critical to the
learning process' efficacy. With LAS that are based on
scientific principles, the teacher's role is reduced to
that of a facilitator rather than the primary source of
learning. Students are expected to identify difficulties,
consider alternate solutions, and assess the settlement
results while working on activity sheets. Because it was
made general, the learners were only taught about the
subject that had previously been taught by the teacher, and
no problem-solving abilities were taught. The student
activity sheets are important in the learning process
because they feature learning activities in which all
students can participate visually, audibly, or physically.
Anggraeni et al., 2020 stated that in the student book
the students actually have completed with student activity
sheets, but they do not qualify as good student activity
sheets. The student activity sheet contained in the student
book is not equipped with indicators, learning objectives
and work instructions. Most student activity sheets in the

student book go directly to the tools and materials, step
activities and the results of observations / research. Even
though clear instructions are needed to work on the student
activity sheet so that students are not confused in working
on it. In addition, there is no formulation of conclusions
in the student activity sheet in the student book. In fact,
concluding is one of the indicators of critical thinking
students must have so that students can understand the core
of their learning. The teacher reveals that students always
stick to the explanations given by the teacher. Learning is
more dominated by giving material and exercises and
worksheets from student books. This results in students
being less able to develop their skills in solving problems
and applying the concepts they learn in school in everyday
life. Students only listen to the material in the direction
of the teacher so that they are not used to expressing
their ideas. This is what causes students to be passive
when learning and students' critical thinking skills are
low. This is what causes the need to be done or made
teaching material that is able to make students active in
learning so as to improve thinking skills from simple to
more complex.
Lapinid (2021) stated that it was prevailed that
though the use of Self Learning Modules is effective in
improving the performance of the learners in Mathematics,
it could also have gleaned that utilizing the
contextualized learning modules or the Budget of Lessons
and Learners Activity Sheets is also helpful in augmenting
the difficult learning competencies that the learners could
experience during the delivery of the most essential
learning competencies.
Che-Di Lee (2020) found that worksheets have been used
in teaching practices for a long time. In modern time,
worksheets have even become a driving force of curriculum
in some countries. Teachers use worksheets for the purposes
of supporting studying, promoting active learning, raising
interest in learning science, and assessment. Many studies
suggest that well-designed worksheets have had positive
impacts on students’ learning achievement. However,
researchers observed that there were many inappropriately
designed and misused worksheets that hindered learning.
Teachers tend to use worksheets with low-achievement
classes. The reasons for this tendency may be twofold. One
is that textbooks are designed for general students and
need to be adapted. However, worksheets can offer relevant

questions and motivate students, both of which are
functions that were ranked as best performed by teachers.
Secondly, as written material, worksheets are able to act
as agents of teachers to lead students’ attentions and give
students opportunities to work independently, so the
students can work at their own paces and the teacher can
have time to take care of those students who need more
help.
Similarly, Reyes and Caballes 2021, stressed that the
Learner Activity Sheet (LAS) is one type of material that
can be employed (worksheet). Teachers and students will
benefit from the worksheet. Media is a message-channeling
tool that can excite students' thoughts, feelings, and
talents in order to make the teaching and learning process
more effective and efficient. The teacher can assess the
learner's knowledge by using this material. Not only it
would be used as an assessment but also as a source of
communication between the teacher and the learner. The goal
of LAS is to give students the opportunity to take an
active role in their learning by assisting them in
developing and discovering concepts through science process
skills, as well as to serve as a resource for teachers and
learners during the learning process. It can also be used

as a step-by-step guide for experiments, demonstrations,
and conversations. In this, the learners can decide which
are the concepts vital on the topic and relate it with the
natural environment.
Nevertheless, all the studies discussed above have
differences with one another. However, they still have
similarities and relevance to the present study especially
on the Effectiveness of Utilizing Learning Activity Sheets
to Improve the Solving Skills involving Sampling
Distribution of Grade 11 Students.
Gap Bridged by the Study
The studies already conducted and literatures cited
above guided this study by establishing the premise on the
Effectiveness of Utilizing Learning Activity Sheets to
of Grade 11 Students in Bagahanglad National High School.
The studies discussed different views, aspects, and
components of the LAS which were related to the present
study.
There were studies concerned with the properly
designed and used of LAS in Modular Distance Learning.
Studies of Lee et al., stated that if worksheets are

