Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
LANAO ELEMENTARY SCHOOL

Robotics-Based Storytelling Activities:

Its Effect to the Sequencing Skills
of the Grade Three Learners

AN ACTION RESEARCH PROPOSAL

FOR THE SCHOOL YEAR 2022-2023

Presented to:

Schools Division of Ilocos Norte, Region I

Department of Education

By:

ERLIZA C. ROSETE
T III
Lanao Elementary School
Bangui, Ilocos Norte
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
DUMALNEG ELEMENTARY SCHOOL

January 11, 2023

JOANN A. CORPUZ, EdD., CESO VI
Schools Division Superintendent
Schools Division of Ilocos Norte
Laoag City

Attention: MR. ERICK C. MEDRANO

Madam:

This office respectfully submits the Action Research Proposal of Mrs. Erliza C.
Rosete, Teacher III of Lanao Elementary School, Bangui District, entitled The Effect of
Robotics-Based Storytelling Activities of the Grade Three Learners’
Sequencing Skills

I hope for your favorable action and approval.

Very truly yours,

MARGIE M. ALUPAY
School Principal I

Incl.
As stated
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
LANAO ELEMENTARY SCHOOL

APPROVAL SHEET

This is to certify that this action research proposal entitled, The Effect of
Robotics-Based Storytelling Activities of the Grade Three Learners’
Sequencing Skills prepared and submitted by Mrs. Erliza C. Rosete, T III of
Lanao Elementary School, Bangui District has been examined and is
recommended for approval.

MARGIE M. ALUPAY
School Principal I

ERICK L. MEDRANO
Senior Education Program Specialist
Planning and Research

Approved:

JOANN A. CORPUZ, Ed.D, VI

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE
Bangui
LANAO ELEMENTARY SCHOOL

AN ACTION RESEARCH PROPOSAL ON THE EFFECT OF ROBOTICS-

BASED STORYTELLING ACTIVITIES OF THE GRADE THREE
LEARNERS’ SEQUENCING SKILLS

Name of Proponent: Erliza C. Rosete

Project Title: The Effect of Robotics-Based Storytelling Activities on Primary Grades Learners.

Project Timeline: February 2023-September 2023

I. Project Contacts
Name Designatio Role Contact No. Email
n
Erliza C. Teacher III Lead 09498606109 erliza.rosete@deped.gov.ph
Rosete
Proponent/Project
Manager

Margie M. School Oriented the 09237371229 margie.alupay@deped.gov.ph

Alupay Principal I
proponent on how
to implement the

innovation
 Melita C. Master Oriented the 09185449788 melita.ubasa@deped.gov.ph
Ubasa Teacher I
proponent about

the technicalities

in using the
innovation

II. Project Summary

Robotics is needed as education keeps up with challenges learners are facing in a

technological environment. A long-term research project focuses on developing a feasible
robotics-based learning environment that enables primary school teachers to introduce computer
science education.
The integration of Kibo Robots in all subjects areas is very helpful not only to the
educators but also to the learners especially to enhance cognitive skills. The use of Kibo Robot
was proposed to use by the teachers, the desire to help learners enhance their sequencing
skills in an interactive way. These materials are believed to arouse their curiosity and interest
and elevate their sequencing skill because it involves the use of technology in learning.This
study sought to assess the effect of Kibo Robot in enhancing the sequencing skills of the
learners in grade three.
This paper shows educational robotics combining storytelling to promote sequencing
skills through the method of Tell, Draw, and Code. The study was conducted via pre–post test,
using the Beginners Sequencing Skills test (BSSt), with third graders (N = 27) to determine if
the integration of robotics-based storytelling activities enhances sequencing skills.
Results show that an increase in sequencing skills is evident after the intervention is
implemented. The approach of combining stories, texts, and literature with educational robotics
seems to be a promising concept to equip students with the required skills.
Since face-to-face classes already resumed , Kibo Robots is use again. To protect the
Kibo Robots kit , it is placed in the CLEM Room after use by the learners. These materials are
not only for the respondents of the project but also for the incoming primary learners of Lanao
Elementary School who will be needing remediation in any teaching learning problems. In some
schools of the Division of Ilocos Norte that do not have Kibo Robots, it is suggested in having
one because it has may benefits in enhancing different skills of the learners. The use of robotics
kits within educational settings allows teachers to design engaging learning activities that can
stimulate learners’ interest and motivation, mainly in disciplines related to science, technology,
engineering, and mathematics (STEM) subjects, and their sequencing skills,

Lastly, similar studies on the use of Kibo Robots must be conducted in the districts
considering more teacher-related and pupil-related factors.

