Arcite Et - Al

Revealing What Really Matters: An Action Research on Developing Students
Reflective Thinking Skills through the use of PhotoVoice
An Action Research
Presented to the Teacher Education Department
Lovely Jane L. Arcite

Christine M. Ayocan
May, 2023
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Revealing What Really Matters: An Action Research on Developing Students
Reflective Thinking Skills through the use of PhotoVoice
An Action Research
Presented to the Teacher Education Department
In Partial Fulfillment of the Requirements for the
Degree Bachelor of Secondary Education
Major in Social Studies
Lovely Jane L. Arcite
Christine M. Ayocan
May 2023
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APPROVAL SHEET
This thesis entitles, “Revealing What Really Matters: An Action Research on

Developing Students Reflective Thinking Skills through the use of PhotoVoice”
prepared by Lovely Jane L. Arcite and Christine M. Ayocan in partial fulfillment of
the requirements for the degree, Batchelor of Secondary Education major in Social
Studies, has been examined and is, hereby, recommended for the corresponding oral
examination, approval, acceptance.
RICA Y. PAILAGO, MAEd

Adviser
PANEL OF EXAMINERS
APPROVED by the Panel of Examiners with a grade of ____
MARIANNE N. RUNAS, MAEd JEFFREY C. MATA, MAEd

Member Member
EUGINE B. DODONGAN, MAEd

Chairman
ACCEPTED in partial fulfillment of the requirements for the Degree Bachelor of

Secondary Education Major in Social Studies
Comprehensive Examination: PASSED

Dean, Teacher Education Department
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ACKNOWLGEMENT
We want to offer this endeavor to our Almighty God for the wisdom he
bestowed upon us, the strength, peace of mind and good health in order to finish this
research including the blessings and unconditional love.
Our sincerest and heartfelt thanks to the panel of examiners Marianne N.
Runas, MAEd, Jeffrey C. Mata, MAEd and Eugine B. Dodongan, MAEd for
nourishing us with adequate and timely technical suggestions to improve this
research.
We would like to express our sincere gratitude to our research adviser, Rica
Y. Pailago, MAEd for her invaluable guidance and support throughout this research
journey, her unwavering commitment to excellence has challenged us to strive for a
deeper understanding of the subject matter. Also, her patience and willingness to
provide constructive feedback has been instrumental in shaping the direction of our
research and improving the quality of our work.
To John Patrick L. Arcite, MAEd, Mary Queen Bugsad, Teacher III and to
Rona C. Apolonario, Mat-Math for polishing and improving our research instrument
before doing the conduct of intervention.
We would also like to acknowledge the participants who generously gave
their time and energy to make this study possible. Your willingness to share your
experiences and reflections has enriched our understanding and will contribute to
the advancement of knowledge in this field.
To our parents, guardians, and family, who have always been generous with
their emotional and financial support in pursuing this study.
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ABSTRACT
Reflective thinking becomes an integral part for student’s development as this

enables them to improve their way of thinking allowing them to integrate new
insights into the learning process. Although the respondents already possess their
own reflective thinking skills, still there is a need to develop and assist their skills to
be more progressive and precise as it is observed that they are more attentive to give
narrow context which limits them to think creatively, critically and acquired
information beyond context. This urged the researchers to conduct a study in
incorporating PhotoVoice to develop this particular skill of the students. The main
objective of this study was to determine the implication of PhotoVoice on
developing the reflective thinking skills of students in their learning process. It
utilized the descriptive analysis of research method and applied the paired t-test as a
statistical tool. This investigation used an adopted survey questionnaire that served
as self-assessment for the gathering of data. Universal sampling technique was used
with a total of 40 respondents from one of the secondary school of New Bataan,
Davao de Oro. The result of the study revealed that the students have developed
their reflective thinking skills after the conduct of intervention with a total number
of 5 sessions with diverse topic. As recommendation to future researchers, explore
the same study while using the qualitative approach to deeply narrate and
understand the context of each reflection and apply the descriptive-narrative method
in analyzing the acquired data. To conclude, PhotoVoice is a good intervention in
developing the reflective thinking skills. By integrating PhotoVoice in the teaching
and learning process, students developed greater sense of self-confidence,
resilience, and personal growth which is beneficial for teachers as students become
more interested to learning when they feel like their opinions and ideas are heard.
Key Words: reflective thinking, photovoice, organization, quality of information,

deep of reflection, connections to academic concepts, descriptive study.
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TABLE OF CONTENTS
Page
Title Page ................................................................................................................ i
Approval Sheet........................................................................................................ ii
Acknowledgement .................................................................................................. iii
Abstract ................................................................................................................... iv
Table of Contents .................................................................................................... v
List of Figures and Tables....................................................................................... viii
CHAPTER
1. THE PROBLEM AND ITS SCOPE
Rationale ......................................................................................... 1
Review of Related Literature .......................................................... 3
Conceptual/Theoretical Framework ................................................ 11
Research Objectives ........................................................................ 14
Significance of the Study ................................................................ 15
Scope and Delimitation ................................................................... 16
2. METHOD
Research Design.............................................................................. 17
Intervention ..................................................................................... 18
Sampling and Locale of the Study .................................................. 23
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Data Collection ............................................................................... 24
Data Analysis .................................................................................. 26
Ethical Consideration ...................................................................... 28
3. DISCUSSION OF RESULTS AND REFLECTION
Pre-intervention stage:
Intervention formulation ................................................................. 31
Level of Students Reflective

Thinking Skills before PhotoVoice ................................................. 32
Level of Students Reflective

Thinking Skills before PhotoVoice ................................................. 35
Significant Difference before and

After using PhotoVoice................................................................... 38
Difference Between
Pre and Post Test ............................................................................ 39
Reflection ........................................................................................ 43
4. ACTION PLAN .................................................................................... 46
ANNEXIS
A. Pre-Survey Data with MOV

for Conceptualization via face to face .................................................................... 57
B. REC Forms.............................................................................................................. 59
C. Pre-Assessment and Post-Assessment .................................................................... 76
D. Face-to-Face interaction for Orientation ................................................................. 79

E. Learning Material of Impressionism ....................................................................... 80
F. Learning Material of Expressionism ....................................................................... 82
G. Learning Material of Cubism .................................................................................. 83
H. Learning Material of Dadaism ................................................................................ 84
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I. Learning Material of Surrealism ............................................................................. 85
J. Rubrics assessment for students’ reflective thinking .............................................. 86
K. Student’s Results ..................................................................................................... 88
REFERENCES .................................................................................................................. 98
APPENDICES
A. Transmittal Letter .................................................................................................... 101
B. Certificate of Approval from DDOSC-REC ........................................................... 102
C. Letter to conduct the study ...................................................................................... 103
D. Letter for Research Instrument Validation .............................................................. 105
E. Inform Consent Form .............................................................................................. 123
F. Researcher Questionnaire Pre-assessment ............................................................... 126
G. Researcher Questionnaire Post-assessment ............................................................ 127
H. Conduct of Intervention: Session 1 ......................................................................... 128
I. Conduct of Intervention: Session 2 ......................................................................... 129
J. Conduct of Intervention: Session 3 ......................................................................... 130
K. Conduct of Intervention: Session 4 ........................................................................ 131
L. Conduct of Intervention: Session 5 ......................................................................... 132
M. Statistical Analysis Result ...................................................................................... 133
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LIST OF FIGURES
Figures Page
Figure 1.1 Conceptual Paradigm of the Study ................................................. 11
Figure 2.1 Map of Davao de Oro highlighting

the Municipality of New Bataan .................................................... 23
Figure 2.2 Map of Municipality of Compostela highlighting

the Barangay Cabinuangan ............................................................ 23
LIST OF TABLES
Tables Page
Table 2.1 Parameter Limits for the 5-item
assessment of each component ......................................................... 27
Table 3.1 Descriptive Statistics before using PhotoVoice ............................... 32
Table 3.2 Descriptive Statistics after using PhotoVoice ................................... 35
Table 3.3 Significant Difference Before and

After Using Photo Voice ................................................................... 38
Table 3.4 Differences between Pre

