Table of Contents

List of Tables.

Abstract.

Context and Rationale

Research Question.

Hypothesis. Significance of the Study.

Scope and Limitations.

Action Research Method

Respondents and Sampling Method.

Proposed Innovation/Intervention/ Strategy

Instrument.

Data Collection Procedure

Data Analysis..
Results and Discussion

Summary.

Conclusion

Recommendation

Work Plan.

Cost Estimates

Plan for Dissemination and Utilization

References..

Abstract

This study conducted to develop strategic intervention materials in science that will enhance learning
and remedy the least mastered skills of the students, thus attain growth in their academic performance,

This study focused to determining the impact of strategic intervention material in improving the
academic performance in Entrepreneurship of Grade 10 Dahlia and Gold students at University of Easter
Philippines, Laboratory High School.
It gathers and presents descriptive information from the perspective of teacher and student respondent
from UEP, Laboratory High School as the end-user of the different techniques and intervention in
teaching. The data gathered include the respondents assessment in the subject matter based on the
pre- test/ post-test.

This study will be conducted at OEP, Laboratory High School, School Year 2021-2022. It covers 19
students from Grade 10- Dahlia and Gold from junior high school.

Findings revealed that there was no significant difference on the performance of the experimental group
and control group in the pretests. They were of the same level of intelligence and mastery before they
were exposed to experiment. Although, there was slight difference on their mean score, it was not that
significant based on the computed t-value of 0.476 at 0.05 significance level. This attested that both
groups of respondents had the same level of mastery before an intervention was introduced to the
experimental group and conventional method to the control group.

The strategic intervention materials were effective in mastering the competency based-skills in science
based on the mean gain scores in the posttests of the experimental and control groups.

Based on the outcomes and implications of the study, the following are recommended:
Entrepreneurship teacher can use the strategic intervention materials made by the researcher to re-
teach the concepts and skills and help the students master the competency-based skill.
Entrepreneurship teachers should develop more strategic intervention materials for the remaining
lessons which were not included in researcher's SIM. Strategic intervention materials for other subjects
should be made to address the least mastered skills. A similar study may be conducted covering a bigger
number of respondents in another value.

CONTEXT AND RATIONALE

Entrepreneurship is the ability and readiness to develop. organize and run a business enterprise, along
with any of its uncertainties in order to make a profit. The most prominent example of entrepreneurship
is the starting of new businesses. On the other hand, it is not an easy task for a teacher to deliver the
lesson in a way that the studenta can easily absorb and digest the Science concepts and relate those
concepts to reality. Its mental absorption is limited both by its many topics and varying levels to
difficulty

Entrepreneurship in a way of knowing, a method of learning. Rooted in common sense, a variety of

empirical approaches. techniques, and procedures, examine and analyze data, and construct knowledge
based on it (Staver, 2007).

In economics, entrepreneurship connected with land, labour, natural resources and capital can generate
a profit. The entrepreneurial vision is defined by discovery and risk-taking and is an indispensable part of
a nation's capacity to succeed in an

ever-changing and more competitive global marketplace. The entrepreneur is defined as someone who
has the ability

and desire to establish, administer and succeed in a startup venture along with risk entitled to it, to
make profits. The best example of entrepreneurship is the starting of a new business venture. The
entrepreneurs are often known as a source of new ideas or innovators, and bring new ideas in the
market by replacing old with a new invention.

It can be classified into small or home business to multinational companies. In economics, the profits
that an entrepreneur makes is with a combination of land, natural resources, labor and capital. In a
nutshell, anyone who has the will and determination to start a new company and deals with all the risks
that go with it can become an entrepreneur.

Based on the analysis of the Pretest/Posttest Entrepreneurship result conducted by the Entrepreneur
teachers at in UEP, Laboratory High School for the Grade 10- Dahlia and Gold Junior high students, from
school year 2021-2022. Among the subject areas Entrepreneurship got the lowest rating based on the
mean percentage score.

Research Questions
This study aimed to develop strategic intervention materials in Entrepreneurship that will enhance
learning and remedy the least mastered skills of the students, thus attain growth in their academic
performance.

Specifically, it aimed to answer the following questions:

1. What is the level of academic performance of the students based on the pre-test and post-test results
using the two strategies in teaching Science:

1.1 Traditional Method

1.2 Strategic Intervention Material

2. What significant difference that exists between the pre-

test and post- test results between:

2.1 Traditional Method

2.2 Strategic Intervention Material

Hypothesis

There is no significant difference on the performance of the experimental group and control group in the
pre-test.
Significance of the Study

Upon completion, this study will contribute to beneficiaries.

