Republic of the Philippines

Department of Education
Caraga Administrative Region
Schools Division of Siargao
DAPA NATIONAL HIGH SCHOOL
Dapa, Siargao Island, Surigao del Norte

Remote Learning beyond the four corners of the classroom

for students with special needs using Video-Aided Real Time Captioning in
Learning Circulatory and Respiratory System

Aissa D. Ijapon
Researcher

September 2021
Title Page i

Abstract ii

Acknowledgment iii

Table of Contents iv

I. Introduction 1

II. Literature Review 2

III. Research Questions 5

IV. Scope and Limitation 5

V. Research Methodology

Sampling 6

Data Gathering Method 7

VI. Discussion of Results

Findings 7

Conclusions 11

VII. Recommendations 11

VIII. References 12

Annexes:

1. Declaration of Anti-Plagiarism 13
2. Absence of Conflict of Interest 14
3. Letter of Consent 15
4. Instrument/Tool 16
5. Time Table/Gantt Chart 29
6. Cost Estimates 30
7. Plans for Dissemination and Utilization 30
8. Pictorials 31
Curriculum Vitae
 ABSTRACT

The Distance learning has become an essential educational option during the

COVID-19 pandemic. However, students with varied needs require diverse learning

experiences. For example, deaf and hard-of-hearing students need specific

accommodations to aid their learning. The main objective of this study is to provide

the students with a convenient way of learning despite the threat brought by the

pandemic. The utilization of the Video Aided real time captioning to bridge the gap

between the modular distance learning printed as adapted by the Department of

education. The study employed an experimental method which utilizes the mean

percentage score and t-test to analyse the data distribution pattern for each variable.

The participants of the study were the hearing impaired learners of Grade 9 John

Dalton.

Deaf and hard-of-hearing students use a special language for their

interactions, which can be challenging in a distance learning environment. Thus, the

use of video aided real time captioning as one of the varieties of technological

systems, services, and applications, such as virtual classrooms (VCs), can be used

to facilitate learning at a distance. It was found out in the study that there is a

significant difference between the performance of control and experimental when the

application was introduced. Hence, teachers can conduct synchronous lectures

whereby they meet students located at different sites at a specified time to provide

adequate, reliable and meaningful learning engagement.

 ACKNOWLEDGEMENT

I wholeheartedly express my undying gratitude:

First of all, to our Almighty Father, who unceasingly give the researcher

wisdom and courage to continue this work despite the challenges of life, for without

those exceptional blessings this would not have been possible.

To my late loving parents, Mr. and Mrs. Charlie Polvorosa Durero, for their

unconditional love, moral and inspirational support before they left the living world.

To my husband Manolo M. Ijapon and kids Mjelyn, Marjorie, Mark Sam and

Canny Navagne for their usual support, patience and encouragement.

Sincere appreciation to the Schools Division of Siargao spearheaded by Nelia

S. Lomocso,PhD, CESO V, Schools Division Superintendent for the opportunities

given to the researcher.

The researcher also expresses her sincere thanks to Education Program

Supervisor Glorian B. Ederosas,MA the research coordinator of Siargao Division

for her endless help, support, guidance, valuable comments, suggestions, and

provisions that led to the completion and success of this study;

To Jovy C. Liza,PhD, the Principal of Dapa National High School, for

allowing the researcher to conduct the study and provided moral and intellectual

support.

To the family of my participants for hospitability and approachable interaction

during the conduct of the study.

Lastly, to her friends and colleagues, for their unending support, words of

encouragement and for sharing their resources.

I. Introduction

As the COVID-19 pandemic hit the Philippines in 2020, there was predictable

disruption in the provision of both mainstream and disability-specific services for

children with disabilities. People with Special Educational Needs and Disabilities

(SEND) are confronted with diverse challenges as COVID-19 caused tremendous

disruption in face-to-face educational settings. Apart from this situation, teachers are

also facing difficulties in making their lessons adaptive and responsive to the

educational learning needs of people with SEND.