III. Project Background

Technological progress is constantly advancing, and it is part of students’ everyday lives.

The education system faces the challenge of keeping up with it. In the meantime, sequencing
skill (SS) has become an important term in the teaching of third grade school learners when it
comes to required future competencies besides critical thinking, collaboration, and creativity.
The introduction of computer science education from the grade three level onwards seems to be
a step in the right direction. However, age-appropriate tools and suitable concepts and methods
are needed to implement innovations in the classroom successfully. There are different
approaches to fostering sequencing skill in K–12 education . Some suggest making computer
science education a compulsory subject , while others recommend integrating coding and
informatics as interdisciplinary elements in the curricula . One option to introduce computer
science education and promote sequencing skill in various subjects is educational robotics, as
different sequencing skill components are used in each area when coding, robotics, and game
design are applied to enhance sequencing skills . Since educational robotics provides learners
with hands-on experiences to promote sequencing skills , it is particularly suitable for grade
three learners. The teaching and learning method of storytelling offers an adequate tool to
combine narrative and programming language to develop sequencing skills . An action research
project is dedicated to this topic. It investigates the use of programmable robots by applying the
method of storytelling in interdisciplinary lessons in primary education to develop a feasible
learning environment to promote sequencing skills. The investigation aims to explore how
robotic storytelling activities influence learners’ sequencing skills and what design principles
can be derived to develop an appropriate learning environment. To be able to do it we will
briefly outline the theories of sequencing skill and educational robotics followed by a
description of the Tell, Draw, and Code method and the research methodology. Results,
discussion, and an outlook of future work complete the paper.

Improving of sequencing skills will also help in refers to reasoning, thinking, and

understanding. The ability in sequencing skills  is important for knowledge growth. Students

need sequencing skills as it is possible to effectively and productively perform tasks and

improve learning ( Rohan Parikh 2021). When it comes to young minds, sequence ability

becomes even more important as it enables children to think, explore and figure things out.

Students need to acquire the right set of cognitive skills which can help them live a fulfilling

life. These skills occupy a vital role in an individual’s overall development. According to

research, cognitive skills, like sequencing is one of the problems encountered by teachers in the

teaching and learning process. In a research survey 75 percent of students are lack of cognitive

skills like sequencing, so their academic is affected. (Adrien Dussault, 2018)

The issue of low sequencing skills is one of the identified problems in the grade three

class which affect their performances. Teachers’ multiple observations have shown that a child

who has not learn how to study and acquire ways of intellectual activity in primary school

usually becomes an underachiever in their higher grade level. It is a growing problem that

pressures both parents and teachers and the school needs to address. One of the solutions is

creating conditions in primary school providing children’s complete mental development

connected with the formation of stable cognitive interests, skills and abilities of thinking

activity, intellect qualities, and creative initiative. (E. Albert Reece, MD, PhD, MBA, 2023).

One of the important directions of school psychologist work with children is cognitive area most

specifically sequence development. Development problems, correction and improvement of

learners’ intellect abilities are one of the most important in psychological-pedagogic practice.

Early childhood is a wonderful time to spark kids’ interest in coding, robotics, and

engineering. Robotics is one of the very promising technologies that could disrupt the way we
live nowadays. According to Oxford dictionary, robot is a machine that has the ability to do

multiple and complex tasks automatically.Young children are curious about the world around

them, and today that world includes technology. But how best to promote positive, creative, and

educational engagement with technology? Integrating robotics and coding into early childhood

education is easier than you may think, with hands-on, screen-free tools like KIBO. Since

cognitive skills like sequencing occupy a vital role in an individual’s overall development, the

researcher wants to conduct an action research on the effectiveness of Kibo Robotics in the

Grade Three class when it comes to sequencing skills. Using Kibo Robotics, the development

of sequencing skills makes students understand concepts and gives them the ability to think and

reason. It can help in the development of cognitive skills. The same can be sharpened in young

minds, through the means of conscious practice and training. Kibo Robotics engages learners in

physical activities as it has a positive effect on memory functions; keeps students curious and

engaged in stimulating activities as it increases brain function and connectivity; introduces

learners to unfamiliar and mentally challenging things as it sharpens brain functions and

develops personality traits. Robotics is a tool that introduces students to STEM concepts in a fun

and interactive way. Robotics also enables students to work on teamwork, design and critical

thinking skills most specifically sequencing, motivating them to problem solve and further their

knowledge in this field (Malec, 2001). Learners will therefore be able to gain hands on

experience and integrate what they learn to real world .

