GRADUAL RELEASE OF RESPONSIBILITY MODEL ON LEARNERS’

PERFORMANCE IN SCIENCE

An Undergraduate Classroom-based Action Research

Presented to the Faculty of the Institute of Education

Bulacan Agricultural State College

San Ildefonso, Bulacan

In Partial Fulfillment

of the Requirements for the Degree Bachelor of Secondary Education

Major in Science

SERWIN P. MAUN
RICHELLE A. DACANAY
SHARMEL ANNE V. TABUZO
CHEENA SARAH C. CHOI

December 2023
GRADUAL RELEASE OF RESPONSIBILITY MODEL ON LEARNERS’

PERFORMANCE IN SCIENCE
 Table of Contents

Title Page.............................................................................................................................

Table of Contents.................................................................................................................

Rationale..............................................................................................................................1

Review of Related Literature and Studies………………………………………...4

Theoretical Framework……………………………………………………...…...11

Conceptual Framework………………………………………………………..…12

Research Questions................................................................................................13

Hypothesis..............................................................................................................13

Significance of the Study.......................................................................................13

Scope and Limitations...........................................................................................14

Methods

Type of Research...................................................................................................15

Respondents. ..................................................................................................... ...15

Sampling Method...................................................................................................16

Proposed Intervention…........................................................................................16

Instrument/s...........................................................................................................18

Data Collection Procedure................................................................................ ....18

Ethical Considerations.................................................................................. ........18

Data Analysis.........................................................................................................19

Work

Plan………………………………………………………………………...20

References..........................................................................................................................22
Appendices……………………………………………………………………..………......

CHAPTER I

INTRODUCTION

Rationale

Evidence on effective instruction is accumulating at an amazing rate. We know

that all learners need purposeful instruction in reading skills and strategies, motivation to

read, access to a wide variety of text, and authentic opportunities to read and write both

inside and outside of the school. We also know that the students need to develop their

expertise in all aspects of reading and writing, including oral language, phonemic

awareness, phonics vocabulary, fluency, and comprehension. And, we all know that the

skills of the teacher, and how the teacher uses valuable instruction time, matters.

It is common knowledge that a classroom teacher's main concentration is on

organizing, preparing, and executing lessons to meet predetermined learning objectives

for each student. In order to enhance their knowledge and abilities to effectively engage

students and enhance their learning, classroom teachers engage in critical reflection and

inquiry.

Teachers have full responsibility for ensuring that instructional materials and

methods meet the learning objectives because they are the ones who develop and use

them. To ensure that instruction is effective, these objectives must be appropriate for the

assessment and evaluation procedures used. To determine whether the educational goals

have been met, evaluation of students' learning should also be conducted. Truly, teachers

play the biggest role in the education field (Manalastas & De Leon, 2021).
 There was a significant learning loss during the pandemic. Students' performance

on written and performance tasks revealed areas of weakness in their knowledge. The

outputs which they submitted were of dubious quality and lacked substance. A scenario

which pictures how they were lost in the dark.

Furthermore, the 7Es Lesson Plan of Inquiry-based Learning provides a

framework of student-centered pedagogy in 21st Century classroom set-up. This tool

engages students in a dynamic and participatory learning experience. This type of

educational tool captures students' assistance and stimulates their curiosity, fostering a

sense of interest to understand the topic. In the Philippine context, Filipino students

enhance to become active students, establish critical thinking, hands-on learning, along

with the standards of the Department of Education.

Education plays a vital role in a country’s pursuit of economic growth and

national development. Meanwhile, revealed in the new findings by the Program for

International Student Assessment (PISA) shows the Philippines again fails to improve as

it fell behind the rest of the 81 countries as the poor country slums in its low placement

after the last assessment in 2018, the country may have moved an inch from its last

placement yet still remain among the world’s weakest in math, reading and science. This

only means that only 23% of students in the Philippines reached a basic proficiency in

science or one out of four Filipino students in PISA 2022 had the skills to "recognize the

correct explanation for familiar scientific phenomenon” and validate conclusions (OECD,

2023). PISA is conducted by the Organization for Economic Co-operation and

Development (OECD) and has been evaluating the literacy of 15-year-olds every three

years since 2000.

 In addition, the 2022 Regional Diagnostic Assessment reveals that, only 2.36% or

five students out of 212 takers of Salapungan National High School (SNHS) who finished

Science 10 attained or surpassed the MPL in Science. In Cluster V, out of 6,966 takers,

only 91 students, or 1.31%, obtained or surpassed the MPL in Science.

