Republic of the Philippines

DEPARTMENT OF EDUCATION
Division of Camarines Sur
VILLAFUERTE-PEÑA HIGH SCHOOL
Ponglon, San Jose, Camarines Sur
School I.D.: 309771
_____________________________________________________________________________________

ACTION RESEARCH PROPOSAL

IMPROVING STUDENTS’ ACADEMIC PERFORMANCE THROUGH INQUIRY-BASED

LEARNING (I-BL) IN VILLAFUERTE-PEŇA HIGH SCHOOL

I. PROPONENT:
Christopher J. Bayrante,
Teacher I
Villafuerte-Peña High School, Ponglon, San Jose, Camarines Sur
christopherbayrante@yahoo.com
+639071691671/ +639499906893

II. BACKGROUND OF THE STUDY:

Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas

and observations at the center of the learning experience. Educators play an active role throughout the

process by establishing a culture of learning where ideas are respectfully challenged, tested, redefined and

viewed as improvable, moving children from a position of wondering to a position of enacted understanding

and further questioning (Scardamalia, 2002).

The Villafuerte-Pena High School students’ academic performance for the academic year 2015-

2016 is recognized to be 83.16% from the general average rating in all subject areas in the Junior High

School. This study generally aims to improve students’ academic performance by employing Inquiry-based

learning as the key teaching approach and be intertwined with effective, efficient and innovative teaching

strategies and techniques in all learning areas in the school.

III. STATEMENT OF THE PROBLEM:

This action research will be conducted to enhance students’ academic performance of the students

of Villafuerte-Peňa high school through inquiry-based learning. Specifically, the study seeks to answer the

following questions:

1. What is the level of academic performance of the students in Villafuerte-Pena High School in

the 1st to 3rd quarter this school year 2016-2017?

2. What is the teachers’ level of implementation of Inquiry-Based learning in the teaching-learning

process of all the subject areas this school year 2016-2017?

3. Is there a significant difference between the levels of the academic performance of the students

after the implementation of Inquiry-based learning?

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Christopher J. Bayrante Page 1
IV. SIGNIFICANCE OF THE STUDY:
The result of this action research is deemed beneficial to the following:

Department of Education. The results of this study will yield salient information to the curriculum

planners and developers in the Department on strengthening and enhancing the development and

implementation of the curriculum in craving for quality, holistic and sustainable learning process through

higher-order/critical thinking skills.

School Administration. The outcomes of this study will give wider avenue for the administration

to address effective and meaningful learning gaps in enhancing teaching strategies intertwined with inquiry-

based process.

Teachers. Implementing the results and findings of this study will help teachers to effectively

educate and train students on all learning areas promoting critical thinking skill development.

Students. The findings of the study are imperative on deepening their learning achievement

through intellectual criticism that combines knowledge of historical context and balanced judgment both

important in the development of Higher-order thinking skill.

Other researchers. This study may serve as basis for conducting and developing related researches

on improving academic performance and inquiry-based learning.

Expected Output:

1. An increase of 10% in the over-all general average rating of the students in all learning

areas.

2. An improvement in the teachers’ implementation of Inquiry-Based learning.

V. SCOPE OF THE STUDY:

The study will be conducted among 236 students of Villafuerte-Peña High School, Ponglon, San

Jose, Camarines Sur this school year 2016-2017. Academic performance includes the general average rating

of the students in all subjects in Junior High School.

VI. RESEARCH DESIGN:

 Methodology- This action research will be employing descriptive method. The research

will describe the level of academic performance of the students expressed in mean average

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Christopher J. Bayrante Page 2
 rating and the level of implementation of the teachers in their teaching process as perceived

by the students and teachers expressed in average weighted mean.

 Statistical Sampling- Complete enumeration among 236 students of Villafuerte-Peña High

School will be utilized in determining the respondents, thus, no sampling technique will be

used.

 Description of Instrument / Data Gathering Focus– A questionnaire will be utilized to

determine the level of the academic performance of the students and the level of

implementation of the Inquiry-Based learning in the teaching and learning process. The

questionnaire will be administered before and after the implementation of Inquiry-Based

learning.