KIBO, a robot kit specifically designed for young children aged 4–8 years old. With

KIBO, children build, program, decorate, and bring their own robot to life. KIBO is entirely

screen free, as children program their robots with “tangible code” made of wooden blocks.

While coding, sequencing skills is develop.

However, it has been observed that there a lot of problems in aspect of the low quality of

social interactions, social relationships and imaginative thought can increase the affected
individual’s isolation and create a barrier to learning through collaboration and interactive

teamwork. According to Wainer J, Ferrari E,et.al (2010) , using Kibo Robotics found

improvements in the communication skills of children associated with use of robotics

technology. Robot are human-like.

It has been suggested that combining social play scenarios and engaging activities can

stimulate children to collaborate while working in groups. Specifically, the use of KIBO

Robotics in children has been shown to significantly increase the frequency of positive social

interactions with a correlation between enjoyment and cooperation. Combining the above-

mentioned factors, it is possible to create robot-based activities that enhance education through

play, exploration, discovery, social interaction, collaboration, and competition. By observation

of these activities, researchers can gain insight into the learning challenges of the children.

In this premise, the researcher, through her action research shall discover the

effectiveness of using the KIBO Robot as an engaging platform to positively impact cognitive

development in children specifically sequencing skills. To assess its use in children, , Grade

three participants were introduced to KIBO and engaged in a variety of activities with the robot

over five consecutive days. Their interactions were observed on site by raters and

simultaneously videotaped for later analysis.

IV. Project Objectives

This action research aims to find out the effectiveness of Kibo Robot to the grade

three learners in terms of cognitive skills specifically sequencing. Specifically, this action

research will seek answers to the following questions:

1. What is the level of sequencing skills of the grade three pupils of Lanao

Elementary School before the intervention?

 2. What is the level of sequencing skills of the grade three pupils of Lanao

Elementary School after the intervention?

3. Is there a significant difference in the sequencing skills of the grade three

pupils before and after the intervention?

V. Project Methodology

A. Sources of Data

This action research study was conducted at Lanao Elementary School,

Bangui District. The first author is the teacher-researcher. The data shall be

collected from the Grade Three learners of Lanao Elementary School, during the

third and fourth quarter, school year 2022-2023.

B. Data Gathering Methods

Prior to administration of the instrument, permission to conduct the study

will be obtained from the office of the School Principal and class adviser of the

grade three learners. This action research will be conducted from February, 2023

to May, 2023 during the third and fourth quarter of the school year 2022-2023.

The following activities shall be undertaken in this action research: 1)Seek

permission to the schools division superintendent, through the school principal;

2)Identify the sequencing skills of the grade three learners before the

intervention; 3) Introduce the Kibo Robot to the grade three learners 4) Engage

the three learners to the design activities to develop their sequencing skills; 5)

Identify the level of sequencing skills of the grade three learners of Lanao

Elementary School after the intervention; 6) Determine the effectiveness of Kibo

 Robot and improvement of pupils in their sequencing skills after being exposed

to the KIBO Robots and make recommendations.

To assess its use in learners from the grade three learners, the subject will

introduce to KIBO and engage in a variety of activities with the robot for 15 days

during the remedial time. The learners were shown how to program the KIBO as

an agent that danced, cleaned itself, travelled from one point to another, etc.Their

interactions were observed on site by raters and simultaneously videotaped for

later analysis. During the implementation phase, the robotic sessions took place

in addition to their every-day classroom activities which is integrated in all

subject areas. The study ran for a total of 180 days, during the third and fourth

quarter for this school year 2022-2023. During the pre-implementation, and

post-implementation, we prepared the study environment as follows: we placed

three working stations in the classroom, each consisting of a white table with the

KIBO robot and additional materials needed for the session. Two students sat

next to one another at each station. A video camera at each working station faced

the students and was used to record each session.

The Session Attitude Survey will also assess during the three phase of

implementation. The Session Attitude Survey is a questionnaire that contains the

learner’s feeling on the use of Kibo Robot which is related to sequencing skills.

A survey questionnaire was constructed by the researcher serve as the

main data gathering tool in this study. It will be given to the adviser or to the

observers. The questionnaire contains the range of mean scores and their

corresponding descriptive interpretation.

C. Data Analysis Plan

 After the data shall be tabulated, the researchers will analyze .

The Session Attitude Survey is examine through a graph. Average

percentages will be calculated from the number of learners involve in the study. In a

baseline survey, the percentage of learners who enjoyed and not enjoyed in using

Kibo Robot will be examine.