The above statements warn teachers to really reinvent what is stored before. Their

mere presence inside the classroom entails them to be more active in maneuvering the

ship for learning. They need to recover the wheel toward the right path of educating their

learners. They need to recalibrate to see what the face of instruction is at present and how

to manage its journey again.

Therefore, the researchers have decided to give a gradual release of responsibility

model a try in reshaping the teaching and learning pace. It is an instruction that requires

that the teacher shift from assuming to a situation in which the students assume all the

responsibility. It is a teaching strategy characterized by a sequence of learning activities

that shift the responsibility from the teacher to the student. The goal of this approach is

autonomy and efficacy on the part of the student–ideally, the ability to transfer

understanding on their own.

Show me, help me, let me implies a lot. Within this short phrase lies several many

of the pedagogical ‘best practices’ that simply work in learning, most

fundamentally modeling (show me), scaffolding and support (help me), and transfer (let

me–though it’s true you can ‘let a student’ without requiring transfer).

The basic sequence of the strategy includes direct instruction, guided instruction,

collaborative learning, and independent practice. This is a non-linear process. Students

may–and often will need to–move back and forth between levels as they develop
proficiency around a skill or concept. The gradual release of responsibility model in the

classroom is probably something you use all the time without noticing it.

At the end of the intervention, the gradual release of the responsibility model emphasizes

instruction that mentors’ students into becoming capable thinkers and learners when

handling the task with which they have not yet developed expertise. The gradual release

of responsibility model of instruction has been documented as an effective approach for

improving literacy achievement, reading comprehension, and literacy outcome for

English language learners, therefore, currently the researchers wanted to check if the

same effectiveness can be achieved in science subjects.

A teacher will do everything for his learners. With his belief that his student’s

future lies in how he shapes them. A teacher finds it a must to develop an effective guide

in teaching. Every single minute details are being examined by a teacher from the time of

material to be used, how it will be done, and the schedule to follow to name a few names.

The teachers always find ways. They tend to discover plausible methods for the central

dogma-learning the basics, to be ingested by their students. Learning the foundation in

the focal point of any field. The same is true in the field of education. Learning the

foundation skills first strengthens the more advanced skills. Failure to do so will mean

failure to reinforce learning.

Review of Related Literature

The Gradual Release of Responsibility (GRR) model was utilized by different

researchers in various learning areas in the field of education. Many studies focused on

the effect of the GRR model in the academic performance of the learners, others
correlated it with learners’ attitude, and still other researchers also applied and tested its

effectiveness on teachers.

Aldridge (2018) in his study claims that secondary mathematics students do not

feel confident in communicating mathematically. The secondary students investigated

how systemic functional linguistics and gradual release of responsibility affects student

self-efficacy and engagement in secondary mathematics. The learners underwent mixed-

methods design using researcher field notes, student surveys and interviews, and student

work to examine the levels of self-efficacy and engagement among students in the

researcher's classroom. The result of the study shows that students initially resisted SFL

approaches but gained more confidence as the study progressed. Student responses

indicate that GRR strategies aided in building self-efficacy.

Also, in the study of Whittaker and Julia Ann (2016), the use of Gradual Release

of Responsibility (GRR) model of instruction to teach science inquiry skills yielded a

positive result. The students in the study made significant gains in their science inquiry

skills as a result of the teacher's use of the GRR model. Students who were taught using

the GRR model showed significant gains in their ability to ask questions, design

investigations, collect and analyze data, and draw conclusions. The study found that the

GRR model is an effective way to teach science inquiry skills to primary school students.

The teacher in the study was able to create a learning environment in which students were

engaged in rich conversations, designed, and conducted experiments, analyzed and

interpreted data, and communicated their findings.

Nugraha et al. (2019) follows the same lead, where the researchers studied the

effect of structured individual responsibility on students’ achievement in cooperative

learning science class. The test results revealed that students who are given more

structured individual tasks (jigsaw) are consistently superior to students who are given

less structured individual tasks (STAD) even though the treatment is switched between

two sessions of treatment.

Casas et al, (2023) vary their study with the application of Gradual Release of

Responsibility Instructional Model (GRRIM) learning module on learners’ academic

achievement in Geometry by using mixed method research design. Five (5) module

development experts and 110 students grouped into control and experimental groups. The

control group was exposed to DepEd SLM, while the experimental group was exposed to

GRRIM LM. The study revealed that when pre-test mean scores were treated as a

covariate, there was a significant difference in the post-test mean scores between the

control and experimental groups. The results revealed that the students exposed to

GRRIM LM performed better than those exposed to DepEd SLM.

Hayden (2019), in her study used the gradual release of responsibility (GRR) to

develop students’ knowledge and use of science language and conceptual knowledge.