With this pandemic time, the big question on why students perform positively

or poorly or why they pass or fail in their classes is beyond reproach because of their

indifference. Learning who have learning disabilities tend to be discriminated in the

school due to their insignificant impairment. There are significant factors contributing

to students’ success in school during this time of pandemic- their positive response

to academic requirements in school and their modular tasks given by the school

Since education is no longer held within the school, parents serve as partners

of teachers in education. Parents play a vital role as home facilitators. Their primary

role in modular learning is to establish a connection and guide the child.

(FlipScience, 2020).

Moreover, the teacher takes the responsibility of monitoring the progress of

the learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible, the

teacher shall do home visits to learners needing remediation or assistance

(Llego,2020)
 Hence, the teachers are focusing on providing engaging Learning

experiences for normal and students with special needs, 55% of students still find

the lack of social interactions troubling. They learn better with fellow students, and

for 45% of students, this could lead to underperforming in their academics. Also,

students have a strong desire to return to in-person connections. Not seeing other

students and faculty in person is having an impact, and even contributes to anxiety,

nervousness, and worry. The abrupt change in lifestyle, not limited to online lessons,

has left many students struggling with how to succeed academically.

Thus, the researcher opted to conduct this present study to determine the

performance of the students with special needs in Video-Aided Real Time Captioning

in Learning Circulatory and Respiratory System

II. Literature Review

One of the main goals of educational institutions is the improvement of the

learners’ academic achievement or performance. While learning is a very significant

personal matter, it is hailed to be the reason why parents send their children and why

students want to go to school. Despite the threat brought by Covid-19, educators are

always challenging themselves to provide students with the most effective

instructional tools and resources.

As pandemic force students to stay home, educators are doing their best to

quickly transition to remote learning. With regards to this, using video-aided real time

captioning and Interpreter is an effective strategy to be used for those students with

learning disabilities
 Practically, students with disabilities increasingly are choosing online learning

experiences. Research-based interventions need to be applied to online learning to

keep these students engaged in school. Students find that eLearning is not without

its challenges, and the most important one is not having a routine to follow. The only

way to manage classes and motivate oneself is by staying organized. There is also

an overwhelming workload, including homework and preparing for exams. There is

widespread confusion over course requirements as well.(Rotas, 2020)

In this time of pandemic, video captions, also known as same-language

subtitles, benefit everyone who watches videos (children, adolescents, college

students, and adults). More than 100 empirical studies document that captioning a

video improves comprehension of, attention to, and memory for the video. Captions

are particularly beneficial for persons watching videos in their non-native language,

for children and adults learning to read, and for persons who are D/deaf or hard of

hearing. https://www.washington.edu/doit/what-real-time-captioning

Video aided real time captioning is technique that can improve children’s

reading skills (Linebarger, Piotrowski, & Greenwood, 2010), boost adolescents’

written and spoken vocabulary (Davey & Parkhill, 2012), increase college students’

attention to lectures (Steinfeld, 1998), enhance second-language learners’

pronunciation (Mitterer & McQueen, 2009), and raise literacy rates in developing

countries (Kothari, Takeda, Joshi, & Pandey, 2002). The technique is simple: Display

captions on videos.

Even for hearing children, learning to read is a complex process, which

requires learning to map sound and meaning onto text (Linebarger, 2001). Soon

after captions began appearing on TV shows for D/deaf audiences, educators of

hearing children made a striking discovery: Because captions explicitly illustrate the
mapping among sound, meaning, and text, captions could also benefit hearing

children learning to read (Adler, 1985; Kirkland, Byrom, MacDougall, & Corcoran,

1995; Koskinen, Wilson, & Jensema, 1986; Parkhill, Johnson, & Bates, 2011).

In response, the D/deaf community created captions (Downey, 2010), first by

recapitulating the intertitles of the silent film era and then by reconfiguring the

bottom-of-the-screen foreign-language subtitles that carried U.S. films across the

world. In the late 1950s, U.S. President Eisenhower authorized a federal Captioned

Films for the Deaf agency (as “part of the post-Sputnik, cold war education

boom,” Downey, 2008).

After watching each type of video (or listening to only the audio) twice, in

counter-balanced order, the students recalled as much content as they could using

either Japanese and English. The students recalled substantially more content after

they watched the videos with English captions than after they watched the same

videos with Japanese captions. In fact, after watching the videos with Japanese

captions, the students recalled as little as they recalled after not even watching the

videos (the audio only condition).