VII. WORK AND FINACIAL PLAN:

Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund
PRE-IMPLEMENTATION
Conceptualization, consultation and
Proponent, P 20 for printing,
Planning meeting with the School
September School Head P200 for the
Head and other individuals with AR proposal
2016 and other snack
technical-know-how to the subject
indicivudlas (solicitation)
matter
Preparation, finalization and October-
Approved AR
submission of Action Research November Proponent P 20 for printing
Proposal
Proposal 2016
Communicating the approved action Approved Action
research proposal to the respondents Attendance Research
February Sheet Proposal, Signed
Proponent
2017 P 100 for snack commitment of
(PTA Fund) stakeholders’
support
IMPLEMENTATION PLAN
Determine and analyze the level of
Proponent
academic performance of the students February Summary of
and class Instruments
from 1st quarter to 3rd quarter in all 2017 Grading sheets
advisers
learning areas.
Administer Pre-test in determing the P1,860 for the
Collated and
level of implemetation prior to the February Proponent & multiplication of
tabulated Pre-test
operation of Inquiry-Based learning. 2017 Respondents the tool, (PTA
result
Fund)
Conduct Seminar-wrokshop on the Proponent,
P2,000 for the
implementation of Inquiry-Based resource Participant
February over-all
learning among the teachers speaker and output, tarining
2017 expenditures of
teacher tools and handout
the training
participants
Conduct twice a week mentoring Observation Conducted
among 8 teachers on the February sheet and mentoring with
Proponent
implementation of the I-BL 2017-March mentoring form Observation
Teachers
2017 P200 (PTA sheet and
Fund) mentoring form

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 Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund
Progress monitoring and evaluation Monitoring
monitoring
of all planned activities Twice a week Proponent Reports &
notebook
Attendance sheet
Brainstorming of the teaching Once a week-
practices implementing Inquiry based February Proponent
Journal Journal
learning 2017-March and Teachers
2017
Administer Post-test using the
P1,860 for the
questionnaire to determine the level Collated and
Proponent & multiplication of
of implementation of inquiry-based March 2017 tabulated results
respondents the tool, (PTA
learning as percieved by the students of Post-test
Fund)
and the teachers.
POST IMPLEMENTATION
Preparation and submission of Action P1,000 for the
Research Write-up printing of the Action Research
April 2017 Proponent
write-up Write up
(Personal)
a. Evaluate the project
Proponent,
b. Gather recommendation and Documentation
teachers, Bond Paper
feedback of the activity
May 2017 parents and Folder and copy
c.Submmision of action research and activity write
other of the materials
write up – up
stakeholders
d.Reimplement if found effective
Communication of Research results Computer
Action Research
May 2017 Proponent Printer
Write up
Bond paper
Reimplementation if found effective Computer
S/Y 2017 – Action Research
with revisions Proponent Printer
2018 Proposal
Bond paper

Submitted by:

CHRISTOPHER J. BAYRANTE
Proponent

Reviewed by:

JOSEPHINE C. DOROIN
SEPS, Planning and Research

Recommending Approval:

LITA T. MIJARES, Ph.D.

Chief, Curriculum and Implementation

Approved: By authority of Schools Division Superintendent

SUSAN S. COLLANO, Ph.D.

Assistant Division Schools Superintendent

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I. Level of academic performance of the students in Villafuerte-Pena High School in the 1st to 3rd
quarter this school year 2016-2017.
2nd 3rd AVERAGE
SUBJECTS 1st Quarter
Quarter Quarter RATING
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING

II. Teachers’ level of implementation of Inquiry-Based learning in the teaching-learning process of

all the subject areas this school year 2016-2017.

Dear Respondent,

Please feel free to fill-out the said questionnaire. We are hoping that you will answer the following
questions honestly and with all your effort. Rest assured that all data are highly appreciated and will be
treated with utmost confidentiality.