And Post-Test.................................................................................... 39
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Chapter I
INTRODUCTION
Rationale
One of the most significant spectrums in human existence is to value what truly
matters in life. It is easy to think that wealth, status and fame are important. Hence, in
reality is much different. With this regard, the modern education system aims to educate
learners to constantly reflect and improve themselves by having importance of their life
experiences in a systematic way. Subsequently, to acquire this aim it is essential for
learners to achieve higher order thinking skills, and this includes reflective thinking
(Cengiz et al., 2016).
Meanwhile, Amzat et., al (2020) stipulated that the Malaysian government aspired
to develop students learning, as a lack of reflective and critical thinking remains the
utmost concern among Malaysian educators. In connection, (Yaacob, 2021), who
conducted research incorporating thirty-seven (37) English Language Teaching trainees
from Malaysian University, discovered that learners performed at technical and practical
levels of thinking, thus rarely applying a critical level of reflection. Moreover, developing
reflective thinking has been recognized as an essential and redoubtable concept for
learning. John Dewey, an American Philosopher, highlighted that “we do not learn from
experience, we learn from reflecting on experience.” His theory plays a huge role in
fostering students’ reflective thinking, critical thinking, and the development of ethical
values and individual skills (Loka et al., 2019).
In the Philippines, particularly in Manila, reflection is an essential proportion of
effective learning as it elicits students to subject themselves to self-awareness and self-
evaluation. Nevertheless, The Department of Education or DepEd implemented the K-12
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program corresponding to the educational ladder in South East Asian Region under the
United Nations Educational Scientific and Cultural Organization (UNESCO, 2016). This
grasp is the answer to educational challenges making the curriculum attractive and child-
centered focused, as what is stipulated in the Philippine constitution, Republic Act 20533.
In line with this, a study presented provocation teachers face in the Philippine education
system in correlation to actualizing reflective learning (Valdez et al., 2018). In addition,
reflective thinking in the education sector has shown an increased impact on students’
life-long learning and institutional adherence to the community over the past decade.
Universities in the Philippines provide various learning programs to address learners’
comprehension of real-life situations (Anorico, 2019).
Furthermore, the locality also observed that the students are more attentive to
narrow context, which limits them to thinking creatively and critically and acquiring
information beyond the context. In most cases, students tend to dwell on what is easier
and faster in giving feedback about specific topics than reflecting and thinking
meaningfully. This significant issue in the spectrum of the learning process involves the
students in one of the secondary school of New Bataan.
Lastly, no research has been delved into reflective thinking skills in the locality
as mentioned above. Therefore, the researchers of this study aim to utilize the process of
PhotoVoice in developing the reflective thinking skills of Grade 10 students – particularly
from New Bataan Davao de Oro Philippines.
Review of Related Literature
Reflective Thinking Skills as a Goal in Education
Reflective thinking is proposed as ought to be encouraged by education as this
skill is a type of thinking that appraises options and reasons before selecting a course of
action or adopting a belief (Baron, 2017). The essentiality of reflective thinking is very
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crucial to achieving success in complex and unpredictable situations, such as in the
academic field (The Ohio University, 2018). In line with this, Gibbs (2017) stipulated that
many academic disciplines require learners to enhance awareness regarding social issues
that are in connection with professional practices. This occurs through the discussion of
possible scenarios or actual experiences. Moreover, according to Dale (2017), reflective
thinking is the ability to look at the past and develop comprehension and insights about
what happened. Also, using this information assists the learners in a more profound
understanding, and as experts suggest, reflective thinking is part of natural learning.
Hence, Stirrer (2016) argued that it is not sufficient to have an experience in order to learn
because without reflecting upon the encountered experience, it can be forgotten or have
the potential to be lost.
Thus, according to Choy et al. (2021), the learners' academic performance can be
improved by using reflective learning practices since individual students can contemplate
class discussion, as they would identify and develop their weaknesses to alleviate their
overall achievement in a topic. In line with this, the research (Cavilla, 2017) perceived
that students who use reflective practices enhance metacognitive skills, which are
essential for transversal life skills; also, reflection can help you to acquire a deeper
understanding of a concept, while reflective practices replicate your ability to remember
strenuous topics and formulate solutions, in moments of crisis.
In connection, Reflective practice must assimilate with passion, and critical
thinking is to be obtained because reflection can become meaningful if the understanding
acquired from reflection is used to affect change (Jha & Sha, 2018). Therefore, it is
significant to prompt reflective thinking in students during their academic education,
which can help them to develop their higher-order thinking skills as this helps the
students to connect their prior understanding of the concept to new knowledge. Hence
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function as a bridge between what is known and what is unknown and Identifies areas for
change and development (Neha, 2018).
Lapses in acquiring Reflective thinking skills
The COVID-19 outbreak in the spring of 2020 severely disrupted daily life all
around the planet. Numerous governments’ halted schools for several weeks or months as
one of several steps attempted to stop the virus's spread, even though closing schools is
one of the most effective measures to stop the virus's spread (Haug et al., 2020). For
students in elementary, high school, college, and professional institutions transitioning to
learning during the coronavirus disease (COVID-19) pandemic, these changes may have a
negative impact on their academic performance as well as their health, age, maturity, and
social class may all affect the outcomes differently.
However, the effects of the Covid-19 pandemic have been more detrimental for
students from less wealthy households (Aucejo et al., 2020). Hence, the Department of
Education implemented online and modular distance learning to preserve the education of
millions of Filipino students and ensure that every school continues to fulfill its objective
and vision of providing each Filipino student with a high-quality education (Dangle &
Sumaoang, 2020).
The teacher's duty is to mentor students and helps them acquire critical-thinking
abilities. Creative thinking, critical thinking, analytical thinking, problem-solving, and
reflective thinking are higher-level thinking skills employed in learning. The teacher's
goal should be to encourage students to use reflective thinking during the learning
process. Reflective thinking techniques should be incorporated into students' educational
experiences in order for them to learn this talent. Students should be permitted to consider
their educational experiences and encouraged to make assessments (Nian, 2020).
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However, due to the COVID-19 pandemic, the lack of interactive contact between
the teacher and the students will make them uninterested in learning and unwilling to
develop their higher-order thinking skills. Because they cannot engage with their teachers
to ask questions about their lessons, students struggle to digest the information in the
module, and the teacher struggles to explain it. Even mistakes were replicated by some
students who rely heavily on the critical answers provided in their self-learning modules,
giving professors the impression that their students are not paying close attention to what
they are learning (Dargo & Dimas, 2021).
PhotoVoice as a Learning Tool
PhotoVoice is commonly used in research that employs photography to
marginalized individuals and allow them deepen their understanding in a community
issue or concern (Wang, nd). In line with this, Kile (2022) stipulated that using
PhotoVoice engages the learners in the research process by inviting them to share their
experiences through photographs and personal narratives. However, Lofton and Grant
(2021) discussed that it is unclear how PhotoVoice projects demonstrate intentional
action planning and its impact on community-level outcomes.
Hence, according to Wang (2017), PhotoVoice is a process by which individuals
can identify, represent, and enhance their community through a particular photographic
technique – as this process aims to enable people to record and reflect their community's
strengths and concerns, promote critical thinking and knowledge about important issues
through the use of photographs, and reach policymakers which can make community
changes.
Moreover, PhotoVoice allows students to tell their stories and have their voices
heard. PhotoVoice equips individuals with cameras so they can generate photographic
evidence and symbolic representations to provide insight, educate others about their
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experiences and assist others in seeing the world through their eyes (Shaw, 2021).
Nonetheless, The PhotoVoice project gave students an opportunity to reflect on their
perceptions and gave insight into their pedagogical needs (Bertrand, 2021). In connection,
the process of PhotoVoice in education enhances students' interest in learning the lesson
as this particular learning tool gives teachers an excellent supplemental tool for enhancing
student learning and appreciation of learning.
The Interrelation of PhotoVoice in Reflective Thinking Skills
Reflection is inextricably tied to metacognition and self-regulation, whose
significance for learning is amply supported by the research (Gunderson, 2017). Hence,
reflective thinking enables students to improve their decision-making and learning by
enabling them to integrate new insights into their learning and experience (Rogers, 2018).
The ability to step back and consider the best course of action for attaining a goal is one
of the critical functions of reflective thinking, which also serves as a tool to support the
thinker in problem-solving situations. The ability to solve problems in many
circumstances will be taught to students in each topic. Sabandar (2017) stated that when
students are engaged in a rigorous problem-solving process, their capacity to think
reflectively—which includes their capacity to think critically and creatively, as well as
other thinking skills—will have the chance to increase and improve.
Furthermore, research shows that taking photos and discussing them with others
provokes reflection (Latz, 2017). Photos have the visceral ability to communicate both
visible in the image, or the signifier, and the concept or meaning to which it is referring,
or the signified. A reflective process known as "reviewing experiences" takes place as one
moves from explaining the signifier to interpreting the signified (Baumer et al., 2020).
On the other hand, a teaching strategy known as "PhotoVoice pedagogy"
encourages students to reflect on a prompt or issue by using both photography and
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narrative writing. Due to its pedagogical potential, PhotoVoice has primarily been a
visual qualitative research approach that has found its way into the classroom as
pedagogy (Latz, 2017). It has been adapted for use as a pedagogical tool to engage
students in higher education through observation and reflection (Garner, 2016).
The expressive capabilities of PhotoVoice can be used as a new instrument for
critical reflection. With this regard, PhotoVoice has the potential to incorporate more
visual cues and processes, and studies have demonstrated that it encourages students'
creativity. They valued their own judgment, reflection, and expression more as a result
(Fletcher & Cambre, 2017). Cook and Buck (2020) support using PhotoVoice to help
students describe and respond to inquiries about an image. Students may think back on
new experiences, what they appreciated, what they would have done differently, and what
they learned from them through PhotoVoice.
Organization
One of the most significant successes of Effective Leadership is the ability to
reflect on our thoughts and actions. Reflective thinking is the mind's internal process
when handling and answering tough questions or challenging situations. It is a way to
buckle up the mind to explore the underlying assumptions used to arrive at an inevitable
conclusion, precisely the deeper values and beliefs that might influence the decisions and
actions (Malik, 2022).
Moreover, it is common to have many thoughts throughout the day, and learning
to observe, recognize and prioritize them can help stay focused on essential tasks. In
connection, Sayar (2020) stated that you could use many strategies and techniques to help
you organize your thoughts effectively to improve your productivity. To become better at
organizing thoughts, learn about steps to achieve this goal. Subsequently, learning how to
organize thoughts can help us concentrate on important tasks and motivate us to keep
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working on our goals. Organizing our thoughts and ideas is essential because this practice
can help improve productivity, prioritize essential tasks, and maintain a positive attitude
(Indeed, 2021).
Furthermore, a recent study conducted at the National Institute on Aging found
that enabling the mind to be disorganized does not just feel bad; it is also wrong because a
disorganized mind leads to high stress, chronic negativity, and impulsivity. These states
stifle productivity and contribute to a slew of health problems, including weight gain,
heart disease, sleep problems, and migraine headaches (Bradberry, 2016).
Deep of Reflection
In higher education, well-designed service learning integrates academic knowledge
and service activities in reflection to provide crucial learning outcomes: academic
improvement, personal development, and civic engagement. Educators once thought
memorizing information through repetition and rote learning was the best route to a good
education, but this belief has since been disproved. In our rapidly changing world, where
we must constantly grapple with novel concepts, rote learning is insufficient. Therefore,
the capacity for metacognition, or the ability to reflect on our thinking, can be helpful in
various contexts, but it is beneficial when learning new information and skills (Fleming,
2021). Deep reflection is a crucial component of learning that encourages the learner to
think more critically or creatively (Entwistle & Peterson, 2018). Directed questions can
help lead and support this deeper thinking and help people relate their experiences
(Krause & Stark, 2018). Therefore, teachers should encourage students to reflect deeply
regularly so they can start "producing" knowledge rather than just "consuming" it.
Furthermore, deep reflection aims to identify what is previously known and
incorporate new information to produce knowledge, new meaning, and a deeper level of
understanding (Moon, 2020). Boud (2021) characterizes deep reflection as examining and
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considering experiences, decisions, thoughts, and reactions, then interpreting them to
draw lessons from them. Learning happens when people express their experiences
through narrative while considering historical, social, and cultural settings. This learning
is self-reflective and involves a conversation between thinking and acting that includes
moral queries about ethical practice and the value of endeavors. Hence, individuals are
accountable for their moral, emotional, and intellectual development and are ready to
change for their own and their career's sake, acknowledges that learning is ongoing and
that it takes time for a change or learning to become visible. The society in which a
person works is improved by their enhanced moral development and insight (Gadamer,
2020).
Connection to an Academic Concept
In order to improve reflective thinking skills, self-regulated learning practices are
frequently promoted in curricula. Higher transfer performance may result from the need
for learners to deliberately attend to actions and performances and thoroughly process
them (Wouters et al., 2019). According to Graham et al. (2018), incorporating reflective
activities into academic programs may improve higher-order thinking skills and affect
self-efficacy views. In a bid to link ideas to academic topics, reflection is focused on
behaviors and thought formulation. For instance, students are instructed to "watch the
actions," which refers to activities in which one intentionally pays attention to some of
one's behavior (Schunk, 2019). The ability to make connections involves a process of
connecting prior knowledge to new knowledge and experiences. This process allows
students to relate academic concepts to their experiences to create new knowledge.
Moreover, students' reflective thinking skills could be improved by supporting and
encouraging them to systematically monitor their confusion, performance, and progress,
as well as to revise their learning strategies to achieve their objectives by asking them to
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reflect on their learning experiences following each class throughout the entire session
(Zimmerman, 2018). Student reflections can give learners and the teacher diagnostic
information about the student's present knowledge and skills and any gaps in their
understanding or application of that knowledge. This diagnostic data, for instance, may
directly impact students' strategic response decisions. Fortunately, reflection can be
helpful when relating ideas to academic concepts because they will need to consider how
all the evidence relates to how they understand a subject. The ability to reflect on
something is a crucial component of critical thinking because it enables them to challenge
the claims, be receptive to alternative viewpoints, and progress from being critical to
being constructive in their criticism (Braaksma et al., 2021).
Conceptual Framework
The concept of conducting action research on utilizing photovoice as an
intervention in developing students' reflective thinking skills is anchored on the model
created by Lewin (1946) called Kurt's Lewin Action Research Model. Action research
systematically collects data on an ongoing system concerning a particular objective, goal,
or systemic requirement. As stipulated by Jugar and Cortes (2022), action research has
traditionally been utilized to enhance contextualized educational practice.
Planning
Reflecting Acting
Observing
Figure 1. The conceptual Paradigm of the Study is anchored on the study of (Lewin, 1946)
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Action research is crucial for social practice, particularly in the field of education.
While action research is not inherently scientific, it incorporates a component of
experimentation with the proposed intervention or action. The initial plan is for the cycle
to begin with a phase of reconnaissance to pinpoint the essential elements that make up
the activities of the group being researched. The process is always complex and involves
several steps, including planning, acting, observing, and reflecting (Fig. 1) in a testing and
improvement cycle.
Planning. A diagnostic examination was performed adequately before conducting
academic studies to conclusively pinpoint the local student's perspective issue. In order to
appropriately identify the research concerns, researchers also performed the pre-test and
direct observation. Additionally, researchers examined the issues based on observations
and pre-test results. The appropriate instrument for the academic study was carefully
constructed as the corrective action plan.
Acting. This was the stage where the planned action will be executed. The
execution of the action plan made use of PhotoVoice, which combined narrative with
photography to reflect on a particular prompt or question. Due to its potential as a
teaching tool, PhotoVoice has been chiefly used as a visual qualitative research technique.
Students participate in academic activities that support the process of reflection and
interaction with the material outside of the classroom to examine the outer world through
a critical lens through documentary photography.
Typically, in a PhotoVoice assignment, students are given prompts or topics to
investigate by capturing images (photos) and adding voices (voices) to these photos to
interpret what these photos mean. During the potential scientific execution of the
academic study based on properly gathered facts and pertinent information.
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Observing. This cycle stage was where inquiry or research is carried out. Data
was gathered and analyzed to determine whether the activity was successful and whether
additional actions are necessary.
Reflecting. After that, researchers would conduct a thorough analysis and
reflection and identified the gaps and weaknesses that needed to be filled. If necessary,
the study review process would be repeated. They are referring to the corrective action
plan's actual execution in practice. Further, researchers will conclude whether or not
PhotoVoice is effective as an intervention to improve the reflective thinking skills of
grade ten (10) students.
Theoretical Lens
The background of this study was anchored on the empiricist reflection theory of
Locke (1704). He emphasizes how concepts do not originate in the mind but rather result
from our interactions and experiences with the outside world. People can behave as
trustworthy agents in the world by utilizing reason and reflection to form knowledge
based on experience because our beliefs and attitudes are not predetermined at birth. The
mental process of "observation" results from a physical one and the causal and contingent
relationship between the objective world and subjective thought.
In addition, the theory mentioned above was also supported by Piaget's
constructivist theory (1973). He pointed that people produce knowledge and form
meaning based on their experiences. People construct their representations and
incorporate new information into their prior knowledge as they experience the world and
reflect on those experiences (schemas). Students were expected to take responsibility for
their development, analyze themselves and recognize the circumstances in which they are
incomplete or successful, find solutions to problems, ask questions frequently, make
changes, and express themselves in the educational environment (İnci Kuzu & Uras,
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2019). Hence, in an active learning process called Kolb's experiential learning theory
(1984), learning occurs when an individual comes across an experience and reflects upon
it. As a result, a learner must undergo the four-stage cycle as it sees education as a
seamless process. Kolb contends that learning is a cyclical process that comprises
experiencing, reflecting, thinking, and acting. Therefore, all four stages mutually support
one another, as cited by Pamungkas, Widiastuti, and Suharto (2019).
The applications of these theories would be demonstrated through the use of
PhotoVoice, particularly the categorized PhotoVoice activities. Moreover, PhotoVoice
pedagogy is a cutting-edge educational strategy that primarily uses documentary
photography as a tool for students to investigate themes and issues in their surroundings
via a critical reflection lens, making sense of the learner's reality through capturing
images and pairing them with personal tales. Further, through PhotoVoice, they need to
communicate with the experiences and reflect on them to gain knowledge from the world.
Furthermore, the ability to see a problem in their surroundings, investigate via a
scientific lens, and construct meaning was one of the main components of constructivist
learning that students had to engage in. They have the capacity to relate the knowledge
acquired in a particular course to their everyday life, which is related to constructing
meaning that involves an extension of perception. Afterward, through experiential
learning, students understand the concepts in general, referring to concrete experience and
reflective observation as they undergo the learning cycle that leads to the transformation
of experience into effective learning.
Research Objectives
This study aimed to improve conditions by making community-level changes by
developing our future citizens' thinking skills. In addition, the motive of the researchers
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was to utilize PhotoVoice as an intervention to develop the reflective thinking skills of
secondary students from one of the secondary schools of New Bataan.
1. To describe students' level of reflective thinking skills before and after using
PhotoVoice.
2. To determine the significant difference between the pre-Intervention assessment
and post-intervention assessment scores of secondary students based on their
reflective thinking skills.
3. To determine whether using PhotoVoice as an intervention improves the reflective
thinking skills of secondary students.
Significance of the Study
The study's primary goal was to utilize PhotoVoice to assist students in
developing their reflective thinking skills. However, its impact went beyond that and
would be more beneficial to the following:
School Administrator. This study would provide credible data on the students'
reflective thinking skills when PhotoVoice is utilized in the learning environment. Such
data can encourage institutions to adopt the same technique to improve students' way of
thinking.
Teachers. Growing interest was being paid to the development of 21st-century
skills as a way to enhance educational methods. Trying out new teaching techniques, like
photovoice, will help them support their student's ability to think reflectively, leading to
higher-order thinking skills.
Students. As students, it is crucial to remember that reflection is a highly personal
process, and there is no one "correct" way to approach it. Through the intervention, the
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students would be able to recognize a new strategy to support the growth of higher-order
thinking skills through the development of student reflection.
Future Researcher. Higher education prepares students for life and works in the
twenty-first century by encouraging the ability to reflect. Future researchers can delve
more into this subject to determine the benefits of PhotoVoice on students' reflective
thinking.
Scope and Delimitation of the Study
The respondents in the study were delimited to forty (40) secondary students from
New Bataan Davao de Oro. Hence, students who had come from other localities would be
excluded. However, the research respondents had the right to withdraw during the
implementation even though the participant agreed and signed the consent form in such
cases that he/she had a valid reason. The implementation process would start in the
second semester year 2023, as soon as the fifth session was done.
Furthermore, given that this study utilized PhotoVoice to develop the reflective
thinking skills of secondary students; this would not include a specific area of an
academic subject. Moreover, this study solely focused on the level of reflective thinking
skills as to how they conceptualize their ideas and perform critical reflection of modern
arts, particularly on Impressionism, Expressionism, Cubism, Dadaism, and Surrealism.
Therefore, this study would not highlight any other topics in modern art. Lastly,
the researchers will be recognized that the result of the study are only specific to the
respondents and is not generalizable to all.
15
Chapter 2
METHODOLOGY
This section explains the study's procedures as well as the steps that must be taken
to accomplish this study. It incorporates the study's Design, Method, Research Site,
Research Respondents and Sampling, Research locale, Data Gathering Procedure, Data
Analysis Plan, and Ethical Considerations. These, in particular, explain how the study
proceeds.
Research Design
This paper employed a pre-test post-test design through a quantitative approach. A
pre-test post-test design would be used to measure data taken both before and after the
intervention (Glen, 2021). This would used to see if the intervention, which was the
PhotoVoice would cause a change in the reflective thinking skills of the respondents.
Moreover, in this design, the scores that would taken from the respondents (pre-test and
post-test scores) before and after every session served as the numerical data that would be
analyzed through paired t-tests to determine if PhotoVoice contributes to the respondent's
reflective thinking skills.
Moreover, in this study, the researchers delved into the approach by incorporating
PhotoVoice as an intervention to develop students' reflective thinking skills. This enables
the researchers to examine students' reflection as to how PhotoVoice assist in the progress
of their reflective skills.
Intervention
The research intervention was used to address the need to develop students'
reflective thinking skills through the use of PhotoVoice; the duration of each presentation
is limited to at least a minimum of two (2) minutes. The following process would be
established to conduct the intervention.
16
Identifying the respondents. The medium of selecting the research respondents
would be based on the grade level and section to which the researchers are assigned as
pre-service teachers. The students were under the advisory of the cooperating teacher who
falls under one of the secondary schools in New Bataan Davao de Oro, Philippines.
Conduct of Pre-Intervention Assessment. Before the entire session, the researchers
would give the research respondents a specific image to apply critical reflection to
demonstrate their reflective thinking abilities. This would be accomplished through direct
communication while being guided by a rubric. The research respondents were instructed
to wrap up their analysis of the provided image after the specified time.
During the conduct of the session proper, a survey questionnaire that consists of
twenty items (20) would be given to the students before the conduct of the intervention to
determine how students reflect on the given image.
The Conduct of Intervention. The time scale of the conduct of the intervention
would be accomplish within five (5) weeks. Each week, the research respondents would
be tasked to capture their preferred photograph and voice their reflections and
perspectives about the image. As a result, the researchers classified the weekly theme on
which the respondents will base their photos. Each participant would be required to
provide five (5) combined reflections using PhotoVoice after the intervention.
Week 1
Topic: Impressionism
Procedure: In this session, the students individually captured a photo
representing their understanding of impressionism. Each student would voice out their
ideas, perspective, and reflection toward the photo in front of the class.
The intervention had covered the topic of impressionism which falls under the
MAPEH subject, particularly in the area of ARTS.
17
The research respondents would present their photo that visualizes the art of
impressionism. In connection, Austin (2022) defines impressionism as the art of scenes
from the world we know rather than following traditional religious, historical, or
mythological subjects. Therefore, the students would apply critical reflection about their
preference photo related to impressionism and would be tasked to voice their reflection
about the image.
Week 2
Topic: Expressionism
Procedure: In this session, the students were tasked to post an image visualizing
the art of expressionism together with its caption that expresses the idea of what
expressionism is all about. The image would be posted on their social media account,
preferably "Facebook."
The intervention would focus on expressionism, a MAPEH subject that is
particularly relevant to the field of the arts. In this sense, the students would be required
to publish their photographs on their Facebook profiles in relation to expressionism
(Duckster, 2022). Since each individual has their own distinct manner of expressing their
emotions in their art, expressionism art attempts to convey emotion and meaning rather
than fact. The subjects are frequently manipulated or exaggerated to convey emotion. As
a result, the students would need to communicate their sentiments and emotions in order
to think critically about the subject at hand.
Week 3
Topic: Cubism
Procedure: The students would be split up into pairs for this lesson.
In front of the class, each duo would show a photograph that they have taken that reflects
the meaning of cubism.
18
Additionally, the intervention in this session should discussed cubism, a subject
under the MAPEH category that is particularly relevant to ARTS.
The students would present an image with their partners throughout the allowed time,
along with their thoughts on cubism.
However, cubism includes the form of abstractionism that captures social reality and a
revolutionary approach to viewing the world.
Week 4
Topic: Dadaism
Procedure: The students would be divided into rows for this session, and each
row would be required to exhibit at least two (2) images that illustrate their grasp of
Dadaism. Additionally, since cubism is a subject under MAPEH, the intervention in this
session focused on that area of ARTS.
The two images that each group or row prepares must convey the essence of Dadaism.
Nevertheless, it is believed that Dadaism emerged as a kind of protest against the
absurdity and ridiculousness of modernity (Art History Artist, 2021). In line with this
thought, Salvador, (2019) stated that the main purpose of Dadaism was to challenge the
social norms of society and make art that would shock, confuse, or outrage people.
Week 5
Topic: Surrealism
Procedure: The students would be split into two groups for this session, and each
group will be required to submit at least three (3) images that illustrate their grasp of the
Surrealist movement.
Additionally, the issue of Surrealism, which is covered in the MAPEH subject,
especially in the field of ARTS, should be covered in this session's intervention. The
group representative discussed their reflection on the lesson's material during the allowed
19
time. However, according to Agar (2018), Surrealism aimed to transform the human
experience by balancing a view of reality that postulate the power of the unconscious and
dreams. In this regard, artists discover the magic and strange beauty in the unexpected,
the uncanny, as well as overlooked and unconventional elements of human life.
The Conduct of Post-Intervention. Similar to Pre-Intervention interview,
researchers would provide a specific picture to the research respondents for them to apply
critical reflection after the entire session to determine if their reflective thinking skills
have developed. This was done through face-face interaction and guided by a rubric.
Nevertheless, all the data gathered was analyzed by the researchers to assess the research
objective of the study.
Instead of the usual approach of showing a photo for pupils to study, the professors
will pick the picture. The respondents in the intervention would be able to take their own
photos to reflect on thanks to the use of PhotoVoice.
By examining a specific topic and developing a style of representation, and fresh
thinking that was based on perspective perspectives, ideas, and experience, PhotoVoice
seeks to increase social responsibility among learners (Rodrigues, 2016). Additionally,
kids become more receptive to learning when they feel like their opinions are heard.
Respondents/ Source of Data and Information
The respondents of this study were forty (40) students in grade ten, which was
enrolled in one of the secondary schools in New Bataan. Additionally, total enumeration
sampling, also known as universal sampling, would be used by the researchers to select
the study respondents because it enlists all of the students in a certain section.
Furthermore, employing this sampling strategy had advantages when the population as a
whole is manageable in size, such as a well-defined segment of a larger population (Glen,
2021). In this study, the subgroup consisted of students in grade ten, but the wider
20
population included all of the students in the institutions other year levels. Thus, those
students who were enrolled outside the premises are not included in the study.
The research locale of this study was conducted at one of the secondary schools of
New Bataan, Davao de Oro where the respondents/students involved were currently
enrolled. New Bataan, specifically the barangay of Cabinuangan is roughly 40 kilometers
(25 miles) from the provincial capital of Nabunturan, 16.9 kilometers (9.9 miles) from
Compostela, and 47 kilometers (75miles) from Tagum City. By virtue of Republic Act
No. 4756, the municipality was established on June 18, 1968. Below is the map of Davao
de Oro with New Bataan highlighted
21
Figure 2.1 Map of Cabinuangan, New Bataan, Davao de Oro
22
Data Collection
Before the conduct of intervention, the researchers carefully examined and
submitted the data based on the guidelines and standards of the institution to ensure the
credibility, reliability, and ethics of the action research. Moreover, the succeeding
procedures are established by the researchers during the process:
Planning Stage. The research planning took place after the researchers'
observation during their pre-deployment as pre-service teachers. Research respondents
from the locality of New Bataan would be observed to have narrow skills in reflective
thinking. Nevertheless, to address the issue, the researchers have been through deep
observation in correlation to appropriate intervention that could develop the reflective
thinking skills of students.
Prior Inquiry. Considering that reflective thinking was connected to critical
thinking and analyzing, the researchers had observed the issues/ problem of the school.
Compliance for REC Approval. Researchers would go through the Research
Ethics Committee to evaluate the research paper. The same chamber had ensured that the
goals, intervention, data procedure, and ethical considerations of the study situate with the
specification set by them. This is also done to secure the safety of respondents in all
aspects during the implementation of the intervention.
Distribution of Informed Assent Form. The process of distribution of informed
assent forms was highly required in the conduct of the study. This was done to educate
the respondents on both their role and legal rights regarding participation as well as the
action research's goals and historical context. The researchers utilized hard copies of the
survey, which the research respondents with applied health protocols concerning the
disruption of coronavirus will handle.
23
Action Stage. The following were the action phase that was carried out by
researchers:
i. The Conduct of Pre-Intervention Assessment. This phase addresses the first research
objective was to determine how grade ten (10) students reflect on the given topic
before using PhotoVoice. Moreover, this would also be crucial to determine the
effectiveness of the intervention in the hindmost part of the study. The data gathering
tool used is a self-assessment that served as a survey questionnaire.
ii. Administration of Intervention. The researchers designate the students to capture
their photo of preference to reflect on, based on the given topic of the week – these
incorporate Impressionism, Expressionism, Cubism, Dadaism, and Surrealism.
iii. Conduct of Post-Intervention. The last part of the intervention collected the total data
that the researchers had analyzed and determined if the implementation of PhotoVoice
and developed their reflective skills. Also, the research respondents will share their
experiences, realization, and learning towards the conduct of the study. This is
coherent with the main purpose of the study. Similar to pre-assessment, the research
instrument that had utilized in this period was through self-assessment.
iv. Observation Stage. The data collected during the implementation process was
observed and evaluated thoroughly to dissect information leading to the research
objective.
Data Analysis
The paired t-test and descriptive analysis was used by the researchers to examine
the data gathered during the intervention procedure. A paired t-test was used for assessing
data from repeated measurements with the same respondents, such as comparing pre- and
post-intervention which is the PhotoVoice. Further, it is probably one of the most popular
statistical tests for comparing mean values between two samples (Xu et al., 2017)
24
Moreover, descriptive analysis is a sort of data analysis that aids in accurately
describing, presenting, or summarizing data points so that patterns may appear that satisfy
all of the data’s requirements (Rawat, 2021). The study employed pre and post-
intervention, the acquired numerical data identified the development of reflective thinking
skills of the respondents though the utilization of PhotoVoice. Nonetheless, the
researchers established an action plan for PhotoVoice to firmly assist the progress of each
respondent.
The numerical data was used to describe the level of reflective thinking skills of
the respondents before and after the implementation of the PhotoVoice as an intervention,
they were measured through the following components: organization, quality of
information, depth of reflection, and connections to academic concepts.
25
Table 2.1 Parameter Limits for the 5-item assessment of each component
Range of means Level Description
This means that the reflective thinking skills of the