The result of the study shows students’ pre/post-scores on the vocabulary assessment

supported the incremental nature of vocabulary learning and the value of a scaffolded

assessment. Improvement in ability to choose a one-word definition and choose a

sentence-length definition had a significant and positive effect on students’ ability to

write a sentence using a focus science word correctly to demonstrate science conceptual

knowledge
 Panlaan (2019) focused his research on Mathematics and how it is affected by

GRR Model. The findings of the study shows, that before the implementation of the

approaches, both levels of proficiency of the groups were at the beginning level, which

implies that they were struggling in their understanding due to lack of essential

knowledge and skill on the topics. The results also show that there is an improvement in

the performance of students in Mathematics after being exposed to the GRR approach

and traditional teaching approach. The post-test performance of the control group found

to be at the developing level of proficiency while the experimental group found to be at

the approaching proficient level.

Almost same with the above study, Peller (2019) assessed to find out the

difference of using the Gradual Release of Responsibility (GRR) model in teaching

Mathematics 10 instead of using the Lecture Method to measure their proficiency level.

This revealed that the proficiency level of Grade 10 students before the start of the study

was poor with the mean score of 8.77. No Grade 10 students have good or very good

proficiency levels in Mathematics at the start of the study. The result indicated that there

was a significant difference in the mean gain scores of the control group (Lecture) and

the experimental group (GRR Model). However, the experimental group which used the

gradual release of responsibility model during instruction had greater improvement in

learning Mathematics 10 than the control group which simply used the lecture method.

Moreover, in the same field (Mathematics), Saligumba and Tan (2018) undergone

a quasi-experimental research design to assess the mathematics performance and self-

efficacy of Grade 9 students in a Gradual Release of Responsibility Instructional Model.

The result of the study shows that the self-efficacy level of Grade 9 students towards
Mathematics when exposed to GRRIM and non-GRRIM is moderately low. There was a

highly significant difference in the posttest scores of those students exposed to GRRIM

compared to those exposed to non-GRRIM. On the contrary, there was no significant

difference in the mathematics performance of the students when exposed to GRRIM and

non-GRRIM in terms of their retention test scores. There was no significant difference in

the self-efficacy of students towards Mathematics in terms of mastery experiences,

vicarious experiences, verbal-social persuasions, and physiological and emotional arousal

when exposed to GRRIM and non-GRRIM.

On the other hand, Chuang et al. (2022) had undergone a quasi-experimental

research design to examine the impact of adopting the Gradual Release of Responsibility

(GROR) approach as they taught programming. The results show that a curriculum

designed based on GROR could enhance aspects of learning motivation among a group

of sport science students over two introductory programming courses. While some

students responded positively and showed greater self-efficacy, some students did not

increase their self-efficacy.

Young (2017) shifted from studying the effect of GRR Model to its effect on

reading achievement, gender, and socio-economic status, and to examine teachers’

perceptions about the effectiveness of the GRRM on reading. Statistical significance was

found between the control and treatment groups. The study shows that the GRRM was

effective. Significant differences were not found according to gender nor socio-economic

status.

In the study conducted by Yaseen (2018) Iraqi non-EFL college students' were

assessed to find out the effect of using Gradual Release of Responsibility concept, stages
and practically teaching model on students' achievement in reading comprehension. The

findings indicate that the experimental group subjects’ achievement in reading

comprehension has been found to be better than that of the control group subjects on the

reading comprehension post-test, and that the experimental group subjects show

statistically significant increases in the use of GRR model on the post-administration of

the test.

Meanwhile, Canan (2016) implemented the Gradual Release of Responsibility

(GRR) model while students are engaging with intertextual texts (juxtaposing two or

more texts) within a reading community to increase their critical thinking skills. Data

analysis found that the student-respondents have improved their critical thinking skills in

the SY 2014-2015, however, time constraints and different reading program components

made it difficult to determine which feature was most important.

Some researchers utilized GRR Model and tested its efficiency on attitude,

perceptions, and behavior. Lapeyrouse and Yestrebsky (2019) assessed students to gauge

their attitude towards the GRR teaching model. Traditional lecture styles have been

shown to have many faults in comparison to the mentioned teaching approach which led

to students obtaining higher grades.

As studied by Wilson (2019) students undergone to mixed method research

design to explore the implementation of meta cognitive strategies and the gradual release

of responsibility model and its effects on preceptor behaviors and student clinical

autonomy. The study used a multiple baseline single-subject design consisting of 12-

weeks with a four-week intervention. The participants were preceptors (n= 4) and

students (n= 17). The result of the research found that the preceptors needed more time
and support with the gradual release of responsibility model to experience lasting growth

in preceptor behaviors.