The Importance of this study is as follows:

Department of Education. This study will provide important. information regarding the present
condition of education in the country particularly in the field of Entrepreneurship. It can be used in
formulating and designing suitable learning materials for the student and teacher.

Educational Entrepreneurship Trainers. The result of this study

will provide relevant information for the educational trainer to

make responsive programs to address the problem.

School Administrator. The result of this study can be used giving enough training for the teacher. It can
also be used in providing accurate facilities and instructional materials for the

school and interventions for the student.

Supervisor. The result of the study may serve as the catalyst in improving instructional methods and
identify the needs that caused the weakness in achieving good scientific skill. Implementing the
atrategies and other measures necessary to obtain quality

education could be devised then.

Entrepreneur Teachers. This study will provide information regarding the current effective approaches in
teaching and related subject that could ald them to deliver the lesson effectively.

Farents. The findings of this study may enhance parent's participation in supporting the needs of their
child and improve their relationship as supporters and partners of the school in achieving high academic
performance of their children.

Students. This study will benefit students in the form of improved

subject teaching strategies. Future Researchers. This study can be used as basis for future researches
with similar subject or with other subjects who are similar in nature and/or approach. The results can
also be used as benchmark for the conduct of further studies on the same topic.

Scope and Limitations

This study is conducted to determine the impact of changes using strategic intervention material in
improving the academic performance in Entrepreneur of Grade 10- Dahlia and Gold students at UEP,
Laboratory High School.

It gathers and presents descriptive information from the perspective of teacher and student-respondent
from GEF, Laboratory Junior High School as the end-user of the different techniques and intervention in
teaching. The data gathered include the respondents assessment in the subject matter based on the
pre- test/ post-test.

This study will be conducted in University of Eastern Philippines, Laboratory High School. It covers 19
students from Grade 10- Dahlia and Gold from junior high school.

Action Research Methods

Descriptive research method is used in conducting this study. This method pursued to provide
knowledge on the subject matter by describing the research responses precisely in order to show a
picture of the conditions and situations of the matter at hand. The outcome exhibited the present
learning status of Grade 10- Dahlia and Gold students in Entrepreneurship at UEP, Laboratory Juffigh
School.

in principle, descriptive research is not aiming at forming hypotheses or developing a theory. Another
characteristic of a descriptive research is objectivity or neutrality. Descriptive research is about
describing how reality is (Lans & Van der Voordt, 2010)

According to an Educational Library Circulation in research of 2003 in the US descriptive research

designs sole purpose is to describe a behavior or type of subject not to look for any specific
relationships, nor is to correlate 2 or more variables the disadvantages since setting is completely
natural, with all variables present a single one cannot be identified as the cause on the other hand the
advantages is that they can acquire a lot of information through description, can be useful for identifying
variables and hypothetical constructs which can be further investigated through other means.
Descriptions can be used as indirect test of a theory or model. Furthermore the validated test is finalized
and a pilot pretest is administered to two groups of respondents before the experiments. The
experimental group is exposing to the use of SIM while the control group use the traditional way of
teaching. Likewise, a preteat is given to both groups before the introduction of the lesson and a post
test after the end of the lesson. Both pretest and posttest given to the 10

experimental and control group are the same. The experimental method of research will be used in this
study where the pre-test and post-test design will be employed.

Respondents

The researcher uses the proportional stratified in the sampling in the selection of respondents. Stratified
sampling, according to Castillo (2009) is a probability sampling technique wherein the researcher divides
the entire population into different subgroups or strata, than randomly selects the final subjects
proportionally from the different strata. This strategy enables the researcher to determine to what
extent each stratum in the population represents in the sample.

Table 1.
Distribution of Population

Grade and Section

Frequency

Teaching Method Use

Grade Dahlia

10

10

Traditional Method

Grade Gold

10

Using S.1.M.

Sampling Method
The study employs total enumeration of 10 Grade 10- Dahlia and 9 Grade 10- Gold students as
respondents at UEP, Laboratory Junior High School.

