Completed AR Ambulong ES Grade6

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF TANAUAN CITY
AMBULONG ELEMENTARY SCHOOL
BRGY AMBULONG, TANAUAN CITY
CRITERIA FOR EVALUATING COMPLETED ACTION

RESEARCH
Source: DepEd Order No. 16 s. 2017 Research Management Guidelines
Researcher/s: ALEJANDRA C. CAROLINO, EMELITA P. CONTRERAS, ROSALIE

G. MARTILLANA
Research Title: THE EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING
MATERIALS IN ENHANCING THE ACADEMIC PERFORMANCE
AND AGRICULTURAL LITERACY AMONG GRADE 6 LEARNERS
OF AMBULONG ELEMENTARY SCHOOL
School AMBULONG ELEMENTARY SCHOOL
POINT
CRITERIA INDICATORS S
Excellent Good Fair
5 4 3
The research topic is clear and relevant to /
the current situation
The nature/ extent of the identified school/ /
Context and classroom problem or issue is
Rationale comprehensively discussed
The people or groups of people who will /
benefit from the results of the research is
stated
The innovation, intervention or strategy is /
Innovation, explained in detail
Intervention or The credibility as a way to address the /
Strategy problem or issue is given support
The questions clearly relate to the /

identified problem/s or issue/s
Research Questions The questions convey the desired change or /
improvement
The details about the target participants /
or other source of data are provided
The data gathering method/s is/ are /
aligned to the research questions
The research methods used in analyzing /
the data gathered is specified
Methodology The validator of the research instrument is /
mentioned
Ethical Issues are clearly stated /
ABULONG ELEMENTARY SCHOOL

Brgy Ambulong, Tanauan City, Batangas 4232
es.ambulong@yahoo.com
0920-630-1985
G. MARTILLANA
Research Title: THE EFFECTIVENESS OF LOCALIZED TEACHING AND
LEARNING MATERIALS IN ENHANCING THE ACADEMIC
PERFORMANCE AND AGRICULTURAL LITERACY AMONG
GRADE 6 LEARNERS OF AMBULONG ELEMENTARY SCHOOL
POINTS
CRITERIA INDICATORS Excellent Good Fair
5 4 3
Discussion of /
Results and The alignment to the research questions is
Recommendations evident
The action plan is clearly explained and /

Action Plan includes the sequential steps to be
undertaken
References The list of references is provided /
TOTAL 60 12
GRAND TOTAL 72
ADD TO THE GRAND TOTAL 25
TOTAL POINTS (Grand Total + 25) 97
Remarks: (In compliance to DM 231 s. 2021, please include if you are recommending the
research to be presented in any other research conference or can be a basis for the Chief
Education Supervisor/s for the issuance of a localized policy or both
Evaluated by:
Name and Signature of School Head:

MA. FRANCIA T. MARFA
Date: January 6, 2022
CRITERIA FOR EVALUATING COMPLETED

ACTION RESEARCH
Source: DepEd Order No. 16 s. 2017 Research Management
Guidelines

0920-630-1985
G. MARTILLANA
Research Title: EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING
MATERIALS IN ENHANCING ACADEMIC PERFORMANCE AND
AGRICULTURAL LITERACY AMONG GRADE 6 LEARNERS OF
POINTS
5 4 3
The research topic is clear and relevant /
to the current situation
Context The nature/ extent of the identified /

and school/ classroom problem or issue is
Rationale comprehensively discussed
The people or groups of people who will /

benefit from the results of the research is
stated
The innovation, intervention or strategy is /
Innovation, explained in detail
Intervention or
Strategy The credibility as a way to address the /
problem or issue is given support
The questions clearly relate to the /
identified problem/s or issue/s
Research The questions convey the desired /
Questions change or improvement
The details about the target /

participants or other source of data are
provided
The data gathering method/s is/ /
are aligned to the research
Methodology questions
The research methods used in /
analyzing the data gathered is
specified
The validator of the research instrument /
is mentioned
Ethical Issues are clearly stated /
Researcher/s: ALEJANDRA C. CAROLINO, EMELITA P. CONTRERAS, ROSALIE G.