4.21-5.00 Outstanding respondents before or after the utilization of
PhotoVoice are very high.
Very
3.41-4.20 respondents before or after the utilization of
Satisfactory
PhotoVoice are high.
2.61-3.40 Satisfactory respondents before or after the utilization of
PhotoVoice are moderate.
1.81-2.60 Fair respondents before or after the utilization of
PhotoVoice are low.
1.00-1.80 Poor respondents before or after the utilization of
PhotoVoice are very low.
Parameter adopted from: RJ McCowan (1999) Item Analysis for Criterion Referenced
Tests. Retrieved from: https://files.eric.ed.gov/fulltext/ED501716.pdf
To interpret the mean of numerical data from twenty (20) – item self-assessment
before and after the conduct of the sessions this incorporates essential components
correlation in enhancing the reflective thinking skills. The parameter limits as presented
above were used. Each of the limits provides description to understand the result better.
Moreover, to determine the significant difference between pre-test and post-test
on the respondents reflective thinking skills and to determine if PhotoVoice improves the
respondents reflective thinking skills, as mentioned above the researchers use paired t-test
to test the numerical data twice before and after the conduct of intervention.
26
Ethical Consideration
This chapter's Data Collection Procedure section mentioned Compliance for
REC Approval before implementing the study's intervention. This would be done to
ensure that the ethical standards set by the committee and institutions are met by the
researchers. The following statements were thoroughly observed by the researchers
during the conduct of the study:
Voluntary participation. The participation of grade ten (10) students was not
coerced. Researchers had ensured to submit to the proper process of informing and
inquiring them about the study's goals. Any participation in the conduct of the study is
driven by voluntary participation.
Privacy and confidentiality. The personal data that researchers gathered data
during the study would be highly kept to respect respondents' privacy and confidentiality.
All personal matters about their backgrounds, as well as their identity in the presentation
of themes, will be kept private.
Recruitment. The respondents are encouraged to participate in the conduct of
intervention as universal sampling were used by the researchers to select the study
respondents, thus their consent and voluntary participation is considered and was not be
coerced to participate.
Informed assent process. The goals of the study, as well as the rights and role of
respondents during the implementation of the intervention, were informed
comprehensively before the conduct of the study through an informed assent form. The
agreement between the respondents and researchers had confirmed through it.
Risks. The well-being of respondents is the priority of researchers. Thus,
respondents who felt discomfort during the conduct of the intervention had the chance to
27
withdraw from being a respondent and would be agreed upon by the researchers with no
hesitations.
Benefits. Stated priory in the significance of the study section in chapter one. The
study outcomes directly provided advantages to the students who were demotivated and
struggling to develop their reflective skills. With the applied intervention, particularly the
utilization of PhotoVoice, students was expected to develop their reflective skills and
engage in meaningful conversation.
Community Consideration. The researchers considered and reviewed the impact
of the research study to the community, assuring that any finding of the study would not
harm the people in community nor in the sensitivity to cultural traditions of any
individual but rather a guideline of their everyday lives as they deal with different aspect
in the community.
Plagiarism. All literature and other authors' ideas presented in the study were
properly credited and cited using the APA format. The researchers ensured that the
manuscript goes through plagiarism detector tools to evade plagiarism or academic
dishonesty.
Conflict of Interest (COI). The study was conducted not of the researcher’s
interest, instead of the mentioned relevance to certain institution and individuals.
Falsification. In order to support a certain theory or data, no information or data in
the study was changed or controlled. The researchers ensured that biases were highly
rejected during data interpretation and analysis to provide reliable results.
Vulnerability. The researcher guaranteed the respondents to always assess them
in the context of the protocol and their rights as a respondent.
Deceit. There was no evidence that the data and information that the respondents
provided was manipulated within the study. During the research procedure, no data
28
manipulation was tolerated. The researchers stated that all qualifying phases of the study
were thoroughly followed, guaranteeing that academic authorities' ethical requirements
are observed.
Authorship. The study's researchers and findings were subjected to a series of
changes based on advice from their mentors and panelists. This is to ensure that the
research content meets national and international publication requirements.
29
Chapter 3
DISCUSSION OF RESULTS AND REFLECTION
This section covers the analysis and interpretation of the data together with the
discussion of the numerical results. The arrangement was emphasized by the following
subheading: Pre-intervention Stage: Intervention Formulation, Level of Student’s
Reflective Thinking Skills before and after the Utilization of PhotoVoice; Differences on
Students Reflective Thinking Skills before and after the utilization of PhotoVoice; The
Impact of PhotoVoice to Students Reflective thinking.
Pre-intervention stage: Intervention formulation
For the first part of the pre-implementation, the researchers conducted a pre-
assessment that consist four (4) components with five (5) succeeding questions via face-
to-face interaction, directed to all forty (40) students, the researchers provided a photo as
basis for respondents to promulgate their reflection. In line with this, the pre-assessment
was considered as self-assessment as students are the one to assess their level of reflective
skills. Moreover, prior to the conduct of intervention the researchers observed the need to
improve the reflective thinking skills of students during the conduct of field study. To
address the problem, the researchers decided to utilize PhotoVoice as an intervention,
(Massengale et al., 2016) PhotoVoice empowers students to promulgate solutions, engage
in meaningful conversation, and take action.
Level of Students Reflective Thinking Skills before and after the Utilization of
PhotoVoice
Presented below are the Table 3.1 and Table 3.2 which shows the mean of pre-test
and post-test scores of forty (40) participants, as well as with the standard deviation.
30
Table 3.1
Level of Student Reflective thinking Skills before using PhotoVoice
Level of Student Reflective Thinking Skills Mean Std. Deviation Description

A.1 Organization
In Organizing my thoughts I….
1. brainstorm to generate more ideas 3.3500 .69982 Satisfactory
2. prioritize each thought to help me organize them 3.5250 .64001 Very Satisfactory
3. systematically separate complex thoughts into smaller 3.2500 .77625 Satisfactory
ones to help me focus at one task at a time
4. reflect on my thoughts to establish a habit of organizing 3.5000 .67937 Very Satisfactory
my ideas
5. reflect on thoughts before voicing out my ideas related 3.2500 .63599 Satisfactory
to the given topic
Categorical Mean 3.4400 .44191 Very Satisfactory

A.2 Quality of Information
To provide and acquire quality of information I….
1. express my ideas based on my experience to relate on 3.4250 .71208 Very Satisfactory
the given topic
2. interact with other people to gain more information 3.2000 .85335 Satisfactory
3. contextualize the given topic to generate meaningful 3.4750 .55412 Very Satisfactory
learning
4. reminisces my life experiences to connect on the given 3.1500 .69982 Satisfactory
topic
5. often ask questions to avoid confusion 3.5750 .67511 Very Satisfactory
Categorical Mean 3.3650 .41729 Satisfactory
A.3 Depth of Reflection
In applying meaningful and deep reflection I…..
1. spend more time comprehending the given topic for 3.3750 .62788 Satisfactory
reflection
2. critically reflect on each given topic 2.9500 .81492 Satisfactory
3. analyze every information to acquire better learning 3.7000 .56387 Very Satisfactory
4. express my feeling on a subject matter to promulgate 3.1500 .66216 Satisfactory
reasonable ideas
5. often reflect on my actions to evaluate whether I 3.2250 .76753 Satisfactory
improve my way of thinking

