Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF BULACAN
CAMBAOG NATIONAL HIGH SCHOOL

CONTINUOUS IMPROVEMENT PROGRAM

PROJECT
EXPOSURE TO PHRASES ON CREATING SENTENCES

ENGLISH DEPARTMENT
1. Problem identification
What: Virtual meeting of
english department
When: December 14, 2020
 1. Problem identification

What is the problem?

Result of the Q1 written
assessments and outputs
of the grade 10 students in
the modular distance
learning.
2. Get Organized

C.I.P TEAM COMPOSITION

ALVIN T. MENDOZA
School Principal
Facilitator

ANDRIE V. GALANG ROLIZA F. SANTOS KEVIN T. RUBIO EDLYN J. GREGORIO RICK JOSEPH J. CRUZ
Team Leader Documentation Resource Person Process Observer Scribe and
Officer Communication Officer
3. Talk with the Customers

A. internal customers:
Grade 10 students

external customers:
other subjects
3. Talk with the Customers
B. listening to the voice of the customers
What: orientation of Project epocs
Who: school Principal, CIP team, grade 10 students and their
parents
When: January 04, 2021 (Monday)

How: via google meet

3. Talk with the Customers
C. information gathered from the customers

FAQs:
1. “Hindi po ba iyan panibagong trabaho at pampabigat
sa mga anak namin?”
2. “Paano po malalaman kung sino ang kasali?”
3. “Paano po yung mga walang internet?”
4. “Hanggang kailan po iyan?”
5. “Paano kung hindi makapapasa?”
4. Walk the Process
a. assessment/tool
What: project epocs pre-test
Who: all grade 10 students
When: january 07, 2020 (Thursday)
How: done during the distribution of modules
Note:
➢ The pre-test has 30 items and it is divided into three parts
➢ Test items are aligned with the Q2 MELCs in English 10
➢ The passing grade is 60% or a score of 18 and above

Directions: Match each item in column A to its meaning in column B.

4. Walk the Process

B. SIPOC
SUPPLIER INPUT PROCESS OUTPUT CUSTOMERS

DepEd
Students with
School Head School
Project intermediate Grade 10
Teachers Initiated
EPOCS level of writing Students
Facilitators Intervention
skill
Parents
4. Walk the Process

c. flowchart

Pre-Assessment Project Post-

School Initiated Test
Assessment
Intervention (SII) EPOCS Test
5. Identify Priority Improvement Areas

A. identification of the storm clouds in the preparation,

presentation, and assessment

✓ preparation
-Misaligned pretest items to the target objective
-More clients need this program
✓ presentation
-Some clients are unresponsive
✓ Assessment
-Some clients may use other resources to answer the activities
5. Identify Priority Improvement Areas

B. Presentation of the data

GRADE SECTIONS ENROLMENT Students Students

who got who got
more than less than
17 correct 18 correct
answers answers
10 Rizal 44 39 5

Mabini 46 41 5

Del Pilar 46 40 6

Ponce 45 39 6
Students who got more than 18 correct answers
Jaena 45 38 7 Students who got less than 18 correct answers

Total: 226 197 29

6. Do root cause analysis
A. Definition of the problem:
Writing is one of the fundamental skills that we are using in everyday communication. It assists us to convey our
messages clearly, understand instructions, and bring success in life. In addition, the written languages we employ day-
by-day provide support to the effective promulgation of our diverse cultures.
In an increasingly connected world, the written language plays a monumental role in the circulation of
information around us. However, in some bilingual countries, many students face difficulties in learning a foreign
language such as understanding and constructing English phrases or sentences due to some factors. Therefore, they
struggle to write effectively and effortlessly.
Moreover, it is not sufficient to learn general subject Basic English or English for communication (Phopayak &
Ayudhaya, 2019) that will enable them to prepare themselves for working in the future. This is why practicing English in
real life would enhance their skills in varied courses.
With this in mind, through the collaboration of the CIP Team, we have come with a program that remediates the
problem in sentence construction since then. As the schools shift to distance learning, the English self-learning modules
consist of many written activities such as composing essays. Helping students who are difficulty in the language would
be a big privilege for us English teachers.

The title EPOCS comes from the word “epoch” which means an event that begins a new development. Despite
the different challenges in learning, the team desires to straighten out the problem by exerting much effort and time.
As a result, this allows the participants to step up to a new level of their skills.