MARTILLANA
Research Title: EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING MATERIALS
INENHANCING ACADEMIC PERFORMANCE AND AGRICULTURAL
LITERACY AMONG GRADE 6 LEARNERS OF AMBULONG ELEMENTARY
SCHOOL
POINTS

0920-630-1985
5 4 3
Discussion of
Results The alignment to the research questions /
and is evident
Recommendations
The action plan is clearly explained and
Action Plan includes the sequential steps to be /
undertaken
References The list of references is provided
/
TOTAL
GRAND TOTAL 70
ADD TO THE GRAND TOTAL 25
TOTAL POINTS (Grand Total + 25) 95

Remarks: (In compliance to DM 231 s. 2021, please include if you are recommending the
research to be presented in any other research conference or can be a basis for the Chief
Education Supervisor/s for the issuance of a localized policy or both
Evaluated by:
Name and Signature of Public Schools District

Supervisor: MILANIE V. DE CASTRO
Date: December 10, 2021

0920-630-1985
THE EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING MATERIALS IN
ENHANCING ACADEMIC PERFORMANCE AND AGRICULTURAL LITERACY
AMONG GRADE 6 LEARNERS OF AMBULONG ELEMENTARY SCHOOL
ALEJANDRA C. CAROLINO
EMELITA P. CONTRERAS
ROSALIE G. MARTILLANA
I. CONTEXT AND RATIONALE
Tanauan City is a second-class city with a land area of 10, 967.43 hectares, about 3.47%
of the total land area of the province. Industrialization and increasing population of the city has
decreased its land area allotted to agriculture. Based on the Farmers Registry System, the city
has 2, 866 farmers or 1.88% of its total population (S.M. Rimas, personal communication, July 9,
2021). The Technology and Livelihood Education (TLE) is a skill-based subjects offered in Grade
6 which includes Agriculture component to encourage learners to become interested in Agriculture
over other popular courses for food production and security in the future.
With the pandemic outbreak last March 2020, the agency issued DepEd Order No. 12 s.
2020 otherwise known as the “Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in Light of the Covid-19 Public Health Emergency.” The Basic Education Learning
Continuity Plan (BE-LCP) engaged internal and external stakeholders in ensuring learning
continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of
multiple learning delivery modalities, provision of corresponding training for teachers and school
leaders, and proper orientation of parents or guardians of learners.
The issuance was further strengthened by guiding the options of stakeholders to different
learning modalities with the issuance of DM-CI-2020-00162 from DepEd Office of the

0920-630-1985
Undersecretary for Curriculum and Instruction, known to be the “Suggested Strategies in
Implementing Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021.” The City
Schools Division of Tanauan is currently implementing the new normal education set-up through
Modular Distance Learning (MDL) which is categorized into Digital Modular Distance Learning
(DMDL) and Printed Modular Distance Learning (PMDL).
The MDL modality paved way to home-based/remote learning wherein the
parents/guardians, family members or stakeholders may provide instructional support when
needed in accomplishing the learning tasks provided in print or digitized. A learner must accomplish
written work and performance in eight learning areas which maybe burdensome but DepEd Order
No. 31, s. 2020 or “Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan” advised teachers to collaboratively design and implement learning tasks
that integrate two or more competencies within or across learning areas, known as integrative
assessments. This is in consonance with the DepEd Memorandum OUCI-2020-307 which focuses
on “Suggested Measures to Foster Academic Ease During the Covid-19 Pandemic.” Its primary
purpose is to help the teachers and learners in dealing with essential things related to school during
this period of the pandemic with distance learning adaptation.
Furthermore, the learning journey outside the four corners of the classrooms for every
Tanaueño goes beyond the printed and digitized materials. As they stay at home, DepEd
Memorandum No. 053, s. 2020 encourages the establishment of Gulayan sa Tahanan or Urban
Vegetable Gardening at Home for personal consumption, and improve the income, health, and
well-being of their family members.
In a research study about agricultural awareness and curriculum integration conducted by
Knobloch and Martin (2000), elementary teachers agreed that agriculture could be integrated into
their elementary classes because the basic knowledge of it is needed in making daily decisions.
Further, as indicated by Trexler and Suvedi (1998) in their research paper about perception of
agriculture as a context for elementary science teaching, teachers were comfortable using the