properly designed and used, they can support students’
thought. However, many teachers are concerned by the
“repetitive” nature of worksheets, the risks of student
boredom, and a lack of the pedagogical knowledge and skills
required to prevent children from thinking insufficiently
before completing worksheets. These factors may cause
failure in the application of worksheets in classes lacking
readiness. However, Caballes et al., gave emphasis that the
teachers should be able to have the abilities necessary to
make teaching effective in this new normal. Using the
appropriate instructional material on the topic is one of
the abilities that a teacher should possess. Every subject
in the educational system requires the use of instructional
resources. It allows students to communicate with words,
concepts, and notions in ways that improve their reading,
listening, problem-solving, viewing, thinking, speaking,
and writing skills, as well as their ability to use media
and technology. Dangle et al., emphasis the disadvantages
include greater self-discipline and self-motivation
required for students, increased preparation time and lack
of concrete rewards for teachers and staff, and greater
administrative resources needed to track students and
operate multiple modules.

Researches works showed that LAS had a significant
role in teaching mathematics subjects. Those findings had
close relevance to the present study, only that the latter
determined effectiveness of using LAS in teaching
mathematics, relevant trainings, problems met and
suggestions; thus, the gap bridged by this study.
Conceptual Framework
Instructional written materials play important roles
as teachers’ agents in effective teaching practices.
Learning Activity Sheets are one of the most frequently
used materials. Teachers and students will benefit from the
worksheet.
The conceptual paradigm of the study is presented in
Figure 1. It is composed of three segments, namely: Input,
Process, and Output. Under Input are data on the Pre-test
and Post-test of control and experimental group along the
identified topic: Sampling Distribution. The process is the
collection of questionnaire, analysis and interpretation of
data from the respondents. The output is the training
design to address the needs of the students.

INPUT PROCESS OUTPUT
Pre-test and Post- Test-

test of control and Training Design
Questionnaires
experimental group
Analysis
along the identified
Interpretation of
topic: sampling
Data
distribution
FEEDBACK
Figure 1. The Conceptual Paradigm

Hypothesis
Before the conduct of the study the researcher assumed
that:
1. There is a significant difference between the pre-test
and post-test of the control and experimental groups in
probability and statistics along sampling distribution.

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the design and procedures to
undertake by the researcher in the conduct of the study. It
includes the research design, sample, instrument, data
gathering procedure, and data analysis procedures.
Research Design
This study determined the effectiveness of utilizing
learning activity sheets to improve the solving skills
involving sampling distribution of Grade 11 Students in
Bagahanglad National High School, San Jacinto District in
the Division of Masbate-Province, school year 2021-2022.
The study employed the descriptive method research using a
test questions and learning activity sheets as the main
instrument in its data gathering component.
The study was conducted at Bagahanglad National High
School where the researcher also taught. The respondents
included 50 Grade 11 students who were taken probability
and statistics subject. The students came from different
sections. The appropriate statistical tool such as t-test
to determine the difference between pre-test and post-test

of control group and experimental group along the
identified variable was used in this study.
The Sample
The researcher focused at the Bagahanglad National
High School where she is presently teaching. The
respondents were composed of 50 Grade 11 students of
Bagahanglad National High School, Bagahanglad, San Jacinto,
Masbate, who were taken probability and statistics subject.
The population of Grade 11 students is 108 from
different sections, each section composed of 35 students.
To get the sample, purposive sampling was done. 24% of the
respondents were the control group and the other 24% of the
respondents were the experimental group.
The Instrument
The researcher utilized a test-questionnaire to
determine the effectiveness of utilizing learning activity
sheets to improve the solving skills involving sampling
distribution of Grade 11 Students in Probability and
Statistics subject along the identified topic.
To determine the index of difficulty and the
reliability of the questionnaire the researcher devised a
table of equivalent for the percentage equivalent and

