STARCH-PTYALIN INTERACTION-BASED TEST (SPIT): AN INDUCED

PHYSIOLOGICAL STRESS BIOMARKER USING AMYLOSE

HYDROLYSIS COMPARISON

RENE B. JAVIER
GERONIMA A. BALUBAR

ABRA HIGH SCHOOL, MAIN CAMPUS

SENIOR HIGH SCHOOL
BANGUED, ABRA

ACADEMIC TRACK
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

JUNE 2022

APPROVAL SHEET
 This thesis, Starch-Ptyalin Interaction-based Test (SPIT): An Induced Physiological

Stress Biomarker Using Amylose Hydrolysis Comparison, prepared and submitted by Rene

B. Javier and Geronima A. Balubar, in partial fulfillment of the requirements for Research

Project was examined and passed on June 15, 2022 by the Oral Examination Committee

composed of:

YVONNE JEORGETTE D. AGALOOS RENATO J. BERNARDEZ

Chair Adviser

GERON B. BERMUDEZ MARICAR R. SUSON

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree, Senior

High School.

RENATO J. BERNARDEZ JOSE V. BERNARDEZ

Master Teacher II/SHS Coordinator Principal III

_______________________________ ____________________________
Date Signed Date Signed

ACKNOWLEDGEMENTS
 The researcher is filled with gratitude for the many people who in one way or another

made this dissertation possible and make his graduate studies meaningful.

To OREC members especially his adviser, Dr. Remalyn Q. Casem, for giving the

researcher insights and encouragement to pursue and accomplish this aspiration. They

unconsciously uplifted his self-esteem and determination with their simple words and gestures.

Whenever needed, they provided assistance and guidance in all these years he had known them

without fail:

To Dr. Benilda M. Daytaca, Assistant Schools Division Superintendent and OIC- Schools

Division Superintendent, and Dr. Samuel T. Egsaen Jr., OIC, Office of the Asst. Schools

Division Superintendent of the Schools Division of Abra, for allowing them to pursue higher

education not only for personal consumption moreso for professional growth and development;

To Mr. Jose V. Bernardez, Principal III of Abra High School, for pushing the researcher

to better himself in all ways possible. His constant reminders, advise, lessons from experiences,

enthusiasm and challenges fuels his will power. Most of all, he believed in the researcher. He’s

been there for him like a father providing support, lots of ideas and good company, without him

the researcher would have been lost. He would always be one of his inspirations;

To the expert validators of the Research-Based Instructional Strategies (RBIS) Self-

learning Modules, for sharing their expertise, time and efforts in the realization of this paper.

Their noteworthy suggestions and inputs made a tremendous impact on the development of the

SLMs;
 To the school heads and chemistry teachers of the participating schools, for allowing the

researcher to conduct the study and for their assistance during the course of the data gathering.

Their efforts are highly appreciated;

To the Grade 12 students under Science, Technology, Engineering, and Mathematics

strand in the public secondary schools of the Schools Division of Abra school year 2020 - 2021 ,

who served as his respondents. Your active participation was very essential to the success of this

study;

To the faculty and staff of Saint Mary School who helped the researcher in the conduct of

pilot testing of the research materials;

To the Don Mariano Marcos Memorial State University – College of Graduate Studies

family for nourishing the intellect and character of the researcher;

To his family, for their endless love, inspiration, support, and patience in helping him

accomplish his seemingly unreachable goals;

To Nanang (+) and Tatang (+) for all your hardwork and sacrifices. The entity of the

researcher reflects the love and lessons you planted in his bosom. Your guiding principles

nurtured him into the person he is today. You will always be his guardian angels;

To his colleagues and friends who are always there to lend a helping hand may it be for

support, advice or a listening ear to vent on. For being there with him during times of

uncertainty, keeping him on the right track and to envision the things that truly matter;

Above all, to the ALMIGHTY FATHER, for surrounding the researcher these wonderful

people and for all the blessings He showers him to succeed in this endeavor.

RENE
 DEDICATION

To
you
my solace,
my fortitude,
my home,
this
is
for
you.
 TABLE OF CONTENTS

Page
TITLE PAGE …………………………………………………………………………… i

APPROVAL SHEET …………………………………………………………………… ii

ACKNOWLEDGMENTS ……………………………………………………………… iii

DEDICATION ……………………………………………………………..................... vi

LIST OF TABLES ……………………………………………………………………... x

LIST OF FIGURES ……………………………………………………………………. xi

ABSTRACT ……………………………………………………………………………. xii

CHAPTER

1 INTRODUCTION

Situation Analysis ……………………………………………………………… 1

Framework of the Study ……………………………………………………….. 13

Statement of the Problem ……………………………………………………… 22

Definition of Terms …………………………………………............................. 23

2 METHODOLOGY

Research Design ……………………………………………………………….. 26

Sources of Data ………………………………………………………………… 28

Instrumentation and data Collection …………………………………………… 30

Analysis of Data ………………………………………………………………... 37

3 RESULTS AND DISCUSSION

Development of RBIS Self-Learning Modules based on DepEd

MELCs and other Learning Theories and Models ……………………………... 38

 Validity of RBIS Self-learning Modules ………………………………………... 42

Students’ Level of Performance in Specific Concepts ………………………….. 45

t – Test Analysis to answer Research Question 4 ………………… ……………. 46

Average Improvements of Students on Specific Test Items ……………………. 49

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ………………………………………………………………………… 56

