Republic of the Philippines

Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

Guided- Learning Activity Sheets (GLAS): A Tool to Foster Academic Ease

and Improve Student’s Academic Performance in the New Normal

Name of Proponent: GERLIE ROSE C. MAGDATO

Project Time Frame: October 2020- June 2021

I. PROJECT CONTACTS

Name Title/ Role of Contact Email Account

Designa the No.
tion Project
Gerlie Rose C. Teacher Proponent 096521535 gerlierose.magdato@d
Magdato 84 eped.gov.ph
Cristery G. Agawin SSP-I School 091714555 cristery.agawin@depe
Head 84 d.gov.ph
JHS and SHS
Teachers

II. PROJECT SUMMARY

As the COVID-19 Pandemic continues to threaten many countries, our
government is implementing measures that limit the number of people meeting
in public places. This measure has hindered the normal functioning of schools
around the archipelago. And since no one knows exactly when this will be
over, educational leaders have chosen various learning modalities that suited
them best in terms of school, teachers, and learners’ needs as an alternative
method to continue learning even if attending school is not yet possible.
Many schools in the Philippines including Catumbalon National High
School have opted for a modular learning modality where learners received a
printed copy of their self-learning modules (SLM) with activities aligned with
the prescribed most essential learning competencies.
However, the absence of face-to-face instruction among Senior High
School students has hindered a lot of academic progress among themselves
especially on topics that are hard to understand aside from the absence of
guidance from experts on various subject matters. In a class-based survey
conducted a quarter after the opening of classes, 100% of the respondents said
that there were too many activities in the provided self-learning modules given

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

to them in all subjects. Most of them (95%) said that the given time is not
enough for them to answer all their modules; that they cannot do all the
required tasks given to them because of their bulk numbers (96.5%) and that
they do not have self-discipline in managing their time to cope with the
demands of their modules (90.5%).
In the said survey, it turned out that learners’ predicaments are mostly
centered on the many activities given to them in all subject areas. This is the
reason why most of them were not able to accomplish the tasks given to them
in the specified amount of time. Their focus was diverted to finishing and
complying with the tasks and not on learning the skill accompanying such
requirements.
This has brought problems among learners especially on the completion
of their tasks accompanying the required competencies to be learned as
embedded in their self-learning modules. Non-completion of these tasks
equals failure to learn and acquire the necessary skills they needed for this
subject matter and grade level in particular. If left unattended and if not given
adequate attention, this problem will not be answered and might become
bigger in the near future. If so, all these learning modalities we do and apply
to continue learning even amid the pandemic will become futile and will be a
waste of time.
With this result, initiatives from the subject teacher or the school level to
mediate and or supplement learning are needed to address the gap brought
about by the problems in this modular learning delivery setup. As educators,
our responsibilities go well beyond lesson planning and instruction (Pereja,
2016).
It is on this ground that this intervention through the provision of
Guided Learning Activity Sheets (GLAS)-cum-portfolio template is initiated
and conducted.
GLAS is a teacher-made activity sheet and portfolio template that will
serve as instructional material supplementary to the students' SLM. This will

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

serve as a guided answer sheet to the learners and their academic portfolio as
well. It has also an achievement tracker where students and parents can track
their works and progress in a particular subject matter.

III. PROJECT BACKGROUND

GLAS has been made and initiated as an answer to the plea of the
students to reduce the number of activities in a subject and an answer to the
Department of Education’s call to initiate ways to support the mental health
of teachers and students after releasing a memorandum implementing
“academic ease” in schools.
GLAS is anchored on the concept that instructional materials serve as a
channel between the teacher and the students. They may also be used to
motivate students during the teaching-learning process. It is used to keep
students' attention and alleviate boredom (Adalikwu, 2013).
Instructional materials, according to various studies, increase the
teaching and learning process while also allowing teachers and students to
engage as human beings. When employed effectively in teaching-learning
environments, instructional materials can execute a wide range of difficult
tasks. It also provides students with real-world experiences, allowing them to
think and comprehend more effectively. According to Olawale (2013), it also
provides a realistic foundation for conceptual thinking, which minimizes the
proportion of students who respond in a nonsensical manner.
Teachers can also assess the learner's difficulties by employing
instructional resources. It allows students to grasp things faster and more
effectively through clarifying information by simplifying, highlighting, and
stressing information. Lee (2014) also stated that worksheets can be
beneficial in a variety of ways for academic achievement. Worksheets, for
instance, can be used to help students learn more effectively. Additionally,
void in worksheets provides an opportunity for students to fill in gaps and
expand their knowledge. Well-designed worksheet questions can stimulate

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

students' interest when used in conjunction with proper teaching techniques.

Teachers can also use worksheets to assess students' prior knowledge,
learning outcomes, and learning processes, and students can use them to
keep track of their progress.
In this new normal, and the absence of face-to-face instruction, the
Guided-Learning Activity Sheet (GLAS) can be used to aid learning. Using this
resource, the teacher can assess the learner's knowledge and also
communicate with the students. GLAS’s main purpose is to help students
take an active role in their learning by aiding them in creating and finding
concepts through the questions in the activity sheet alongside the given self-
learning modules. Nurita (2019) further stated that worksheets and activity
sheets can also be used as a step-by-step instruction manual for experiments,
demonstrations, and discussions.
This activity sheet can be vital in encouraging students to absorb and
internalize the information presented in the self-learning modules. The
teacher can monitor learners who have grasped the content and those who
have not yet grasped it through their answers in the GLAS.
With GLAS, the teacher's role is concentrated to that of a facilitator
rather than the prime source of learning. Students are expected to identify
difficulties, consider alternate solutions, and assess the settlement results
and process their learning while working on activity sheets.