description and used the Cronbach’s alpha score for the
level of reliability.
Difficulty Indices
91% - 95% Very Easy
76% - 90% Easy
25% - 75% Average
10% - 24% Difficult
5% - 9% Very Difficult
Cronbach’s Alpha Score Level of Reliability
0.0 – 0.20 Less reliable
>0.20 – 0.40 Rather reliable
>0.40 – 0.60 Quite reliable
>0.60 – 0.80 Reliable
>0.80 – 1.00 Very reliable
The instrument for data gathering was composed of 12
items questions about probability and statistics subject
along the identified topic.
The instrument reviewed to make sure that it could
generate authentic and valid results. A dry run in San
Jacinto National High School was conducted, item analysis
was conducted to validate the instrument, the results of
all items bracket between 25%-75% difficulty index and
interpreted as Average, and the level of reliability

bracket between 0.60-0.80 and interpreted as reliable. The
researcher then solicited comments and suggestions from the
panel members before proceeding to its final distribution
to the respondents.
Data Gathering Procedures
The researcher guided by the following steps in the
data gathering procedures. Firstly, the acquisition of the
approval of the proposal by the panel, a written permission
from the Schools Division Superintendent, and Secondary
School Head of Bagahanglad National High School.
The Learning Activity Sheets is the intervention being
used in Probability and statistics subject along the
identified topic the Sampling Distribution which is
distributed after the pre-test of the respondents. The pre-
test was conducted one day before the distribution on April
4, 2022 and the post-test was administered after the
retrieval of the three learning activity sheets where in
the students used to solve problems in Probability and
statistics subject involving sampling distribution, it is
for experimental group and module from division office for
control group on April 4, 2022

The respondents given instructions in answering the
test-questionnaire and it would 100% retrieval. April 4.
2022 was the distribution of the questionnaires. The
respondents were given instructions by the researcher. They
would advise to answer it promptly according to the
instruction using the learning activity sheets. There would
be enough time to answer the test-questionnaire.
Upon the retrieval of the test-questionnaires and
learning activity sheets, an unstructured interview was
done regarding to the effectiveness of LAS in answering the
problems. Total of 100% of the test-questionnaires would
retrieve. Finally, the data would collect, tallied,
tabulated, analyzed and interpreted.
The secondary sources of data would take from
unstructured interview, curriculum guide, and readings from
books, unpublished graduate thesis, and journals. The
researcher was also use resources from the Internet to
widen the ideas and scope of the study.
Data Analysis Procedures
The statistical measures and tools used in this study
were the mean, interview, and the t-test.

Mean is used to determine the performance level of the
students in pre-test and post-test along the identified
topic: Sampling Distribution.
To determine the performance level, the mean was used.
To determine the difference between pre-test and post-
test result of control and experimental group along the
identified topic, the t-test was used.
To determine the descriptive interpretation of the
level of performance, the researcher devised a table of
equivalent for the percentage equivalent and description.
Performance Level Qualitative Description
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did Not Meet Expectations
To determine the effectiveness of learning activity
sheets, the interview was used.

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data
gathered from the respondents of the study. These are also
presented by the use of the tables which are sequentially
arranged to answer the main problem of the study.
The presentation of data includes the following:
Performance Level results in Pre-test along the identified
topic, Performance Level results in Post-test along the
identified topic and the significant difference between the pre-
test and post-test results of the control and experimental
groups along the identified topic in probability and statistics
subject. Training Design to address the needs of the students is
also presented.
I. Performance Level results in Pre-test along Sampling
Distribution
Table 1 shows the Performance Level results in Pre-test of
the control and experimental group along the identified topic.
Table 1
Performance Level Result in Pre-test
along Sampling Distribution
Topic Performance Description Performance Description
Level of Level of
Experimental Control
Group Group
SAMPLING 58 Did Not Meet 58 Did Not Meet
DISTRIBUTION the the
Expectations Expectations
It shows that the performance level of Experimental Group
in Sampling Distribution was 58% while the performance level of
the control Group in Sampling Distribution was 58% the same with
Experimental Group. Of which all the respondents got below 75
performance level in the identified topic. This implies that
majority of the students did not meet the expectations. This is
supported by Gurney (2021), teaching is effective and efficient
when students are taught the right content, having enough
learning materials and high ratio of teachers’ time on the
teaching activity. This requires a teacher to have passion in
sharing knowledge with students while motivated with school
management system.
II. Performance Level results in Post-test along Sampling
Distribution
This section determines the post-test results and the
performance level of grade 11 students along the identified
topic in Probability and Statistics subject.