However, as recent litigation (Orzeck, 2015) as well as empirical data (Pan,

Jiang, Yao, Picheny, & Qin, 2010) demonstrate, captions generated via automated

speech recognition are not yet without interfering error. When auto-generated

captions reach parity with human-transcribed captions, further technologies,

including real-time captioning of lectures for all students (Bain, Basson, Faisman, &

Kanevsky, 2005), will be able to harness the power of captions for the broadest

population ever.

Deaf students cannot benefit from video conference classes without

translators. It is difficult for instructors to provide live captions when lecturing during
distance learning classes. While deaf people develop good attention skills, they can

also be easily distracted (Pappas et al., 2018). Thus, instructors should take care not

to confuse or overload learners when planning for VCs (Kear et al., 2012). Because

sign language requires more memory capacity than spoken language, deaf people

have shown indications of having a weaker memory than hearing people. Easy-to-

follow, short learning modules can help alleviate this problem (Pappas et al., 2018).

Finally, synchronous e-learning is unpredictable because teachers need to adjust

their approaches to address the learners‟ responses and meet their needs (Kear et

al., 2012).

With this scenario, video assisted real time captioning has been the adapted

technique to classroom use so that people who rely on text to communicate have

instant access to the spoken word. A professional captioner sits with equipment to

enter what is spoken and presents it on a computer monitor for the student.

Sometimes these services include note taking; the student is given an electronic

version of the presentation or group discussion. These systems are particularly

useful for students who do not effectively follow content aurally but for whom reading

printed English is a strength.

III. Research Questions

1. What is the performance of the learners before and after the use of video-aided

real time captioning technique in remote learning?

2. Is there a significant difference in the learner’s performance after the use of video-

aided real time captioning technique in remote learning?

IV. Scope and Limitation

This study was conducted in Dapa National High School school year 2021-

2022. It will focus on the Learners with Special education needs students of Grade 9

in learning science concepts. The participants were selected purposely preferably

the Hearing Impaired Students. First, the two students used modular distance

learning-printed modules afterwards modules will be checked and recorded.

Meanwhile, the 2 students used the video-assisted real time captioning delivery of

learning. The findings of the study were limited only in the above mentioned

participants.

V. Research Methodology

Sampling

The participants of the study were the bonafide students and presently enrolled in

Dapa National High School. The participants will be selected purposely specially

those students who are considered learners with special needs such as Hearing

Impaired and Visually Impaired. A total of 4 students will be included in the study

from Grade 9.

The study determined the performance of the participants before and after the use of

video-assisted real time captioning technique to cater the learning needs of the

students. The assessment score served as primary data to assess the students’

progress of learning in science subject.

Data Gathering Procedure

The researcher wrote a transmittal letter to the School Principal to gain

approval to the conduct of the research study. A letter of consent was sent to the
parents to allow the researcher to communicate directly to collect data and

conduct remote learning with their guidance and assistance. The data were

retrieved, checked, tabulated, analyzed and interpreted with the use of statistical

tools.

Research Instruments and Validation

To obtain the validity and reliability of the results of the study, appropriate

statistical tools will be used.

The following statistical tools used in the study. To determine the level of

performance of the students’ was mean percentage score. The mean percentage

score is the quotient of the raw score and the total number of points times 100%.

T-test used to determine the significant difference between the performance

of the students in controlled and experimental group based on their Post-test.

Cronbach Alpha used to measure of internal consistency or how closely

related a set of items are as a group of variables in the questionnaire

Hypothesis:

Ho: There is no significant difference between the performance of the

students in controlled and experimental group based on their Post-test.

Ethical Issues

To ensure the protection of the data, the researcher took some consideration in

analyzing the data. These are the following: (1) all answers were based on the stock

knowledge of the participants; (2) Furthermore, the researcher ensures the data collected

were used for the research purpose only. No part of this research shall be released nor

published without prior permission from the researcher

 I. Discussion Of Results

This part presents and discusses the findings and conclusions of the study

based on the guide questions posted in part III of the research.

Findings

This part presents the substantial effect of video-aided real time captioning in

terms of their performance in an assessment. The students' performance on the

different type of test were determined using mean percentage score (MPS).

