Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Agusan del Norte
Carmen District I
CARMEN NATIONAL HIGH SCHOOL
Carmen, Agusan del Norte

ACTION RESEARCH

THE IMPACT OF TEAM TEACHING IN SCIENCE ON THE ACADEMIC

PERFORMANCE OF STUDENTS AT CARMEN NATIONAL HIGH SCHOOL:
AN INTERVENTION IN SBM CURRICULUM & INSTRUCTION

Presented to:

The Division Research Committee

Department of Education

Caraga Region

Division of Agusan del Norte

Researcher:

ROSEMALYN L. PAHAMTANG

August 2019
I. Context and Rationale

Education for All (EFA) and Millennium Development Goals (MDG) is a

goal set forth by the Department of Education to assure that no one shall be left

behind (Deped Order 27, s. 2006). Quality education that should be provided by the

schools to the learners is achieved through sending teacher’s to trainings and

seminars in the different fields, conducting INSETS, SLAC (School Learning Action

Cell) and the like to let them grow professionally. There have been so many

endeavors to improve the way to influence the cognitive level of students and the

search for a better method still continues in giving the best teaching-learning

methodologies to attain excellent performance by exposing them with the

experiences necessary to achieve lifelong learning which is the target of all teachers.

According to M. A. Lin Goodwin, et al. (2017), teachers must have more knowledge

and deeper command on complex skills. Teachers must be specialized in a certain

subject.

With the implementation of the K to 12, the transformation in the

curriculum, gives rise to different changes from Kinder to Grade 12 across different

learning areas. Specifically, in science, there is spiraling of concepts from the

easiest to the most complicated topics as the grade level intensifies. The existence

of the basic education reform brings out more challenges in part of the teachers and

learners especially that some of the teachers are not specialized in the learning

areas they teach.

To nurture and develop the learners to the optimum is the most

challenging, critical and important role that the teachers need to fulfill. As cited by

Dr. Filma G. Brawner 2011, teachers who will carry out this mission need to be well
prepared and well equipped. Teachers need to have a deep, wide, and mastery of

the subject matter, wide-ranging knowledge on varied approaches to the different

methods of teaching, collaborative learning techniques and innovative ways to apply

the curriculum in all means.

According to Gerretson, 2008, teaching as a content specialist allowed a

teacher to focus on only those subjects he or she was teaching and give attention

only to professional experiences in a particular learning areas. Based on

experience, teachers gained confidence in teaching the content to the students and

become competent especially when given the opportunity to focus on a certain

content area in any professional developments. Further, according to Harry K. Wong,

the determinants of student’s achievements are based on the teacher and what the

teacher knows. Based on the results of Mike Schomker’s research, good schools is

created when staff are working as a productive family or team and studies have

shown that the single most important factor in evaluating student achievement is

through determining teacher expertise. According to Buckley, team teaching has the

educational benefit of combining the potencies of different faculty members as

perceived by students. Further, it has an advantage to students wherein they could

receive instruction and teaching from the teacher experts in a specific learning areas

with mastery of the subject matter and relates them across curriculum and having

opportunities to be exposed to different teaching styles and educational issues and

concerns. With these, in one way or another, team teachers shall work hand in hand

to improve themselves in all aspects of teaching and learning especially handling

students with multiple intelligences and that teachers must have to prepare

differentiated instructions. Team Teaching is a strategy used by teachers wherein

they collaborate as a team to ensure student learning and development as cited by

Public Impact. (2012). The same on the concept in economics, it’s commonly

accepted and always been true that specialization maximizes productivity the same

with that in teaching and learning processes. As Adam Smith preached, qualities of

specialized workers are better able to improve their skills and potentials, become

more effective and efficient, and require less transition time between tasks to finish a

certain work. Hypothetically the same in the product production, when divided into

smaller tasks, output improved significantly than letting only one person to do it

alone.