Frequency, percentage and mean will be use on the data gathered pertaining

to the learner’s activity outcomes. Weighted mean will be use in the analysis of the

effectiveness of Kibo Robotics in relation to sequencing skills of the grade three

learners. To facilitate the analysis of the raw scores obtain in the assessment of their

sequencing skills, transformation to z scores will be done to standardize the results.

To determine whether significant relationship exist before and after the intervention,

correlation analysis will be employ.

In this study, the two variables considered are the effectiveness of Kibo

Robot and the level of sequencing skills of the learners.

The degree of seriousness of the problems encountered by the advisers along

learner’s sequencing skills will also analyze through the use of weighted mean.

The study will be using Gantt chart of activities to show the flow and the

budget of time in the conduct of the different activities throughout the research study.

The researchers will follow the following work plan and time lines:

Objective Activity Person’s Resources/ Expected Time Statistical

Involved Budget Output Allotment Treatment

A. PRE-IMPLEMENTATION PHASE

Securing Securing Researcher Php500.00 Secured 5 days Not

permit from permit from permit from Applicabl

the district district and the district e

office and division office and division

division office

office to

conduct an

action

research

Introducing Introduce the Researcher Showed 15 days

the use of use of Kibo Learners sustained

Kibo Robotics interest in the

Robotics KIBO robot

through and

video clips increased the

or hands-on frequency of

activities their

interactions

with adults

across play

sessions;

managed to

manipulate

the KIBO

appropriately

B. IMPLEMENTATION PHASE

2.Implement Conduct of the Researcher Php500.00 Improved 75 days Mean

ation study and the Cognitive T-test

 proposed skills of the

innovation, Primary

intervention Grade

and strategy learners.

C. POST-IMPLEMENTATION

Tabulation Data has been Researcher Php1000,0 Organized 10 days Weighted

of data, organized and 0 data mean and

analysis and presented to over-all

interpretatio table or charts weighted

n mean

Writing the Drafting and Researcher n/a Final Paper 15 days Not

final paper proof-reading of the action Applicabl

of the action of the final research e

research paper

B. Project Deliverable/s

C. Project Risk Management

In every project/activity, there will always be risks or constraints during its

implementation. However, with proper management plan, these will be mitigated. The table
below showcases the project risks and management plan.
 Project Risks Management Plan

The target respondents of this project were A parent’s consent was given to the parents of
minors. the target respondents. Only those who have
parent’s permission will undergo activities.

Lack of resources to be used. PTA members were asked to allow the

teachers to use the Income Generating Fund of

the school. A MOA was signed by both parties
to legalize the utilization of budget.

Teachers encouraged the PTA members,

alumni, and stakeholders to donate other

materials to be needed in the activities.

Time constraints. There were other tasks done Time management was strictly employed.
by teachers.
More important matters/activities were

prioritized.

Not all learners have available devices to The activities are done by groups and each

use. grade has already KIBO ROBOTS

Not observing the scheduled remedial A regular monitoring of the program was

reading time. done. The teachers involved were

encouraged to observe actual remedial time

activity.

Movement restrictions due to Coordinated with the barangay/LGU officials

to know the implemented ordinance.
Covid-19 threat.