Table 1. Performance of control and experimental group during pre-test

50.00
45.00
40.00
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00 CONTROL EXPERIMENTAL

Table 1 showed the performance of the students in control and experimental

group in pre-test. The same group of students were utilized as participants of the

study. It can be gleaned that the control group obtained the mean percentage score

of 48 and the experimental group garnered 48. It means that pre-test results have

the same mean percentage score. It clearly suggests that, modular distance

learning-printed activities were given to the two groups has no effect in their

academic performance. These challenges are magnified when teaching students

with disabilities. Instructors often inadvertently erect barriers for these students,

including the need for technical skills and knowledge; moreover, hard-tonavigate

educational web sites can also create problems. Intrapersonal barriers related to

students‟ specific disabilities can arise and while assistive technology devices help
disabled students, not all access barriers have been removed (Tandy & Meacham,

2009).

Table 2. Performance of control and experimental group during post-test

M
P 80.00
S 70.00
P
60.00
O
S 50.00
T 40.00
T
30.00
E
S 20.00
T 10.00
0.00
CONTROL
1 EXPERIMENTAL 2

Table 2 displays the performance of the students in control and experimental

group in post-test. The same group of students were utilized as participants of the

study. It displayed that the control group obtained the mean percentage score of 50

and the experimental group garnered 74. It means that post test results have the

different mean percentage score. It clearly suggests that, the use of video aided real

time captioning as intervention to simply understand the topic. Captions, composed

of text, are used by people who are deaf or hard of hearing to access content

delivered by spoken words and sounds. Real-time captions, or Computer Assisted

Real-time Translation (CART), are created as an event takes place. Captions can

also benefit individuals who understand the written better than the spoken word of

the language in which a presentation is delivered as well as people who are viewing

the program in a noisy (e.g., airport or sports bar) or noiseless (e.g., a work cubicle)

environment. Captions that are not "real-time" include those provided on television
programming and those made available on prerecorded video that can be rented or

purchased. https://www.washington.edu/doit/what-real-time-captioning

Live remote captioning allows listeners who are deaf or hard of hearing to

access captions of speech in real time. It is the preferred for situations where 99% -

100% accuracy is required. https://www.unimelb.edu.au/accessibility/video-

conferencing-for-hearing-impaired-staff/live-remote-captioning

The idea of a real-time voice-to-text translation device for the deaf is not a

new one (Gates, 1971; Houde, 1979; McCoy and Shumway, 1979; Stuckless, 1981;

Block and Okrand, 1983; and Cutler, 1990). Stuckless (1981, p.292) refers to the

concept as the "computerized near-instant conversion of spoken English into

readable print." He also describes the possibility of using real-time captioning in the

classroom. Furthermore, he points out that text displays of this type are not bound by

the same temporal characteristics as speech since there can be a visual buffer of

some sort (akin to "instant replay").

Table 3. Significant Difference between the performance of the students’ in

control and experimental group during Pre-test
PRE-TEST Paired Differences t df p-
Mean Std. Std. Error 95% Confidence value Decisio
n
Deviati Mean Interval of the
on Difference
Lower Upper

Control vs Accep
-.15000 .67082 .15000 -.46395 .16395 -1.000 19 .330 t Ho
Experimental

Table 3 displayed the significant difference between the performance of the

students’ in control and experimental group during Pre-test. The two underlying

variables have no significant relationship considering a p – value of 0.330 which is

greater than the α =0.05 leading to the acceptance of the null hypothesis. Therefore,
there is no sign cant difference between the performances of the participants during

pretest.. People around the world have had to adapt to distance learning due to

COVID-19. The pandemic has closed conventional classrooms for more than 300

million students who are now distance learning from their homes. Students differ in

terms of their cultures, age, gender, and cognitive and technology skills and needs.

Moreover, deaf and hard-of-hearing students use a special language for their

interactions, which can be challenging in a distance learning environment.