0920-630-1985
problem-solving method, connecting science teaching to community problems, and using
agriculture as a context for science. This means that more concepts in science can be taught
through agricultural examples. K-12 teachers perceived that their students favored topics on food,
nutrition, environment, plants, wildlife, insects, food processing and history which can be integrated
with agriculture concepts.
It is in these frameworks that select teachers in TLE, crafted the Teaching and Learning
Materials for Agricultural Literacy, a brainchild of OIC-SDS Rogelio F. Opulencia, which integrate
both the Most Essential Learning Competencies (MELCs) of other learning areas with Agriculture
component of Grade 6 – TLE. A complete teaching-learning package is composed of Pivot 4A
Learner’s Packets (LeaPs), Interdisciplinary Mapped MELCs, Curriculum Implementation Guide
Card for Teachers (tracks the learning tasks, if assigned as summative or formative
assessments), Learning Activity Sheets (LAS) with interdisciplinary MELCs integration,
Pretest/Posttest, Key to Correction and e-class record.
These innovative teaching and learning materials intend to improve the learning
performance and agricultural literacy of learners as we embrace another School Year under the
New Normal. For School Year 2020-2021, Ambulong Elementary School had recorded an average
grade of 83.18% in Grade 6 – TLE Agriculture which is lower than the expected result, if only TLE
was integrated to other learning areas. While there were only 43 out of 133 learners or 32% of the
total Grade 6 learners who established Gulayan sa Tahanan which was the final application last
year from which can be attributed to Taal Volcano Eruption, COVID 19 pandemic and due to
overloading of learners’ tasks. Many of our learners with their family went and lived to other places
far from Taal Volcano for the meantime.
Such circumstances and previous studies scaffold the offering of Grade 6 – TLE Agriculture
component for Quarter 1 of SY 2021-2022. Thus, this research endeavor intends to determine the
effectiveness of localized teaching and learning materials in enhancing the academic performance
and agricultural literacy among Grade 6 learners of Ambulong Elementary School.

0920-630-1985
II. INNOVATION, INTERVENTION OR STRATEGY
The Teaching and Learning Materials for Agricultural Literacy in Technology and Livelihood
Education (TLE) – Agriculture for teachers and Grade 6 learners of City Schools Division of
Tanauan is the innovation selected by the researchers. These localized materials crafted by the
select Grade 6 Agriculture teachers, include the integration of learning tasks in TLE - Agriculture
with the Most Essential Learning Competencies (MELCs) of various disciplines for the First Quarter
of SY 2021-2022. As indicated in Division Memorandum 230, s. 2021, this innovation is under the
umbrella of PAKYAW-ONE in CID TANAUAN, a Divisional Assessment Matrix for Curriculum
Integration in response to Memorandum OUCI -2020-307 entitled Suggested Measures to Foster
“Academic Ease” During the COVID-19 Pandemic and DepEd Order No. 31, s. 2020 entitled
Interim Policy Guidelines for Assessment and Grading in the Light of BE – LCP.
This interdisciplinary integration will allow holistic way of learning, without the restrictions
often imposed by learning standards of each subject area. With integration, comprehensive
learning is achievable by engaging and connecting learning tasks that are relevant, meaningful,
and aligned to various concepts of agricultural literacy.
III. RESEARCH QUESTIONS
The purpose of this study is to determine the effectiveness of localized teaching and
learning materials in enhancing academic performance and agricultural literacy among Grade 6
learners of Ambulong Elementary School

0920-630-1985
Specifically, it sought the answer to the following questions:
1. What is the level of performance of Grade 6 learners before
and after the use of agricultural literacy materials?
2. Is there a significant difference between the performance of
Grade 6 learners before and after using the agricultural literacy
materials?
3. To what extent does the interdisciplinary integration of learning
tasks enhance the agricultural literacy of Grade 6 learners?
IV. METHODOLOGY
This section discusses the sampling method and data collection procedure and plan for data
analysis.
A. Sampling
The population considered in this study was the one hundred twenty-three (123) Grade 6
learners taking TLE - Agriculture of Ambulong Elementary School. Using Slovin’s formula, the
sample size is 123 learners with 95% confidence level and 5% margin of error. The sampling
technique used was simple random sampling and the data gathered were from the First Quarter
of SY 2021-2022 since all the respondents took agriculture component in this quarter and utilized
the Teaching and Learning Materials for Agricultural Literacy.