Table 2
Performance Level Results in Post-test
along Sampling Distribution
Topic Performance Description Performance Description

Level of Level of
Experimental Control
Group Group
SAMPLING 91.58 Outstanding 76.67 Fairly
DISTRIBUTION Satisfactory
Table 2 shows the Performance level results in Post-test of
the control and experimental group along Sampling Distribution.
Of which the experimental group got an outstanding performance
level of 91.58% while the control group got a fairly
satisfactory performance level of 76.67%.
It is clearly seen that most of the students from
experimental group got a passing result in Sampling Distribution
compared to control group.
This implies that using Learning Activity Sheets has a
great impact on their understanding of ideas and concepts during
Statistics and Probability subject.
This result can be strongly supported by Lapinid (2021)
stated that it was prevailed that though the use of Self
Learning Modules is effective in improving the performance of
the learners in Mathematics, it could also have gleaned that
utilizing the contextualized learning modules and Learners

Activity Sheets is also helpful in augmenting the difficult
learning competencies that the learners could experience during
the delivery of the most essential learning competencies.
III. Significant difference between the Pre-test and Post-test
of the Control and Experimental Groups along Sampling
Distribution
Table 3
Significant difference between the Pre-test
and Post-test Results along Sampling Distribution
Statistical Analysis
Statistical Bases
Control Group Experimental Group
Degree of Freedom 11 11
Level of Significance .05 .05
Critical Value 1.856 1.847
Computed t-test 5.764 9.563
Decision on Ho Reject Reject
Interpretation Significant Significant
Table 3 showed that there was a significant difference
between the Pre-test and Post-test of the control and
experimental groups along Sampling Distribution. In Control
group, the inference was based from the computed value of 5.764
which was greater than the critical value of 1.856 when the
degree of freedom of 11 at .05 level of significance. This
result showed that the Post-test result was higher than the Pre-
test result. In Experimental group, the inference was based from
computed value of 9.563 which was greater than the critical

value of 1.847 when the degree of freedom of 11 at .05 level of
significance.
This result revealed that the post-test result was higher
than the pre-test result. The results revealed also that the
Learning Activity Sheets was effective instructional materials
to the grade 11 students. Moreover, the use of the Learning
Activity Sheets in Statistics and Probability subject was very
effective. It helped to enhance the performance of grade 11
students.
In the studies of Anggraeni (2020), learner's mental
development starts from the concrete thinking stage because the
learner's world is the real world. Learners always see objects
that are nearby as something whole. Therefore, learning should
be done from the immediate environment of students, namely
oneself and then developing in the family environment, and the
wider environment, namely school. Suryanti (2020) argues that
Problems with learning in the classroom, difficulties students
understand what they have learned, efforts are needed to
stimulate students to think critically, logically, and
effectively so that learning that is carried out must be able to
practice students' critical thinking skills when learning in
class and in solving problems in life everyday like the
integration of local wisdom. Students will get used to learning
through problems that require critical thinking. The effort to

introduce local wisdom in learning is very important in
preserving culture. The teacher's effort to realize the desired
learning achievement was formed Student Activity Sheet which can
be one way that can be done to help students and facilitate
students in learning. Student Activity Sheets that create an
effective relationship between teacher and student can increase
student activity and will have an impact on increasing learning
outcomes. Therefore, the hypothesis was accepted wherein there
is a significant difference between the pre-test and post-test
of the control and experimental groups in probability and
statistics along sampling distribution.
IV. Effectiveness of Utilizing Learning Activity Sheets to
Learning Activity Sheets was very effective in improving
the performance of the students in Probability and Statistics
subject along Sampling Distribution. Based on the interview, it
helped them to understand problems easier and faster, and
clearly understand the concepts. It also helped them to enhance
their knowledge and skills along Sampling Distribution in
Probability and Statistics subject.
In the study of Inan and Erkus (2017) worksheets are
important materials that enable students to organize their
knowledge, including the steps of what the students need to do,