Furthermore, published authors also challenge the impact of the focused model on

teachers. Danley (2018), investigate the impact of a gradual release of responsibility

(GRR) professional development (PD) program on teacher self-efficacy. In this study

Quasi-experimental design with a pretest and posttest was used. 40 teachers were

randomly allocated to either the Gradual release of responsibility professional

development (PD) or control groups. Results shows, that teachers who participated in a

professional development program focused on the gradual release of responsibility

(GRR) model showed a significant increase in their self-efficacy compared to teachers

who did not participate in the program. The teachers who participated in the GRR PD

program reported increased confidence in their ability to implement effective

instructional strategies, differentiate instruction to meet the needs of all learners, and

promote student self-regulation and metacognitive skills.

Namsaeng (2023), in his study aims to develop the Thai EFL preservice teachers’

writing skills by using the gradual release model and scaffolding approach. In this study,

result shows that the GRR model and scaffolding technique significantly improved Thai

EFL preservice teachers' academic writing skills.

On the contrary to the usual flow, McIntosh and Bowman (2019) assessed and

explored the collaboration with a nongovernmental organization serving the said

programs which provided research-based pedagogical culturally responsive practices to

teachers. Through strong partnerships, education programs can combine their academic

and activist voices to prepare teachers as change agents. This article examines the
Malawian education system that is gradually shifting from a decentralized system. The

authors provided professional development focused on a framework of gradual release

model of culturally responsive strategies to be employed in a rural secondary school in

Malawi.

Theoretical Framework

This study is underpinned by the following theories, Constructivist theory,

Cognitive Load Theory, Scaffolding Theory, and Vygotsky’s Zone of Proximal

Development.

Constructivist theory asserts that learners actively build knowledge through

experiences. The GRR model's emphasis on guided practice and collaborative learning

aligns with the constructivist approach to education, providing a framework for learners

to construct their understanding of scientific concepts.

Cognitive Load Theory (CLT) and the Gradual Release of Responsibility (GRR)

model align in educational settings. CLT emphasizes managing mental effort during

learning, advocating for a balance between intrinsic, extraneous, and germane cognitive

load. GRR, on the other hand, suggests a phased approach to learning, starting with

teacher guidance and progressing to independent student application.

Scaffolding Theory and the Gradual Release of Responsibility (GRR) model share

common ground in their theoretical frameworks, as both emphasize the importance of

providing support to learners as they acquire new skills and knowledge. Scaffolding

according to the Scaffolding Theory, should be responsive to the learner's needs.

 In the GRR model, the teacher's responsiveness is evident in the ongoing assessment

of student readiness to progress through the stages of responsibility. This ensures that

support is adjusted based on the learner's evolving capabilities.

Vygotsky's ZPD serves as a theoretical lens to understand the gradual transition from

teacher guidance to independent learning. The study investigates how the GRR model

supports learners within their ZPD, fostering optimal cognitive development in the

challenging domain of science education.

Conceptual Framework

Utilizing the different theories, principles and approaches presented in the

theoretical framework, the researchers come up with the research paradigm.

Figure 1.

Paradigm of the Study

Independent Variable Dependent Variable

Gradual Release of Learners’ Performance in

Responsibility Model Science
 The above figure shows the paradigm of the study. The first box shows the

independent variable which is the Gradual Release of Responsibility Model, while the

second box is the Learners’ Performance in Science as dependent variable. The arrow

represents the possible relationship between variables.

Research Questions

The main aim of the study is to determine the effectiveness of the Gradual

Release of Responsibility (GRR) Model on Learners’ Performance in Science of Grade

10 in Salapungan National High School, SY 2023-2024.

Specifically, it seeks answers to the following questions.

1. How may the pretest results of the control and experimental groups be

described?

2. How may the posttest results of the control and experimental groups be

described?

3. Is there a significant difference between the pretest and posttest results of the

control and experimental groups?

4. What are the views and insights of the learners on the use of Gradual Release

of Responsibility (GRR) Model?

Hypothesis

This study will be guided by the following hypothesis:

1. There is no significant difference between the pretest and posttest results of

the control and experimental groups.

Significance of the Study

The findings of this study may find relevant to the group of people concerned in

the field of science:

Students. They are the primary beneficiary of this study and though this

research, the teaching instruction may improve that may have an impact in the teaching-

learning process especially in the self-review session.

Science Teachers. Secondary School Science Teachers may be better assisted

grasping new insights to improve the teaching-learning situation and find solution to the

problems encountered in improving the performance of the students towards the subject.

School administration. The study may lead the school administrators to better

remedy the problem in science instruction in their school, which can lead to achievement

of their institutional goals. This improvement may result in better teaching-learning

situation. Likewise, administrator can also act as motivators by giving encouragement to

teacher aiming for effective teaching.