Conclusions ……………………………………………………………………… 58

Recommendations ……………………………………………………………….. 59

REFERENCES …………………………………………………………………………… 60

APPENDICES

A Letter 1 …………………………………………………………………………… 65

B Letter 2 …………………………………………………………………………… 66

C Letter 2 …………………………………………………………………………… 71

D Request/Permit to Conduct Study and Data Gathering ………………………….. 72

E Samples of Instruments used …………………………………………………….. 73

F Illustrative Material such as computation sheets ………………………………… 74

G Documents Pertinent to the Problem …………………………………………….. 81

H Photo Documentations …………………………………………………………… 90

CURRICULUM VITAE …………………………………………………………………. 159

 LIST OF TABLES

Table Page
No.

1 List of Respondents according to School Variables ………………………… 30

2 Qualifications of the Expert Evaluators …………………………………….. 32

 LIST OF FIGURES

Figure Page
No.

1 Research Paradigm ………………………………………………....…………… 21

2 The Schematic Diagram of the Research Procedure ……………….…………… 36

 LIST OF PLATES

Plate Page
No.

1 Collection of Material ………………………………………………....………. 21

2 Preparation of Materials ……………………………………………………….. 25

 ABSTRACT

BERNARDEZ, RENATO J. & BALUBAR, GERONIMA A. (2021). Starch-Ptyalin

Interaction-based Test (SPIT): An Induced Physiological Stress Biomarker Using Amylose
Hydrolysis Comparison. Science, Technology, Engineering and Mathematics. Senior High
School, Abra High School – Main Campus, Bnagued, Abra.

Adviser: Juan B. Dela Cruz

Research-based teaching means that the learners, teachers and the curriculum apply
research- based approach in the learning- teaching process with an open outcome. The study
aimed to determine the effectiveness of the developed Research-based Instructional Strategies
(RBIS) self- learning modules in Chemistry.

Two chemistry class groups at the public secondary schools offering Science,
Technology, Engineering, and Mathematics (STEM) strand were used in this study during the
Modular Distance Learning (DLD) modality adopted by the Schools Division of Abra. A quasi-
experimental non-randomized pre and post - tests control group design was used to investigate
the achievement in Chemistry. Data on student achievements were collected and analyzed using
descriptive statistics and t – Test analysis.

The developed RBIS self - learning modules were found to have a high level of validity
for grade 12 students under STEM strand as perceived by the expert validators. On the other
hand, descriptive statistics of the pre-test and post-test students’ performances along the specific
concepts showed that both performances of the teaching groups in the pre-test mean percentage
scores were comparable, whereas post – test mean percentage score for the RBIS group is
greater than the control group. Moreover, t- Test results showed that there was a significant
difference in post- test achievements when comparing the adjusted mean score obtained by the
control group and the adjusted mean score gained by students in the RBIS group.

Keywords: research-based instructional strategies, achievement performance, science

education
 Chapter 1

INTRODUCTION

Background of the Study

This section presents the background of the problem. It is a discussion of the what’s and

why’s of the study – why the problem was selected and what are the situations under which the

problem exists. The analysis should highlight questions, issues, problems, and disturbing

observations as well as identify a gap in the field of knowledge which the research intends to

address.

Theoretical Framework

The theoretical framework is a presentation of major theories and/or concepts from which

the study was derived and anchored. It is drawn from the review of literature and studies which

shapes the research problem.

The end part of the discussion of the Theoretical Framework should lead to the research

paradigm (take note that this is not written as a heading). The discussion of theories/concepts

should naturally lead to the paradigm of the study. It is an offshoot of the theoretical/conceptual

framework discussed and must comprehensively show the interrelationship of the variables

under study and the direction of the research.

Use the INPUT – PROCESS – OUTPUT (IPO) as the Research Paradigm (next page).

INPUT PROCESS OUTPUT

Statement of the Problem

This part is composed of two (2) sections: the general problem/objective and the specific

problems/objectives. The general problem is cascaded from the title and stated in declarative

form, while the specific problem/objective section breaks down the general problem/objective

into manageable units. The specific problems are stated in interrogative form and concretize the

construct stated in the general problem. The specific problems must be arranged logically from

the first step to the last step of the research process to be undertaken. This is to say that when all

the specific problems are answered, the general problem will have been answered as well.