and which ensure participation in the activity of the whole
class at the same time. Mortensen and Smartt (2017) identify
worksheets as a strategy that allows them to control their own
learning because it allows them to decide how and where to use
the assigned tasks. Che-Di Lee (2020) found that worksheets have
been used in teaching practices for a long time. In modern time,
worksheets have even become a driving force of curriculum in
some countries. Teachers use worksheets for the purposes of
supporting studying, promoting active learning, raising interest
in learning science, and assessment. Many studies suggest that
well-designed worksheets have had positive impacts on students’
learning achievement.
V. Proposed Training Design based on the Result of Study
Training Proposal
Rationale
The Department of Education (DepEd) provided one
solution in DepEd Order No. 12 series 2020, which
facilitates the adoption of Most Essential Learning
Competencies (MELCs) and prohibits face-to-face classes.
The distribution of the MELCs is core of the
Department's long-term reaction, particularly during

emergencies, as well as a response to the current
pandemic's issues; thus, it can be utilized as a tool to
assure curricular consistency in specific circumstances.
Because we anticipate challenges in learning delivery,
the MELCs will allow us to focus instruction on the most
essential skills for our students to gain. It will also
make the transition to distance learning tools based on
classroom-based learning technologies easier. It is
suggested that in the current scenario, several
modalities and materials be used. Because face-to-face
classrooms are still restricted owing to public health
concerns, combining Self Learning Modules (SLMs) with
alternate learning delivery modalities (modular,
television-based, radio-based teaching, mixed, and
online) will ensure that all students have access to a
high-quality basic education; the San Jacinto District
will conduct a training-workshop on the Effectiveness of
Learning Activity Sheets in Probability and Statistics
subject.
This training will provide knowledge and skills
to the secondary math teachers of San Jacinto District
in the effective use of Learning Activity Sheets in
teaching-learning process during Modular Distance

Learning for brighter future of the students.
Proposed Title
Training Workshop on the Effectiveness of
Learning Activity Sheets in Probability and Statistic
subject
Objectives:
The three-day training aims to:
o Provide knowledge and skills to teachers
in the effective use of Learning Activity
Sheets.
o introduce Learning Activity Sheets as
teacher’s Instructional Materials for
probability and statistics subject; and
o increase commitment of teachers in
continuously improving teaching practices.
Target Date: June 6 - 8, 2022
Target Participants: 50 Secondary Mathematics Teachers
Venue: Bagahanglad National High School
Bagahanglad, San Jacinto, Masbate
Budgetary Expenses
Name of the Activity:
Training-Workshop on the Effectiveness of
Learning Activity Sheets in Probability and Statistics

subject
Target date: June 6 - 8, 2022
Number of days: Three (3) days
Participants, facilitator, and Staff:
50 participants and 7 staffs
A meal for the trainers and guest:
500.00/day X 3 days = 1,500.00
Summary of estimated expenses
Foods: 1,500.00
Miscellaneous: 2,000.00
Total: 3,500.00
Prepared by:
JHENA B. CANTOJOS
T – II
Noted by:
HENRY L. MACABUHAY
Principal I
Recommending Approval:
JUANCHO P. AZARES
EPS – LRMDS
Approved:
NENE R. MERIOLES
Schools Division Superintendent
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings,
conclusions and recommendations of the study. These were
based on the careful analysis and interpretation of the
data gathered.
Summary
The study determines the pre-test and post-test
Performance Level of control and experimental group along
Sampling Distribution in probability and statistics
subject, the significant difference between the pre-test
and posttest of the control and experimental groups and how
effective are the Learning Activity Sheets in improving the
performance of Grade 11 students in Probability and
Statistics.
This study aimed to determine the Effectiveness of
in Bagahanglad National High School S.Y. 2021-2022.
1. What is the performance level in the pretest of control
and experimental group along sampling distribution?