0920-630-1985
B. Data Collection
Data were gathered to address the research questions contained in the statement of the
problem. The researchers obtained the scores of teacher-made 30-items pre-test within the week
of school opening and 30-items post-test within the week after the end of First Quarter of the
current school year to determine their level of performance. The items in the test were based on
the topics covered in the Teaching and Learning Materials for Agricultural Literacy which were
aligned to the Most Essential Learning Competencies (MELCs) issued by the Department of
Education. Validation of the instrument was done by the Education Program Supervisor in
EPP/TLE. Data was collected from the same respondents on both conditions
and each respondent registered a score on the pre-test, and after the utilization of Teaching
and Learning Materials for Agricultural Literacy, a score on the post-test was obtained.
In gathering data on the extent of the interdisciplinary integration of learning tasks in
enhancing the agricultural literacy of Grade 6 learners, researchers prepared questionnaire that
required respondents to use a four-point scale. Each statement was rated with numerical value
from one to four. Descriptive equivalents or verbal interpretation were provided for the
interpretation of results:
Range Verbal Interpretation
3.50-4.00 To a Great Extent
2.50-3.49 To Some Extent
1.50-2.49 To a Little Extent
1.00-1.49 Not at All
This was submitted to experts for validation and upon approval, was converted to google
documents for the accessibility of the respondents. After the researchers were give permission by

0920-630-1985
the school head, data gathering was done in two occasions. The data generated from the web-
based application were collected, tabulated, and analyzed.
This was submitted to experts for validation and upon approval, was converted to google
documents for the accessibility of the respondents. After the researchers were give permission by
the school head, data gathering was done in two occasions. The data generated from the web-
based application were collected, tabulated, and analyzed.
C. Plan for Data Analysis
The researchers will utilize the quantitative – descriptive method for this research
undertaking. In determining the levels of performance on both pretest and posttest, mean will be
used while standard deviation and t-test will determine its significant difference. In treating the
data on the results of questionnaire with Likert Scale, the weighted mean and rank will be
employed. Based on the collective findings from the research questions, action plan may be
proposed.
V. RESULTS AND DISCUSSION
The tables present the data gathered to show the mean scores of the pretest and posttest,
results of the paired t-test and posttest and the extent of enhancing literacy among the
respondents.
Table 1. Mean Score of Pre-test and Post-test
Grade No. of No. of Pre-test Post-test Difference
Level Items Learners Mean Mean
6 30 123 12.341 25.081 12.74

0920-630-1985
Presented on the table above was the result of both pre-test and post-test of the 100
respondents in the 30-item test conducted by the researchers before and after the utilization of
Technology and Livelihood Education. It showed that the pre-test acquired a mean of 12.34 and
mean of 25.08 for the post-test, with a gain of 12.74.
It can be deduced that there was an outstanding increase in the academic performance of
the learners after the utilization of the Technology and Livelihood Education. Such results suggests
that the utilization of the localized teaching and learning materials is highly effective in enhancing
learner’s academic performance as well as increasing the agricultural literacy of the Grade 6
leaners.
Table 2. Results of Paired t-test on Pretest and Posttest
Paired Differences
Std. Std. 95% Confidence
Deviatio Error Interval of the t- df p value
Mean n Mean Difference value (2 tailed)
Lower Upper
Pre-test- 12.74 4.799 0.390 12.312 13.168 26.597 99 <.001
Post-
test
tc =1.984, two tailed α (alpha level) = 0.05
As shown in table 2, the difference between the means of pretest and posttest (12.74)
implies that learners significantly performed better on the posttest. The t-value was obtained by
dividing the Mean difference (12.74) by the Standard Error Mean (0.479) which is equal to 26.597
and compared to be greater critical value shown as 1.984, two-tailed. The p-value shown at 2-

0920-630-1985
tailed is <.001 is smaller than the chosen alpha level (0.05) which if from the confidence level of
95%.
Therefore, the results confirmed that there is a real difference between the pre-test and post-
test. This concluded that the mean of post-test is greater than the mean of pre-test which indicates
the effectivity of utilizing localized teaching and learning materials. It can be inferred that the
observed difference between the two means is statistically significant. In other words, there is
overwhelming evidence that a "gain" has taken place on the post-test because of using the
Localized Teaching and Learning Materials for Agricultural Literacy.
Table 3. Extent of Enhancing Agricultural Literacy
ITEMS Weighted Verbal Rank
Mean interpretation
1. Completed all learning tasks with integration with 3.51 TGE 8

other subjects.
2. Achieved proficiency in other subjects with 3.52 TGE 7

EPP/TLE integration even using agricultural terms.
3. Reduced the number of tasks in other subjects 3.68 TGE 3