Future Researcher. The future researcher may use the findings of the study as

basis for future researcher.

Scope and Limitation of the Study

The study focuses on testing the effectiveness of Gradual Release Responsibility

on Learners’ Performance of Grade 10 in Science in Salapungan National High School

for the third quarter of the school year 2023-2024.

 The respondents of the study will be the two sections of Grade 10 namely, Grade

10 Compassion and Grade 10 Charity. The former will serve as the control group, and the

latter as the experimental group.

The study will utilize a teacher-made pretest/posttest consisting of 50 items. The

tool will be subjected for validation.

CHAPTER 2

METHODS

Type of Research

The study is a mixed method type of research. According to Convergent Design

(2018), mixed method type of research is collected concurrently but analyzed separately.

The result of from both methods are then compared to provide a comprehensive

understanding of the research problem (Creswell, J.W., and Creswell, J.D. 2018).

A quasi-experimental design type of research will be used to suffice the

quantitative part of the study. According to Thomas (2020), a quasi-experimental design

attempted to establish the cause-and-effect relationship between an independent variable

and dependent variable.

For the qualitative part of the study, a semi-structured interview will be used.

Respondents

The respondents of this study will be gathered from two (2) sections of Grade 10;

Grade 10 Compassion will be the control group while Grade 10 Charity be the

experimental group. These will be the two groups from which the effectiveness of the

intervention will be tested. Twenty-five (25) students from each section will be used as

sample in this study.

Table 1.

Respondents of the Study

Participant Total Population Sample Size

Grade 10 Compassion 48 25
Grade 10 Charity 48 25

Total 96 50

Sampling Method

Paired Sampling will be employed in choosing the student-respondents to

measure the effectiveness of the intervention. The researchers will choose 25 respondents

from the two sections of Grade 10 with equal grades taken from the first quarter. In this

study, the student-respondents, together with the rest of their classmates will be exposed

to intervention without their knowledge of participation to avoid the Placebo Effect.

Proposed Intervention

Gradual Release of Responsibility Model is a traditional approach to teaching is

centered around the idea that teacher will model a skill or strategy for a few minutes,

briefly allow the students to practice with some support, and then release the students to

begin practicing on their own.

The proponents will introduce to the students the Gradual Release of

Responsibility Model. The proponents will also demonstrate how to implement the

intervention.

Prior to the implementation, Gradual Release of Responsibility Model the

following activities will be done. The pre-planning stage will include reading materials
and articles related to the topics of study, identifying competencies in Grade 10 Science

in 3rd Quarter and designing Daily Lesson Plan, and other materials to be utilize for

lesson delivery. The intervention will be implemented to the Grade 10 Students in 4

weeks. The table below shows the lesson in Grade 10 Science in third grading that will

use in the intervention.

Table 2.

Lesson in Grade 10 (3rd Quarter)

Grade 10 Science (Third Quarter)

Week Content and Topic Learning Competency Assessment

 1, 2 and 3 1. Coordinated 1. Describe the parts of the YOU COMPLETE
Functions of the reproductive system and ME! In this activity,
Reproductive, their functions; you will identify the
Endocrine, and
parts of reproductive
Nervous System.
system and their
2. explain the role of functions. Direction:
hormones involved in the Complete the table
female and male below.
reproductive systems;

3. describe the Learners will make a

feedback mechanisms
involved in regulating
processes in the female
reproductive system (e.g.,
menstrual cycle);
diagram about male
and female
reproductive system.

Make a group and

4. describe how the discuss the process of
nervous system coordinates
female reproductive
and regulates these
feedback mechanisms to system.
maintain homeostasis;

Learners will make

nervous system cycle
about coordinates and
regulates.

4 2. Heredity: 5. explain how protein Learners will list the

Inheritance is made using information importance of Protein
and from DNA; in DNA
Variation
6. explain how
mutations may cause
changes in the structure and
function of a protein;

Instrument

To measure the efficacy of intervention, the teacher-made test in Science 10 will

be utilized after validation by an expert and approval of the School Head. The tool is
composed of 50 item test questions.
Data Collection

Permission to conduct the study will be sought first, a letter of request to be sent

to the principal’s office of Salapungan National High School that request for Grade 10

students to participate in the Study. In the course of the study, the students will take

pretest, posttest on the third quarter lesson and write their insights and views on the use

of Gradual Release of Responsibility Model.

To measure the effectiveness of the intervention, data will be collected using pre-

test and post-test. The teacher-made test will be used for the examination in both tests.