This project aims to aid the target students by providing learning materials and conducting online discussions that
will assist them to be familiarized with common yet effective English expressions or phrases used by native speakers.
Hence, it is one way for them to easily enhance the construction of correct sentences that follows effortlessly expression
of themselves.
6. Do root cause analysis
B. root cause analysis

These are the reasons Students have poor Students lack Students cannot
why students have interests in the target exposure to written understand English
difficulty in sentence
construction
language materials in the terms
target language

Students have limited Students prefer Students have poor

vocabulary for objective type of foundation on
sentence activities sentence
construction construction

Fig. 1 Root Cause Analysis

Figure 1 illustrates the possible causes of the students’ problem in sentence

construction.
6. Do root cause analysis
B. root cause analysis

STUDENTS
POOR PREFER ON
FOUNDATION OBJECTIVE TYPE
SENTENCE OF ACTIVITIES
CONSTRUCTION 11%

STUDENTS HAVE LIMITED VOCABULARY FOR

LIMITED
SENTENCE VOCABULARY
CONSTRUCTION 9%

STUDENTS HAVE POOR FOUNDATION ON

TOO MUCH EXPOSURE ON MOTHER
SENTENCE TONGUE
CONSTRUCTION 13%

STUDENTS CANNOT
INABILITY TO UNDERSTAND
UNDERSTAND ENGLISH
ENGLISH TERMS
TERMS 12%

STUDENTS LACK EXPOSURE TO WRITTEN

BEING UNEXPOSED TO CONVERSATIONAL ENGLISH 32%
MATERIALS IN THE TARGET LANGUAGE

STUDENTS HAVE POOR INTERESTS IN THE TARGET

LACK OF INSTRUCTIONAL MATERIALS 23%
LAN

GUAGE
0% 5% 10% 15% 20% 25% 30% 35%

Fig. 2 Result of Root Cause Analysis

Figure 2 illustrates the students’ reason for having difficulty in sentence

construction
7. Develop solution analysis

objectives
The Project E.P.O.C.S aims to attain the following objectives:
• to achieve 80% or 23 out of 29 of the target learners
with enriched phrases and enhanced writing skill in
terms of constructing sentences, and
• to equip the learners with appropriate linguistic
structure in constructing argumentative sentences.
7. Develop solution analysis
1. What is/are the solution/s developed
by the team?
Produced booklets consisting of three sets of activities
about phrases:
Material#01 DAILY PHRASES

TITLE PAGE TIPS PAGE PHRASES OF THE WEEK ANSWER SHEET

PROCESS:

On your NOTE:
SUBMIT THE RECORD AND
READ AND ANSWER THE SCRIPT UPLOAD THE
ANSWER
FOLLOW THE SHEET, WRITE MUST HAVE TWO VIDEO IN THE
SHEET FOLDER
INSTRUCTIONS FIVE PHRASES CHARACTERS GOOGLE
ON THE
oN THE TIPS THAT YOU LIKE ONLY AND IT IS DRIVE
RETRIEVAL
PAGE AND USE THEM OPEN TO ANY DAY. (OPTIONAL)
IN THE SCRIPT TOPIC.
Material#02 COLLOCATIONS

TITLE PAGE TIPS PAGE PHRASES OF THE WEEK ANSWER SHEET

PROCESS:

On your RECORD AND

SUBMIT THE
READ AND ANSWER SHEET, NOTE: UPLOAD THE
ANSWER
FOLLOW THE WRITE FIVE VIDEO IN THE
THE JOURNAL IS SHEET FOLDER
INSTRUCTIONS PHRASES THAT GOOGLE
OPEN FOR ANY ON THE
oN THE TIPS YOU LIKE AND DRIVE
TOPICS RETRIEVAL
PAGE USE THEM IN
DAY. (OPTIONAL)
YOUR JOURNAL
Material#03 DAILY DISCOVERY

TITLE PAGE TIPS PAGE PHRASES OF THE WEEK ANSWER SHEET

PROCESS:
On your ANSWER
SHEET, WRITE THE write YOUR SUBMIT THE RECORD AND
READ AND UPLOAD THE
FIVE NEW PHRASES INSIGHT OR ANSWER
FOLLOW THE VIDEO IN THE
THAT YOU REFLECTION SHEET FOLDER
INSTRUCTIONS DISCOVERED. GOOGLE
ABOUT THE ON THE
oN THE TIPS LOOK FOR THE DRIVE
ARTICLE IN 5-7 RETRIEVAL
PAGE DEFINITION OF SENTENCES DAY. (OPTIONAL)
EACH PHRASE
 Schedule of activities
ACTIVITY SCHEDULE ACTIVITY OUTPUT TARGET DATE PERSONS INVOLVED RESOURCES
NEEDED

INTERVENTION 1. DAILY PHRASES • 4 SCRIPTS FEBRUARY 4 – 24, GRADE 10 CUSTOMERS, BOOKLET AND
• RECORDED VIDEO 2021 PARENTS, AND CIP ANSWER
(optional) TEAM SHEETS

2. • 4 JOURNALS MARCH 4– 31, GRADE 10 CUSTOMERS, BOOKLET AND

COLLOCATIONS • ATTENDED ONLINE 2021 PARENTS, AND CIP ANSER SHEETS
SESSIONS TEAM
(optional)
• RECORDED VIDEO
(optional)
3. DAILY • 4 JOURNALS APRIL 7 – 29, 2021 GRADE 10 CUSTOMERS, BOOKLET AND
DISCOVERY • RECORDED PARENTS, AND CIP ANSER SHEETS
VIDEO (optional) TEAM
7. Develop solution analysis
2. Where did the team apply it?
The team applied it to students who got less than
18 in the pre-assessment test.