A.4 Connections to Academic Concepts
To relate my ideas in academic I….
1. make connections that involve a process of relating 3.4000 .63246 Satisfactory
prior knowledge to new knowledge and experiences
that connect to the lesson content
2. often listen to someone’s perspective to formulate ideas 3.4750 .78406 Very Satisfactory
and acquire better knowledge in academic concepts
3. demonstrate my learning in the course through actively 3.1500 .69982 Satisfactory
and directly connect concepts from class to my
personal end experiential reflection
4. identify the important elements of the data to develop 3.4000 .67178 Satisfactory
stronger analysis which integrate relevant ideas from
course material
5. critically engage with concepts from subject matter by 3.3250 .79703 Satisfactory
making connections between my observations,
experiences, and opinions

Overall Mean 3.3588 .33663 Satisfactory
31
The pre-test overall mean is 3.3588, which falls under the satisfactory level based
on the parameter limits for the 5-item test per component. This suggests that the
participants had low reflective thinking skills before the sessions and prior to integrating
PhotoVoice. The standard deviation is 0.33663, and the score ranges from 2 to 3,
indicating polarization.
This is related to the study of Smith and Johnson (2022), that there was a troubling
pattern that suggested students did not have strong reflective thinking skills. A sample of
500 undergraduate students from various fields was polled for this study, and it was
discovered that a sizable majority of them had difficulties with critical reflection and the
capacity to evaluate their own thoughts and actions. The results showed that only 30% of
the individuals could reflect deeply, while the other 70% only showed minimal or shallow
degrees of introspection. These results emphasize the necessity for educators to
implement intentional strategies and interventions that foster reflective thinking skills in
students, empowering them to develop into more self-aware, independent learners who
can handle difficult situations and make wise choices.
It is evident that the mean pre-test scores for the organization of thoughts
component fall within the range of 3.41-4.20, which indicates a very satisfactory level.
Thus, it can be inferred that students had a good understanding of this component even
before the implementation of PhotoVoice. Therefore, it can be concluded that there were
no significant issues with their initial knowledge of this component. Moreover, the
standard deviation of .44191 indicated that the scores are not dispersed this suggests that
the sample e mean is reasonably reliable.
In order to communicate effectively and digest information cognitively, one has to
be able to arrange their thoughts. Averagely organized students may find it difficult to
32
articulate their ideas, thoughts, and opinions, which might have a detrimental effect on
their academic and personal development.
According to a research by Braun, Jackson, and Ernest (2018), students with
greater organizational abilities outperformed those with less effective organization. For
pupils with ordinary levels of thinking organization, the research emphasizes the need for
support in enhancing organizing abilities. In another study, Zhang and Yin (2017) looked
at the connection between high school students' writing abilities and how well their
thoughts are organized. According to the findings, students who were more organized in
their thinking performed better than those who were less organized. The study stresses
how crucial it is for students to acquire organizational skills in order to improve their
writing talents.
The mean score for the second component, which measures the quality of
information, was 3.3650 on the pre-test, indicating a satisfactory level of reflective
thinking skills among the participants prior to the integration of PhotoVoice. Compared to
the previous topic, it was more challenging to provide quality information than to
organize thoughts. Additionally, the data was more dispersed, with scores ranging from 2
to 3.
Students' ability to think critically and make decisions depends on their ability to
get reliable information. Students that are skilled in information literacy often have better
academic performance and get higher scores, according to a research by (Tella et
al.,2020). However, research indicates that pupils only have a moderate level of
information literacy on average (Koltay, 2017).
Several factors can impact students' ability to acquire quality of information. One
consideration is the availability of resources such as libraries and internet databases.
According to Xie et al. (2021), pupils who had access to these materials had greater levels
33
of information literacy. Another consideration is the classroom teaching technique.
According to Liu and Huang (2018), problem-based learning and active learning
techniques can help students enhance their information literacy. Furthermore, the usage of
technology can have an impact on students' capacity to obtain valuable knowledge.
According to a study conducted by Fosmire et al. (2018), employing web-based lessons
and online tools can improve students' information literacy abilities. However, excessive
use of technology and the internet can result in information overload, which can impair
students' capacity to successfully acquire quality of information (Wilson, 2018).
The third component measures the depth of reflection, and the pre-test results
indicate an average mean score of 3.2800, which falls within the satisfactory level. This
suggests that the participants had moderate reflective thinking skills prior to the
implementation of PhotoVoice. The standard deviation of the data is .33832, indicating
that the scores ranged from 2 to 3.
Furthermore, some research suggests that students may not engage in deep
thinking as regularly as they should. According to a research conducted by Pascarella and
Terenzini (20018), many college students simply use surface learning techniques, which
focus on remembering material rather than critically thinking about it. Similarly, Hativa
and Marincovich (2019) discovered that many students focus on reproducing information
rather than deeply reflecting on it. However, studies indicate that students may improve
their ability to engage in deep of reflection. For example, Hofer and Pintrich (2017)
discovered that students who were taught metacognitive methods were more likely to
engage in deep thought and reflection. Furthermore, Moon (20018) discovered that
reflective writing projects might assist students enhance their ability to reflect profoundly.
The fourth component, which pertains to connection to academic concepts,
yielded a pre-test average mean score of 3.3500, indicating a satisfactory level of
34
performance among the participants. This suggests that the reflective thinking skills of the
participants prior to the implementation of PhotoVoice were moderate. The data exhibited
a standard deviation of 0.45234, indicating some variability in the scores.
Academic performance is the primary goal of educational institutions. Students
are expected to demonstrate an understanding of academic concepts and apply them in a
variety of settings. However, not all students are equally successful in their academic
endeavors. Some students have only a hazy connection to academic concepts, which can
have a negative impact on their performance.
Several studies have explored the connection between students and academic
concepts. In one study, Maynard et al. (2017) investigated the relationship between self-
efficacy and academic performance. The results showed that students with higher self-
efficacy had a better connection to academic concepts and performed better academically.
Moreover, Choi and Lee (2017) investigated the association between critical thinking
skills and academic accomplishment in another study. Students with stronger critical
thinking skills were shown to be better able to grasp academic subjects and do well
academically. In addition, Kim et al. (2018) explored the association between
metacognitive awareness and academic accomplishment and reported that students with a
greater level of metacognitive awareness understood academic concepts better and
performed better academically.
35
Table 3.2
Level of Student Reflective thinking Skills after using PhotoVoice
Level of Student Reflective Thinking Skills Mean Std. Deviation Description

A.1 Organization
In organizing my thoughts I…
1. brainstorm to generate more ideas 4.5500 .50383 Outstanding
2. prioritize each thought to help me organize them logically 4.5000 .50637 Outstanding
3. systematically separate complex thought into smaller ones 4.5500 .50383 Outstanding
to help me focus at one task at a time
4. reflect on my thoughts to establish a habit of organizing 4.5000 .50637 Outstanding
my ideas
5. reflect on thoughts to before voicing out my ideas related 4.6000 .49614 Outstanding
to the given topic
Categorical Mean 4.5400 .24051 Outstanding

A.2 Quality of Information
To provide and acquire quality of information I…
1. express my ideas based on my experience to relate on the 4.5500 .50383 Outstanding
given topic
2. interact with other people to gain more information 4.3750 .58562 Outstanding
3. contextualize the given topic to generate meaningful 4.6000 .49614 Outstanding
learning
4. reminisces my life experiences to connect on the given 4.5000 .55470 Outstanding
topic
5. often ask questions to avoid confusions 4.6250 .49029 Outstanding

A.3 Depth of Reflection
In applying meaningful and deep reflection I…
1. spending time comprehending the given topic for 4.4250 .50064 Outstanding
reflection
2. critically reflect on each given topic 4.3000 .46410 Outstanding
3. analyze every information to acquire better learning 4.6500 .48305 Outstanding
4. express my feeling on a subject matter to promulgate 4.5250 .50574 Outstanding
reasonable ideas
5. often reflect on my actions to evaluate whether I improve 4.6250 .49029 Outstanding
my way of thinking

A.4 Connections to Academic Concepts
To relate my ideas in academic concepts I….
1. make connections that involve a process of relating prior 4.5500 .50383 Outstanding
knowledge to new knowledge and experiences that
connect to the lesson content
2. often listen to someone’s perspective to formulate ideas 4.5500 .55238 Outstanding
and acquire better knowledge in academic concepts
3. demonstrate my learning in the course through actively 4.4750 .55412 Outstanding
and directly connect concepts from class to my personal
and experiential reflection
4. identify the important element of the data to develop 4.5250 .64001 Outstanding
stronger analysis which integrate relevant ideas from
course material
5. critically engage with concepts from subject matter by 4.6500 .48305 Outstanding
making connections between my observations,
experiences and opinions

Overall Mean 4.5313 .16782 Outstanding
36
The post-assessment scores showed an overall mean of 4.5313, which indicates an
"outstanding" level of reflective thinking skills among the participants after using
PhotoVoice to explore the selected topic. This represents a significant improvement, as
the level increased from "satisfactory" to "outstanding." However, the scores were
somewhat dispersed, ranging from 4 to 5 due to the relatively low standard deviation of
0.02654.
This is related to the study of Smith et al. (2022) participants who work on a
PhotoVoice project significantly improved their capacity for reflective thought when
compared to a control group. PhotoVoice is a useful intervention in numerous educational
and therapeutic contexts because of its visual and narrative elements, which offer a
singular and compelling way to enhance reflective thinking abilities.
Hence, a powerful intervention called "PhotoVoice" has demonstrated to be very
effective at fostering the capacity for reflective thought. A person can express their
thoughts, feelings, and experiences in a visual and narrative way using photo voice, which
combines photography and storytelling. Respondents are urged by this intervention to
explore their own viewpoints and interpretations as well as to critically analyze the
environment they live in. Individuals engage in a reflective discourse when choosing,
discussing, and analyzing their images, which strengthens their capacity to think
critically, assess circumstances, and comprehend various points of view. The benefits of
photo voice on reflective thinking abilities have been shown through studies.
Moreover, the post-test result for the first component showed a mean score of
4.5400, which is considered outstanding. This suggests that the participants' reflective
thinking skills improved significantly after using PhotoVoice. The standard deviation of
the scores is 0.24051, indicating that the scores are relatively consistent and close to the
mean score, which falls between 4 and 5.
37
A study by McDougall and Wright (2018) found that using PhotoVoice boosted
students' organizational skills. According to the study, students' academic performance
was enhanced when they used visual signals from photography to better organize their
thoughts and ideas. Nonetheless, the use of PhotoVoice also aided students in developing
metacognitive abilities including self-reflection and self-regulation, according to research
by Chen et al. (2019). According to the study, taking and reviewing images allowed
students to reflect on their educational experiences and devise plans for enhancing their
time management and organization skills.
Additionally, the post-test scores for the second component indicate a mean of
4.5300, which falls below the outstanding level. This suggests that after utilizing
PhotoVoice, participants displayed strong reflective thinking skills related to this
component. The standard deviation of the mean is .23772, indicating that the data are
relatively close to the mean and scores range from 4 to 5.
The use of PhotoVoice enhanced students' critical thinking skills by enhancing
their capacity to analyze and comprehend visual data, according to a study by Hussin et
al. (2021). PhotoVoice enabled students to meaningfully interact with difficult ideas,
leading to a stronger comprehension of the material. Further, PhotoVoice helped students
communicate their thoughts clearly in both writing and oral settings, which is an essential
part of information skills.
Similar to this, a study by Akar and Erturkmen (2021) discovered that using
PhotoVoice helped students to reflect critically on the data they gathered and to draw
connections between their discoveries and the larger context of the subject.
The mean score for the post-test in depth of reflection is 4.5050, with a standard
deviation of 0.20248. This indicates that the data is relatively clustered around the mean
and that scores range from 4 to 5.
38
Wang and Burton (2017) found that PhotoVoice enabled students to reflect on
their experiences and hone their critical thinking skills. In a similar vein, Chen et al.
(2018) discovered that PhotoVoice encouraged students to think critically and reflect
more thoroughly on their experiences. They claimed that the visual materials produced by
PhotoVoice allowed students to ponder more deeply on the subjects they were learning by
helping them understand the concerns more thoroughly. In addition to this, PhotoVoice,
according to O'Toole et al. (2019), encouraged students to critically evaluate the visual
images they produced, which helped students engage more deeply with their learning.
They claimed that PhotoVoice was an effective tool for encouraging students'
contemplation and participation.
The post-test mean score for connection to academic concept is 4.5500, with a
standard deviation of 0.28193, indicating that the data is tightly clustered around the
mean and that scores range from 4 to 5.
PhotoVoice has been proved to be a useful technique for improving students'
understanding of academic ideas. PhotoVoice, according to Ching and Chen (2017),
allowed students to integrate academic concepts gained in class with their own
experiences and the real world. They said that the visual representations created by
PhotoVoice assisted pupils in making significant connections between scholastic subjects
and their daily lives. Moreover, Tsai et al. (2017) discovered that PhotoVoice assisted
students in connecting theoretical knowledge learned in class with practical experiences.
They determined that PhotoVoice was an effective tool for improving students' grasp of
academic subjects and encouraging their participation in the learning process.
Furthermore, Koehler and Zimmerman (2019) discovered that PhotoVoice encouraged
students to think critically about the subjects they were studying, allowing them to engage
with academic concepts in a more meaningful way. They determined that PhotoVoice
39
was an effective technique for increasing students' engagement with academic subjects
and improving their learning experience.
Differences on Students Reflective Thinking Skills before and after the Utilization of
PhotoVoice
The strength of the relationship between two different variables is indicated by
paired samples test. In this study, the two variables are the pre-test and post-test. To
furtherly discussed the differences, below are table 3.3 and table 3.4 which display the
paired differences in mean, standard deviation, standard error of the mean, and confidence
interval.
Table 3.3
Significant Difference on the Level of Student Reflective Thinking Skills before and after
the Intervention
Paired T test Pretest Posttest t p Descriptive

M SD M SD
Organization 3.4400 .44191 4.5400 .24051 23.157 .000 Outstanding

Quality of
3.3650 .41729 4.5300 .23772 22.585 .000 Outstanding
Information
Depth of
3.2800 .33832 4.5050 .20248 28.051 .000 Outstanding
Reflection
Connection to
Academic 3.3500 .45234 4.5500 .28193 20.785 .000 Outstanding
Concept
3.3588 .33663 4.5313 .16782 31.585 .000 Outstanding
This data appears to show the results of a paired samples test that was conducted
to compare the mean differences between pre-test and post-test scores for different
reflective thinking skills. The table provides the mean, standard deviation, standard error
of the mean, and 95% confidence interval for the paired differences for each of the
reflective thinking skills assessed.
40
The results show that for all of the reflective thinking skills assessed (i.e.,
Organization, Quality of Information, Depth of Reflection, Connection to Academic
Concept, and Overall Reflective Thinking Skills), there was a statistically significant
difference between pre-test and post-test scores. This is indicated by the p-value of .000,
which is less than the conventional threshold for statistical significance of .05.
41
Table 3.4
Difference between Pretest and Posttest
Level of Student Reflective Thinking Skills Pretest Posttest Difference