After the pre-test, the intervention will be introduced to the participants and be applied to

different topics in science. After using the intervention, the post-test will be conducted,

and results will be extracted comparing the result of both tests using one sample t-test.

The posttest from the participating section will be tested for significant differences using

independent t-test.

Ethical Considerations

Based on the guidelines from the Department of Education Order No. 16, s. 2017

under the Research Management Guidelines, to strengthen the research culture in basic

education, the permission of the school head will be asked accordingly.

Furthermore, the permission of the school head will be sought accordingly. The

purpose of the study will be explained to the participants and be informed of their right to

withdraw from the study. At the same time, all confidential matters will be secured and
also, participant will not be informed of their inclusion in the study to avoid the Placebo

Effect.

Data Analysis

Once all data are collected, appropriate data analyzing techniques will be used for

interpretation and presentation. To analyze the data collected for the evaluation of the

intervention and the testing of the effectiveness of the intervention, arithmetic mean and

frequency will be used. To compare the result of the pre-test and post-test, paired sample

t-test will be employed.

A 6-point Likert scale will be utilized to provide values in measuring the

efficiency of the intervention as provider hereunder:

SCALE Descriptive Rating RANGE INTERVAL

6 Excellent 95%-100%
5 Highly Satisfactory 90%-94.99%
4 Satisfactory 85%-89.99%
3 Slightly Satisfactory 80%-84.99%
2 Poor 75%-79.99%
1 Failed 70%-74.99%

Work Plan

Table 3 below presents the work plan for the conduct of the study which includes

the objectives; research activities, target date or time frame intended for each activity; the

persons involved; and the expected outcome.

Table 3.
Work Plan for Conducting the Study
Objectives Research Activity Target Persons Expected
 Date/Time Involved Outcome
Frame
To orient the Conduct of orientation to February Researcher, Well-informed
parents of the parents of concerned 2023 Parents parents
pupils pupils (2nd week)

1-2 hours
To know the Administering of pretest February Interpreted
pretest scores in reading 2024 scores of the
of the pupil- (2nd week) pupils
participants
1-2 hours

To implement Implementation of the February Researcher, Implemented

the strategy to strategy in grade 10 2023 Parents strategies in
improve learning (3nd week) Pupils student
teaching and learning
learning skills 1-2 hours outcome
To gather the Implementation of March 2024 Researcher, Interpreted post
posttest scores posttest to pupil- (3rd week) Pupils test scores
of the pupil- participants
participants 1-7 hours
To interpret the Treatment and March 2024 Researcher, Interpreted
data gathered Interpretation of Data (3rd week) Statistician results and
gathered written
1-6 hours findings,
conclusions
and
recommendatio
ns
To gather some Conduct of Survey March 2023 Researcher, Conducted
information questionnaire and (3rd week) Pupils interview
that will interview guide
support the questions 6-12 hours
results of the
study
To finalize the Finalization of the April 2024 Researcher Written
written written manuscript (1st week) manuscript
manuscript

5-12 hours
To submit the Submission of Action May 2023 Researcher, Submitted
study for Research to the Division (3rd week) Principal, Action
evaluation, Research Committee for Supervisor Research
approval and Approval 4-6 hours Manuscript
validation
Timetable/Gantt Chart
Table 4.
Gantt Chart table of the Research Timeline
 (2023)