3. When did they implement it?

They implemented it during the second and third
quarter of the school year 2020-2021.
7. Develop solution analysis
4. Who are responsible?
The project was successful because of the students,
parents, and the CIP Team.
5. How did it work?
-The CIP Team conducted a meeting to identify the problems
and come up with possible solutions.
-The CIP Team reproduced booklets and learning resources
using the MOOE.
-These booklets were distributed and retrieved during the
distribution and retrieval of the modules.
-The answer sheets were checked by the grade 10 English
teacher every other week and feedback were given from
time to time.
8. Finalize Improvement Plan
ACTION PLAN
PROJECT ACTIVITY OUTPUT TARGET DATE PERSONS INVOLVED RESOURCES
SCHEDULE NEEDED

ASSESS 1. Get Organized • Organization of the CIP Team December School Principal Digital devices
• Preparation of materials that will 2020 CIP Team with internet
be used in the pre-assessment test and pretest
of students

2. Walk the • SIPOC December School Principal, Digital devices

Process 2020 CIP Team, Grade with internet
10 advisers and and pretest
students, and
parents

3. Talk with the • Virtual conference among January CIP Team, Grade 10 Digital devices
Customers teachers, parents, and Grade 10 2021 advisers and with internet.
students students, and
parents
4. Identify • Result of the pre-assessment with January CIP Team Digital devices
Improvement item analysis 2021 with internet
Areas and pretest
PROJECT SCHEDULE ACTIVITY OUTPUT TARGET PERSONS INVOLVED RESOURCES NEEDED
DATE

ANALYZE 5. Do Root • Identification of the root cause January School Principal Digital devices
Cause of difficulty in sentence 2021 CIP Team with internet and
Analysis construction through the result pretest
of the survey form

6. Develop • Creation of three different January CIP TEAM Digital devices

Solutions English phrasal booklets with 2021 with internet,
activities included. Espresso English
materials as
references.

7. Finalize • Conference with the CIP Team January CIP TEAM Digital devices
Improvement 2021 with internet
Plans
 PROJECT ACTIVITY OUTPUT TARGET DATE PERSONS RESOURCES NEEDED
SCHEDULE INVOLVED

ACT 8. Pilot Solution • Distribution of the booklet February 2021 CIP TEAM and Envelope,
with answer sheets to the Grade-10 booklet, and
target learners. The three students, and folders.
printed learning materials Parents
are the following:
1. Daily Phrases
2. Collocations
3. New Discovery

9. Roll Out • Conduct online session for February to May CIP TEAM and Digital devices
Solution the topic of Collocation 2021 Grade-10 with internet.
• Validation of student’s students
sentences using a rubric
• Providing feedback
• Monitoring student's
progress
• Administration of Post-test
10. Check the Evaluation of the result June 2021 CIP TEAM and Digital devices
progress Grade-10 with internet
students
8. Finalize Improvement Plan

Risk Analysis

Transparency

Communication between participants and

CIP Team

Reinforcement activities given to participants

needing extensive intervention
9. Pilot your solution

1st trial conducted

9. Pilot your solution

Evaluation of the test result

GRADE SECTIONS ENROLMENT Students Students
who got who got
more than less than POST TEST RESULT
17 correct 18 correct
answers answers
10 Rizal 5 5 0

81%
Mabini 5 4 1 19% 81%

Del Pilar 6 5 1

Ponce 6 6 0

Jaena 7 4 3 GRADE 10 NOVICE GRADE 10 INTERMEDIATE

Total: 29 24 5
9. Pilot your solution

Evaluation of the tests result

50
46 46
45 45 45 45 45
45 44 44
42
41
40
40 39 39
38

35

30

25

20

15

10

0
RIZAL MABINI DEL PILAR PONCE JAENA

TOTAL ENROLMENT PRETEST POST TEST

9. Pilot your solution
Cost-benefit analysis
Strengths
- The participants enhanced their writing skills through the intervention.
-The booklets can be reproduced in the next school year.

Weakness
-Physical involvement of CIP Team and participants.
10. Roll out your solution
Result
From the aforementioned findings, the following conclusions were drawn:

1. Grade 10 students of Cambaog National High School are having difficulty in

sentence construction based on the given pretest.

2. Grade 10 Project EPOCS clients have difficulty in sentence construction

because they are unexposed to written materials in the target language.

3. It reveals that Grade 10 Project EPOCS clients progressed through the

instructional materials. 48% of the clients enhanced from Frustrated Level to
Intermediate Level in written sentence construction.
10. Roll out your solution

METHODS
Failure prevention

Plans for checking

Stakeholder involvement

Budgets, resources

Tasks, timelines

0 20 40 60 80 100 120

LARGE SCALE SMALL SCALE