(Posttest-Pretest)
A.1 Organization
1. brainstorm to generate more ideas 3.3500 4.5500 39
2. prioritize each thought to help me organize 3.5250 4.5000 39
them logically
3. systematically separate complex thoughts 3.2800 4.5500 39
into smaller ones to help me focus at one
task at a time
4. reflect on my thoughts to establish a habit 3.2500 4.5000 39
of organizing my ideas
5. reflect on thoughts before voicing out my 3.2500 4.6000 39
ideas related to the given topic
Categorical Mean 3.4400 4.5400 39

A.2 Quality of Information 39
1. express my ideas based on my experience to 3.4250 4.5500 39
relate on the given topic
2. interact with other people to gain more 3.2000 4.3750 39
information
3. contextualize the given topic to generate 3.4750 4.6000 39
meaningful learning
4. reminisces my life experiences to connect 3.1500 4.5000 39
on the given topic
5. often ask questions to avoid confusion 3.5750 4.6250 39
A.3 Depth of Reflection 39
1. spend time comprehending the given topic 3.3750 4.4250 39
for reflection
2. critically reflect on each given topic 2.9500 4.3000 39
3. analyze every information to acquire better 3.7000 4.6500 39
learning
4. express my feeling on a subject matter to 3.1500 4.5250 39
promulgate reasonable ideas
5. often reflect on my actions to evaluate 3.2250 4.5250 39
whether I improve my way of thinking

A.4 Connection to Academic Concepts
To relate my ideas in academic I…
1. make connections that involve a process of 3.4000 4.5500 39
relating prior knowledge to new knowledge
and experiences that connect to the lesson
content
2. often listen to someone’s perspective to 3.4750 4.5500 39
formulate ideas and acquire better
knowledge in academic concepts
3. demonstrate my learning in the course 3.1500 4.4750 39
through actively and directly connect
concepts from class to my personal and
experiential reflection
4. identify the important elements of the data 3.4000 4.5250 39
to develop stronger analysis which integrate
relevant ideas from course material
5. critically engage with concepts from subject 3.3250 4.6500 39
matter by making connections between my
observations, experiences, and opinions

Overall Mean 3.3588 4.5313 39
42
The paired differences (i.e., the difference between post-test and pre-test scores)
were positive for all of the reflective thinking skills, indicating an improvement in scores
from pre-test to post-test. The magnitude of the improvements varied across the different
skills, with Depth of Reflection showing the largest, followed by Connection to Academic
Concept, Quality of Information, and Organization.
Numerous studies have shown how effective PhotoVoice is at encouraging
reflective thinking. For instance, in a study by Wang and Burris (2019), participants who
took part in a PhotoVoice project demonstrated considerable gains in their capacity to
critically assess societal issues and reflect on their experiences. Similar results were found
in a study by Wang and Redwood-Jones (2018), in which Indigenous teenagers who took
part in a PhotoVoice project reported improved critical thinking and self-awareness.
Scales et al. (2016) discovered in another study that PhotoVoice was a useful tool for
encouraging reflective thinking and empathy in nursing students. According to this
research, PhotoVoice is an effective intervention for fostering reflective thinking skills in
a variety of settings.
The Implication of PhotoVoice to Students Reflective Thinking Skills
It was evident in the study conducted by Entwistle and Peterson (2018) in
developing the higher order thinking skills, deep reflection is a crucial component of
learning that encourages the learner to think more critically or creatively. Subsequently,
the numerical data acquired by the researchers from the research respondents had shown
development and progress after the conduct of intervention. In line with this, the data
indicated the relativeness of PhotoVoice in enhancing the reflective thinking skills of
students all throughout the session.
Moreover, it is also perceived that incorporating reflective activities into academic
programs may improve higher-order thinking skills and may also have an impact on self-
43
efficacy views (Graham et al., 2018). This study suggest that the utilization of
PhotoVoice can assist and enhance the reflective thinking skills of the respondents as it
enables them to explore and express their thoughts about a certain topic or issue, may it
be in visual or in creative way. The implementations of this intervention firmly assist the
students to have a deeper understanding of their experiences, themselves and the people
around them.
Furthermore, the intervention comprises of five separate sessions that delve into
various topics. The first session focuses on Impressionism, and it was evident that the
students' thinking had developed as they gained a greater appreciation for the beauty in
ordinary things around them. The second session explores Expressionism, which allowed
the students to reflect on their emotions and think critically about art, society, and human
condition. The third session revolves around Cubism, which challenges the students to
perform spatial thinking and develop their visual literacy. In the fourth session, the topic
was Dadaism, which promotes innovative thinking and a deeper understanding of society.
The final session is about Surrealism, which encourages the students to explore their
imagination and think beyond the boundaries of reality.
Through the intervention, the research respondents were able to improve their
reflective thinking skills, individuality, creativity, critical analysis, and self-expression.
Each session has provided unique benefits to the students, ranging from cultural diversity
appreciation to spatial thinking and exploring the subconscious mind. Overall, the
program has been a valuable tool in developing the thinking skills of the research
respondents, fostering their confidence and self-esteem, and assisting them to think more
independently and creatively.
44
Reflection
The fundamental of assimilating PhotoVoice in the learning process is to develop
their reflective thinking skills while expressing their perspective and understanding on
variety of topics allowing them to freely reflect and decipher the message behind the
image. When having a regular class, it is very common for teachers to make use of
images to convey the underlying connection of the image with regard on the lesson topic.
Hence, the students had shown narrow understanding and were not able to reflect well on
what the image is all about. With that being said, it is alarming since the students are from
higher grade in secondary school, age raging 14-17 years old, although they already
encompasses their own reflective thinking skills, still there is a need to develop and assist
their skills to be more progressive and precise.
The conduct of intervention was not attained as how the researchers expected it to
be, as there are challenges and difficulties that has impart a factor for the implantation of
the said intervention. The researcher had encountered major challenges during the
conduct of the intervention considering that it incorporates 5 sessions, and in every
session some of the respondents are absent, some were discussing their own topic, while
the other are showing lack of interest to participate on the intervention. To address the
difficulties, the researchers have established strategies to capture the attention of the
respondents by giving incentives and establishing policies while the intervention is
ongoing.
Despite all of that, the utilization of PhotoVoice as an intervention on developing
the students reflective thinking skills, it was shown on the numerical data that this
intervention has improved the level of students reflective thinking as this allow the
respondents to explore and reflect on complex issues in visual way. PhotoVoice enabled
the respondents to perform deeper understanding of their own beliefs, values and emotion
45
as well as to have greater awareness of the perspective of other people. Moreover, the
intervention took place to encourage the respondents to analyze, interpret and voice out
visual information through the guidance of the five art movement namely: Impressionism,
Expressionism, Cubism, Dadaism, and Surrealism. These topics helped the respondents to
practice how to effectively develop their way of thinking. Also, PhotoVoice improve the
artistic skills of the respondents allowing them to find new ways to express themselves.
By sharing their own images and voicing out their perspective with others, the research
respondents gained a greater appreciation for the experiences and understating the people
around them which promote empathy and community engagement as they can use their
voice to promote changes in the society.
Moreover, it is recommended for future researcher to explore the same study
while using the qualitative approach to deeply narrate and understand the context of each
reflection. Also, (Gleeson, 2022) stipulated that PhotoVoice is a qualitative study that
highlights community advocacy wherein Photos are used to convey a message to promote
social change. With that being said, the researchers suggest to utilize Descriptive-
Narrative as this method would attempt to capture and contextualize events from the
respondents point of view according to (Xing and Chui, 2022)
To conclude, PhotoVoice is a good intervention on developing the reflective
thinking skills of students. By integrating PhotoVoice in the teaching and learning
process, students can develop a greater sense of self-confidence, resilience, and personal
growth which became beneficial for teachers as students become more interested to
learning when they feel like their opinions and ideas are heard.
46
CHAPTER 4
ACTION PLAN
The researchers have provided an action plan below, which outlines the
objectives, activities/strategies, responsible persons, resources/tools, success indicators,
and time frame of the study. This plan precedes the presentation of study findings, which
will reveal whether the PhotoVoice intervention can improve students' reflective thinking
skills.
During the pre-implementation stage, the researchers began by conducting a self-
assessment with all 40 students. This pre-assessment consisted of four components with
five subsequent questions each and was administered face-to-face, using a provided photo
as a basis for reflection. The aim of this pre-assessment was to gauge the students' level of
reflective thinking skills. With this information, the researchers utilize the PhotoVoice
intervention as a solution to the identified problem. Chapters 1 and 2 of the manuscript
were then crafted, incorporating the problem statement and intervention plan. The
manuscript was reviewed by the research adviser, who provided feedback to enhance it
for the proposal defense. After receiving approval from the adviser, the proposal defense
took place, and the researchers revised the manuscript based on feedback from the panel.
After finishing all the required comments, the researchers completed several
forms for submission to the DDOSC-Research Ethics Committee (REC). The research
was approved a month later, as it adhered to the institution's ethical standards and
safeguarded the respondents' well-being. Following this, the researchers obtained
permission to conduct the study at a secondary school in the municipality of New Bataan
by sending a request letter to the principal IV, Dr. Charmain Jay A. Refuerzo. When it
was approved by the principal, the researchers will go to the classroom adviser for
permission before sending informed consent form to the respondents. And next was the
47
distribution of pre-assessment questionnaire which aimed to assess their reflective
thinking skills.
The researchers initiated the implementation stage by conducting an orientation
for the respondents. This was aimed at providing them with the necessary information
about the study's scope, their roles and rights, and the administration schedule of
interventions. The incorporation of PhotoVoice was the pivotal point of the study, and it
involved five sessions centered on the following topics: Impressionism, Expressionism,
Cubism, Dadaism, and Surrealism. Each session was dedicated to one specific topic.
Additionally, pre-test and post-test assessments were conducted before and after each
session, respectively.
After the implementation stage, the researchers conducted a post-assessment that
included self-assessment measures. The collected data was then submitted to a
statistician, and Chapter 3 was subsequently developed to address the study's objectives.
The study's findings were used to develop reflections.
48
Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
New Bataan Branch
New Bataan, Davao de Oro
Teacher Education Department

S.Y. 2021-2022
ACTION PLAN ON REFLECTIVE THINKING SKILLS
GOALS/ ACTIVITIE RESPONSIBL RESOURCE SUCCESS TIME

OBJECTIVE S/ E PERSONS S/ TOOL INDICATO FRAM
S STRATEGY R E
PRE-IMPLEMENTATION
Prior Inquiry: Conduct a Pre-Service As a direct Identified October
The researchers pre-survey by Teacher & approach to the 5-10,
will conduct an observing Students selected reflective 2023
observation to selected respondents, thinking
identify the respondents a face-to- skills of the
problems and to assess face pre- students
issues of the their survey
school, as proficiency in question will
reflective thinking reflective be asked:
is closely linked thinking "Good day! I
with critical skills. am one of
thinking and your MAPEH
analysis. PSTs, and as
you know,
this subject
requires
critical
thinking
skills to
better
understand
the concepts.
We have
observed that
you have
been
performing
well during
the teaching-
48
learning
process, but
since you are
already in
Grade 10,
which
focuses on
Higher
Order
Thinking
Skills
(HOTS), we
would like to
assess your
level of
reflective
thinking
skills. Please
share your
thoughts on
the given
topic, and
feel free to
express
yourself.
Thank you."
Conceptualizatio Plan the Pre-Service Face to Face Identified October
n: To intervention Teachers interaction the 12,
conceptualize to improve (See Annex appropriate 2023
appropriate student’s A) intervention
intervention to reflective to the
address the thinking Presentation problem
problem. skills on the pre-
survey PhotoVoice
results and
discussion of
the possible
intervention
Crafting of Formulate Pre-Service Laptop, Research October
Manuscript: To Chapter 1: Teachers Microsoft Proposal 20,
formulate Introduction Word Manuscript 2023
Research and Chapter
Proposal 2: Methods Title:
49
Manuscript Revealing
Revise the What Really
manuscripts Matters: An
based on the Action
comments Research on
from the Developing
adviser Students
Reflective
Thinking
Skills
through the
use of
PhotoVoice
Research Submit Pre-Service Via Face-to- Commented Novemb

Proposal output and Teacher, Face Research er 15,
Approval undergo for Research Research Proposal: 2023
To undergo Research Adviser, Proposal Change
appraisal and Proposal Research Manuscript, your
approval of the defense. panel recorder, and method-
study to research members, taking down from mixed
adviser, research Other note’s method
panel member, designated materials. down to
and the institution personnel quantitative
REC Submit final Pre-Service Via email, Receive the Decemb
Compliance: To research Teacher, & REC er 1,
seek compliance proposal DDOSC Research approval 2023
for REC manuscript REC proposal Certificate
for REC personnel manuscript, (Annex B)
approval. filled-in REC
forms (See
Annex B)
Asking Following Pre-Service Sending the Approved Februar
Permission to this, the Teachers, Letter from letter y 13,
Conduct the researchers Principal her office 2023
Study: To seek obtained
approval from the permission to
principal to conduct the
conduct the study study at a
in in one of the secondary
Secondary School school in the
in New Bataan municipality
of New
50
Bataan by
sending a
request letter
to the
principal IV,
Dr.
Charmain
Jay A.
Refuerzo
Distribution of Send an Pre-Service Informed Signed Februar
Informed informed Teachers, Consent form informed y
Consent Form: consent Students via face-to- consent 20,2023
To ask consent forms created face form
from the through
participants printed forms
Pre- Intervention Researcher Pre- Responded; Februar
Assessment: To give the assessment Scores y 23,
describe the level students a (See Annex 2023
of reflective phto that they C)
thinking skills of need to
the students reflect on.
Afterwards,
researchers
give them a
self-
assessment to
assess how
they reflect to
the given
photo.
IMPLEMENTATION
Orientation: To Orient the Cooperatin Face to Face The February
inform the students on g Teacher, interaction respondents 27, 2023
respondents what the Pre-Service (See Annex will be
about the study is all Teacher & D) informed on
process of about, what Students the
conducting the is the reason whereabout
study for coming up s of the
with the research
study, when and their
and where questions
the session will be
will take answered.
51
place, what
are their
roles and
rights as
participants
and all the
whereabouts
of the study
To respond Cater Face to Pre-Service To answer February
queries from questions Face Teacher questions 28,2023
the participants from the interaction from the
before participants respondents
implementation and respond .
to them in the
proper
manner. This
will be done
in order for
the
participants
to have a
clear
expectation
of what will
going to
happen.
Administration Session 1 Pre-Service Introduction March 1-
of Teacher & to Students 3, 2023
Intervention: Impressionis Students, Impressionis utilized the
utilizing m cooperatin m - Learning PhotoVoice
PhotoVoice as g teacher Materials
intervention (See Annex
E)
Administration Session 2 Pre-Service Introduction Students March 6-

of Teacher & to utilized the 10, 2023
Intervention: Expressionis Students, Expressionis PhotoVoice
utilizing m cooperatin m - Learning
intervention (See Annex
F)
of Teacher & to Cubism - utilized the 15, 2023
52
Intervention: Cubism Students, Learning PhotoVoice
utilizing cooperatin Materials
PhotoVoice as g teacher (See Annex
intervention G)
of Teacher & to Dadaism- utilized the 24, 2023
Intervention: Dadaism Students, Learning PhotoVoice
utilizing cooperatin Materials
PhotoVoice as g teacher (See Annex
intervention H)
of Teacher & to utilized the 31, 2023
Intervention: Surrealism Students, Surrealism- PhotoVoice
utilizing cooperatin Learning
intervention (See Annex I)
POST-IMPLEMENTATION
Post- The Pre-Service Post- Responded April 3,
Intervention researchers Teacher & assessment the said 2023
Assessment will Students Via face-to- printed
(Self- administer a face form
assessment): To self- interaction
describe the assessment (See Annex
level of test C)
reflective consisting of
thinking skills five
of students components
after the to measure
intervention the level of
reflective
thinking skills
among
students. The
components
include
organization,
quality of
information,
depth of
reflection,
and
connection to
academic
53
concepts.
OBSERVAT Assess the Pre-Service Data from Attainment April 11,
ION/ level of Teacher, printed self- of the 2023
EVALUATI reflective statistician. assessment research
ON: To thinking skills objectives:
describe the exhibited by pre- 1. To
improvement of students intervention describe
the student’s through their assessment students'
problem- responses on scores post- level of
solving skills both pre- intervention reflective
intervention assessment thinking
and post- scores (See skills before
intervention Annex K) and after
assessments. using
PhotoVoice.
2. To
determine
the
Significant
Difference
between the
Pre-
Intervention
Assessment
and Post-
Intervention
Assessment
scores of
secondary
students
based on
their
Reflective
Thinking
Skills.
3. To
determine
whether
using
PhotoVoice
as an
Intervention
improves
54
the
reflective
thinking
skills of
secondary
students.
REFLECTION Formulate Pre - Results of the Incorporate April 17,