due to the integration of EPP/TLE.
4. Possessed the ability to do projects, assignments 3.42 TSE 9

and learning activities in other subjects with
agricultural concepts.
5. Expanded knowledge, skills and beliefs in 3.54 TGE 5

agricultural concepts.
6. Capable of applying the knowledge in agriculture 3.53 TGE 6

to the actual situation at home, school or
community.
7. Can establish an organic urban garden at their 3.39 TSE 10

homes or raise farm animals as food source

0920-630-1985
8. Learners grasped the importance as well as the 3.63 TGE 4

benefits of organic farming to the environment.
9. Learned that agriculture is very profitable and 3.76 TGE 2

viable long-term livelihood.
10. Learners manifested the optimism to learn more 3.78 TGE 1

concepts and demonstrate agricultural skills in next
grade level.
Composite Mean 3.576 TGE (To a great extent)
Legend: TGE - To a great extent

TSE - To some extent
TLE - To a little Extent
NAL - Not at all
The learners rated the extent of enhancing agricultural literacy by responding to the ten
(10) researcher-made questions after the utilization of the learning material.
Table 3 showed that the learners ranked highest the item Learners manifested the
optimism to learn more concepts and demonstrate agricultural skills in next grade level with a
weighted mean of 3.78, interpreted as to a great extent. It can be deduced that the respondents
manifested the optimism to learn more concepts and demonstrate agricultural skills in next grade
level. It also indicates that the teachers effectively conveyed the concept of entrepreneurship to
the Grade 6 learners.
Learned that agriculture is very profitable and viable long-term livelihood ranked second,
having 3.76 weighted mean. As such, respondents learned that agriculture is very profitable and
viable long-term livelihood. Next to this, they declared Reduced the number of tasks in other
subjects due to the integration of TLE to a great extent, with weighted mean of 3.68 and ranked
third in order distribution. It can be inferred that reduction of tasks in other subjects due to the
integration of TLE is considered significant. This implies that the integration made greatly helps
the respondents as well as the teachers.

0920-630-1985
The item can establish an organic urban garden at their homes or raise farm animals as
food source with verbal interpretation of to some extent obtained a weighted mean of 3.39 ranked
last among the responses. This signifies that there is a less possibility that learners will establish
an organic urban garden at their homes or raise farm animals as food source. The gap can be
attributed to the availability of space and agricultural materials and tools to establish home garden.
Moreover, this suggests that there is a need for teachers to strengthen the learner’s drive to eat
more plant-based food and reduce the expenses in buying commercially grown agricultural
products.
The learners themselves indicated that it only affected them to some extent the item .
possessed the ability to do projects, assignments and learning activities in other subjects with
agricultural concepts., ranking second from the last with a weighted mean of 3.42. This lower rank
the limited number of learning tasks by integration with other disciplines has taught some learners
that they can make outputs for other subjects using concepts and terminologies in agriculture, thus,
sustaining their learning from quarter 1 on agriculture component.
Linking to this item to some extent is completed all learning tasks with integration with other
subjects with weighted mean of 3.51, ranked 8th which implies that completing all learning tasks
with the help of integration with other subjects is conducive and beneficial.
As presented in Table 3, learners perceived that out of ten items, only two items were
described to have to some extent effect while the remaining eight items were to a great extent. In
general, the Grade 6 learners described the interdisciplinary integration of learning tasks in
enhancing the agricultural literacy to a great extent with composite mean of 3.576. This means that
that the localized teaching and learning materials in Agricultural Literacy was effective in integrating
the competencies of other disciplines in the learning tasks and enhancing the learners’ interest in
agriculture that will benefit them, their families, and the surrounding communities.

0920-630-1985
VI. CONCLUSION
This research undertaking concludes that the localized teaching and learning materials in
Agricultural Literacy had enhanced the academic performance and agricultural literacy among
Grade 6 learners of Ambulong Elementary School.
VII. RECOMMENDATION
The researchers recommend the integration and application of instructional strategies
to increase the academic performance and to sustain the learner’s interest in agriculture.
VIII. ACTION PLAN
ACTION PLAN ON INSTRUCTIONAL STRATEGIES TO ESTABLISH AN URBAN

GARDENING AND RAISING FARM ANIMALS AS FOOD SOURCE AT HOME AND TO
INTEGRATE AND APPLY AGRICULTURAL LITERACY IN INCREASING ACADEMIC
PERFORMANCE AND SUSTAINING GRADE 6 LEARNERS’ INTEREST IN
AGRICULTURE
Persons Resource Needed Succes