2. What is the performance level in the posttest of control
and experimental group along the identified topic?
3. Is there a significant difference between the
performance level of pretest and posttest of the control
group and experimental group along the identified variable?
4. How effective are the Learning Activity Sheets in
improving the performance of grade 11 in Solving sampling
distribution?
5. What training Design could be proposed to address the
needs of the respondents?
The researcher employed descriptive method of
research. The researcher used quantitative method to
describe the performance level of the grade 11 learners in
Probability and Statistics subject along Sampling
Distribution and evaluate the Learning Activity Sheets
being used. Furthermore, a qualitative method was used to
know the effectiveness of the Learning Activity Sheets in
improving the performance of Grade 11 in Probability and
Statistics subject. The respondents of this study were the
50 Grade 11 learners from the Bagahanglad National High
School, school year 2021-2022. Data were gathered through
test administration and interview. A researcher-made test
questions and interview schedule were utilized as the main
instruments of the study. Mean and performance level were

the statistical treatments used for independent samples. T-
test used to determine the significant difference between
pre-test and post-test performance level of the grade 11
students.
Findings
Based from the data gathered, the following findings
were revealed:
1. The Performance Level results in Pre-test of the control
and experimental group along Sampling Distribution belongs
to below 75 and interpreted as low performance.
2. The Performance Level results in post-test of the
control are almost belongs to below 75 and experimental
group where almost bracket 85-89 and interpreted as very
satisfactory performance.
3. There is a significant difference between the Pre-test
and Post-test of the control and experimental groups along
Sampling Distribution. In Control group, the inference is
based from the computed value of 5.764 which is greater
than the critical value of 1.856 when the degree of freedom
of 11 at .05 level of significance. This result showed that
the post-test result is higher than the pre-test result. In
experimental group, the inference is based from computed

value of 9.563 which is greater than the critical value of
1.847 when the degree of freedom of 11 at .05 level of
significance.
4. Learning Activity Sheets is very effective in improving
the performance of the students in Probability and
Statistics subject. Based on the interview, it helps them
to compute the mathematics problem easier and faster, and
clearly understand the concepts. It also helps them to
enhance their knowledge and skills in Probability and
Statistics subject.
5. Training Design could be proposed to address the needs
of the grade 11 students.
Conclusions
Based form the findings, the following conclusions are
drawn;
1. It is clearly seen that most of the students from
experimental group got a passing result along Sampling
Distribution.
2. The majority of the grade 11 students did not meet the
expectations of the lessons and it has a low performance.

3. The post-test result is higher than the pre-test result.
The results revealed that the Learning Activity Sheets is
effective instructional materials to the grade 11 students.
4. The Learning Activity Sheets is very effective in
improving the performance of the students in Probability
and Statistics subject
5. Proposed Training Design based on the Result of the
Study
Recommendations
Based from the conclusions of the study, the following
recommendations are made:
1. The Learning Activity Sheets in Probability and
Statistics be submitted for further study and
enhancement to ensure high mastery of the learning
competencies.
2. The Learning Activity Sheets may not only focused on
unlocking difficulties but also provide more
activities during and after the mathematical problems.
3. Design training and workshop to the teachers in
secondary to improve the new techniques in probability
and Statistics.
4. Trainings and seminar workshop should impose to the
students in order for them to alleviate the
performance in Mathematics as a whole.
5. Research parallel to this may also be conducted in
other subjects and on wider scope.

REFERENCES
A. BOOKS
B. JOURNALS AND PUBLICATIONS
C. UNPUBLISHED MATERIALS
D. ELECTRONIC RESOURCES
E. OTHERS
APPENDICES
Appendix A
SORSOGON STATE UNIVERSITY

Sorsogon, Sorsogon City
March 21, 2022
NENE R. MERIOLES
Division of Masbate
Masbate Province
Madam,
Greetings with peace and gratitude!
The undersigned has been working on her research on

OF GRADE 11 STUDENTS. This study will complete her
requirements in Quantitative Research Methods, in Sorsogon
State University.
In line with this, may I ask permission from your good

office to conduct the questionnaire made from the
probability and statistics subject.
Thank you and I will observe the confidentiality of

the data of the students.
Very truly yours,
JHENA B. CANTONJOS
Researcher
Noted:
HENRY L. MACABUHAY
Principal I
Approved:
NENE R. MERIOLES, CESO V

Masbate Province
Appendix B

March 21, 2022
ROBERT E. GUTIERREZ
Principal
Bagahanglad National High School
Sir,
Greetings with peace and gratitude!
The undersigned has been working on her research on