The key factor in teachers’ professional growth is increasingly recognized

as collaboration. Effective professional growth must be collaborative, involving the

sharing of knowledge among teacher communities of practice rather than concerning

individual teachers (Darling-Hammond & McLaughlin, 1995; Firestone & Rosenblum,

1998; Roth et al., 2002). Team teaching is, in fact, fully implemented in the primary

level but not in the secondary level. According to McKenna, 1989, may be this is

because of old-fashioned departmental gaps that have often made collaborative

teaching difficult to implement and handle, or even impossible. According to Snyder,

collaboration is a tricky relationship, which is also about collegiality and professional

sharing; similarly, as observed by the researchers. According to Lytle and Fecho,

collaborative cultures take time to develop, require trust and mutual understanding,

and are derived from day-to-day interaction as well as long-term relationships of

participants. According to Lieberman, restructuring in school, the most powerful

impediment to implementing reform is the teacher isolation and will result to a little

change unless teachers will always observe, cooperate and intermingle with one

another.
 Like what is happening in Carmen National High School wherein Science

teachers are teaching to students solely all the contents for the whole year for

several years already. The continued efforts have been made to improve the

performance of students in the field of science. But the results were frustrating. If

not fluctuating, the academic performance of students were decreasing to the extent

that it does not passed and is very far from the National standard determined by the

Department of Education. Shown in a comparative 3-year assessment on MPS in

the quarterly examination, School Year 2016-2017 to School Year 2018-2019,

learners have lower achievement rate as compared to national standards of 75%.

There were numerous least learned skills that are not mastered by students. This

fact is considered a great challenge for the science teachers to look for ways in

increasing the achievement rate of learners.

Per observations, schools that implement team teaching in Science

performed well academically as shown in their NAT performance and school wins

during any contests. As advised also with the Division Supervisor in Science, team

teaching has a good effect towards the students’ academic performance. The results

of this study will be used to determine if team teaching really have a positive impact

on the academic performance of the learners.

These have greatly motivated the researcher to find out the significance of

team teaching in improving the academic performance of students in Science. The

thoughts that through team teaching, meaningful learning would replace

misconceptions, promote clear understanding of the concepts and increase

achievement level is the researcher’s parameters under design that would somehow

create change towards increasing achievement rate among learners in all domains

of learning objectives
II. Statement of the Problem
The study tries to measure the impact of team teaching in Science on the

performance of students at Carmen National High School.

Specifically, it answers on the following questions:

1. What is the academic performance of students in Science in terms of

1.1. 1st quarter grade;

1.2. 2nd quarter grade?

2. What is the impact of team teaching in Science to the academic performance of

students?

3. Is there a significant difference in the students’ academic performance in Science

before and after the intervention?

 Null Hypothesis

Ho1: There is no significant difference in the students’ academic performance in

Science before and after the intervention.

III. Methodology

This chapter deals with the interventions, respondents of the study,

research design, instrumentation, data gathering procedure, and data analysis.

a. Interventions

The researcher will employ team teaching as an intervention to improve the

academic performance of students in Science. Teachers are grouped whereby they

will be given specific time and space to teach a particular area in science by quarter

within the school year and do the responsibility for the total instructional progress in

science.
 b. Respondents of the Study

The respondents of the study will be the Grade 7 to Grade 10 students

enrolled at Carmen National High School S.Y. 2019-2020. There are 1360

students in 23 sections. The students will be collaboratively taught with Science

concepts with a group of 4 teachers who will take turns in teaching every quarter

of the school year.

c. Research Design

The study is descriptive where the data is being compared if team

teaching is effective to improve the academic performance of students at

Carmen National High School as shown in the 1 st quarter grade and 2nd

quarter grade of S.Y. 2019-2020. It is appropriate to use descriptive for the

academic performance of students before and after the intervention will be

compared which will illustrate how significant is team teaching to the

academic performance of students in Science. In these design, 1 st quarter

grade and 2nd quarter grade will be compared and treated as the dependent

variable in the study.

d. Instrumentation

The research instruments to be used in this study are the 1 st Quarter

and 2nd Quarter Grades in Science based from the student’s school report

card which will serve as the basis of comparison on how team teaching

impacted the students’ academic performance. Table of Specifications and

Test Questionnaires will be unified and shall be validated by the experts

before it will be administered to the students to strengthen the team teaching

strategy.
 e. Data Gathering Procedure

Orientation of the Science Teachers involved will be done for them to

be aware on the study conducted. They will be informed that Table of

Specifications and Test Questionnaires shall be unified and validated by

experts before it will be administered to the students. The 1 st Quarter grades

and second quarter grades of students in Science will be the basis of

comparison to know the impact of team teaching to the students’ performance

in Science.

f. Data Analysis

This study will use the data of the 1st quarter grade of all students and

compare it to the Second Quarter Grade in Science. T- Test will be used to know

whether the intervention is effective or not.

g. Ethical Issues

a. Ensure quality and integrity of research

b. Seek informed consent

c. Respect the confidentiality and anonymity of the respondents

e. Avoid harm to participants

f. Show that the research is independent and impartial

IV. Results and Discussions

This chapter concerns the presentation, analysis, and interpretation of data gathered
from the evaluation by the researcher.