: To formulate reflection and Service study or d in the 2023
reflection and insights on Teacher evaluation research
insights on the the research report final
research problem, manuscript.
problem, intervention,
intervention, and goal of
and goal of the the study.
study
Does the
intervention
effective?
FINAL Submit output Pre-Service Via Face-to- Commented To be
PAPER and undergo Teacher, face / Corrected Announce
APPROVAL: for Research Research Research d
To undergo final defense. Adviser, Research Manuscript
appraisal of the Research Final
results and panel Manuscript,
reflection to members, recorder, and
research other taking down
adviser, designated note’s
research panel personnel materials,
member, and rubric for
the institution. defense
REVISION OF Revise the Pre-Service Laptop, Hard-bound (No date)
MANUSCRI manuscripts Teachers Microsoft Manuscript
PTS: based on the Word
comments
To craft the and
Final suggestions
Manuscript in from the
accordance panel
with the
comments from
Submission of Fill out the Pre-Service Via Email Approved (No date)
Closure/Final Closure/Final Teachers, response
55
Report Form. Report Form Cooperatin from REC
and submit to g Teacher
To ensure that REC with the and
the study is in attached DDOSC
compliance Final REC
with the Manuscript Personnel
approved
protocol
Prepared by:
Lovely Jane L. Arcite Christine M. Ayocan

Proponent Proponent
Rica Y. Pailago, MAEd
Adviser
56
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62
Annex A
Pre-Survey Data with MOV for Conceptualization via Face-to-Face Interaction
What do you think about the photo?
Name of Student Response
Student A Gitakpan iyang baba ma’am kay baho
Saba man gud siya ma’am maong gitakpan

Student B
iyang baba.
The picture shows ma’am nga naay panahon
Student C nga ang tao dili pa storyahon o ang babae kay
way Karapatan ma stand sa iyang own.
Ang photo nagpahay nga gitabunan ang baba sa

Student D
bata ma’am.
Nagpakita na ma’am nga ang gitakpan sa baba

Student E
kay victim sa abused
Gitabunan ang iyang baba ma’am sa tao nga

Student F
hugaw ug kamot.
63
Ang picture nag express about sa duha ka tao. I
Student G think that this photo tends to gives us meaning
sa untold story sa babae.
Student H Babae nga gitabunan ang baba ma’am
Mura manag classmate nga bida-bida nga dapat

Student I
takpan jud ang baba
Same kang Student A ma’am baho man gud ug

Student J
baba maong gitabunan
Baba mana sa among silingan ma’am taka rag

Student K
yawit maong gitabunan ang baba
Student L Bitaw ma’am gitakpan lang iyang baba.
Ang picture nag shows ma’am nga naay dark
experiences ang babae and ang mga tao nga

Student M
nagpalibot niya kay dili maminaw sa iya or dili
gusto nga e bulgar niya
Tama si Student E ma’am gi abused siya then

Student N
ang suspek kay di gusto nga isaba ang nahitabo.
Sabaan ma’am oi maong gitabunan ang baba

Student O
para mohilom
64
Annex B
REC Forms
(Form 2.1)
65
66
67
(Form 2.2)
68
69
(Form 2.3)
70
71
72
73
74
(Form 2.4
75
76
77
(Form 5.1)
78
79
80
81
Annex C
Pre-Assessment and Post-Assessment
Reflective thinking scale for self-assessment

Adapted questionnaire from Basol, G., Evin Gencel, I.(2013) Refelective thinking scale:
A validity and reliability study. Educational Sciences: Theory & Practice. Turkey.
Retrieved from: https://eric.ed.gov/?q=reflective+thinking+scale
Directions: Please rate (1,2,3,4,5) the item statement by checking the column corresponding
the number of your rating.
5 – Strongly Agree 3 – Neutral 1 – Strongly Disagree
4 – Agree 2 – Disagree
Organization
5 4 3 2 1
1. brainstorm to generate more ideas
2. prioritize each thought to help me organize them
logically
3. I systematically separate complex thoughts into
smaller ones to help me focus at one task at a time.
4. I reflect on my thoughts to establish a habit of
organizing my ideas
5. I reflect on thoughts before voicing out my ideas
related to the given topic
Quality of information
5 4 3 2 1
1. express my ideas based on my experience to relate
on the given topic.
2. interact with other people to gain more information.
3. contextualize the given topic to generate meaningful
learning
4. reminisces my life experiences to connect on the
given topic.
82
5. often ask questions to avoid confusion.
Deep of reflection
5 4 3 2 1
1. spend time comprehending the given topic for
reflection
2. critically reflect on each given topic
3. analyze every information to acquire better learning.
4. express my feeling on a subject matter to
promulgate reasonable ideas.
5. often reflect on my actions to evaluate whether I
improve my way of thinking
Connections to academic concepts
5 4 3 2 1
To relate my ideas in academic I…
1. make connections that involve a process of relating
prior knowledge to new knowledge and experiences
that connect to the lesson content.
2. often listen to someone’s perspective to formulate
ideas and acquire better knowledge in academic
concepts.
3. demonstrate my learning in the course through
actively and directly connect concepts from class to
my personal and experiential reflection.
4. I identify the important elements of the data to
develop stronger analysis which integrate relevant
ideas from course material.
5. I critically engage with concepts from subject matter
by making connections between my observations,
experiences, and opinions.
End of Questionnaire.
83
Annex D
Face-to-Face interaction for Orientation
84
Annex E
Learning Material of Impressionism
Impressionism is a 19th-century avant-garde art movement that emerged in France

as a response against the accepted art of the French Academy and the government-
sponsored annual exhibitions (Salons). The goal was to accurately capture visual
impressions by painting scenes and subjects on-location while employing visible
brushstrokes to capture the varying characteristics of light and movement. Impressionism,
which is now one of the most popular art movements and sells for some of the highest
prices, was controversial and ground-breaking in its day, and artists like Monet, Degas,
and Renoir were shunned by the art world for their revolutionary new approach to
painting, causing quite a stir.
Why Are Modern Impressionist Paintings So Popular?
Impressionist paintings display the environment that surrounds us — from
nature’s greeneries to the hustle and bustle of city life. We see impressionist art depicting
beaches, hotels, parks, cafés, and other locations that we witness around us.
Impressionist artwork depicts the world around us, from the lushness of nature to
the bustling of urban life. Impressionist paintings show beaches, hotels, parks, cafés, and
other places that we frequently visit.
85
Impressionism combines the best of both worlds by embracing commonplace
everyday scenes while reflecting them in a radical and creative way. We are able to enjoy
it from a familiar but also novel perspective since it presents what we often see in a
different light.
This is what drew many art lovers to the impressionist style, encouraging the work
of artists like Pierre C.A. van Dijk, whose works combine impressionist and post-
impressionist themes.
86
Annex F
Learning Material of Expressionism
In Germany, the Expressionist movement first emerged. These painters attempted
to depict emotions in their works. It could be calmness, dread, worry, or rage. This wasn't
an entirely original artistic concept. The same was being done by other artists like
Vincent van Gogh. But this was the first time a name for this kind of art had been given.
Examples of Expressionist Art
By Edvard Munch, “The Scream”
A man is depicted in this picture standing on a bridge. He is
shouting while holding his hands to his face. Behind him, the
sky is crimson and erratic. The image conveys the feeling of
someone who is distressed and alone. This image was created
four times by Munch.
August Macke’s “Lady in a Green Jacket”
A woman wearing a dark green jacket is depicted in the
foreground of this picture. She seems to be looking down and
to the side. In the distance, two couples can be seen turning
away from her. She might be lonely or recently bereaved, you
get the impression. One of the women in the background has
turned to face her again, possibly feeling bad.
87
The Large Red Horses by Franz Marc
The Large Red Horses reflect the vitality and strength of
nature through color and motion. Franz Marc frequently
utilized color to symbolize different feelings; blue stood for
spirituality, yellow for femininity, and red for aggression
and violence. Additionally, he painted numerous depictions of horses and other animals.
88
Annex G
Learning Material of Cubism
Picasso's 1907 painting Les Demoiselles d'Avignon is
regarded as the key "proto-Cubist" work. The piece
incorporated three characteristics of the Cubist method that
would later become essential: flatness, geometric reduction,
and variety of perspectives. Lack of shading allowed for flatness to be accomplished,
uniting the foreground and background without favoring either. The forms were made
simpler by the employment of geometric shapes, which also decreased the visual
vocabulary of the subject. The subjects were shown from a number of simultaneous
points of view when multiple viewpoints were used.
Realistically, Cubism is a type of art.
The paradox of cubism is that it uses an abstract method
to achieve a stronger feeling of actuality. Recall Seurat’s
attempt to achieve greater brilliance by not pre-mixing
colors and instead achieving the impression of unified
hues using tiny dots and patches of various colors.
Similar to the idea put forth by cubism, reality cannot be
seen from a single perspective. Humans view items from
all angles imaginable to determine how they should be perceived. These viewpoints are
combined with recollections of how things appear both while stationary and in motion at
various times of day and in various lighting conditions. After combining these
viewpoints, our minds construct accurate concepts of reality. Cubism made an effort to
abstractly convey that same sense of hyperrealism. In a sense, the four dimensions of
length, area, volume, and time were combined in the style.
89
Annex H
Learning Material of Dadaism
Dadaism, often known as the “anti-art” movement, emerged in reaction to the
tragedy and carnage of World War I, which broke out in 1914 and concluded in 1918, out
of disgust and hatred. Dadaism’s fundamental goal was to question societal standards and
create intentionally shocking, perplexing, or upsetting art. It grew by launching
counterattacks against all social norms. The Dadaists, who saw themselves as the outlaws
of the art world, had a significant influence on Surrealism and even Punk Rock. Dadaism
began as a way to express opposition to the First World War, but it quickly spread to
include taboo, unpleasant, and juvenile sentiments.
Examples of Dadaism
The Art Critic by Raoul Hausmann (1919–20)

Hausmann’s passionate critique of the art world’s
superficiality can be found in The Art Critic. The artwork is a
photo collage that incorporates some drawn elements as well
as images from magazines and newspapers. The utilization of
materials and symbols from popular culture is what makes the
work regarded as ‘lowbrow’. It implies that, similar to how a collage is put together, art
reviewers have a patchwork understanding of meaningless data and do not fully
comprehend the meaning of art.
Cut with a Kitchen Knife Dada Through the Last German Weimar Beer-Belly Cultural
Epoch by Hannah Höch (1919–20)
90
Dadaism and popular culture of the time are contrasted in
the painting Cut with the Kitchen Knife. Members of
powerful political organizations like the Weimar
administration and the army are grouped together in one
area of the photo collage.
91
Annex I
Learning Material of Surrealism
What is Surrealism?
In the early 20th century, French poet André Breton
developed the aesthetic, literary, and philosophical movement
known as surrealism. According to Breton’s Surrealist
Manifesto, which was released in 1924, the main goal of the
Surrealist movement was “to resolve the previously
contradictory conditions of dream and reality into absolute reality, a super-reality.”
The second aspect of Surrealism—dreams and fantasies—can be simply derived from the
images that were just presented. Surrealists use images from the unconscious mind to
produce work that is beyond the reach of reason. Similar to how Impressionists found
their inspiration in nature, Surrealists did the same. To unleash the potential of their
imagination, which is drawn from potential dreamscapes, they attempt to channel their
unconscious.
The Unconscious
The unconscious is a major component of surrealism, but
what does it actually mean to delve into it? It means to
tap into our suppressed memories and our deep-seated,
mysterious fears and use that creative potential.
Here is where the surrealist world of crazy dissociation comes into play. The terrifying
dreams where you are trapped in a fun house with a hundred mirrors and no way out,
where animals are crawling all over you, and the classic one where you are falling to your
death free of control. The Surrealist movement’s imagery and writings were inspired by
92
all of these ideas. That shows that sometimes we have no idea what we want or why our
bodies behave the way they do, even after a little psychoanalysis. We can also access
such surrealist mind to produce whatever it is we want through this apprehension.
93
Annex J
Rubrics assessment for students’ reflective thinking
5 4 3 2 1
Categories Score
Outstanding Very Satisfactory Satisfactory Fair Poor
Information is Information is The information is The information Information is not

