Republic of the Philippines

Department of Education
Region V
Schools Division Office of Camarines Sur
TITLE: “Improving Academic Performance level thru Project Mark 1.0
PPR: A Post-Pandemic Research on the effects of no face-to-face classes during
the pandemic and new normal set up to continuing learning and its’ effects on
learners’ academic performance in mathematics”

THEME: Teaching and Learning

RESEARCHER/S:
Name: Richard Mark C. Getuiza
Position/Designation: Teacher I
Contact no.: 0970 145 2006
Email address: richardmark.getuiza@deped.gov.ph

I. CONTEXT AND RATIONALE

The covid-19 pandemic is triggering a public health emergency and crisis on a

large scale, with far-reaching effects and severe damage to all aspects of politics, the

economy, cultural and social life, and health. The Pandemic took a long way order in

the field of education as well as many sectors of the government, forcing most

schools to physically close, resulting in the largest educational disruption in human

history, bringing devastating effect to every entity and walks. The education sector is

also affected in their conduct of policy making-implementation and system order,

lockdown postponement of classes, non-conduct of rites and ceremonies,

observance of social and sports activities, and the conduct of no face-to-face classes

in all public and private elementary schools. According to UNESCO (2020), the

COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers

guidance to teachers, institutional heads, and officials in addressing the crisis. What

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
preparations should institutions make in a short time available and how do they

address students' needs by level and field of study.

In relation to this, the researcher will conduct a post-pandemic study in order to

determine the effects of the covid-19 pandemic on learner’s academic performance

in mathematics within two consecutive school years during the pandemic where

pupils underwent unprecedented lockdowns and no face-to-face classes and after

the pandemic where limited-total face to face had been implemented. The results of

this research will be a great help to the different stakeholders e.g. School

Administrators, Teaching Staff, Parents, and most especially the Intermediate pupils.

This research will be significant in determining what learning component or area/s

needs to address and in which need to focus and give emphasis to furtherly

understand the needs of learners and enable them to provide the necessary solution

to this problem, based on the performance level of school that 39.82% of the

learners in the school year 2021-2022 collectively perceived on the

declined of their academic performance level during the pandemic era, with only

60.18% passing percentage from supposed 75% performance standard in

mathematics, relatively in the school report in numeracy test that 48.45% of the

intermediate pupils only passed, therefore, 51.55% of learners needs major support,

from 60% passing rate in grade 4, a passing percentage of 64% in grade 5, while

21.34% in grade 6. This significantly means that there is an academic or learning

loss in grade 4-6 pupils of Bocol Elementary School, Sipocot North District.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
In this context, this contextually designed innovation (Project MARK 1.0) will

provide support to address this learning loss in mathematics in terms of

mathematical competence, language apprehension, computational algorithms, and

learners’ attitude in learning mathematics, essentials in learning math concepts, and

provide timely, contextualized, individualized-differentiated, leveled, proper and

necessary instructions, this will collectively answer the needs in least-learned

competencies while developing learners positive attitudes in mathematics and

inculcating the love of learning and importance of math in life while providing

meaningful experiences to pupils respondents.

The purpose of this study is to determine the effects of the Covid-19 Pandemic

on learners’ academic performance level in mathematics and the effectiveness of

learning interventions implemented after the pandemic era, and the significant

relationship between the component and academic performance in math, particularly

to enhance the academic performance of learners in mathematics subjects,

specifically enhancing the skills in taking numeracy test this school year 2022-2023,

to get 75% and above passing rate both in final rating and test results, hence, the

effectiveness of the program implemented will be significantly correlated in the

learners’ performance level and school as a whole, in addition, the assumption of

positive correlation will be a success indicator of this research program which will

make a positive impact on learners, teachers, administrator, and school.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

II. ACTION RESEARCH QUESTIONS

This action research initiative aims to determine the effects of the Covid-

19 Pandemic on learners’ academic performance level in mathematics and the

effectiveness of learning interventions implemented after the pandemic era.

