Sbar Sample 3

Republic of the Philippines
Department of Education
Region XII-SOCCSKSARGEN
SCHOOLS DIVISION OFFICE OF COTABATO
SCHOOL-BASED ACTION RESEARCH

(SBAR)
Math Speaks, Language Counts: Keeping in Touch

(Math-Language Kit)
Marilou F. Tanallon, MT-I

Ernesto Agustin Reyes High School
Libungan West District
marilou.tanallon001@deped.gov.ph
November 2022
A School-Based Action Research Submitted to SDO –Cotabato from

Ernesto Agustin Reyes High School – Libungan West District
Attachment No. i
DECLARATION OF ANTI-PLAGIARISM
1. I, Marilou F. Tanallon understand that plagiarism is the act of taking

and using another’s ideas and works and passing them off as one’s
own. This includes explicitly copying the whole work of another
person and/or using some parts of their work without proper
acknowledgement 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
proposal shall be 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 subjected to consequences and shall be dealt with
accordingly by the Department of Education and Basic Education
Research Fund.
Proponent: MARILOU F. TANALLON, MT-I

Signature: _________________________
Contact No.: 09484311525
Date: November 18, 2022

Attachment No. ii
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, Marilou F. Tanallon understand that conflict of interest refers to

situations in which financial or other personal considerations may
compromise our 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 our application and submission of our research
proposal. I understand that our research proposal may be returned
to us if found out that there is conflict of interest during the initial
screening as per Research Management Guideline provision.
3. Further, in case of any form of conflict of interest (possible or actual)

which may inadvertently emerge during the conduct of our research,
we will duly report it to the research committee for immediate action.
4. I understand that I may be accountable by the Department of

Education and Basic Education Research Fund for any conflict of
interest which we have intentionally concealed.
Proponent: MARILOU F. TANALLON, MT-I

Signature: _______________________
Contact No.:1. 09484311525
Date: November 18, 2022

Attachment No. iii
IMMEDIATE SUPERVISORS’ CONFORME
I hereby endorse the attached research proposal. I certify that the

proponents have the capacity to implement a research study without
compromising their office of function.
ROWENA P. MATAVIA, PI
Name and Signature of Immediate Supervisor
Position/Designation: P-I
Contact No.: 09464037533
Date: _______________________

Attachment No. iv
TRANSMITTAL SHEET
This School-Based Action Research Proposal entitled “MATH

SPEAKS, LANGUAGE COUNTS: KEEPING IN TOUCH (MATH-LANGUAGE
KIT)”, presented by MARILOU F. TANALLON from Ernesto Agustin Reyes
High School/ Libungan West passed the standard set by the SDO-Cotabato
and has been successfully defended before the examiners, is hereby
accepted and endorsed.
Examining Committee:
ARNEL C. KALAW, ADAS II GEMA P. NICOLAS, T-III

Member, Appraisal Team TWG Member, Appraisal Team
Date: ______________________ Date: ________________
DOLORES T. AÑO
TWG Member, Appraisal Team
Date: _______________
OLDRIC J. LICAROS, PhD

Chairman, Deivision Research Coordinator
Date: ____________________
MELBA S. TORILLA, MPA

SEPS-Planning and Research

Date: _____________
Attachment No. v
APPROVAL SHEET
This School-Based Action Research Proposal entitled “MATH

SPEAKS, LANGUAGE COUNTS: KEEPING IN TOUCH (MATH-LANGUAGE
KIT),”, presented by MARILOU F. TANALLON from Ernesto Agustin Reyes
High School/ Libungan West passed the standard set by the Division
Research Appraisal team and has been successfully defended before the
examiners, is hereby accepted and approved.
Recommending Approval:
ALLAN ROY C. PERFAS, T-I DR. AIREEN E. ARGUELLES, MT-II

Municipal Research Coordinator District Research Coordinator
Date: ____________ Date: ___________
ROWENA P. MATAVIA, P-I

Libungan West District PIC
Date: ____________
OLDRIC J. LICAROS, PhD MELBA S. TORRILLA, MPA

Division Research Coordinator SEPS, Planning & Research
Date: ____________ Date: ___________
Approved:
ISAGANI S. DELA CRUZ, CESO V

Schools Division Superintendent
Date: ____________
Acknowledgement

Table of Contents
Attachments -------------------------------------------- i
Abstract --------------------------------------------
Acknowledgement --------------------------------------------
Table of Contents --------------------------------------------
Introduction --------------------------------------------
Context and Rationale ----------------------------------------
Research Questions--------------------------------------------
Proposed Innovation, Intervention and Strategy ------------------
Action Research Method
Research Design --------------------------------------------
Respondents and Other Source of Data Information -----
Sampling Procedure -------------------------------------------
Data and Gathering Method ---------------------------------

Plan for Data Analysis ----------------------------------------
Conceptual Framework ---------------------------------------
Action Research Work Plan and Timeline -----------------
Cost Estimates-------------------------------------------------
Results and Discussions -------------------------------------------
Findings and Conclusions -------------------------------------------
Recommendation ------------------------------------------------------
References --------------------------------------------------------------
Appendices -------------------------------------------------------------
Math Speaks, Language Counts: Keeping in Touch

(Math-Language KIT)
I. INTRODUCTION
Context and Rationale

Reading ability is one of the contributors to one’s understanding in
math problems. As teachers, we often miss the language skills to teach
especially in math tasks. Connection between language and symbolic
representations of numerals and math operations is the key in
understanding a word problem. Awareness of the role of language in math
can help teachers think diagnostically about where a student is getting
“stuck” in math (Carey and Jacobson, 2020).