OF GRADE 11 STUDENTS. This study will complete her
requirements in Quantitative Research Methods, in Sorsogon
State University.
In line with this, may I ask permission from your good

office to conduct the questionnaire made from the
probability and statistics subject.
Thank you and I will observe the confidentiality of

the data of the students.
Very truly yours,
JHENA B. CANTONJOS
Researcher
Approved:
HENRY L. MACABUHAY
Principal I
Appendix C

Questionnaire

OF GRADE 11 STUDENTS
Dear Students:
Be comfortable in answering the needed information.
Please do it truthfully and do not leave any item
unanswered. I promise that your answer will be treated
confidentially.
A. Direction: Solve the given problems.
1. A population consists of 3, 4, and 5. List all possible

samples of size 2 which can be drawn with replacement from
this population and compute the mean, frequency, and
probability of each sample.
II. Sampling with Replacement

Problem 1:
Consider a population consisting of the values 3, 4, and 5.
a. Compute the population mean.
b. Compute the population variance.
c. Find the population standard deviation.
d. List all the possible samples of size n=2 with
replacement and their corresponding means.
e. Find the mean of the sampling distribution of sample
means.
f. Find the variance of the sampling distribution of sample
means.
g. Find the standard deviation of the sampling distribution
of sample means.
Problem 2:
d. List all the possible samples of size n=3 with
means.
means.
of sample means.
III. Sampling without Replacement

Problem 1:
d. List all the possible samples of size n=2 without
means.
means.
of sample means.
Problem 2:
d. List all the possible samples of size n=3 without
means.
means.
of sample means.
IV. Illustrate the Central Limit Theorem and Sampling

Distribution of the Sample Means
Read the content properly. Write the needed answers.
1. Given a die, it has 6 faces in which each face has
either dot/s of x= 1, 2, 3, 4, 5 and 6. Given it as the
population, illustrate the central limit theorem and
sampling distribution of the sample mean of n=2. Interpret
results.
V. Solve the Problems involving Sampling Distribution of
the Sample Means
Read, understand and solve each of the following problems:
A school principal claims that grade 11 students has mean
grade of 85 with a standard deviation of 6. Suppose that
the distribution is approximately normal;
A. What is the probability that a randomly selected
grade will be less than 85?
B. What is the probability that a randomly selected
grade will be greater than 83 but less than 88?
C. What is the probability that the mean random sample
of 12 students will be less than 90?
Prepared by:
JHENA B. CANTONJOS
Researcher
Appendix D
Table of Specification of the Statistics and Probability

Test
COURSE BEHAVIOURAL OBJECTIVES

CONTENT
Comprehension
No. of Hours
No. of Items
Application
evaluation
Knowledge
Synthesis
Analysis
Solve 1 2 3 1.5 3
Sampling
Distribution
of Sample
Means
Finding the 4 5 6 1.5 3
Mean and
Variance of
the Sampling
Distribution
of Means
Solve Sample 7 8 9 1.5 3
Means from a
Finite
Population
Describing the 10 11 12 1.5 3
Sampling
Distribution
of the Sample
Means from an
Infinite
Population
Total 6 hrs 12
Appendix E
LEARNING ACTIVIT Y SHEETS

JHENA BAYUDAN CANTONJOS
Almiñe, San Jacinto, Masbate
jhena.cantonjos@deped.gov.ph
CP# 09362889290
Date of Birth: October 8, 1996
Civil Status: Single
Father: Josefino Barrun Cantonjos
Mother: Agnes Ballesteros Bayudan
Educational Background
Elementary: Almine Elementary School
Almine, San Jacinto, Masbate
2003-2009
Secondary: San Jacinto National High School
Moyot Street, San Jacinto, Masbate
2009-2013
Tertiary: Liceo de San Jacinto Foundation Incorporated
Almonte Street, San Jacinto, Masbate
2013-2017
Eligibility: Licensure Examination for Teachers (LET)
September 24, 2017