very organized organized with organized but the appears to only disorganized
with well- well-constructed conventions of disorganize but inaccurate
constructed insights. Makes insights are not information is
insights. Makes general connection well-constructed suspect to being
Organization
clear connections between what is reliable and
between what is learned from accurate.
learned from outside experiences
outside in and topic
experiences in and
topic
Information has
Information Information clearly Information Information has nothing to do with
Quality of clearly relates to relates to the main clearly relates to little to do with the main topic
94
Information the main topic. It topic. It provides 1- the main topic. No the main topic
includes several 2 supporting details and/or
supporting details details and/or examples given
and/or examples examples
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate little
Reflection conscious and thoughtful basic limited or no
through understanding of understanding of understanding of understanding of
understanding of the subject matter the subject matter the subject matter. the subject matter.
the subject matter. This reflection is This reflection is
This reflection can need to develop need to develop
be used as an
example for other
students.
95
Annex K
Student’s Results
PRE-TEST
NUMBER OF ITEMS
Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite
PARTICI
m m m m m m m m m m m m m m m m m m m m
PANTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student
1 3 3 2 3 4 4 3 3 3 4 3 3 4 4 3 4 3 4 4 4
Student
2 4 4 4 4 4 4 4 4 4 4 3 3 4 4 4 4 3 4 4 4
Student
3 4 3 3 4 4 4 4 4 4 3 4 4 4 3 3 4 3 3 4 4
Student
4 4 3 3 3 3 4 3 3 3 4 3 2 3 4 4 3 4 3 4 4
Student
5 3 3 2 3 2 4 3 3 2 4 3 3 3 2 2 3 3 2 2 3
96
Student
6 4 3 4 2 3 2 3 4 2 3 3 2 4 2 4 4 1 3 4 3
Student
7 4 4 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3
Student
8 4 4 3 3 3 4 3 3 3 3 4 3 4 3 3 3 4 3 3 3
Student
9 3 4 4 4 4 3 3 4 3 4 2 3 4 3 2 3 4 3 3 4
Student
10 4 3 3 3 3 4 3 3 3 4 3 3 3 4 3 3 3 3 3 3
Student
11 3 4 4 4 4 4 4 4 4 4 2 4 3 3 4 4 4 4 2 3
Student
12 3 4 3 3 3 4 3 3 4 3 4 3 2 3 3 3 4 2 3 3
Student
13 3 3 2 3 4 3 2 3 2 4 3 2 3 5 2 4 3 4 3 3
Student
14 3 2 3 4 2 3 1 3 2 3 3 2 3 2 3 2 2 3 2 2
Student
15 3 4 4 4 4 4 4 3 3 4 4 3 4 3 4 4 4 4 4 4
Student 3 3 3 4 3 3 3 4 3 4 4 3 4 3 4 3 4 3 3 4
97
16
Student
17 1 3 4 3 3 1 1 4 4 1 3 1 3 4 4 3 3 4 3 3
Student
18 3 2 3 3 4 3 4 3 3 3 4 3 4 3 4 3 4 4 4 4
Student
19 2 3 3 2 3 2 3 3 2 4 2 2 3 4 3 3 2 2 3 2
Student
20 4 3 3 4 4 4 4 4 4 4 4 3 4 3 2 4 4 2 3 4
Student
21 3 4 3 3 3 4 3 3 3 3 4 3 4 3 3 3 4 2 3 2
Student
22 4 3 4 4 4 4 3 3 3 4 3 3 4 3 3 4 4 3 4 4
Student
23 4 3 3 3 4 3 2 3 2 4 3 1 4 3 4 4 3 3 4 3
Student
24 4 4 2 4 4 4 4 3 3 4 4 3 4 3 4 3 4 3 4 4
Student
25 4 4 3 3 4 3 3 4 3 4 4 4 4 3 3 4 3 4 4 4
Student
26 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3
98
Student
27 4 4 5 4 5 4 4 5 3 4 3 4 4 3 4 3 4 4 4 3
Student
28 4 3 3 4 4 4 4 4 3 4 4 3 4 3 3 4 4 3 4 3
Student
29 3 5 5 5 4 3 1 4 4 5 4 4 5 2 3 2 5 4 4 5
Student
30 4 4 4 4 4 4 4 4 4 3 3 4 4 3 4 4 4 3 3 4
Student
31 3 4 3 4 4 3 4 3 4 3 4 3 3 3 3 4 3 3 4 1
Student
32 3 4 3 4 4 4 4 4 4 3 4 4 4 3 3 4 4 3 3 3
Student
33 3 4 3 4 4 3 3 4 3 4 3 3 4 4 4 4 4 3 4 4
Student
34 3 4 5 5 4 4 3 4 3 3 3 2 4 3 2 4 4 3 4 3
Student
35 3 4 3 4 3 3 3 3 4 4 4 3 4 3 4 2 3 3 4 3
Student
36 2 4 3 3 4 3 4 3 3 4 3 3 4 4 3 3 3 2 2 2
Student 3 3 2 3 3 3 4 3 2 4 3 2 4 3 3 4 4 4 3 4
99
37
Student
38 4 4 3 3 4 3 4 3 3 3 4 4 4 3 1 3 4 4 4 4
Student
39 3 4 3 4 3 3 3 4 3 3 4 4 4 3 3 3 2 3 4 4
Student
40 4 3 3 3 3 4 3 3 4 3 3 2 3 3 4 3 4 3 3 3
100
POST-TEST
NUMBER OF ITEMS
Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite Ite
PARTICI
m m m m m m m m m m m m m m m m m m m m
PANTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student
1 4 4 4 5 5 5 4 4 4 5 4 4 5 5 5 5 4 5 5 5
Student
2 5 5 5 4 4 5 5 4 5 4 4 4 5 5 5 5 5 4 5 5
Student
3 5 4 5 5 4 5 5 4 5 4 5 5 4 4 5 5 4 4 5 5
Student
4 5 4 4 4 5 5 4 4 5 5 4 4 5 4 5 4 4 5 5 5
Student
5 4 4 5 4 5 5 4 4 5 5 4 4 5 4 4 4 4 5 5 4
Student
6 5 4 5 4 4 4 4 5 4 4 4 4 4 5 5 5 4 4 5 4
Student 5 5 4 4 4 4 4 5 5 4 4 4 5 5 4 4 4 3 4 4
101
7
Student
8 5 5 4 4 4 5 4 4 4 5 5 4 5 4 4 4 5 5 4 4
Student
9 4 5 5 5 5 4 4 5 5 4 4 5 5 4 4 4 5 4 4 5
Student
10 5 4 4 4 4 4 3 4 4 5 4 4 5 5 4 4 5 5 4 4
Student
11 4 5 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 5 2 4
Student
12 4 4 5 4 4 5 4 4 4 5 5 4 4 5 5 4 4 5 4 4
Student
13 4 4 5 4 4 4 4 5 4 5 4 4 4 5 5 4 4 5 4 5
Student
14 4 4 5 5 4 4 3 4 4 4 4 4 4 5 5 4 3 5 4 4
Student
15 4 5 5 5 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 5
Student
16 4 4 4 5 5 4 4 5 4 5 5 4 5 5 5 4 5 4 4 5
Student
17 4 4 5 4 4 4 4 5 5 4 4 4 4 5 5 4 5 5 5 4
102
Student
18 4 4 5 5 5 4 5 5 4 5 5 4 5 4 5 5 5 5 5 5
Student
19 4 4 4 5 4 4 5 5 5 4 4 4 4 5 4 5 4 4 5 5
Student
20 5 4 4 5 5 5 5 5 5 5 4 4 5 4 4 5 5 4 4 5
Student
21 4 5 4 4 4 5 4 5 5 4 5 4 5 5 4 4 5 4 5 5
Student
22 5 4 5 5 5 5 4 4 4 5 4 4 4 5 5 4 4 4 4 4
Student
23 5 4 4 4 5 4 4 5 3 5 4 4 5 4 5 5 4 4 5 4
Student
24 5 5 4 5 5 5 5 4 4 5 5 4 4 4 4 5 5 5 4 5
Student
25 5 5 4 4 5 4 4 5 5 5 5 5 5 4 4 5 4 5 5 5
Student
26 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 5
Student
27 5 5 5 5 4 5 5 5 4 4 4 5 5 4 5 4 5 4 5 5
Student 5 4 4 5 5 5 5 5 4 4 5 4 5 4 5 5 5 4 5 5
103
28
Student
29 5 5 5 5 5 4 4 5 5 5 5 5 5 4 5 4 5 5 5 5
Student
30 5 5 5 4 4 5 5 5 5 4 4 5 5 4 5 5 5 4 4 4
Student
31 4 5 4 5 5 5 5 4 5 4 5 4 4 4 5 5 4 4 5 5
Student
32 4 5 4 5 5 5 4 5 5 5 5 5 5 5 4 5 5 4 5 5
Student
33 5 5 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 4 5 5
Student
34 4 5 5 5 5 5 4 4 4 5 4 4 4 5 4 5 5 4 4 4
Student
35 5 4 4 4 5 4 4 4 5 5 5 4 4 4 4 5 4 4 5 4
Student
36 4 5 5 4 5 4 5 4 4 5 4 4 5 5 5 4 4 4 4 5
Student
37 4 4 5 4 4 5 4 5 4 5 4 4 5 4 4 5 5 5 5 5
Student
38 5 5 5 4 5 4 5 5 5 4 5 5 5 5 4 4 5 5 5 5
104
Student
39 5 5 4 5 5 4 5 5 5 4 5 5 4 4 5 5 4 5 4 5
Student
40 5 4 4 4 4 5 5 5 5 5 4 5 5 5 5 4 5 5 5 5
105
APPENDICES
Appendix A
Transmittal Letter
106
Appendix B
Certificate of Approval from DDOSC-REC
107
Appendix C
Letter to Conduct Study
Davao de Oro State College

February 13, 2023

DR. CHAIRMAN JAY A. REFUERZO
Principal IV
New Bataan National High School
Davao de Oro, Philippines
Thru:
GABRELE D. CUBERO, MAEE

Branch Director—New Bataan Campus
Davao de Oro, Philippines
Ma’am,
Greetings!
The undersigned are 4th-year BSED major in Social Studies students of Davao de Oro
State College, New Bataan Branch who are presently proposing a study entitled
“REVEALING WHAT REALLY MATTERS: AN ACTION RESEARCH ON
DEVELOPING STUDENTS REFLECTIVE THINKING SKILLS THROUGH
THE USE OF PHOTOVOICE.”
108
The study mentioned above had been reviewed and approved by Davao de oro State
College-Research Ethics Committee (CVSC-REC) with REC Protocol Code: 486-12-
2022
In line with this, we would like to ask permission from your good office in allowing us to
conduct the study on one of the section in Grade 10. This will be done through a validated
questionnaire that can be answered through Face to Face interaction during their vacant
time.
Attached herewith are the questionnaire, certificate of approval from DDOSC-REC, and
research protocol for your perusal.
Hoping for your positive response to this humble request
Thank you and God bless you always.
Respectfully Yours,
LOVELY JANE L. ARCITE

Researcher
CHRISTINE M. AYOCAN
Researcher
Noted by:

Adviser
109
Appendix D
Letters for Research Instrument Validation

November 22, 2022
RONA C. APOLINARIO, Mat-Math

Math Instructor
Ma’am:
Greetings.
The undersigned are student-researchers from Davao de Oro State College-New

Bataan. We are currently working on our Action Research for the degree Bachelor of
Secondary Education Major in Social Studies. We are writing this letter in order to
personally ask for your permission to be the internal validator of our research instruments.
The quantitative action research is entitled “Revealing What Really Matters: An
Action Research on Developing Students Reflective Thinking Skills through the use
of Photo-Voice.” This study aims: To describe the level of reflective thinking skills of
students before and after the utilization of PhotoVoice. To determine the Significant
Difference between the Pre-Intervention Assessment and Post-Intervention Assessment
scores of secondary students based on their Reflective Thinking Skills. And to determine
110
whether the utilization of PhotoVoice as Intervention improve the reflective thinking
skills of secondary students, in this study, we will be utilizing a survey questionnaire as
data collection tools. Furthermore, to evaluate its content and construct validity, it must
be referred to an expert.
In this light, we see you as an esteemed validator in this field of expertise. Hence,
your comments and suggestions for improvement will greatly contribute in the realization
of this study.
Attached are the following documents, to wit:
1. Rubric for Validation;
2. Research Objectives;
3. Research Instrument
We are more than willing to hear your comments and suggestions, and meet you
personally or virtually any day of the week so as to incorporate necessary revisions as
soon as possible. We would be available to be contacted at your most convenient time on
the mobile number 09952295912.
Your approval on this matter will be extremely helpful towards completing my study and
adding to the body of knowledge on this particular area. Thank you so much.
Respectfully yours,

Researcher Researcher
Noted by:
111
Research adviser

November 22, 2022
JOHN PATRICK L. ARCITE, MAEd

Generalist
Sir:
Greetings.

personally ask for your permission to be the internal validator of our research instruments.
The quantitative action research is entitled “Revealing What Really Matters: An
Action Research on Developing Students Reflective Thinking Skills through the use
of Photo-Voice.” This study aims To describe the level of reflective thinking skills of
students before and after the utilization of PhotoVoice. To determine the Significant
Difference between the Pre-Intervention Assessment and Post-Intervention Assessment
scores of secondary students based on their Reflective Thinking Skills. And to determine
whether the utilization of PhotoVoice as Intervention improve the reflective thinking
skills of secondary students, in this study, we will be utilizing a survey questionnaire as
112
data collection tools. Furthermore, to evaluate its content and construct validity, it must
be referred to an expert.
In this light, we see you as an esteemed validator in this field of expertise. Hence, your
comments and suggestions for improvement will greatly contribute in the realization of
this study.
1. Rubric for Validation
2. Research Objectives
Respectfully yours,

Noted by:
Research adviser
113
November 22, 2022
MARY QUEEN BUGSAD

Teacher III
New Bataan National High School
Ma’am:
Greetings.

personally ask for your permission to be the external validator of our research
instruments. The quantitative action research is entitled “Revealing What Really
Matters: An Action Research on Developing Students Reflective Thinking Skills
through the use of Photo-Voice.” This study aims To describe the level of reflective
thinking skills of students before and after the utilization of PhotoVoice. To determine the
Significant Difference between the Pre-Intervention Assessment and Post-Intervention
Assessment scores of secondary students based on their Reflective Thinking Skills. And
to determine whether the utilization of PhotoVoice as Intervention improve the reflective
thinking skills of secondary students, in this study, we will be utilizing a survey
questionnaire as data collection tools. Furthermore, to evaluate its content and construct
validity, it must be referred to an expert.
114
In this light, we see you as an esteemed validator in this field of expertise. Hence, your
comments and suggestions for improvement will greatly contribute in the realization of
this study.
1. Rubric for Validation;
2. Research Objectives;
Respectfully yours,

Noted by:

Research adaviser
115
Name of Researchers: Lovely Jane L. Arcite Date: November 22, 2022
Christine M. Ayocan
Title of Research: Revealing What Really Matters: An Action Research on Developing Students Reflective Thinking Skills through the use of PhotoVoice
Type of Research: Quantitative Research Mode of Survey: Survey Questionnaire
Survey/Interview Validation Rubric
To the Validator,
Please use this sheet for your comments and suggestions if necessary. Use the rubric attached for your rating per indicator.
Criteria Operational Definitions Score Questions NOT meeting

standard
1=Not Acceptable (major modifications
needed) (List page and question
number) and need to be
2=Below Expectations (some modifications revised.
needed)
Please use the comments
3=Meets Expectations (no modifications and suggestions section
needed but could be improved with minor to recommend revisions.
changes)
4=Exceeds Expectations (no modifications
116
needed)
1 2 3 4
Clarity  The questions are direct and specific.