Objectives Responsible Time s
/ Strategies/ Fram Huma Indicato
Targets Activities e Fund n Materials rs
Pre – implementation
Enhance - Attend on-line/ face-
teaching to-face seminars and 100% of
competencies trainings on Agricultural the
in Agricultural Literacy Power TLE/EPP
Literacy TLE / EPP City Point teachers
June Agriculturist Presentation
- Apply modified Teachers P 3,000.00 attended
2022 Bond Paper
techniques in teaching the on-
School Head Pentel Pen
the competencies line/face-
to-face
- Choose resources seminars /
(human/materials) trainings
relevant to Agricultural
Literacy
Classify /
recognize a - Brainstorming /
school-based conduct meeting with

0920-630-1985
project in the teachers and school EPP/TLE June – EPP/TLE Bond Paper 90%
P1,500.00 Teachers
Agriculture head for the project Teachers July Ink compliance
2022 Advisers Folder
- Submit proposed School Head
School
project on Gulayan sa Head
Paaralan / Tahanan to
SDO
Implementation Proper
Increase / - Conduct meeting and
Enhance supervise parents on
quality and quality and productive
productive urban gardening EPP / TLE 90%
urban - Visit schools with: Teachers EPP /TLE Laptop attended
gardening a. urban gardening School Head Teachers White the
awareness b. vertical gardening Parents July P5,000.00 Advisers Screen trainings
and started c. organic concoction Learners 2022 City ICT and
home/school d. hydroponics gardening Agricultu- Coordinator
Partnership applied the
gardens e. animal raising Stakeholders rists seedlings
activities
- Administer seminar /
learned
training on quality
productive gardening
a. urban gardening
b. vertical gardening
c. organic concoction
d. hydroponics gardening
e. animal raising
- Implement and perform

Activities for Gulayan sa
Tahanan
a. hunt for functional
Gulayan sa Tahanan
b. search for best produce
Engage - Involve learners in EPP/TLE

learners agricultural activities Teachers 90%
inagricultural that can be done at School Head July – EPP / Materials exhibited
activities at home/school like Parents August P3,000.00 TLE for vertical agricultural
home or vertical and urban Learners 2022 Teachers and urban skills in
school (with gardening Partnership Advisers gardening their
observance Stakeholders Gulayan sa
to IATF - Home visit of Gulayan Tahanan
Protocols) sa Tahanan
Monitoring and Evaluation
Evaluate the - Monitor interdiscipli- 90 % of
interdisciplinary integration of learners
nary integra- varied techniques and submitted
tion of agri- concepts in agriculture videos as
cultural lite- using COT evidence in
racy and im- EPP/TLE the im-
plementation Teachers plementa-
of the iden-

0920-630-1985
tified school- - Craft assessment tool School Head EPP COT tion of Gu-
based project to monitor the imple- Parents Year P1,000.00 Coordina SMEA layan sa
and learners’ Mentation of the Learners Round -tor / Tools Tahanan
Gulayan sa program Partnership Teachers
Tahanan Stakeholders 90% of
- Conduct SMEA for teachers
project/program imple- integrated
Mentation agricultural
literacy in
- Interpret/Analyze data demo
gather and make re- teaching
commendations
Sustainability
Improve -Coordinate with SBFP Seedling
recipients’ EPP/TLE trays 75% of the
nutritional - Create efficient and Teachers Chicken yield/produc
status sustainable income School Head EPP cage e (vegeta-
generating project Learners March P5,000.00 Coordina Organic bles,eggs
Create other Parents 2023 -tor fertilizers and poultry)
source of was sold to
- Tap/map/communi- Stakeholders
funds for consumers/
cate with stakeholders
school and used for
to support related
learners feeding
projects program
-Conduct Classroom
Maitain
instructional Observation
strategies in
interdiscipli- Cooperate with other
nary integra- subject area teachers
tion for maintaining integra-
tion
Sustain
learners’ Cooperate with parents
agricultural /community members
activities at for support on
home or continuity of the
school Gulayan sa Tahanan