May
Mar

Apr
Nov

Dec

Feb
Oct

Jan
Task Name
Observation of the
classroom-based
problem

Title Problem/

Planning

Approval of Title

Presentation of
Research Proposal

Revision &
Submission

Implementation

Data Analysis

Preparation of final
manuscript

Final Defense

Submission of the
final manuscript

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APPENDICES

Appendix 1. Pre-test and Post-test in Science 10

Multiple Choice: Read each question carefully and write the letter of the correct answer
on a separate answer sheet.
1. What do you call the body system that contains a group of glands that releases
hormones into the body?
A. endocrine system
B. nervous system
C. reproductive system
D. skeletal system
2. Which of the following is NOT TRUE about endocrine system?
A. Endocrine system is composed of glands that secrete different types of hormones.
B. Endocrine system secretes chemicals known as hormones into the bloodstream.
C. Endocrine system is a collection of nerves that transmit signals to the different parts of
the body.
D. The endocrine hormones help control mood, growth and development, metabolism ,
and reproduction.
3. Which of the following is not an endocrine gland?
A. adrenal gland
B. pancreas
C. penis
D. pituitary
4. Which gland is located at the base of the brain?
A. adrenal
B. ovary
C. pituitary
D. thyroid
5. It is a gland that regulates blood sugar levels.
A. ovaries
B. pancreas
C. pituitary
D. thymus
6. What hormone is being secreted by the testes?
A. testosterone
B. estrogen
C. insulin
D. progesterone
7. Which of the following is NOT a function of the progesterone and estrogen secreted by
the ovaries?
A. developing secondary female sex characteristics
B. regulating the menstrual cycle
C. regulating blood sugar levels
D. thickening the lining of the uterus
8. Which of the following organs is not part of the endocrine system?
A. heart
B. ovary
C. testes
D. thyroid gland
9. Which of the following is NOT A CORRECT pairing of the gland and its secretion?
A. adrenal gland: adrenaline
B. pancreas: insulin
C. parathyroid gland: parathormone
D. testes: progesterone
10. Which gland makes hormones that help you grow?
A. adrenal
B. thymus
C. pituitary
D. thyroid
11. Which gland is responsible for calcium regulation?
A. pancreas
B. parathyroid glands
C. pineal gland
D. thyroid gland
12.In times of emergency, what gland has an increased secretion?
A. adrenal gland
B. pancreas
C. parathyroid gland
D. testes
13. Which gland is responsible for flight or fight response?
A. adrenal gland
B. parathyroid gland
C. pituitary gland
D. thyroid gland
14. What is considered as the ovulation day for a regular menstrual cycle?
A. 1 day
B. 14th day
C. 20th day
D. 28th
15. Which birth control method is best used for safe sex?
A. abstinence
B. condom
C. IUD
D. pills
16. In humans, fertilization normally occurs in the_______
A. cervix
B. fallopian tube
C. uterus
D. vagina
17. What do we call the female sex hormone that is responsible for the development and
maintenance of typical female sexual characteristics?
A. estrogen
B. FSH
C. LH
D. progesterone
18. What is the periodic shedding of tissues and blood from the inner lining of the uterus?
A. menstruation
B. menopause
C. ovulation
D. pregnancy
19. Which of the following produces ova and secretes estrogen and progesterone?
A. hypothalamus
B. ovary
C. pituitary
D. uterus
20. Hormones affect various processes in the body as they regulate the activities of
organs, tissues, and cells. Which of the following statements is true about female
hormones? They?
A. act in very small amounts but results to great deal of change in the body
B. lead to growth of facial hair and development of Adam's apple
C. may cause pain and headaches
D. trigger the development and release of ovum
8. The menstrual cycle temporarily stops during _____
A. adolescence
B. ovulation
C. pregnancy
D. puberty
21. The ability to reproduce begins at _____
A. adolescence
B. adulthood
C. childhood
D. infancy
22. The ability to reproduce begins at _____
A. adolescence
B. adulthood
C. childhood
D. infancy
13. Menstruation is a sign that a girl is _____
A. already menopausal.
B. already pregnant.
C. capable of producing offspring.
D. not capable of reproduction.
24. Menstruation can be described as the discharge of blood from the _____
A. fallopian tube
B. ovary
C. uterine wall
D. vagina
25. Which of the following doesn't happen during ovulation?
A. A mature egg is released from the ovary.
B. A slight increase in body temperature can be observed.
C. Cervical mucus increases in volume and becomes thicker.
D. Menstrual periods are irregular and can be late for up to 10 days or more.
26. What do you call the body's system which is composed of a network of nerve cells
and nerve fibers that transmit nerve impulses between parts of the body?
A. circulatory system
B. endocrine system
C. nervous system
D. reproductive system
27. What is the other term for "neurons"?
A. epithelial cells
B. muscle cells
C. nerve cells.
D. red blood cells.
28. Which of the following is NOT a part of the Nervous System?
A. brain
B. lungs
C. nerves
D. spinal cord
29. The neuron is made up of the following parts EXCEPT _____
A. axon.
B. brain
C. cell body
D. dendrites
30. What are the major divisions of the nervous system?
A. central and cranial nervous system
B. central and peripheral nervous system C. peripheral and somatic nervous system
C. peripheral and somatic nervous system
D. somatic and autonomic nervous system
31. Central nervous system is composed of brain and _____
A. cerebrum
B. cranial nerves
C. spinal nerves
D. spinal cord
32. Brain functions as an organizer and distributor of information in the body. What are
its main parts?
A. brain stem, neurons, and cerebrum
B. brain stem, neurons, and spinal cord
C. cerebrum, cerebellum, and brain stem
D. cerebrum, cerebellum, and spinal cord
33. The _____ of a neuron carries the impulse towards the cell body.
A. axon
B. brain
C. dendrites
D. spinal Cord
34. The peripheral nervous system is composed of cranial nerves and. nerves.
A. sensory
B. spinal
C. spinal cord
D. brain
35. Which of the following is TRUE about the central nervous system?
A. The central nervous system is composed solely of the brain.
B. The central nervous system consists of cranial and spinal nerves.
C. The central nervous system consists of the brain and spinal cord.
D. The central nervous system is part of the peripheral nervous system.
36. It refers to an involuntary and nearly instantaneous movement in response to a
stimulus.
A. brain.
B. neuron
C. reflex
D. stimuli
37. When your hand touches a hot object, what is the automatic response to such a
stimulus?
A. Call for help.
B. Pour out water into the hot object.
C. Let your hand remain touching the hot object.
D. Withdraw your hand.
38. What part of your body is considered as the control center of the nervous system?
A. brain
B. heart
C. spinal cord
D. stomach
39. What are the building blocks of proteins?
a. amino acid
b. fatty acid
c. glucose
d. nucleotides
40. What is the molecule that serves as the “blueprint” of life?
a. deoxyribonucleic acid
b. messenger RNA
c. ribonucleic acid
d. transfer RNA
41. What are the nitrogenous bases in DNA?
a. adenine, cytosine, uracil only
b. adenine, cytosine, thymine only
c. adenine, cytosine, guanine, thymine
d. adenine, cytosine, guanine, uracil
42. Which is the correct complementary pairing of bases in DNA?
a. adenine-guanine, cytosine-guanine
b. adenine-cytosine, guanine-thymine
c. adenine-thymine, cytosine-guanine
d. uracil adenine, cytosine-guanine
43. Which of the following sequences of DNA bases is complementary to the sequence:
ATC-GTG-CCC
a. TAG-CAC-GGG
b. TAG-TAT-GGG
c. AUG-CAC-GGG
d. AUG-TAT-GGG
44. What are the nitrogenous bases in RNA?
a. adenine, cytosine, uracil only
b. adenine, cytosine, thymine only
c. adenine, cytosine, guanine, thymine
d. adenine, cytosine, guanine, uracil
45. What is the correct description for a DNA molecule?
a. covalent
b. double helix
c. octahedral
d. triple triangle
46. The DNA of a cell is found inside the ________________.
a. Golgi body
b. nucleus
c. nuclear envelope
d. ribosomes
47. What are the types of RNA?
a. messenger RNA and ribosomal RNA only
b. messenger RNA and transfer RNA only
c. messenger RNA, ribosomal RNA, and transfer RNA
d. ribosomal RNA and transfer RNA only
48. According to the rule on complementary pairing of nucleotide bases, adenine (A) will
only make a bond with ____________ in DNA.
a. cytosine
b. guanine
c. thymine
d. uracil
49. Most genes DNA hold instructions for the cell to make a specific _____.
a. carbohydrate
b. chromosome
c. lipid
d. protein
50. The codes for the production of proteins need to leave the nucleus of the cell. This
can be accomplished by using _______to take messages out of the nucleus.
a. DNA c. amino acids
b. RNA d. lipids