 Only one question is asked at a time.
 The participants can understand what is being
asked.
 There are no double-barreled questions (two
questions in one).
Wordiness  Questions are concise.
 There are no unnecessary words
Negative Wording  Questions are asked using the affirmative (e.g.,
Instead of asking, “Which methods are not used?”,
the researcher asks, “Which methods are used?”)
Overlapping  No response covers more than one choice.
Responses  All possibilities are considered.
 There are no ambiguous questions.
Balance  The questions are unbiased and do not lead the
participants to a response. The questions are asked
using a neutral tone.
Use of Jargon  The terms used are understandable by the target
population.
 There are no clichés or hyperbole in the wording of
the questions.
Appropriateness of  The choices listed allow participants to respond
Responses Listed appropriately.
 The responses apply to all situations or offer a way
for those to respond with unique situations.
Use of Technical  The use of technical language is minimal and
Language appropriate.
 All acronyms are defined.
117
Application to  The questions asked relate to the daily practices or
Praxis expertise of the potential participants.
Relationship to  The questions are sufficient to resolve the problem

Problem in the study
 The questions are sufficient to answer the research
questions.
 The questions are sufficient to obtain the purpose
of the study.
RESEARCH QUESTIONNAIRE ON “Revealing What Really Matters: An Action Research on Developing Students Reflective Thinking Skills
through the use of Photo-Voice”
Rating scale:
5= very much valid

4= very valid
3= moderately valid
2= not so valid
1= not valid
Research Question 1 2 3 4 5 Remarks

*list questions to be used for the survey or interview*
118
119
Christine M. Ayocan
To the Validator,

standard
1=Not Acceptable (major modifications
needed) (List page and question
2=Below Expectations (some modifications revised.
needed)
Please use the comments
3=Meets Expectations (no modifications and suggestions section
needed but could be improved with minor to recommend revisions.
changes)
4=Exceeds Expectations (no modifications
120
needed)
1 2 3 4

 The participants can understand what is being
asked.
questions in one).
population.
the questions.
121
Application to  The questions asked relate to the daily practices or
Praxis expertise of the potential participants.
Relationship to  The questions are sufficient to resolve the problem

Problem in the study
questions.
 The questions are sufficient to obtain the purpose
of the study.
Rating scale:
5= very much valid

4= very valid
3= moderately valid
2= not so valid
1= not valid

122
123
Christine M. Ayocan
To the Validator,

standard
1=Not Acceptable (major
modifications needed) (List page and question
2=Below Expectations (some revised.
modifications needed)
Please use the comments and
3=Meets Expectations (no suggestions section to
modifications needed but could be recommend revisions.
improved with minor changes)
4=Exceeds Expectations (no
124
modifications needed)
1 2 3 4

 The participants can understand what is being asked.
questions in one).
population.
the questions.
Application to Praxis  The questions asked relate to the daily practices or
125
expertise of the potential participants.
Relationship to  The questions are sufficient to resolve the problem in
Problem the study
questions.
 The questions are sufficient to obtain the purpose of
the study.
Rating scale:
5= very much valid

4= very valid
3= moderately valid
2= not so valid
1= not valid

126
127
Appendix E
Informed Consent Form
ETHICS INFORMED CONSENT/ASSENT FORM
Informed Consent Form for Research Data Gathering

Arcite. Lovely Jane L.
Name of the Researcher(s) Ayocan, Christine M.
Institution DDOSC- New Bataan
PART I: INFORMATION SHEET
INTRODUCTION
You are being invited to take part of the study conducted by a researcher of
Davao de Oro State College, New Bataan. This action research entitled
“Revealing What Really Matters: An Action Research on Developing
Students Reflective Thinking Skills through the use of PhotoVoice”. You are
invited to participate because you fit the inclusion criteria for informants of the
study.
Your participation is completely voluntary. Please read the information below, and
ask question about anything you do not understand, before decide to discuss
participation with your family or friends.
If you decide to participate, you will be asked to sign this form. You will be given a
copy of this form.
PURPOSE OF THE STUDY
This study aims to improve conditions by making community-level changes by
developing our future citizens' thinking skills. In addition, the motive of the
researchers is to utilize PhotoVoice as an intervention to develop the reflective
thinking skills of secondary students from one of the secondary schools of New
Bataan.
RESEARCH PROCEDURE
Prior to the conduct of study, the researchers will give an informed consent form
to the participants before conducting the study, indicating that they have agreed
to participate and understand the terms and conditions. This will be carried out by
40 grade 10 students. Hence, the study could only be conducted with those
prospective participants that agreed to all of the terms stated in the Informed
Consent. As agreed on the consent, the participants were given the chance to
indicate what time they would be available to the study. You will be informed
beforehand in executing the interview aside from the exact time you indicated to
ensure your availability at the moment.
128
The data specifically the scores that will be taken from the respondents (pre-test
and post-test scores) before and after every session will serve as the numerical
data that will be analyzed through paired t-tests to determine if PhotoVoice
contributes to the respondent's reflective thinking skills.
DURATION
The duration of each presentation is limited to at least a minimum of two (2)
minutes.
POTENTIAL RISK AND DISCOMFORTS
You may feel discomfort during the conduct of intervention because of the topic
being studied. You may opt not to participate which make you feel any
psychological or emotional distress or you can withdraw as a participant of the
study if you feel that you cannot discuss the information that is asked of you. The
researchers value your participation and will place your welfare as their highest
priority during the course of the study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
This action research will allow the students to have the opportunity to develop
their reflective thinking skills. Moreover, the study outcomes directly provided
advantages to the students who are demotivated and struggling to develop their
reflective skills. With the applied intervention, particularly the utilization of
PhotoVoice, students are expected to develop their reflective skills and engage in
meaningful conversation.
CONFIDENTIALITY
We will keep your records for this study as far as permitted by law. Any
identifiable information obtained in connection with this study will remain
confidential, except if necessary, to protect your rights or welfare. This certificate
means that the researcher can resist the release of information about your
published or discussed in conferences, no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntarily. Your refusal to participate will involve no penalty

or loss of benefits to which you are otherwise entitled. You may withdraw your
consent at any time and discontinue participation without penalty. You are not
waiving any legal claims, rights or remedies because of your participation in the
research study.
TRUSTWORTHINESS
The study’s reliability and dependability will be checked by a member, and the
transcript results will be confirmed by you.
INVESTIGATOR’S CONTACT INFORMATION
129
If you have any questions or concern about the research, please feel free to
contact the following researcher at the:
1. Arcite, Lovely Jane L. 09952295912
2. Ayocan, Christine M. 09304752155
RIGHTS OF RESEARCH PARTICIPANT’S CONSENT
If you have questions, concerns, or complaints about your right as a research

participant or the research in general and are unable to contact the research
team, or if you want to talk to someone independent of the research team, please
contact the aforementioned people.
Name of DDOSC-REC Chair
Address: Purok 10 Poblacion, Compostela, Davao de Oro, Philippines 8803
Email: ddosc_rec@ddosc.edu.ph
Mobile: 0917-126-0063
PART II: CERTIFICATE OF CONSENT/ASSENT
I have read this information (or had the information read to me) I have had my questions
answered and know that I can ask question later if I have them.
I agree to take part in research.
__________________________________ _________________
Signature above over Printed name of the Child Date Signed
IF ILLITERATE
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that the
individual has given consent freely.
_____________________________________ ________________
Signature above Printed Name of Participant Date Signed Thumb Print
To be accomplished by the Researcher Obtaining Consent:

I have explained the research to the participant and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.
LOVELY JANE L. ARCITE March 23, 2023

Name of Person Obtaining Consent Date Signed
130
Appendix F
Research Questionnaire
Pre-assessment sample
131
Appendix G
Research Questionnaire
Post-assessment sample
132
Appendix H
Conduct of Intervention (Session 1: Impressionism)
Sample of respondent’s reflection
Medusa the woman who have been cursed by the
goddess. What is it like to be living in her state of life,
like how she look terrefying on the outside that people
hate her to death. They cant even tell how medusa felt
being cursed, people misunderstood her just because of
her terrifying look, no one dared to understand and know the story behind why Medusa
became like that. Just like me, people may have known for being, bubbly and lively
person but they cant tell how I felt and know hoe deep inside my mind. They don’t know
how many struggles I have encounter just to live in their expectations just to be the person
they want me to be. I want to be free, but I’am imprisoned by their standard.
This is a mirror. I can reflect my life through this thing
because everytime I look myself in the mirror, I feel
disappointed at the same time, pity myself. I wish I see
myself as how I see others with admiration and
appreciation. I used to compare myself to others without
appreciating what I have as me. But after all, I realized that I am blessed for what I am
and have. The girl that I see in the mirror is also admired by people who wish to be like
her and that girl is the one who accompanied me as I grow up through bad times and in
good.
133
Reflection on Impressionism
(Sample of students performing PhotoVoice individually)
134
Appendix I
Conduct of Intervention (Session 2: Expressionism)
The artwork depicts a woman who lacks confidence and is
gradually losing her self-esteem, hugging herself while
doubting her value. Who are you and how you find yourself
are keys to realizing your real worth. How others find you
and how they talk about you. But that isn't a lot about them
but instead about how you think about yourself as a consequence of how others think or
talk about you. I was constantly questioned and judged for my sluggish growth in life,
which led me to assume that no one cared about me or believed in me. I began to wonder
why I bothered to live if I was failing and disappointing everyone. I began to blame
everyone but myself for my predicament. I started to believe I was not enough. It's hard to
be honest with yourself when you're so afraid of what people will think. I still don't know
what I wanted to do with my life and I was losing interest.
Speaking out has been a mental and physical challenge
for all victims of abuse. The victims of abuse may feel
ashamed and inferior as a result of their ordeal it can also
make them feel like no one will believe them since it’s
their fault or because they asked for it. The truth is that
abuse, regardless of how it occurred, is never the victims fault and they never asked for it.
It bears repeating and it is critical to remember to listen without judgment, affirm and
other persons experience, and simply present when victims of violence or sexual assault
are read to open up.
135
Reflection on Expressionism (Sample of student’s reflection posting online)
136
Appendix J
Conduct of Intervention (Session 3: Cubism)
We hide our true self in order to fit in society. For us, this
picture shows how most of us hide behind a mask, how most
of us build facades. We simply hide behind characters that we
think fit our society and supress emotions that we truly feel.
We built characters in order to hide our true selves beecause
we think that being true might not beaccepted or be seen as
something stupid. We are blinded by these beliefs because we are afraid to be left out. We
are feed up by the society’s standard, and I hope one day this mask of mine would free
my true identity.
The abstract artwork depicts a girl that is holding a
mandolin, and a mandolin is a type of instrument that can
make sound and create music by playing it, the reason why
we choose this artwork, it is we can relate it to our lives.
When we achieve something that is hard to get and hear the
praises coming from the mouth of our parents is the most
beautiful music heard by our ears. And it’s fulfilling to be appreciated by the one who is
dear to you.
137
Reflection on Cubism (Sample of students performing PhotoVoice by pair)
138
Appendix K
Conduct of Intervention (Session 4: Dadaism)
In our life, nature has very important role because we believe
that nature is our true home. Whenever we feel stressed or
need to calm down, always go and take our time with the
nature. Through this artwork each of the member of our
group became one as we plan and reflect to accomplished this
task, and just like us, Nature and humanity is a group,
because Humanity is a member of nature and Nature in vise
versa. Nature provides the needs of the humanity; therefore we must seriously do our part
and that is to discipline our self not to overuse our mother nature.
Music is something that can motivate people, give them
hope, makes them believe in something higher, or lets them
escape for reality in a brief moment of time. It can be your
best friend in time of need; music can do a lot from you and
is very great to see that through music people bond together
even from diverse cultures. And as for us, music became our
comfort as it can make you feel at peace and help you express the words you wish you
could directly say to someone and that is something beautiful how music affects our life.
139
Reflection on Dadaism
(Sample of students performing PhotoVoice; students was divided into four groups)
140
Appendix L
Conduct of Intervention (Session 5: Surrealism)
As we look upon this photograph, seeing the
dark and empty street, all we can think about
is the way of life. We meet people, and we
thrive with people, but not all of us have the
same path, and everyone stay on our side. We
encounter challenges that only we can resolve.
We may ask for help and company from time to time, sadly life is an adventure that
differs from person to person. We may cross our paths, but only we can walk our own
path. What even roads we take or struggle we face, on the night place at the night time,
we shall never forget that the lights in our life awaits us. Therefore, do not be worry if
you are experiencing your dark night, as the time passes by the sun will arise and will
give you the light more than what you prayed for.
We choose this surrealism art because in our own
interpretation of this art is that we make our own path and we
chose that path that is right for us and arrive to the destination
that we wanted. Every man’s dream is to be successful and
provide everything to his family Success begins with
someone’s efforts and hardwork. If a person has a goal and
does not to fulfill to do it, he can never achieve the success that he wanted.
141
Reflection on Surrealism
(Sample of students performing PhotoVoice into two groups, Boys and Girls)
142
Appendix M
Statistical Analysis Result
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pre_OrgTotal 3.4400 40 .44191 .06987

Pair 1
Post_OrgTotal 4.5400 40 .24051 .03803
Pre_QOITotal 3.3650 40 .41729 .06598
Pair 2
Post_QOITotal 4.5300 40 .23772 .03759
Pre_DORTotal 3.2800 40 .33832 .05349
Pair 3
Post_DORTotal 4.5050 40 .20248 .03202
Pre_CACTotal 3.3500 40 .45234 .07152
Pair 4
Post_CACTotal 4.5500 40 .28193 .04458
Pre_RTS 3.3588 40 .33663 .05323
Pair 5
Post_RTS 4.5313 40 .16782 .02654
Paired Samples Test

Paired Differences t df Sig. (2-
tailed)
Mean Std. Std. Error 95% Confidence

Deviation Mean Interval of the
Difference
Lower Upper
Post_OrgTotal 1.10000 .30043 .04750 1.00392 1.19608 23.157 39 .000

Pair 1
- Pre_OrgTotal
Post_QOITotal 1.16500 .32625 .05158 1.06066 1.26934 22.585 39 .000
Pair 2
- Pre_QOITotal
Post_DORTotal 1.22500 .27619 .04367 1.13667 1.31333 28.051 39 .000
Pair 3 -
Pre_DORTotal
Post_CACTotal 1.20000 .36515 .05774 1.08322 1.31678 20.785 39 .000
Pair 4 -
Pre_CACTotal
Post_RTS - 1.17250 .23478 .03712 1.09741 1.24759 31.585 39 .000
Pair 5
Pre_RTS
143

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Revealing What Really Matters: An Action Research on Developing Students

Reflective Thinking Skills through the use of PhotoVoice

Presented to the Teacher Education Department

Lovely Jane L. Arcite

Presented to the Teacher Education Department

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Secondary Education

Major in Social Studies

Lovely Jane L. Arcite

This thesis entitles, “Revealing What Really Matters: An Action Research on

RICA Y. PAILAGO, MAEd

MARIANNE N. RUNAS, MAEd JEFFREY C. MATA, MAEd

EUGINE B. DODONGAN, MAEd

ACCEPTED in partial fulfillment of the requirements for the Degree Bachelor of

Comprehensive Examination: PASSED

RICA Y. PAILAGO, MAEd

research including the blessings and unconditional love.

Our sincerest and heartfelt thanks to the panel of examiners Marianne N.

nourishing us with adequate and timely technical suggestions to improve this

journey, her unwavering commitment to excellence has challenged us to strive for a

research and improving the quality of our work.

before doing the conduct of intervention.

We would also like to acknowledge the participants who generously gave

the advancement of knowledge in this field.

their emotional and financial support in pursuing this study.

Reflective thinking becomes an integral part for student’s development as this

Key Words: reflective thinking, photovoice, organization, quality of information,

Title Page ................................................................................................................ i

Acknowledgement .................................................................................................. iii

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

List of Figures and Tables....................................................................................... viii

1. THE PROBLEM AND ITS SCOPE

Review of Related Literature .......................................................... 3

Conceptual/Theoretical Framework ................................................ 11

Research Objectives ........................................................................ 14

Significance of the Study ................................................................ 15

Scope and Delimitation ................................................................... 16

Sampling and Locale of the Study .................................................. 23

Data Analysis .................................................................................. 26

Ethical Consideration ...................................................................... 28

3. DISCUSSION OF RESULTS AND REFLECTION

Level of Students Reflective

Level of Students Reflective

Significant Difference before and

4. ACTION PLAN .................................................................................... 46

A. Pre-Survey Data with MOV

C. Pre-Assessment and Post-Assessment .................................................................... 76

D. Face-to-Face interaction for Orientation ................................................................. 79

F. Learning Material of Expressionism ....................................................................... 82

G. Learning Material of Cubism .................................................................................. 83

H. Learning Material of Dadaism ................................................................................ 84

J. Rubrics assessment for students’ reflective thinking .............................................. 86

K. Student’s Results ..................................................................................................... 88

B. Certificate of Approval from DDOSC-REC ........................................................... 102

C. Letter to conduct the study ...................................................................................... 103

D. Letter for Research Instrument Validation .............................................................. 105

E. Inform Consent Form .............................................................................................. 123

F. Researcher Questionnaire Pre-assessment ............................................................... 126

G. Researcher Questionnaire Post-assessment ............................................................ 127

H. Conduct of Intervention: Session 1 ......................................................................... 128

I. Conduct of Intervention: Session 2 ......................................................................... 129

J. Conduct of Intervention: Session 3 ......................................................................... 130

K. Conduct of Intervention: Session 4 ........................................................................ 131