Plan of Action and Intervention

Kary Improvements

strategies

Hasource Required

Parsons Involve

Tie Frame

Expected Outcome

Targets set in HPS are

Reported atudenta achievement

Tear

round Student's test performance vas measured

and
Identify and target

students with minimus growth (5 Target slow learners) Chart,

Performance

Monitoring

Entre preneur tests. Least teacher's

Practice

Increase

NPS in Science by 109

Set targeta Katered student skills achievement Student'a

for

(by the

profile,
of each strategic grading

intervention

period)

materials,

monitoring

Conduct on

and

the tests

spot

evaluation

report

Develop

personalized
intervention programa

a alow to

learners

Engage students in meaningful activities that stimulate learning

Allow

Activity sheets

students to do hands-on

activities to learn more

Conduct educational field trips in museums

Scheduled fieldtrips

Stodents at

risk and
below

minion performancs decreased

Pupils participation

inprograms

increased

An increasec student' learning outcomes

evident

12

Instruments

The following are the research instruments use in the study. 1. Strategic Intervention Materials

They are intervention materials which designed to help reachers provide the students a needed support
to make progress. They tried to increase and deepen their skills, knowledge and understanding from
concrete science to what is more abstract. They gave the students the opportunity to explore their
understanding and make sense of these new idean. They helped the students what they know and
understand from the teacher to formalize their thinking. Furthermore, they were instructional materials
meant to reteach the concept and skill to help the learners master a competency- based skill which they
were not able to develop during classroom teaching.
2. Pre-test/ Post-test

It is a 30- items teacher-made test which is design to measure the mastery level of the students on the
lesson chosen by the researcher. The items in the test are analyzed and the difficulty discrimination
indices are taken to discard or reject the item.

Data Collection Procedure

Proper channel of coordination follows before conducting the data gathering in this study.
Communication letter will be sent to the Schools teachers of UEP, Laboratory High School regarding the
conduct of the study and administration of the survey instrument to the target respondents. It consist of
thirty (30) items multiple choice type test which will be given as pre-post-test to the respondents.

23

The questionnaire will be collected and data to be obtained will be tabulated in the rable and will be
presented using graphs/tables, will be interpreted using t-test while the open- ended questions that will
be answered will be given by the students with the most frequency will be given into consideration.

The need to use pre-test will involve the formulation of one sheet for each of the respondents. This
study will use pre-test and SIM adopted from various learning competencies which also cover the impact
of strategic intervention material in improving the academic performance of students.

The proponent regards voluntary participation and consent Among the respondents as a must ensuring
confidentiality and anonymity. The respondents will also be informed about the procedures of the
research project.

Data Analysis

The proponent will use T-test in interpreting the results of data gathering as statistical parameter tools.
The interpreted result will be the bases are assessing the attitude of students towards tertiary
education.
Statistical tools will be used for thorough processing of the raw data, to wit:

1. Percentage. This will be used to determine the trends of respondent's profile and individual
assessment.

2. Weighed Mean. This will be used to measure the extent on Now the respondents were affected by
personal and environmental conditions in their attitudes towards tertiary education.

14

3. T-test. This will be used to measure the significant difference of the attitude of the respondents thus
rejecting or accepting null hypothesis formulated in the study.

Results and Discussion

This chapter discusses the results of the study on the comparative analysis of academic performance of
students in Entrepreneurship using traditional method vs. the use of strategic intervention material.
Statistically, the problems of the study were answered by the following data gathered by the researcher.

1. Level of academic performance of students based on the pre- test/post test results using the two
strategies in teaching Science

in terms of:

1.1 Traditional Method

Table 2: Results of the Pre-Test and Post-Test Results Using

Traditional Method of Teaching

Grade and

Traditional

Difference

Learning level

Section

Method

Pre Post

Grade

14

10 36.82 62.02

test test
25.20

25.20

Dahlia

10

Nearing

10 36.82 62.02

mastery

It could be seen from Table 3 that all of the section in Grade

10 has an MPS increase between the pre-test and post- test results. Grade 10- Dahlia got the nearing
mastery level of 62.02% MPS. The result shows that the MPS were below the target which is 75%
passing scores.

15

1.2 Using Strategic Intervention Material Table 3: Results of the Pre-Test and Post-Test Results Using
Strategic Intervention Material

Grade Section
and Using S.1. M

N Post

Pre test test

Difference

Learning level

Grade 10 - Gold 9 88.76 31.29 57.47

9 88.76 31.29 57.47

Mastery level

Table 4 shoved evident results after Strategic Intervention Material was implemented in teaching
Entrepreneurship. Post-test results got a remarkable Improvement. Grade 10- Gold got a mastery level
of 88.761 MPS and beyond the target which is 75% passing scores. Post-test indicated that students who
were taught with material employing the causal style of discourse had significantly better retention of
facts and concepts and were superior in applying this knowledge in problem-solving exercises. They
gained mastery level of the lesson presented.