IV. PROJECT OBJECTIVES

GLAS’s main purpose is to help students take an active role in their
learning by aiding them in creating and finding concepts through the
questions in the activity sheet alongside the given SLM. Specifically, this
aims to:
1. Provide learners with step-by-step guided- learning activity sheets
and portfolio templates.

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Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

2. Attain 95%- 100% learners’ participation through the completion of

their academic tasks and portfolios.
3. Increase students’ academic performance.

V. PROJECT METHODOLOGY
Generally, this project is of a progressive type and a year-rounder.
Provision of activity sheets commenced during the beginning of the second
quarter. Modification of the activities to improve and enhance learners’ well-
being is a continuous improvement.
Also, additional interventions can be added alongside GLAS as the need
arises.
A. Work breakdown and Task Time Estimates
TASKS/WORK TO BE PERSONS EXPECTED TIME
DONE INVOLVED OUTPUT ESTIMATES
Pre-Implementation
Planned for the initiative Subject Teacher December
2021
Asked approval in the Subject Teacher Letter of January 2021
conduct of the initiative and principal Approval
Developed materials for Subject Teacher IM/ December
teaching-learning use worksheets/ 2020- May
Forms 2021
Presented materials to Subject Teacher Attendance; November
SH/teachers and Co-teachers Minutes 2020- May
2021
Improved and incorporated Subject teacher Schedule December
modification to the template 2020- May
materials for 2021
implementation
Implementation
Utilized GLAS in the Subject Teacher/ Filled-in December
conduct of the teaching- Co-teachers/ forms; filled-in 2020- May
learning process Students AS 2021
Updated teachers/learners Subject Teacher Minutes; December
on the improvement of the attendance 2020- May
material 2021
Post-Implementation
Collected output from Subject Teacher filled-in AS December
students quarterly and ratings 2020- May

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

2021
Had given feedback to Subject Teacher Phone December
teachers/learners/parents calls/text 2020- May
messages/chat 2021
snips
Planned for the making of Subject Teacher Action September
action research based on research 2021
the results proposal

B. Project Deliverables

The main deliverable in this project/innovation is the guided-learning

activity sheets from the second quarter of the school year up to the end of the
school year 2020-2021. Also, users' log of the materials being developed is
considered one of the project deliverables.
Deliverables are readily available and are being checked and reviewed by
the academic head, the senior high school coordinator as well as the school
head. Teachers, parents, and learners are also allowed to make suggestions for
the improvement of the materials.
C. Project Risk Management
One identified risk in the implementation of the project was the time
conflict in making the desired material and in incorporating the modifications
upon implementation. This was resolved by strictly following the timetable set
at the beginning of its implementation.
Other than this, the acceptance of the end-user of the materials being
developed and the level of utilization was also considered as one of its
hindrances as well. Positively though, students have accepted and were
thankful for the outcome of this intervention.

VI. PROJECT COSTS

A. Project Budget
GLAS is a low-cost project since materials for its realization are being
available at hand.
BUDGETARY ALLOCATION FOR GLAS

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

*uses estimates based on the average number of learners per class

Expenses Unit Cost (in pesos)
Printing Expenses
Bond Papers (A4) 1 ream 250.00
Ink 1 bottle 150.00
Binding Expenses
Staple wire 1 box 50.00
Heavy duty 1 pc 850.00
stapler 5 pcs 50.00
Folder (long) 1 pc 100.00
Cutter 1 pc 75.00
Duct tape
TOTAL COST 1, 525.00

B. Source of Fund
Funding for this project was from personal resources and donations
from identified stakeholders/partners.

VII. MONITORING AND EVALUATION

Feedback and monitoring tools were developed for monitoring,
evaluation, and improvement of the project. Students' feedback was also the
basis for its improvement and results for the implementation were utilized as
a baseline for action research to be conducted.

VIII. NEXT STEPS

Constant monitoring, evaluation, and adjustment were done to sustain
and improve the program. Also, based on the result of the program, the
following data can be gathered:
1. The average number of learners participating in every activity sheet
given.
2. The average number of learners who have completed the academic
tasks in a given quarter.
3. Learners’ satisfaction and assessment of the effectiveness of GLAS.
4. Learners’ suggestions for the improvement of the intervention.

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 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

5. Relationship of learners’ satisfaction and assessment of the

effectiveness of GLAS to students’ academic performance.
Based on the above-mentioned data, action research can be conducted,
and program and material improvement can be implemented.

IX. APPENDICES
(See attached)

Prepared by:

GERLIE ROSE C. MAGDATO

Proponent

Noted by:

CRISTERY G. AGAWIN
Secondary School Principal I

Recommending Approval:

CECILIA E. INGOTAN, EdD

PSDS-District IV

Approved by:

JAYVY C. VEGAFRIA, PhD

Chief, Curriculum and Instruction Division
Valencia City Division