(Alsadoon, 2020)

Table 4. Significant Difference between the performance of the students’ in

control and experimental group during Post-test

POST TEST Paired Differences t df p- Decis

Mean Std. Std. 95% Confidence value ion
Deviati Error Interval of the
on Mean Difference
Lower Upper
Control vs -.4209 Rejec
-.65000 .48936 .10942 -.87903 -5.940 19 .000
Experimental 7 t Ho

It can be gleaned from the table above the significant difference between the

performance of the students’ in control and experimental group during Post-test. The

two underlying variables have a significant relationship considering a p – value of

0.000 which is lower than the α =0.05 leading to the acceptance of the null

hypothesis.

The wide array of high-speed internet technology enables institutions to

provide students with synchronous learning experiences in VCs. Synchronous

communication enhances students‟ sense of social presence; moreover, it is

convenient and it supports a variety of communication modes, such as audio, video,

text, presentations, and shared whiteboards, which facilitate real-time online learning
and teaching activities (Kear, Chetwynd, Williams, & Donelan, 2012). However,

changes in education technology have created further challenges, particularly in

distance learning (Tandy & Meacham, 2009).

Technology skills have become increasingly necessary for everyone,

regardless of age, gender, culture, health, or individual disabilities, and they are

especially crucial for deaf and hard-ofhearing students (Debevc, Kosec, & Holzinger,

2011). These skills help them communicate with their instructors and their peers.

Students with disabilities spend less time interacting with their teachers than their

able bodied peers, and they have different learning experiences; thus, it is not

surprising that they make less academic progress than their peers (Webster &

Blatchford, 2019).

VART helps make your event, speech, courtroom, classroom, workshop,

seminar, church service, or meeting compliant with the Americans with Disabilities

Act (ADA) and accessible to people who have a hearing loss. Hearing accessible

technology and services are crucial to creating an inclusive event so that everyone

can participate, regardless of how well they hear. When possible, an audio

component should be considered as well: hearing assistive technology such as

induction loops, FM, and infrared systems combined with VART provide the

highest level of accessibility.(Hearing Loss

America,2022https://www.hearingloss.org/hearing-help/technology/cartcaptioning/)

Conclusions

The pre-test and post-test performance of students exposed to video aided

real time captioning as remote learning for hearing impaired students is much higher

than the exposed to modular distance learning activity in learning Circulatory and

Respiratory System . Thus, the students exposed to the applications Video Aided
Real Time Captioning has a definite learning and provided them with the lifelong

learning despite the threat of the pandemic.

II. Recommendations

It is recommended that the inclusion of video aided real time captions should

be adopted by all subject areas especially in the four sides of the classroom which

dramatically increases a deaf or hard of hearing person's ability to comprehend the

speaker. In addition, providing captions to hearing people also seems to enhance

verbal comprehension. The gradual increase in comprehension for both hearing and

deaf students will likely lead to a better learning environment, thus, it improved

information transfer between the teacher and the students.

 References

Adler R. Using closed-captioned television in the classroom. In: Gambrell L,

McLaughlin E, editors. New directions in reading: Research and practice. Silver
Spring, MD: Yearbook of the State of Maryland International Reading Association;
1985. pp. 11–18. 

Davey R, Parkhill F. Raising adolescent reading achievement: The use of sub-titled

popular movies and high interest literacy activities. English in Aotearoa. 2012;78:61–
71. 

Downey G. Teaching reading with television: Constructing closed captioning using

the rhetoric of literacy. In: Nelson AR, Rudolph JL, editors. Education and the culture
of print in modern America. Madison: University of Wisconsin Press; 2010. pp. 191–
214. 

Downey GJ. Closed captioning: Subtitling, stenography, and the digital convergence

of text with television. Baltimore, MD: Johns Hopkins University Press; 2008

FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help
ensure successful modular distance learning. FlipScience - Top Philippine Science
News and Features for the Inquisitive Filipino.
https://www.flipscience.ph/news/features-news/tagapagdaloymodular-distance-
learning

Goldberg, Madison.2020https://harvardpolitics.com/virtually-alone/
Linebarger D, Piotrowski JT, Greenwood CR. On-screen print: The role of captions
as a supplemental literacy tool. Journal of Research in Reading. 2010;33:148–167. 
Linebarger DL. Learning to read from television: The effects of using captions and
narration. Journal of Educational Psychology. 2001;93:288–298. 

Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020-2021.
TeacherPh. https://www.teacherph.com/deped-learning-delivery-modalities/

Mitterer H, McQueen JM. Foreign subtitles help but native-language subtitles harm
foreign speech perception. PLoS ONE. 2009;4:e7785. 