One of the most observations of teachers among students’ struggles

after the pandemic is their basic language skills. There are 30 or 65.22% of
the students in grade 9-Shakespeare in Ernesto Agustin Reyes High School
struggling in Math subject due to language and numeracy skills. This is
based on the two-month observation and results of the class assessments
during the first quarter.
After a series of doing spelling on math terms five minutes before the
class starts, the researcher found out that the given number of students are
struggling on reading and writing especially numbers, math terms and
equations due to their language skills. With this data, the researcher
decided to conduct a study in order to cope with the problem.
It is assumed that the strategy on giving focus to the students’ basic
language skills will help them understand math. Hence it is believed that
improving one’s language skills will also improve math skills, thus the
researcher conducts an intervention on Math Speaks, Language Counts:
Keeping in Touch (Math-Language KIT) to improve students’ language and
numeracy skills in order to improve their performance in Math.
Research Questions
This research aims to determine the effectiveness of the Math Speaks,

Language Counts: Keeping in Touch (Math-Language KIT) as a strategy in
improving students’ basic language and numeracy skills to improve
performance in Math.
Specifically, it will answer the following questions:
1. What is the level of performance of students’ in Math before and after

the Math-Language KIT intervention?
2. What is the effect-size of the Math-Language KIT as intervention in
the performance of the students in Math?

3. How effective is Math-Language KIT in the students’ performance in

Math?
II. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
The Math Speaks, Language Counts: Keeping in Touch (Math-

Language KIT) is an intervention for students who are struggling in Math
due to basic language and numeracy skills. The intervention helps them to
increase their confidence to learn the basic skills in Language and Math
thus, will be a step to improve their performance in Math subject. Students
in a class will be given a set of pre-assessment to determine the level of their
performance from beginning, improving and mastering. Their performance
level will be rated based on their scores. The activity of the Math-Language
KIT is to group the identified beginning students with one leader from the
mastering level. The Math-Language KIT will be used for their reading,
writing and numeracy intervention.
III. ACTION RESEARCH METHOD
Research Design
The study will use the quantitative descriptive design.
Respondents and Other Sources of the Study

The respondents of the study will be the Grade 9 Shakespeare in
Ernesto Agustin Reyes High School, Libungan West who are struggling with
their basic language and numeracy skills. The data to be gathered will be
the pre-assessment and post-assessment of the students before and after
the implementation of the Math-Language KIT to be used as basis of the
study.

Sampling Procedure
The participants will be chosen through purposive sampling

technique which is a non-probability sampling technique. Purposive
sampling refers to a group of non-probability sampling techniques in which
units are selected because they have the characteristics that are needed in
the sample (Nikolopoulou, 2022).
Data Gathering Procedure
The study intends to describe the effectiveness of the Math-Language

KIT as a strategy in improving students’ basic language and numeracy skills
in math. Before the conduct of the study, a proposal will be done through
the presence of the Division Research Team for the approval of the research
title. After the proposal, the letter for recommending approval will be sent to
the Schools Division Superintendent for the conduct of the study.
In gathering of data, the following procedures are conducted.
The researcher will send a letter to the school principal of the EARHS
where the research will be conducted. Next, pre-test will be conducted before
the implementation of the strategy to the class. After the applied strategy,
post-assessment will be conducted. Observations and results will be
collected, then finally, the data needed/results will be summarized,
analyzed, and interpreted to make the discussions, conclusions and
recommendations.
Plan for Data Analysis
The data to be gathered will be tabulated, calculated and interpreted

using quantitative-descriptive measures. Paired sample T-test will be used

to test the difference between the variables. The level of effectiveness of the
strategy will be analyzed using the Eta Squared Test.
Information taken from the participants will be extracted, analyzed

and interpreted which form basis in determining the difference between the
results of the pre-assessment and post-assessment before and after the
implementation of the Math-Language KIT intervention strategy.
Conceptual Framework
Math Speaks,
Language Implementation of Effectiveness of
Counts: Keeping Math-Language KIT Math-Language
in Touch Intervention KIT Intervention
(Reading and
(Math-Language Numeracy Activities)
KIT)
Recommendations to Improve Students’ Numeracy and Literacy Skills in

Math to Increase Performance
Figure 1. The Implementation of the Math-Language KIT Intervention.
IV. ACTION RESEARCH WORK PLAN AND TIMELINES

This section contains the timeline to complete the research project.