Specifically, it will seek to answer the following questions:

1. What is the performance level of intermediate pupils in terms of their

academic performance in mathematics as reflected in their final rating in the

school year 2021-2022?

2. What is the level of effectiveness of the different interventions, innovations,

and strategies implemented in terms of the following;

a. Mathematical competence

b. Language apprehension

c. Computational algorithms

d. Learners’ attitudes towards mathematics

3. What is the difference between the academic performance of intermediate

pupils in the school year 2021-2022 and their performance level after the

pandemic with interventions, innovations, and strategies implemented?

4. What is the significant relationship between the learning interventions and the

academic performance in mathematics of intermediate pupils of Bocol

Elementary School, Sipocot North District?

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

EXPECTED OUTPUT:

This action research initiative will furtherly seek to achieve the following

objectives; to wit,

1. 39.82% against 60.18% rate out of 100% or 75% passing rate should be

achieved at the end of the school year, reflected in the school performance

level per academic year report.

2. 51.55% against 48.45% out of 100% or 75% passing rate should be achieved

from post numeracy test results in key stage 2 at the end of the school year.

3. Devise plans and interventions that will address the least learned skills in

mathematics and provide programs and innovations that focus on

mathematical competence, language apprehension, and computational

algorithms while achieving positive attitudes in learning mathematics.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

The present study proposed an innovation named Project MARK 1.0 a collective

intervention program that will particularly address the difficulty of intermediate pupils

in learning mathematics concepts, from developing reading skills or language

apprehension in mathematics (Project ALPHA) to developing mathematical

competence (Project SEGA 1.0), computational algorithms (Project AMAZING), and

developing a positive attitude towards mathematics using game-oriented instructions

thru (Project RADDLE 1.0). These are the sub-innovation of Project MARK

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
VOCABOX 1.0 which will be implemented year-round. A systematic program that will

support the learning needs of each participant, and furtherly provide positive and

favorable academic performance and performance levels in numeracy tests.

In the mastery of skills in the conceptual paradigm, the researcher is also

determining the effects of the pandemic era on the four (4) learning components

which will determine not merely the specific competency but the affective attributes

of learners, the incompetence of the learners in mathematics should affect the

learning behavior of pupils as well as learning performance in most of the fields

where math skills are needed, the un-accepted results of assessments posed a huge

problem in this undertaking and will significantly determine the effectiveness of the

program.

The following innovation, intervention, strategy, and program will be implemented

and religiously adopted, to wit,

FINDING ME-MO – Finding and identifying pupil-respondents from grades

4 to 6 who failed their post-numeracy test in the school year 2021-2022, and learners

under fairly Satisfactory (75%-79%), and Did Not Meet Expectations (below 75%),

which are the primary respondents/participants of this research study & project. To

determine these respondents a simple documentary analysis using the school

consolidated report from post numerac y test conducted last school year will be

employed, including the school report for the mathematics performance level in the

previous school year, then categorizing each learner under the following level based

on the following adjectival ranking technique, such as; NMS or Needs Major

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
Supports, A or Anchoring, D or Developing, E or Emerging, and T or Transforming,

each category has its own value and rating scale, such as; NMS ( 74% and below ),

A ( 75%-79% ), D ( 80%-84% ), E ( 85%-89% ), and T ( 90%-100% ), while based on

the report on learner’s progress and achievement, learners that falls under the FS

(fairly satisfactory), and DNME (did not meet expectations) will be included.

This will be the based-line of this research study which will be objectively

SMART (Specific, Measurable, Attainable, result-oriented, and time-bounded).

TARGET-LOCKED – Identifying the least-learned skills and unmastered

competencies from the previous numeracy test conducted by grade level. This will be

the springboard of this program that will guide the researcher to achieve its goals

and objectives, this will also help in determining if the objectives are achieved or not,

by comparing the post-numeracy test results of 2-two consecutive years from the

school year 2021-2022 to the school year 2022-2023, in this way SMART objectives

will be achieved. The term target-locked means to start materializing the objectives

since it is already identified and conceptualized, the competencies to be enhanced

and mastered are reflected on the key stage 2 post numeracy test report of Bocol

Elementary School.