Appendix 2. Consent and Assent Form

Parent’s Consent

Name of Child: ________________________________ Date of Birth: _____________

Parent/Guardian ________________________________________________________
Address: ______________________________________________________________
Mobile No._________________________ e-mail: ________________________
Emergency contact details: (If different from above)
Name: ___________________________________Telephone no: __________________
Relationship to child: ___________________________

CONSENT (please read carefully)

I agree to my son/ daughter taking part in the activities of the research study.
a) I confirm to the best of my knowledge that my son/ daughter is fit and healthy to be part of the
study.
b) I understand that the action research may contain photography or video recording in which my
child will be included. I understand that these will be part of the documentation process of the
said study.
Signed ________________________________________ (Parent/ Guardian)
Date: _________________________________________

Assent Form
TITLE OF RESEARCH:
RESEARCHER:
The researcher named above is doing a research study.
We are asking you to be in a research study. Research is a way to test new ideas. Research helps
us learn new things.
You are designated as one of the respondents of the above-mentioned research study.
You are being asked to be in the study because you have been identified as a respondent or
subject of the study.
The study focuses on finding the significant difference in the reading performance of the pupils
after engaging them in a social constructivist approach.
As respondent-participant of the study, you will have to answer the survey
questionnaires; and be subjected to undergo the said study.
As a participant, you can also provide the researcher with valuable data necessary for
data analysis, interpretation of results, recommendations and suggestions and the effectiveness of
the proposed intervention.
If you sign your name below, it means that you agree to take part in this research study as
a respondent or participant.
____________________________________________ _____________
Your Name (Printed) Age
___________________________________________ ______________
Your Signature Date
___________________________________________ ______________
Signature of Person Obtaining Consent Date
___________________________________________ ______________

Signature of Witness Date