This study starts on November 3, 2022 and will be completed on February
2023. Below are the following time estimates.
ACTIVITIES November December January February

2022 2022 2023 2023
Making of the Proposal
Submission of the Proposal
to the Division Office
Giving of Pre-Assessment
Implementation of the
Intervention
Giving of Post-Assessment
Writing of Research Paper
Submission of Research
Report to the Division Office
for Review
Revision of the Paper as
critiqued and corrected
Presentation of the
Completed Action research
Re-writing and editing as
critiqued during the
presentation
Submission of Final Copy
V. COST ESTIMATES

This section indicates the materials to be used and the cost estimates
in realizing the conduct of the study.
Materials Used Budget

Preparation of SBAR Proposal
Printing Materials Php 250. 00
Meals and Snacks Php 200.00
Editing of SBAR Proposal
Printing Materials Php 150.00
Submission of Edited Proposal
Fuel/Fare Php150.00
Implementation of SBAR
Data Gathering
Data Analysis
Printing Expenses Php 200.00
Final Output
Printing Materials Php500.00
Bookbinding Php 2500.00
Fare/Fuel Php 200.00
TOTAL AMOUNT Php 5, 550.00

VI. RESULTS AND DISCUSSIONS

VII. FINDINGS AND CONCLUSIONS
VIII. RECOMMENDATIONS
IX. References
Carey, L.B. and Jacobson, L.A (2020). How Do Language Skills Impact Math
Learning. Copyright by 2022 Kennedy Krieger Institute. The Kennedy
Krieger Foundation EIN: 52-1734695.
https://www.kennedykrieger.org
Nikolopoulou, K. (2022) What Is Purposive Sampling? Published on August

11, 2022 Revised on October 10, 2022. https://www.scribbr.com
X. Appendices



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Republic of the Philippines

SCHOOL-BASED ACTION RESEARCH

Math Speaks, Language Counts: Keeping in Touch

Marilou F. Tanallon, MT-I

A School-Based Action Research Submitted to SDO –Cotabato from

1. I, Marilou F. Tanallon understand that plagiarism is the act of taking

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

3. I understand that violation from this declaration and commitment

Proponent: MARILOU F. TANALLON, MT-I

A School-Based Action Research Submitted to SDO –Cotabato from

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, Marilou F. Tanallon understand that conflict of interest refers to

2. I hereby declare that I do not have any personal conflict of interest

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

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

Proponent: MARILOU F. TANALLON, MT-I

A School-Based Action Research Submitted to SDO –Cotabato from

Attachment No. iii

IMMEDIATE SUPERVISORS’ CONFORME

I hereby endorse the attached research proposal. I certify that the

A School-Based Action Research Submitted to SDO –Cotabato from

This School-Based Action Research Proposal entitled “MATH

ARNEL C. KALAW, ADAS II GEMA P. NICOLAS, T-III

OLDRIC J. LICAROS, PhD

MELBA S. TORILLA, MPA

SEPS-Planning and Research

This School-Based Action Research Proposal entitled “MATH

ALLAN ROY C. PERFAS, T-I DR. AIREEN E. ARGUELLES, MT-II

ROWENA P. MATAVIA, P-I

OLDRIC J. LICAROS, PhD MELBA S. TORRILLA, MPA

ISAGANI S. DELA CRUZ, CESO V

A School-Based Action Research Submitted to SDO –Cotabato from

Data and Gathering Method ---------------------------------

Math Speaks, Language Counts: Keeping in Touch

Context and Rationale

A School-Based Action Research Submitted to SDO –Cotabato from

One of the most observations of teachers among students’ struggles

This research aims to determine the effectiveness of the Math Speaks,

Specifically, it will answer the following questions:

1. What is the level of performance of students’ in Math before and after

A School-Based Action Research Submitted to SDO –Cotabato from

3. How effective is Math-Language KIT in the students’ performance in

II. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The Math Speaks, Language Counts: Keeping in Touch (Math-

III. ACTION RESEARCH METHOD

Respondents and Other Sources of the Study

A School-Based Action Research Submitted to SDO –Cotabato from

The participants will be chosen through purposive sampling

Data Gathering Procedure

The study intends to describe the effectiveness of the Math-Language

In gathering of data, the following procedures are conducted.

Plan for Data Analysis

The data to be gathered will be tabulated, calculated and interpreted

A School-Based Action Research Submitted to SDO –Cotabato from

Information taken from the participants will be extracted, analyzed

Recommendations to Improve Students’ Numeracy and Literacy Skills in

Figure 1. The Implementation of the Math-Language KIT Intervention.

IV. ACTION RESEARCH WORK PLAN AND TIMELINES

A School-Based Action Research Submitted to SDO –Cotabato from

This section contains the timeline to complete the research project.

ACTIVITIES November December January February

A School-Based Action Research Submitted to SDO –Cotabato from

Materials Used Budget