INVOLVED-ME-TOO (IMT) – In this phase, the participants will be

undergoing a series of activities with the end users or respondents of this innovation

and sub-innovations. These primarily help learners to achieve their goals in this

undertaking, this is a well-rounded experience for every participant with a diverse,

multi-level, differentiated, individualized, group, localized, contextualized, and

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
innovative learning experiences not just in school but extend to their respective home

and community. The following are the sub-innovations identified, scaffolds, and

collaboratively help pupils attain needs in learning mathematics as a subject and as

a core competence in real life while developing a love of numbers.

SCHOOL-ENHANCED GROUPINGS & ACTIVITIES (SEGA 1.0)

This enhanced grouping activity is based on the concept of formulating 7 groups of

pupils from different grade levels (grades 4-6) which are the respondents or

participants and end users of this innovation, namely; Pen-tagon, Pi-thers, ExPro-

Experimental probability, X&Y, SOTT-Sine of the Times, Calcu-warriors, and

MATHketeers, particularly the participants of this innovation are pupils that falls

under the FS (fairly satisfactory), and DNME (did not meet expectations) and

numeracy tests that are categorized based on the E-NAT with numeracy skill value

of 74% and below perceived under numeracy skill level as NMS (Needs Major

Support).

This innovation aims to; 1) Provide pupils with diverse activities in

mathematics that will facilitate the learning of competencies that are deemed hard for

them. 2) Engage in contextualized grouping activities outside

teaching hours, utilizing the vacant time such as lunch break and after-class

sessions to augment learning activities in fostering pupils’ understanding of

mathematics terms and language. 3) Incorporate games and

individualized activities for each participant which will be their scaffolding in

mastering math skills. 4) Develop teamwork, collaboration, and camaraderie among

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
pupils with different grade levels, ages, and capabilities and promote a love of

learning mathematics. 5) Provide mentoring program activity while developing good

and productive Mentor-mentee relationships.

Note: This innovation will utilize the School Supreme Pupil Government

(SPG) and School Math-pi-thers Club Officers as research org. coordinator in order

to maximize time and resources in teaching and learning Mathematics.

PROJECT ALPHA – Achieving Linguistic Proficiency that Hones Academic

Excellence in Reading

This innovation is a home-based learning activity that provides learners assistance in

understanding Vocabulary by utilizing The Green Book as the primary material in

understanding and conceptualizing the meaning of different mathematical

terminologies from A-Z. This innovation is also an extension organ of the SEGA 1.0,

the groupings named as Pen-tagon, Pi-thers, ExPro- Experimental probability, X&Y,

SOTT-Sine of the Times, Calcu-warriors, and MATHketeers, are also the participants

of this program which aims to; 1) Provide technical assistance in learning and

studying mathematics at home. 2) Supply necessary skills and meaningful

terminologies in math subjects that will help them understand lessons and connect

prior knowledge from the present lessons. 3) Provide a mentoring program to ease

answering assignments and doing take-home activities. 4) Supervised learning and

follow-up study at home by conducting home visitation every weekend, particularly

on Saturdays (year-round)

PROJECT AMAZING (An A-Z Reading Material called The Green Book)

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
This Project Plays an important role in decoding meanings and understanding

vocabularies and terminologies in mathematics, it is arranged in alphabetical order from

A-Z, This book will provide easy-to-advance terminologies in mathematics, that will help

them familiarize each word with a sort of examples and activities provided, particularly

computational algorithms. The salient features of this book are the GO, GROW and

GLOW, the Green signifies Go which is the planning stage of this project, Grow is the

learning stage, while Glow is the Results and application stage.

PROJECT RADLE 1.0: Rolling a Dice Ladder Experiment innovative game

oriented pedagogy. This innovation is an inclusive program of Project MARK 1.0 -

VOCABOX. This is a Teaching strategy in teaching experimental probability in

Mathematics in the 4th quarter. This is a game-oriented activity incorporated into

teaching Experimental Probability to boost learners’ attention, cooperation, participation,

and interest, this game provides a blueprint and guidelines in playing, the primary

materials are improvised dice, an improvised ladder, and marking chalk.