Nardo, M. T. B. (2017, October 20). Modular Instruction Enhances Learner

Autonomy. Sciepub.http://pubs.sciepub.com/education/5/10/3/index.html#:
%7E:text=The%20use%20 of%20modules%20is,in%20doing%20their%20individual
%20tasks.&text=It%20directs% 20students%20to%20practice%20or%20rehearse
%20information.,- To%20gain%20master

Nichols, Josh 2020. https://www.eschoolnews.com/2020/03/30/considerations-

remote-learning/
Tria, J. Z. (2020, June 3). The COVID-19 Pandemic through the Lens of Education in
the Philippines: The New Normal. ResearchGate.
https://www.researchgate.net/publication/341981898_The_COVID19_Pandemic_thr
ough_the_Lens_of_Education_in_the_Philippines_The_New_Normal

Links for Video Aided Real Time Captioning Science Lesson

https://www.youtube.com/watch?v=i5aXwiC3wWc&t=42s

https://www.youtube.com/watch?v=mOKmjYwfDGU

https://www.youtube.com/watch?v=tg_ObDJEaGo

https://www.youtube.com/watch?v=ydX8Lw4q2Mk

https://www.youtube.com/watch?v=Vot7V7_2UoI

https://www.youtube.com/watch?v=0giiDDBJVQU

Annex A

DECLARATION OF ANTI-PLAGIARISM
1. I, AISSA D. IJAPON, understand that plagiarism is the act of taking and using

another’s ideas and works and passing them off as one’s own. This include

explicitly copying the whole work of another person and/or using some parts

of their work without proper acknowledgements and referencing.

2. I hereby attest to the originality of this research proposal and has cited

properly all the references used. I further commit that all deliverables and the

final research studies emanating from this proposal shall be of original

content. I shall use appropriate citations in referencing other works from

various sources.

3. I understand that violation from this declaration and commitment shall be

subject consequences and shall be dealt with accordingly by the Department

of Education and Basic Education Research Fund.

PROPONENT: Aissa D. Ijapon

SIGNATURE: _________________

Annex B
 ABSENCE OF CONFLICT OF INTEREST

1. I, AISSA D. IJAPON, understand that conflict of interest refers to situation in

which financial or other personal considerations may compromise my

judgment in evaluating, conducting, or reporting research.

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 is conflict of interest during the initial is screening as per Basic

Education Research Fund (BERF).

3. Further, in case of any form of conflict of interest (possible or actual) which

may inadvertently emerge during the conduct of my research, I will duly report

it to the research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education

and BERF for any conflict of interest which I have intentionally concealed.

PROPONENT: Aissa D. Ijapon

SIGNATURE: _________________

Annex C

LETTER TO THE SCHOOL PRINCIPAL

 Republic of the Philippines
Department of Education
Caraga Administrative Region
Schools Division of Siargao
DAPA NATIONAL HIGH SCHOOL
Dapa, Surigao del Norte

JOVY C. LIZA,PhD
School Principal IV
DAPA NATIONAL High SCHOOL
Dapa, Surigao del Norte

Madame:

Pauline peace to you!

The undersigned is presently conducting an action research entitled “Remote

Learning beyond the four corners of the classroom for students with special
needs using Video-Aided Real Time Captioning in Learning Circulatory and
Respiratory System” as one of the BERF funded research in the Schools Division
of Siargao, Philippines

In this connection, may I request your good office that I am allowed to conduct my
research study in your school which will be participated by the learners who are
classified as students with special needs now presently enrolled in Grade 9 Dalton
for this school year 2021-2022.

Your continued support and generous cooperation would be very much appreciated.

Thank you very much and I look forward to hearing a favourable response from you.