For Technical Researches, the specific objectives are stated in declarative form (i.e.,
using the to + verb form).

Definition of Terms
This section contains terms that are relevant in understanding the study. Definition may

be conceptual (i. e. taken from books, dictionary, etc.) and presented verbatim if the term, as

used in the study, has the same definition as written in the cited source/s. However, when the

term has a peculiar use in the study or the term requires more specific definition, then an

operational definition (i.e., how a term is specifically used in the study) be used.
 The terms to be defined for this section must be extracted from the title, paradigm of the

study, and statement of problems. Technical terms appearing in other sections of the manuscript

are excluded from this section. They are best defined in the section where they appear. For

presentation, the terms defined in this section are indented, italicized, and listed in alphabetical

order. The term and the definition must be presented in sentence form, that is, no period or

hyphen should be used to separate them.

Below shows the introductory parts of a technical and basic/social science researches,

respectively:
 Chapter 2

METHODOLOGY

The methodology part presents the tools and procedures in gathering the needed data to

answer the problems and to test the different hypotheses.

Research Design

This section specifies the general method and specific design used. The description of the

design must include an explanation of the selected design and a justification of its

appropriateness in relation to the objective/s of the research and data to be gathered.

Sources of Data

This section provides information about the population and samples where necessary. It

includes the description of population (write also the total number of population) - how much

percentage of the population is used as the respondents and the formula that is utilized in order to

get the number of respondents. It also includes the sampling technique (manner employed in the

selection of respondents /samples). The locale and time coverage of the study are also indicated.

Photos (plates) in each procedure or method in the experiment/development of a material

(innovation) are incorporated. Likewise, the schematic diagram is included to summarize the

entire research procedure.

Instrumentation and Data Collection

The first section presents the instruments used (questionnaires, tests, interview schedule,

observation checklist, or mechanical gadgets, etc.) and the parts. It details the processes

conducted in adoption, modification, or development of the instrument as well as the procedures

conducted to ensure the validity and reliability of the instrument. An explanation is necessary to

justify the choice of the data collection tool/s. As much as possible, the research should aim for

triangulation (use of several data-gathering tools) to strengthen the validity of results.

The second section presents the data to be gathered and detailed description of the means

of gathering the said data – techniques and procedures in data gathering as well as the

manipulations and controls made such as the assignment of subjects into control and

experimental groups.

Analysis of Data

This section specifies the statistical tool/s used in the treatment of the data gathered (e.g.

frequency count, percentage, mean, weighted mean, t-test, ANOVA, chi-square, Pearson r, etc.).

Also included are guides (range values and descriptors) for the categorization and

interpretation of data, including levels of significance/correlation needed in testing the

hypothesis, and software (with corresponding version) used. If unfamiliar statistical tests are

used, the formula is explained. For grounded or qualitative researches, statistical tool/s and

categorization of data are deleted as parts.

 Chapter 3

RESULTS AND DISCUSSION

This section involves presentation, analysis, and interpretation of data.

Data are broken down into component parts and presented in the proper order and

categories. It involves manipulating and summarizing, choosing from a wide array of raw data

those that are pertinent and relevant and reducing them to form that are intelligible and

interpretable so that the relationships between the research problem and their intended answers

can be studied. Research data that have been subjected to analysis can be presented as text or

using tables, graphs, and other pictorial forms.

Presented data must also be interpreted. This is done by making inferences relevant to

the research questions and from where generalizations are drawn. Key in interpretation is

finding meanings and drawing implications.

 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This part summarizes the entire study. It is composed of an introductory statement about

the general problem/objective of the study, the specific problems/objectives, and the

methodology employed - all written in paragraph form. This is immediately followed by the

salient findings (numbered list). Take note that the “findings of the study” is not a separate

heading.

Numerical data are included in the “major” findings to be presented. However, no new

findings should be presented in this section that have-not been presented in Chapter 3. The

number of findings to be presented should be parallel to the number of specific

problems/objectives.

Conclusions

The Conclusion Section draws generalization for the population and circumstances for

which the evidences have been collected.

It is composed of an introductory statement followed by the conclusions in relation to the

findings re: the specific problems/objectives.

The number of conclusions is parallel to the number of specific findings based on the

specific problems/objectives. These are presented in numbered list form. The conclusions t

should not repeat the same words/statement used in the findings section

No numerical/statistical presentations are made in this section.

Recommendations

This section offers recommendations based on what the results mean in terms of existing

knowledge, drawing implications for the field or academic discipline represented by the problem,

or the need for further research and policy formulation.

The Recommendation Section is composed of an introductory statement followed by the

recommendations in numbered list form corresponding to the conclusions presented. More

recommendations may be added where necessary and applicable.

The recommendations should be stated in realistic and practicable (doable) terms

identifying individuals or groups who shall carry out the action/s recommended.