This innovation aims to Facilitate learning and mastery of least learned skills and

learning competencies by facilitating learning of concepts that are deemed hard to each

learner which will be beneficial in taking numeracy tests and other forms of tests which

also promote sportsmanship and pair-play while enabling HOTS or the Higher Order

Thinking Skills while developing positive attitudes in mathematics.

This innovation is composed of a sub-innovation called,

WORDICE: Working-out realistic dimensions of the math world thru direct-

indirect Competency-based oral questions engagement.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
This is the 2nd pace of the RADDLE 1.0 wherein the winners from the 1st pace will

proceed to this level, a collective 100-questions is prepared to facilitate this stage. It is

composed of 50 easy, 30 moderate, and 20 difficult questions that will be played by the

participants who meet this round, the manner of playing is through a question and

answer portion, with 100-step blocks for each participant to fill in by the longest words

he/she can supply by which the 1st one to climb the highest and completely filled the

blocks will be declared as winner (only 1st – 3rd will be included or declared)

Note: this will be played 1 round per quarter (1st to 4th grading period), and each winner

will be given a certificate of award for recognition. In this way, each participant will be

exerting his/her best efforts to win by summing up all the learning inputs from all the

innovations and activities this program (project mark vocabox 1.0) provided. This will

also provide feedback for each quarter if the participants are learning and improving,

their scores are based pre-assessment in this stage which reflects the quarterly success

of the project. The higher the scores and mean percentage of all the participants means

the more positive results this project acquired and accumulates.

VOCABULARY BOX (VOCABOX) The core material of this innovation is anchored with

the utilization of VOCABOX in different grade levels, providing assistance to each

learner, especially those with low academic performance in mathematics and pupils with

mathematical anxiety, the utilization of this box will greatly help in achieving the

objectives of this innovation.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
This vocabox is a box of learning, terminologies, reflections, and collective

activities prior to consolidation, suggestions, recommendations, and conclusions of the

said project.

TRY ME BUDDY- This will be the last phase of this innovation wherein

each participant and respondent to this undertaking will be tested and pre-

assessed using a teacher-made test before conducting post numeracy test

for the school year 2022-2023.

In this phase, pupils will be assessed for their readiness in taking a

test and their capability and measuring the extent to which they have

achieved from this program.

IV. ACTION RESEARCH METHODS

This action research will employ a descriptive-evaluative or inferential method of

research in discussing the answers to the four research questions posted. Descriptive is

used to measure the central tendency and variability, distribution concerning to

frequency of each value. Inferential is to estimate data and test the null hypothesis using

a parametric test, a test of correlation, difference, and regression analysis of normally

distributed data samples.

a. Data Gathering Methods

For question number 1: What is the performance level of intermediate pupils in

terms of their academic performance in mathematics as reflected in their final rating in

the school year 2021-2022? The performance level of intermediate pupils in terms of

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
their academic performance in mathematics as reflected in their final rating in the school

year 2021-2022 will be collected from different class advisers.

For question number 2: What is the level of effectiveness of the different

interventions, innovations, and strategies implemented in terms of the following; a)

Mathematical competence, b) Language apprehension, c) Computational algorithms

d) Learners’ attitudes towards mathematics

The level of effectiveness of the different interventions, innovations, and strategies

implemented along these four (4) components will be based on the data obtained from

the survey questionnaire administered to the intermediate pupils for sy 2022-2023.

For question number 3: What is the difference between the academic

performance of intermediate pupils in the school year 2021-2022 and their performance

level after the pandemic with interventions, innovations, and strategies implemented?

The academic performance of intermediate pupils in the school year 2021-2022, and the

school year 2021-2022 will be collected from different class advisers based on the

average or final rating in mathematics subjects.

For question number 4: What is the significant relationship between the learning

interventions and the academic performance in mathematics of intermediate pupils of

Bocol Elementary School, Sipocot North District?