4.1 Sample Class Program

4.1.1 Sample Teachers Program

4.1.2 The Development of Class Schedule and Assigning Teachers on the
Subject to be Handled

Class schedules were developed and designed such that all the students in all
sections of all grade levels shall have four (4) different science teachers to teach
different areas in science i.e Physics, Chemistry, Earth Science and Biology. The
teachers are assigned according to their fields of specialization. Science teachers
are to move from one grade level to another depending on their specialization to
handle science offering in a certain quarter. The following are the Science teachers
handling science subjects.

No. Name of Teachers Specialization

1 Abella, Maricres D. Biology
2 Abuga, Glaiza A. Physics
3 Ajesta, Mendelssohn, II Biology
4 Dypongco, Teodorica E. Physics
5 Inting, Judith A. Biology
6 Pahamtang, Rosemalyn L. Chemistry
7 Salem, Marlyn L. Chemistry
8 Tantoy, Cristina D. Earth Science
4.1.3 First and Second Quarter Science MPS S.Y. 2019-2020

Grade 1st Quarter MPS 2nd Quarter MPS Differenc Remarks

Level e
G7 72 75 +3 Increasing
G8 75 75 0 Remains the
same
G9 71 75 +4 Increasing
G10 76 75 -1 Decreasing
Ave. 74 75 +1 Increasing

First and Second Quarter Science MPS S. Y. 2019-2020

77
76
76
75 75 75 75 75
75
74
73
72
72
71
71
70
69
68
Grade 7 Grade 8 Grade 9 Grade 10

1st Quarter MPS 2nd Quarter MPS

4.2 Interpretations

The data above shows the First and Second Quarter Science MPS for
S.Y. 2019-2020. It can be seen that both Grade 7 and Grade 9 MPS has
increases positively with a difference of +3 and +4 respectively while Grade 8
MPS remains the same and Grade 10 MPS decreases with a -1 difference.
Luckily, the over-all Science MPS increases with a positive 1 from first quarter
to second quarter of S.Y. 2019-2020. Positive 1 increase is an indication that
team teaching in Science or assigning teachers in their field of specialization
has a positive impact in increasing the MPS of students.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings and conclusions, which form
the basis of recommendations.

5.1 Summary of Findings

Based on the data gathered, the following significant findings were obtained:

5.1 Assessment of Team Teaching

For the Teachers:

 The teachers have a hard time in getting acquaintances with the

students.
 The teachers were unable to give some interventions to slow learners
because teachers are to move from one grade level to another.
  Teachers found it difficult to follow up the required outputs from the
students when the quarter already ended.
 The teachers have a limited time to finish the coverage based on the
curriculum guide and it was found out that teaching on this kind of
strategy is more on quantity rather than quality.
For the Students:
 Students find it hard to adjust to teacher’s standards.
 Students have a hard time complying all the requirements because
they have already another teacher handling another field in science.
 Most of the students appreciate this kind of teaching for they were able
to know or intermingle with four (4) teachers in a year for science only.
They said, the more teachers the better because it is happier.

5.2 Conclusions

Based on the findings of the study, the researcher concludes that:

1. Generally, team teaching is effective in increasing the science MPS from first
quarter to second quarter even if not all grade levels showed an increase of
their MPS.