Respectfully yours,

AISSA D. IJAPON
Researcher
Approved:

JOVY C. LIZA,PhD
School Principal IV

Republic of the Philippines

Department of Education
Caraga Administrative Region
Schools Division of Siargao
DAPA NATIONAL HIGH SCHOOL
 Dapa, Surigao del Norte
Name: _________________________ Date: __________________
Grade & section: _________________ Score: __________________
ASSESSMENT IN SCIENCE-9

Name:____________________________Grade &Sec:__________Score:________
Directions: Read and understand the questions in each test item carefully. Then
write the LETTER of your choice on the space provided.
______1. What are the major organs of the respiratory system?
A. Eyes, Ears, Mouth B. Nose, Trachea, Heart
C.Trachea, Lungs, Oxygen D. Nose, Trachea, Lungs
______2.What is the name of the muscle that helps the lungs for breathing to occur?
A.Diaphragm B. Nose
C. Alveoli D. Trachea
______3. Which of the following blood vessels where gas exchange occurs?
A. Arteries B. Capillaries
C. Veins D. Blood
_____4. When we _____ air enters the body through the nose and mouth.
A. Exhale B. Cilia
C. Mouth D. Inhale
_____5. The___ and mucous work to trap dirt and germs before we inhale
A. Cilia B. Muscle
C. Mouth D. Blood
_____6. The _____ helps draw air into the lungs
A. Cilia B. Muscle
C. Mouth D. Blood
_____7. The structure where the respiratory system and circulatory system meet is
the________
A. Cilia B. Muscle
C. Diaphragm D. Blood
_____8. The____ controls the rate of breathing
A. Cilia B. Muscle
C. Diaphragm D. Brain
_____9. What does inhaling mean?
A. breathing in B. Breathing out
C. breathing in and out D. none of the above
_____10. It means to breath out
A. breathing in B. Breathing out
C. breathing in and out D. none of the above
_____11. What do you call the waste product of exhalation?
A. oxygen B. nitrogen
C. carbon dioxide D. carbon monoxide
_____12. When you breath, your lungs take in_____ and remove______
A. Bronchi B. Oxygen
C. Lungs D. Alveoli
_____13. The two main branches from the trachea(one to each lung)
A. Bronchi B. Capillaries
C. Bronchioles D. Alveoli
_____14. The air sacs that are covered with capillaries that separate gases we need
from gases we don’t need.
A. Bronchi B. Oxygen
C. Lungs D. Alveoli
_____15. What is the function of the bronchi (bronchial tubes)?
A. transport air from nose to lungs B. transport air from lungs to alveoli
C. transport air from trachea to lungs D. transport air from alveoli to blood
_____16. In which process can carbon dioxide be released?
A. Exhalation B. Egestion
C. Inhalation D. Respiration
_____17. What are the main organs of gas exchange in the respiratory system?
A. diaphragm B. Trachea
C. Lungs D. Bronchi
_____18. Which of the following organs is/are NOT part of the respiratory system?
A. nose, trachea, lungs, alveoli B. Nose and trachea
C. tongue, esophagus, stomach D. Mouth, windpipe and bronchi
_____19. After working outdoors especially in the garden, you enter the house you
notice a dirt in your nostrils. What do you think is the function of the respiratory in the
situation?
A. adding moisture to the air B. warming the air
C. filtering the air D. causing an allergic reaction
_____20. Arrange the following parts of respiratory system as to show the path that
air travels during inhalation?
A. Bronchi- Nose- Trachea- Bronchioles- Alveoli
B. Bronchi- Nose- Trachea- Alveoli- Bronchioles
C. Nose- Bronchi- Trachea- Bronchioles- Alveoli
D. Nose- Trachea- Bronchi- Bronchioles-Alveoli
_____21. When you swallow, a characteristic "gulp" sound can be heard. This "gulp"
is caused by the epiglottis (a flap of tissue) covering the trachea and guiding
food/water down the esophagus during swallowing. Which of these is the job of the
respiratory system?  
A. Holding up the body and giving it support and shape.
B. Gas exchange between the external environment and the body's circulatory
system.
C. Breaking down food for it to be used by the body.
D. Generating energy for the continuance of the bodily functions
_____22. Which of the following best describes how the epiglottis is connected
to the respiratory system's function?
A. If food/water goes down the trachea, a blockage to the pathway of air in the
respiratory system may occur.
B. Choking on food/water occurs when the epiglottis blocks the pathway of air
from the bronchi to the bronchioles
C. Choking on food/water occurs when the epiglottis blocks the pathway of air
from the nose to the pharynx
D. Choking on food/water occurs when the epiglottis blocks the pathway of air
from the mouth to the bronchioles
_____23. Which circuit of the circulatory system provides blood flow between
the heart and lungs?
 A. The cardiac circuit. The pulmonary circuit transports blood and its
components between the skin and the lungs.
B. The coronary circuit. It provides oxygenated blood to the heart only
C. The pulmonary circuit. The pulmonary circuit transports blood and its
components between the heart and the lungs.
D. The systemic circuit. It carries the blood all over the body parts
____24. All of the following statements about the human respiratory system are true
EXCEPT
A. Alveolar ducts connect to alveolar sacs.
B. When we breathe in, air travels from the pharynx to the trachea.
C. The bronchioles branch into bronchi.
D. Gas exchange between the lungs and blood takes place in the alveolus.
25. All of the following statements about the circulatory system are true EXCEPT