Thank you very much and God bless.

-The Researcher

Name (optional): ________________________________________ Year & Sec.:__________________

INSTRUCTIONS: Check the appropriate column corresponding to how you describe your teacher’s
teaching process focusing to the implementation of Inquiry-Based Learning.
1- Not Implemented Teachers do not employ IBL in a class
2- Slightly Implemented Teachers employ 1-2 times a week in class
3- Moderately Implemented Teachers employ 3-5 times a week in class
4- Highly Implemented Teachers employ every day in class
Descriptions of Inquiry-Based Learning 4 3 2 1
1. The lesson is presented by paying attention to distinct
but related details that lead to the formation of a
conclusion.
2. Teacher asks questions that applies the concepts in a real
life situation.
3. The lesson is done by using specific cases that ends with
the generalization that is applied to specific cases.
4. The lesson is done by studying the typical case
thoroughly and in detail so as to make the concepts
gathered as basis for comparison in studying similar
cases.
5. Learning activity is done by using experimentation with
apparatus and materials to discover or verify facts.
6. Learning activity is done with the teacher who does the
experiment before the class.
7. The lesson is done and performs without leading the
students to conclusion or generalization.

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 8. Students are free to ask questions that lead to deepen
understanding.
9. Teacher asks questions that elicits analysis of the
concepts.
10. Students are introduced to spontaneous and self-
directed explorations. They continuously observe,
interact and search for more information.
11. Students are led to learn by constructing their own
meaning based on their past experiences, they involved
themselves to continue creation of rules to explain and
observation.
12. Students are led to learn from experiences through
actual observation of natural occurrences.
13. Students are assisted to synthesize and evaluate
information to gain deep understanding and develop
critical thinking and ability to scientifically process
information.
14. There is a collaborative learning activity undertaken by
teacher and specific class and with specific topic.
15. Use apparatuses or tools on their teaching to meet the
needs of the greatest number of students and provide
greater range of students’ participation in learning
experience.
16. Give lectures, explains and demonstrates topics and
answers questions in front of the whole class.
17. Divides the students to provide an opportunity for
them to become more actively and effectively engage
in learning, for the teachers to monitor the students’
progress better.
18. Prepares for every student an individual plan for each
skill or subject based on diagnosis of the students’
proficiency level.
19. Uses activities to make learners more explicit about
what they are doing, seeing or learning and interpret
their activities in terms of principles and concepts.
20. Uses self-learning kit which usually consists of a
package of learning activities, papers, which have to be
accomplished by his/her student.
21. Attempt to get away from the traditional classroom
procedure of the question and answer and recitation
style, uses discussion and group classroom activities in
which teacher and students cooperatively consider
certain topics or problems.
22. Invites small group of expert or well informed lay
person to discuss of a problem for the benefits of an
audience.
23. Conduct symposium to give an audience pertinent
information about a topic or to consider the relative
merits of various solutions to a controversial problem.
24. Let the students have a debate forum whose students
have different beliefs, study the same problem and
arrive at different conclusions.
25. Let students have small discussion, through group
seated face to face around a table without a large
audience.

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 26. The lesson is done with the students seeing things from
the point of view of others.
27. The lesson is done through the purposive solving or
attempting to solve the problem.
28. The lesson is done by using a technique in service
education and group thinking and planning and it also
involves the use of the group process in attacking and
solving educational problem.
29. The lesson is done through presenting specific
situations or problems to stimulate discussion.
30. The lesson is done by achieving both personal and
social integration of the individual. Uses dynamic
experience which serves as the bases of unity.

III. Significant difference between the levels of the academic performance of the students after the
implementation Inquiry-based learning.

SUBJECT AREAS Average 4th Difference Interpretation

1st-3rd Quarter
Quarter Rating
Rating
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
Legend:
Difference Description
10 or above - Highly significant HS
6.67-9.99 - Moderately Significant MS
3.34-6.66 - Significant S
0.10-3.33 - Slightly Different SS
0 or below - Not Different NS

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