2. Significant difference that exist between the pre-test and post- test results between:

2.1 Traditional Method

2.2 Strategic Intervention Material

Summary

The researcher's findings agreed with the findings of Hogan (2000) and Woodward (2004), who found
out that intervention materials contributed to better learning of the concepts among atudents. Posttest
and maintenance tests indicated that students 26

who were taught with material employing the causal style of discourse had significantly better retention
of facts and concepts and were superior in applying this knowledge in problem-solving exercises.
Furthermore, students learn beat when they can build on pant experience, relate what they are learning
to things are relevant to them, have direct "Hands-on experience, construct their own knowledge in
collaboration with other students and faculty, and communicate their results effectively.

The study came up with the following Summary: 1. There was no significant difference on the
performance of the experimental group and control group in the pretests. They were of the same level
of intelligence and mastery before they were exposed to experiment. Although, there was alight
difference on their mean score, it was not that significant based on the computed t-value of 0.476 at
0.05. significance level. This attested that both groups of respondents had the same level of mastery
before an intervention was introduced to the experimental group and conventional method to the
control group.

2. There was significant difference on the performance of the experimental group in the pretest and
posttest. The difference in the mean scores of posttests and pretest of 8.93 was indeed significant. There
was a positive transfer of learning in the two groups. However, higher mean was observed from the
experimental group after presentation of the intervention materials.

3. The strategic intervention materials were effective in mastering the competency based skills in
entrepreneurship based on the mean gain scores in the posttests of the experimental and control
groups.

17
Conclusions

In the light of the findings, the following conclusions were drawnt

1. The experimental and control groups performed at the same level before the experiment.

2. The experimental group performed better in the posttest than the control group.

3. The strategic intervention materials were effective in

teaching competency-based skills. There was significant difference between the mean scores in the
posttests of the experimental and control groups.

Recommendations

Based on the outcomes and implications of the study, the following are recommended:

1. Entrepreneur teacher can use the strategic intervention materials made by the researcher to reteach
the concepts and skills and help the students master the competency-based skill.

2. Seminars and in-service training should be conducted in the division level regarding development and
implementation of the strategic intervention materiala in the classroom.

3. Entrepreneur teachers should develop more strategic Intervention materials for the remaining lessons
which were not Included in researcher's SIM.
4. Strategic Intervention materials for other subjects abould be made to address the least mastered
skills.

18

5. A similar study may be conducted covering a bigger number of respondents in another value.

Action Research Work Plan and Timelines

ACTIVITIES

Title

Research Proposal

Formation. of the Submission

Receipt of Research Research

with Action

comments

and

revisions. Presentation
of

DATES

Action Research

Implementation of the Action Research

EXPECTED OUTPUTS

Research

Proposal submitted to the

principal office.

Re-submission Revised Proposal

Approval Action

of

the Research

proposal Submission
of the Full-blown Action

Research

Cost Estimates

The cost estimation for the photocopy of a single page for proposal cost P2.00 and P100.00 for soft
bound with a total cost of P340.00. The source of funding is coming from the researcher personal fund.

19

Plan for Dissemination and Utilization

The researcher will personally administer the Pretest/Post-

test to the students which will be conducted before the beginning of the chosen lesson. It consists of
thirty (30) Item multiple choice type test in Entrepreneurship which will be given to the respondents.

The questionnaire will be collected and data to be obtained will be tabulated in the table and will be
presented using graphs/tables, will be interpreted using t-test while the open- ended questions that will
be answered will be given by the studenta with the most frequency will be given into consideration.

After each module assessment is given in the form of summative test. Results will be analyzed to
determine low performing students. STM will be provided to students to be answered individually.
Target time of carrying the plan is every after the given summative test and quarter examination.
The researcher will use and employ the SIM in classroom setting for intervention. Its approval shall
mean use and application by Grade 10 Entrepreneurship Teachers to make teaching. in the classroom
more effective to students who need remediation in particular. It is also at tool to help increase the
academic performance of the students.

20

References

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Adrias, D. (2003). Some Factors Affecting Academic Performance

Among the Sophomore High School

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Cummings, C.,et. Al, (2012), Can changing aspirations attitudes impact on and educational attainment? A
review of Interventions, Joseph Rowntree Foundation, York, The United
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Cerini, B., et.al. (2003). Student review of the science curriculum, Major Findings. Retrieved February 7,
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Chiou, Chei Chang, (2008), The effect of concept mapping on students learning achievements And
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