0920-630-1985
IX. REFERENCES
Knobloch, N.A. & Martin, R.A. (2000). Agricultural Awareness Activities and their Integration into
the Curriculum as Perceived by Elementary Teachers. Journal of Agricultural Education, 41(4),
21-22.
Trexler, C. J., & Suvedi, M. (1998). Perception of Agriculture as a Context for Elementary Science
Teaching: A Case of Change in Sanilac County, Michigan. Journal of Agricultural Education,
39(4), 28-36.
DepEd Order No. 012, s. 2020. Adoption of the Basic Education Learning Continuity Plan for
School Year 2020-2021 in Light of the Covid-19 Public Health Emergency.
DepEd Memorandum-OU-CI-2020-00162. Suggested Strategies in Implementing Distance

Learning Delivery Modalities (DLDM) for School Year 2020-2021.
DepEd Order No. 31, s. 2020. Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan.
DepEd Memorandum No. 053, s. 2020. Joint Implementing Guidelines on the 2020 Brigada
Eskwela and Oplan Balik Eskwela Relative to the COVID-19 Situation.
DepEd Memorandum-OU-CI-2020-307.Suggested Measures to Foster “Academic Ease”

Division Memorandum 230, s. 2021. PAKYAW-ONE IN CID Tanauan: A Divisional Assessment
Matrix for Curriculum Integration

0920-630-1985

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Republic of the Philippines

CRITERIA FOR EVALUATING COMPLETED ACTION

Researcher/s: ALEJANDRA C. CAROLINO, EMELITA P. CONTRERAS, ROSALIE

The questions clearly relate to the /

ABULONG ELEMENTARY SCHOOL

The action plan is clearly explained and /

ADD TO THE GRAND TOTAL 25

TOTAL POINTS (Grand Total + 25) 97

Name and Signature of School Head:

CRITERIA FOR EVALUATING COMPLETED

Researcher/s: ALEJANDRA C. CAROLINO, EMELITA P. CONTRERAS, ROSALIE

AMBULONG ELEMENTARY SCHOOL

Context The nature/ extent of the identified /

The people or groups of people who will /

The details about the target /

Researcher/s: ALEJANDRA C. CAROLINO, EMELITA P. CONTRERAS, ROSALIE G.

AMBULONG ELEMENTARY SCHOOL

ADD TO THE GRAND TOTAL 25

TOTAL POINTS (Grand Total + 25) 95

Name and Signature of Public Schools District

AMBULONG ELEMENTARY SCHOOL

I. CONTEXT AND RATIONALE

6 which includes Agriculture component to encourage learners to become interested in Agriculture

continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of

leaders, and proper orientation of parents or guardians of learners.

AMBULONG ELEMENTARY SCHOOL

(DMDL) and Printed Modular Distance Learning (PMDL).

The MDL modality paved way to home-based/remote learning wherein the

parents/guardians, family members or stakeholders may provide instructional support when

this period of the pandemic with distance learning adaptation.

well-being of their family members.

In a research study about agricultural awareness and curriculum integration conducted by

AMBULONG ELEMENTARY SCHOOL

with agriculture concepts.

component of Grade 6 – TLE. A complete teaching-learning package is composed of Pivot 4A

Learner’s Packets (LeaPs), Interdisciplinary Mapped MELCs, Curriculum Implementation Guide

assessments), Learning Activity Sheets (LAS) with interdisciplinary MELCs integration,

Pretest/Posttest, Key to Correction and e-class record.

far from Taal Volcano for the meantime.

and agricultural literacy among Grade 6 learners of Ambulong Elementary School.

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umbrella of PAKYAW-ONE in CID TANAUAN, a Divisional Assessment Matrix for Curriculum

Integration in response to Memorandum OUCI -2020-307 entitled Suggested Measures to Foster

and aligned to various concepts of agricultural literacy.

III. RESEARCH QUESTIONS

learners of Ambulong Elementary School

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1. What is the level of performance of Grade 6 learners before

and after the use of agricultural literacy materials?

2. Is there a significant difference between the performance of

Grade 6 learners before and after using the agricultural literacy

3. To what extent does the interdisciplinary integration of learning

tasks enhance the agricultural literacy of Grade 6 learners?

the Teaching and Learning Materials for Agricultural Literacy.

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In gathering data on the extent of the interdisciplinary integration of learning tasks in

Range Verbal Interpretation

3.50-4.00 To a Great Extent

2.50-3.49 To Some Extent

1.50-2.49 To a Little Extent

1.00-1.49 Not at All

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based application were collected, tabulated, and analyzed.

based application were collected, tabulated, and analyzed.