The significant relationship between the learning interventions and the academic

performance in mathematics of intermediate pupils of Bocol Elementary School, Sipocot

North District will be based on the data obtained from the survey questionnaire

administered to the intermediate pupils in the school year 2022-2023, while the

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
academic performance is based from the average rating in mathematics subjects to be

collected from the class advisers.

b. Data Analysis Plan

For question number 1: To determine the performance level of intermediate pupils

in mathematics in the school year 2021-2022, measures of central tendency or average

mean will be employed.

For question number 2: To determine the level of effectiveness of the different

interventions, innovations, and strategies implemented along the following; a)

Mathematical competence, b) Language apprehension, c) Computational algorithms, d)

Learners’ attitudes towards mathematics

Two-way ANOVA (analysis of variance) or factorial ANOVA will be employed to

test the significant difference between these variables and to find out exactly which

groups are different from each other, post hoc test (also known as a multiple

comparison test), which will run to explore the difference between multiple-group means

while also controlling for the family-wise error rate.

For question number 3: To determine the significant difference between the

academic performance of intermediate pupils in the school year 2021-2022 and 2022-

2023, the performance level after the pandemic with interventions, innovations, and

strategies implemented. The dependent t-test for paired sample also called the paired

t-test or paired-samples t-test will be employed to compare the means of two related

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
groups to determine whether there is a statistically significant difference between these

means.

For question number 4: To determine the significant relationship between the

learning interventions and the academic performance in mathematics of intermediate

pupils of Bocol Elementary School, Sipocot North District. Multiple linear regression

analysis will be employed to estimate or determine the relationship between two or

more independent variables and one dependent variable. Statistically to determine the

strength of the relationship between learning interventions as represented by these four

(4) components such as; mathematical competence, language apprehension,

computational algorithms, pupils’ attitudes toward mathematics, and the academic

performance of intermediate pupils in mathematics in the school year 2022-2023.

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

The participants of the study are the results of the stratified random sampling Technique

(SRST) of Bocol Elementary School intermediate pupils composed of 60

heterogeneous learners of different academic performance levels during and after the

pandemic, as reflected in their general average grades for sy 2021-2022 to sy 2022-

2023.

Other sources of data and information are coming from the different class advisers of

intermediate pupils such as general average grades for sy 2021-2022 to sy 2022-2023

and the school ICT- Information Communication Technology coordinator to furnish a

copy of learners’ master list in the said school years.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
V. ACTION RESEARCH WORK PLAN AND TIMELINES

TIME PERSON/S MEANS OF

ACTIVITIES
FRAME INVOLVED VERIFICATION

PRE-IMPLEMENTATION PLAN

Step 1: DIAGNOSING – Novemb Researcher Draft evaluation

Identifying or defining a er 2022 form and minutes
problem of consultation
with the school
heads

Step 2: ACTION PLANNING –

Considering alternative
courses of action
Consult with the school head Decembe School Head, Minutes of
regarding the intention/plan to r 1, 2022 Researcher consultation &
conduct the research planning meeting

Submit an action research 1st week Researcher t Approved action

proposal for approval of School Head, research proposal
december and PSDS
, 2022

Inform both the teachers and the 2nd week School Head, Minutes of
administration of the study to be of Researcher , meeting with the
conducted—its nature and target Decembe and key school head and
output; solicit the group’s r 2022 teachers teachers
commitment to supporting the
conduct of the research.