5.3 Recommendations

Based on the findings and conclusions derived, the researcher recommends

that:

 Team teaching shall be applied only to students under Special Science

Class(SSC) because they may be able to comply the requirements within the
give time and discussions of the science topics is more rigid and fast than in
the other sections.
IV. WORKPLAN
GANT CHART/TABULAR DATA
Phase Activity Responsible Timeline Resources
Person Needed
Analysis Phase Analyze the 1st quarter of Researcher August, Bond paper,
students in Science, S.Y. 1st week ballpen
2019-2020 to know the Printer,
students’ academic Ink printer
performance and to what
level of satisfaction they
belong
Design Phase Conduct a meeting with Researcher August, Bond paper,
the concerned teachers and Science 2019 ballpen
and present the proposed Teachers Printer,
project. Let each one Ink printer
give suggestions on how
these team teaching will
be done and ask them on
what specific area in
Science they opt to
teach.
Development Craft the subject Researcher August, Bond paper,
Phase schedule of concerned and Science 2019 ballpen
teachers, assign sections Teachers Printer,
for them to handle and Ink printer
craft TQ and TOS for the Flash drive
second quarter.
Discuss also the issues
such as fairness, grading,
behavior management
and philosophy of
teaching to become an
effective team.
Implementation Monitor the teachers on Researcher August- Bond paper,
Phase their attendance to and Science October, ballpen
conduct classes in the Teachers 2019 Printer,
assigned sections they Ink printer
will be handled and
contact experts on the
validation of TQ and TOS
for the second quarter
test.
Evaluation Collect the 1st and 2nd Researcher August- Bond paper,
Phase quarter grades of and Science October, ballpen
students in Science and Teachers 2019 Printer,
analyze them using T- Ink printer
Test to determine the
 impact of Team Teaching
in the academic
performance of students.

REFERENCES:

Ed Linz et. Al, Team Teaching Science Success for All Learners, NSTA Press,

National Science Teachers Association, Arlington, Virginia, Copyright 2011

NSTA

Redesigning schools: Models to reach every student with excellent teachers —

Subject specialization (elementary). Chapel Hill, NC: Author. Retrieved from

http://opportunityculture.org/wpcontent/uploads/2012/04/Subject_Specialization

_Elementary_School_Model-Public_Impact.pdf (August 13, 2019)

VII. Cost Estimates

Item Amount

Supplies and Materials 7,000.00

Domestic Travel Expenses 3, 000.00

Communication Expenses 2, 000.00

Reproduction, printing, and binding costs 5, 000.00

Food and other incurred expenses during the

conduct of research 10, 000.00

Other expenses 3, 000.00

 Total: 30, 000.00

ANNEX I: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE: THE IMPACT OF TEAM TEACHING IN SCIENCE ON THE

ACADEMIC PERFORMANCE OF STUDENTS AT CARMEN NATIONAL HIGH
SCHOOL: AN INTERVENTION IN SBM CURRICULUM & INSTRUCTION

SHORT DESCRIPTION OF THE RESEARCH: This research is a descriptive type

of research where all the students of Carmen National High School are the

respondents wherein they will be exposed to team teaching in Science whom each

section are handled by four Science Experts in the Field that will take turns every

quarter. The researcher wishes to determine the impact of Team Teaching in

Science on the Academic Performance of students at Carmen National High

School.

RESEARCH CATEGORY (Check only RESEARCH AGENDA CATEGORY

1) (CHECK ONLY ONE MAIN RESEARCH
National THEME)
Region
School Division / Teaching & Learning
/ District Child Protection
School Human Resource Development
Governance
(checkup one cross –cutting theme, if
applicable)
DRRM
Gender & Development
Inclusive Education
Others (please specify) ________
Fund Source (e.g. BERF, SEF, others

TOTAL AMOUNT P30,000.00

B. PROPONENT INFORMATION
LEAD PROPONENT/INDIVIDUAL PROPONENT

LAST NAME FIRST NAME MIDDLE NAME

PAHAMTANG ROSEMALYN LAURO

BIRTHDATE SEX POSITION/DESIGNATION

February 17, 1980 FEMALE SST III

SCHOOL/OFFICE ADDRESS

CARMEN NATIONAL HIGH SCHOOL/CARMEN, AGUSAN DEL NORTE

Contact No.1 Contact No. 2 Email Address:

09104081769 rpahamtang@ymail.com
Educational Title of Thesis/Related Research Project
Attainment (Degree
Title)
Project RISE: An Action Research to Improve the
BSE – CHEMISTRY Parental Involvement in School Activities

CAR -MAED –
SCIENCE

Signature of Proponent:
 IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent
has the capacity to implement a research study without compromising her office
function.

Supervisors:

ARLYN A. PINAT
SSP III/School Head

ADELAIDA S. PACON
Carmen District I Supervisor
Date: August 20, 2020