Teaching Experiences:
Secondary Teacher
Bagahanglad National High School
August 06, 2018-present
Work Experiences
Date of Original Appointment: August 06, 2018
Position/Salary Grade: T-I/11
Date of Appointment in the current position: November 20,
2019
Position/Salary Grade: T-II/12
Trainings /Seminars Attended
Division Training on Cross-specialization of Grade
7 to Grade 10 Science Teacher (Monreal National High
School, Monreal Masbate; July 22-26, 2019)
Division Orientation on Philippine Professional
Standard for Teachers (PPST) and PPST Package, Result-based
Performance Management System (RPMS) and Teacher Induction
Program (TIP) Modules (San Jacinto Municipal Covered Court;
October 22-25, 2018)
International Training on Teaching Strategies
(Sacro Costato School, Masbate City, Masbate; April 13-15,
2018)
District Training on Mental Health and Psychosocial
Intervention Service-school Mental Health (San Jacinto
Central School, San Jacinto, Masbate; March 8-9, 2018)
Introduction to Basic Computer Operations on
Microsoft Windows 2013, Microsoft Word, Microsoft Excel,
Microsoft PowerPoint (Arial Computer Tutorial; November 13-
24, 2017)

Final Research

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Research

Uploaded by

Copyright:

Available Formats

EFFECTIVENESS OF UTILIZING LEARNING ACTIVITY SHEETS TO

IMPROVE THE SOLVING SKILLS INVOLVING SAMPLING DISTRIBUTION

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR QUANTITATIVE

The thesis attached hereto, entitled Effectiveness of

Utilizing Learning Activity Sheets to Improve the Solving

Skills involving Sampling Distribution of Grade 11 Students

in Bagahangld National High School, prepared by Jhena

Bayudan Cantonjos, in partial fulfilment of the

requirements for Quantitative Research Methods is hereby

SUSAN S. JANER, Ph. D.

Accepted in partial fulfillment of the requirements

for Quantitative Research Methods.

GERRY A. CARRETERO, Ed. D.

By the virtue of the recommendations of the thesis

committee, this thesis entitled, Effectiveness of Utilizing

Learning Activity Sheets to Improve the Solving Skills

involving Sampling Distribution of Grade 11 Students in

Bagahanglad National High School, prepared and submitted by

Jhena Bayudan Cantonjos, is hereby approved in partial

fulfilment of the requirements for Quantitative Research

HELEN R. LARA, Ed. D., RGC

The Researcher would like to extend gratitude to the

persons who have helped much in this research endeavor.

Dr. Helen R. Lara, President of Sorsogon State

University, Sorsogon City, for her leadership and support

to the School of Graduate Studies.

Dr. Gerry A. Carretero, Dean of the Sorsogon State

University, school of Graduate Studies, for his invaluable

assistance and encouragement in the pursuit this study.

I wish to express my profound gratitude to my adviser

Dr. Susan S. Janer who is an academic mentor for her

priceless academic and professional guidance in ensuring

that this work was completed on time. Her timely attention

in and out of office; even at home and at odd hours is

highly commendable. Your ability to drive your students

towards excellence is immeasurable. Your motivation truly

helps me finish this study.

I wish to thank the thesis committee for their wise

counsel and unquantifiable inputs of time and efforts

towards the successful completion of this work.

To the rest of the faculty members of SSU for being

part of her professional advancement, my salute to all of

To the DepEd family especially Mr. Henry L. Macabuhay,

her friends, and her colleagues for their suggestions and

recommendations that motivated her to finish this research.

To my family, for the understanding and moral support

that give her strength to go through the rigors of this

To my family that serves as an inspiration to pursue

my study. Thank you for being considerate.

Most of all, to our Almighty God for giving me

strength and wisdom in preparing and finishing this study.

This study determined the Effectiveness of Utilizing

Learning Activity Sheets to Improve the Solving Skills involving

Sampling Distribution of Grade 11 Students in Bagahanglad

National High School, San Jacinto District in the Division of

Masbate-Province, school year 2021-2022. The Descriptive method

of research would have utilized in this study. The respondents

were 50 Grade 11 students who were currently taking probability

and statistics subject 25 of them as Control Group and 25 as

The study used quantitative method to describe the

improvement level of the grade 11 learners in Probability and

Statistics subject along the identified topic and a test was

used to know the effectiveness of LAS in improving the