IMPLEMENTATION PLAN

Step 3: TAKING ACTION –

Selecting a course of action
Implementation of the intervention January Researcher, Implementation
Project

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

2023 to respondents of of projects,

July this research innovations, and
2023 programs year-
round

Step 4: EVALUATING –
Studying the consequences
of an action
Conduct the first stage of data 2nd week Researcher Accomplished
gathering among student- of research tools
respondents January
2023

Use of research tools in analyzing 3rd Researcher Analyzed data

the data gained from the research week of from accomplished
January tools
2023

Step 5: SPECIFYING
LEARNING – Identifying
general findings
4th Week Researcher Research data
of – and outcome
Analysis of generated data January analyzed
2023

POST IMPLEMENTATION PLAN

Prepare and submit an action 2nd Researcher Accepted Action

research write-up week of research write-up
April
2023

Convey results of the study to the 4th week Researcher and Minutes of
stakeholders for possible of April other meeting
benchmarking 2023 stakeholders

Research dissemination – As Certificate as a

presentation to research forum schedule presenter, TO,
d

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
Communication

Utilization/improvement of the Researcher and Utilized/improved

studied innovation in the other teachers the strategy/
succeeding school year program used

VI. COST ESTIMATES

The following items will be the details of possible expenses that can facilitate the

implementation of this action research proposal.

1ST TRANCHE
Unit Total
Activities/Strategies Item Quantity
price Price
Preparation of materials for Colored sheets- 2 reams 400.00 800.00
the research and assorted,
implementation of 8.5”x13”
innovation/interventions Bond Paper 5 reams 250 1,250.00
(Short)
Data gathering, Bond Paper 5 reams 300 1,500.00
interpretation of data (Long)
gathered, and preparation of photocopy 950.00
completed research report Internet 3 boxes 150 500.00
service

TOTAL 5,000.00

Fund Source: LOCAL FUND

VII. PLANS FOR DISSEMINATION AND UTILIZATION

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
Research Dissemination Plan – The proponent will present the result of this

action research to the school head and to stakeholders during conferences, meetings,

and assemblies upon completion of this task. If given the chance to present the results

of this action research during international, national, regional, division, and school

research forums/conferences.

Data Utilization Plan – data from this initiative will be used in crafting a project

proposal that will form part of the 2022 and 2023 Annual Implementation Plan, School

Improvement Plan, and school policy formulation.

VIII. REFERENCES

UNESCO (2020), on emerging research on the effects of Covid-19 on Social and

economic as well as education systems in times of crisis.

Burke, D. "Language, Aging, and Inhibitory Deficits: Evaluation of a Theory." Journal of

Gerontology: Psychological Sciences 52B (1997): 254–264.

Chan, T.F., Golub, G.H., LeVeque, R.J.: Algorithms for computing the sample variance.
Am. Stat. 37, 242–247 (1983)

Mathematical Competence and Competence in Science, Technology, and Engineering –

Youthpass: Retrieved at https://www.youthpass.eu/en/help/key-competences

BARTLEBY RESEARCH: Retrieved at www.bartleby.com/essay/Cognitive-Competence-

PKGEPCA5H3U4Y

Division Memorandum no. 291 series 22 (RAISE CAMSUR LN) and the District
Memorandum No. 58, series 2022

DepEd Order No. 16, s. 2017-Research Management Guidelines

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
DepEd Order No. 29, s. 2017- Policy Guidelines on System Assessment in the K to 12
Basic Education Program

DepEd Order No. 12, s. 2015. Guidelines on the Early Language, Literacy, and
Numeracy Program: Professional Development Component

Prepared by:

RICHARD MARK C. GETUIZA

Teacher I / Researcher

Noted:

MARK EDUARD B. BAGASBAS

MT-I/SH - Bocol Elem. School

Reviewed by:

JODEL N. NAPIRE, PhD

Public Schools District Supervisor

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

ANNEX I

RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF IMMEDIATE

SUPERVISOR

A. RESEARCH INFORMATION
RESEARCH “Improving Academic Performance Level thru PROJECT
TITLE MARK 1.0 PPR: A Post-Pandemic Research on the effects of no
face-to-face classes during the pandemic and new normal set up to
continuing learning and its’ effects on learners’ academic
performance in mathematics”.
SHORT This action research is a post-pandemic study of the effects of the covid-19
DESCRIPTION pandemic/ pandemic era that results in the no face-to-face classes in
OF THE effects on learners’ academic performance level of the respondents along
RESEARCH
with the conceptualization of this project and the pre-defined decline in
academic performance level in the said school year. This study will seek to
answer the questions based on the null hypothesis regarding academic
performance as reflected in final grades in mathematics subjects, and the
effects of each component. The results of this research will a basis for the
improvement of learners’ academic performance level which is also a great
measure to further strengthen innovation and contextualization of the
curriculum taught at the level of learners’ individual differences in many
aspects. This will greatly help administrative and policy implementation and
is collaboratively significant in devising more tangible curricular techniques
and modalities with or with crises which serves as a resiliency plan against
the pandemic era.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY

o National (check only one main research theme)
o Region o Teaching and Learning
o Schools Division o Child Protection
o District o Human Resource Development
o School o Governance
(check up to one cross-cutting theme, if
(check only one) applicable)
o Action Research o DRRM
o Basic Research o Gender and Development
o Inclusive education
o Others (please specify)
FUND SOURCE (e.g. BERF, SEF, others)* AMOUNT

BASIC EDUCATION RESEARCH FUND 5,000.00

TOTAL AMOUNT Php. 5,000.00

*indicate also if proponent will use personal funds

B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME: GETUIZA FIRST NAME: RICHARD MIDDLE NAME: CORDON
MARK

BIRTHDATE SEX: POSITION/DESIGNATION:

(MM/DD/YYYY)
12/03/1994 MALE TEACHER 1
REGION/ DIVISION/ SCHOOL (whichever is applicable)
REGION V/ SCHOOLS DIVISION OF CAMARINES SUR/ BOCOL ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
0970 145 2006 0928 575 4356 richardmark.getuiza@deped.gov.p

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT

(DEGREE TITLE)
Enumerate from bachelor’s degree
up to doctorate degree
Bachelor of Elementary Education Factors that affect the utilization of Search engines and
(BEEd) – CBSUA Sipocot Campus the Academic Performance of Laboratory High School
Students of CBSUA-Sipocot Campus Year 2016

Masters of Arts in Education Major Undergraduate with 30 Units

in Administration and Supervision
(MAEd-AS) – USI Naga City

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.

MARK EDUARD B. BAGASBAS

Position/Designation: MT-1/ School
Name and Signature of Immediate Supervisor
Head

Date: _______________

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur

ANNEX III

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

Declaration of Anti-plagiarism

1. I RICHARD MARK C. GETUIZA, understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and have cited properly all
the references used. I further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. I shall use
appropriate citations in referencing other works from various sources.

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
3. I understand that violation of this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education
and (insert grant mechanism).

PROPONENT: RICHARD MARK C. GETUIZA

SIGNATURE:

DATE:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, RICHARD MARK C. GETUIZA, understand that conflict of interest refers to

situations in which financial or other personal considerations may compromise
my judgment in evaluating, conducting, or reporting research.1

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that
my research proposal may be returned to me if found out that there conflict of
interest during the initial screening as per DepEd Order No. 16, s. 2017.

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge the conduct of my research, I will duly report it to the
research committee for immediate action.

1
Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://col.ucsf.edu/

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
4. I understand that I may be held accountable by the Department of education and
(insert grant mechanism) for any conflict of interest which I have intentionally
concealed.

PROPONENT: RICHARD MARK C. GETUIZA

SIGNATURE:

DATE:

Republic of the Philippines

Department of Education
Region V – Bicol
SCHOOLS DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur

(Action Research Proposal)

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I
 Republic of the Philippines
Department of Education
Region V
Schools Division Office of Camarines Sur
“Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A
Post-Pandemic Research on the effects of no face-to-face classes during the
pandemic and new normal set up to continuing learning and its’ effects on
learners’ academic performance in mathematics”.

RICHARD MARK C. GETUIZA

Teacher 1

0970 145 2006

Improving Academic Performance Level thru PROJECT MARK 1.0 PPR: A Post-Pandemic Research
on the effects of no face-to-face classes during the pandemic and new normal set up to continuing
learning and its’ effects on learners’ academic performance in mathematics”.
By Richard Mark C. Getuiza, T-I