VI. Project Costs

A. Project Budget
 Cost Estimates
Activities/ Item Quantity Unit Total Source
Strategies Price Price
Preparation of Bond 3 reams P220.00 P660.00 PTA
materials for paper
the research A4 Alumni and Stakeholders
and Income Generating Fund
implementation
of innovation/ Flash 32 pcs P200.00 P6400.00 PTA Alumni and Stakeholders
intervention drive Income Generating Fund
16GB
Data gathering, Bond 2 reams P220.00 P440.00 PTA Alumni and Stakeholders
interpretation paper Income Generating Fund
of data A4
gathered and
preparation of Interne P1500.00 P1500.00 PTA Alumni and Stakeholders
completed t Income Generating Fund
research report service
Total P9,000.00
VII. Actual Accomplishments
Table 1. CT (Critical Thinking) components in the context of the Tell, Draw and
Code method
Components of the CT- Description
Process
the process of gathering
appropriate information,
Data collection and analysis making sense of data, finding
patterns,and drawing
conclusions
breaking down a complex
problem or system into
Decomposition smaller parts that are more
manageable and easier to
understand
finding the similarities or
patterns among small,
decomposed problems that
Pattern recognition
can help to solve more
complex problems more
efficiently
reducing complexity to define
Abstraction
the main idea
series of ordered steps taken
Algorithm to solve a problem or achieve
some end
a process that allows making
sure the solution does the job
Evaluation it has been designed to do and
to think about how it could be
improved
Table 2: Lesson Plans
The intervention consists of three units (see Table 2), an introduction to Kibo Robot
programming, and a lesson with the contextualize story collaborative work of LES.. In the third
Stages of the Problem-
Solving Process Using the
Tell, Draw, and Code
Method
repeating or reading the text,
reading the task, identifying
the problem,which details of
the story are relevant, which
lines and codes are needed
defining which sequences are
essential to draw the plot of
the story, which characters are
relevant
considering and discussing
how certain activities of the
protagonists can be
represented
visualizing details of the text
by drawing lines and relevant
details, designing costumes
for the characters
programming the storyline of
the text in the correct order,
using sequences and
conditionals by drawing or
sticking the appropriate codes
filming and (re-)telling the
story, checking that the codes
fit the plot of the story,
presentation to other groups
unit, the pupils retell the text by drawing and coding it. A period of three weeks was available
for the intervention.
Units Unit 1 Unit 2 Unit 3
Title Introduction—Kibo Robot Story Retelling the story
Reading the book
Graphically
Telling the story. representing the plot
Knowing the plot of of the book by
the story. drawing lines
Getting to know the
Graphically Including details of
Kibo robot
representing the plot the plot in the plan
Getting to know how
Learning objectives Programming the (e.g., cave, forest)
it works
Kibo Robot according Programming the
Getting to know the
to the plot. Kibo Robot according
programming
Retelling the story to the plot
using the programmed Retelling story
lines and codes Filming the story
Giving feedback to
the other students
Sequences
Trained Introduction to If-then conditionals
Advanced sequences
computational programming If-then-else
If-then conditionals
concepts Simple sequences conditionals
While conditionals
Reviewing the
Telling the story or
functions of the Kibo
solving a riddle
Robot
Drawing the path of
Experimenting Reading the story
the story.
Drawing lines Drawing the plot
Activities Using appropriate
Using the Sticking appropriate
codes, such as turn
programming codes codes on the lines
right, slow down, or
Retelling the story
speed up
Filming
Retelling the story
Giving feedback
Artifacts

Table 3. Students means and standard deviations, and medians across classrooms and by type of
condition

Intervention Control
Variable 3rd GS 4th GS 3rd GS 4th GS
s M (SD) Mdn M (SD) Mdn M (SD) Mdn M (SD) Mdn
Total
Score
Note: M = mean; SD = standard deviation; Mdn = median; GS = grade students.
Table 4. Demographic Data

BSSt Grade Total Female Male Age (M/SD)

pre/post 3

VIII. Monitoring and Evaluation

The proponent with the help and guidance of teachers, parents, and school head
monitored the implementation and progress of the project. The proponent presented the schedule
of activities to the teachers, school head, learners, and parents for guidance and compliance.

As to the validity of the materials, an Evaluation Tool for Non-Print Learning Materials
from the Division Learning Resources was utilized. The proponent harvested commendations
and suggestions during this phase. These suggestions were incorporated in the learning materials
for improvement.

The following tables show the result of the evaluation and monitoring.

Table 1. Level of Validity of the Kibo Robot in Computational Thinking.

Factors Score Descriptive Interpretation

Table 2. Level of Acceptability of Kibo Robots to Learners

Indicators Mean Descriptive Interpretation

Table 3. Level of Acceptability of Kibo Robots to Teachers

Indicators Mean Descriptive Interpretation

 I. References

Almakhan, Kabylova et.el.Primary School Children Cognitive Processes Development

Research.
https://www.researchgate.net/publication/272654978_Primary_School_Children_Cogniti
ve_Processes_Development_Research.

Mancao, Pearl Ann M. et.al. (2020) The Psychomotor and Cognitive Competencies of Filipino
Children Ages 1-4: A Multipl Case Study. Retrieved
from:https://www.researchgate.net/publication/346991002_The
_Psychomotor_and_Cognitive_Competencies_of_Filipino_Children_Ages_1-
4_A_Multiple_Case_Study

Okamura,Erik R. (2016) Learning Design and Technology, University of Hawaii United States
Retrievedfromerikro@hawaii.edu.http://scholarspace.manoa.hawaii.edu/bitstream/10125
/40822/1/Flipp ed_Inclusion _Classroom_Action_Research_Jeanette_Villanueva.pdf

Yelamarthi, K., Drake, E., & Prewett, M. (2016). An instructional design framework to improve
student learning in a first-year engineering class. Journal of information technology
education: innovations in practice, 15, 195- 222.
Retrievedfrom:http://www.jite.org/documents/Vol15/JITEv15IIPp195-
222Yelamarthi3030.pdf.

https://kinderlabrobotics.com/media-coverage/