A. Blood in the pulmonary artery is deoxygenated.

B. Blood in the aorta is oxygenated.
C. Blood in the inferior vena cava is deoxygenated.
D. Blood in the pulmonary vein is deoxygenated.

Parent’s Signature:_____________________________

Annex D

WORK PLAN AND TIMELINES

 Persons
Activities Time Frame
Involved
1. Surfing the internet
with the Video Aided
September – December 2021 Researcher
Real Time Captioning
Videoclips

2.Facilitating the Researcher

Video Aided Real Time December 2021 and
Captioning Videoclips Participants

3. Analysis of the Data

Obtained in the
January-February 2022 Researcher
administration of the
VART

4. Finalization of the
Results and March- April 2022 Researcher
Discussion
 Annex E

COST ESTIMATES

Supplies and Material

External Hard Disk Drive(1TB) - P2,900.00

Short Bond paper(5 reams) - P1,050.00

Internet Load - P1,200.00

Ring Binder - P 80.00

Acetate A4 - P180.00

Snacks (Participants) - P400.00

Transportation

Dapa- Maasin Pilar, SDN( Back&Forth) - P190.00

Dapa- Sta. Cruz, GL,SDN( Back&Forth) - P500.00

Reproduction of the Manuscript

Printing P2.00(20pages) x 10 copies - P400.00

Final Write-Up

Printing P2.00(20pages) x 10 copies - P400.00

TOTAL = P7,000.00

CURRICULUM VITAE

I. PERSONAL DATA

Name : AISSA DURERO IJAPON

Address : Sta. Teresita, Osmena Dapa, Surigao del NortE
Date of Birth : January 20, 1988
Place of Birth : Dapa, Surigao del Norte
Spouse : Manolo M. Ijapon
Children : Mjelyn M. Ijapon
Marjorie M. Ijapon
Mark Sam D. Ijapon
Canny Navagne D. Ijapon

II. EDUCATIONAL STATUS

Elementary : Don Enrique Navarro Memorial School
Dapa, Surigao del Norte
1994-2001
With Honors

Secondary : Dapa National High School

Dapa, Surigao del Norte
2001-2005

Tertiary : BSED- Biological Sciences

St. Paul University Surigao
 Surigao City, Surigao del Norte
2005-2009

Graduate School : Doctor of Philosophy- Educational Management

St. Paul University Surigao
Surigao City, Surigao del Norte
2016- 2019

Master of Arts- Educational Management

St. Paul University Surigao
Surigao City, Surigao del Norte
2011-2016

III. TEACHING EXPERIENCE

Institution : Siargao National Science High School

Inclusive Date : June 2010-January 2011
Position : Volunteer Teacher/ Teacher I
Employer : Siargao National Science High School
Address : Dapa, Surigao del Norte

Institution : Dapa National High School

Inclusive Date : February 2011-2016
Position : Teacher I
Employer : Dapa National High School
Address : Dapa, Surigao del Norte

Institution : Dapa National High School

Inclusive Date : February 2016- 2019
Position : Teacher III
Employer : Dapa National High School
Address : Dapa, Surigao del Norte

Institution : Dapa National High School

Inclusive Date : June 2020-Present
Position : Master Teacher I
Employer : Dapa National High School
Address : Dapa, Surigao del Norte

IV. ELIGIBILITY : Licensure Examination for Teachers( LET) Passer

(October 2009)