iii

ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and support are extended to
the following individuals who in one way or another have contributed in making this study
possible:
Professor Cathy Mae D. Toquero, researchers’ supervising adviser, who made this research
possible. Her support, guidance, advice, valuable comments, and suggestions carried the
researchers through all the stages of pursuing their action research;
Ma’am Erla Braña, Jesrene Vale T. Verallo, and Sir Kenneth Garcia, members of the Panel
of Examiners, whose comments and suggestions made this work a valuable endeavor;
Ma’am Gina G. Uy, Principal of Romana C. Acharon Central Elementary School, for the
acceptance and approval of this research;
Ma’am Vilma G. Paciente and Ma’am Juliet M. Capacillo for validating the pre-test, post-
test, and lesson plans that are used in this action research;
Ma’am Ma. Ruth A. Anthony for supervising the class as the researchers are conducting
their action research;
To all of the Grade 6 pupils of Romana C. Acharon Central Elementary School who
participated in this research, for the cooperation and active participation during the classroom
discussion and hands-on activities;
The researchers would also like to give their special thanks to their family as a whole for
their continuous support and understanding when undertaking their research and in pursuing this
research. Your prayer for them was what sustained them this far.
Finally, the researchers would like to thank Almighty God, for letting them through all the
difficulties. They have experienced your guidance day by day, for without you, this could not be
possible.

The Researchers
 iv

TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

CHAPTER

I Context and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II Innovation, Intervention, and Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

III Action Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

IV Action Research Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

a. Participants and/or Other Sources of Data and Information

b. Data Gathering Methods
c. Ethical Considerations
d. Data Analysis Plan

V Discussion of Results and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

VI Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
VII Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
VIII Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
IX Activities and Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
IX Financial Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

REFERENCES
 v

APPENDICES

A Letter of Permission to Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

B Letter of Permission to Excuse the Researchers. . . . . . . . . . . . . . . . . . . . . . . . 22

C Lesson Plan for Day 1-2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

D Lesson Plan for Day 3-4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

E TLE 6 Pre-Test/Post-Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

F Table of Specification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

DOCUMENTATIONS
 vi

LIST OF FIGURES

Figure Page

1 Conceptual Framework 2

2 The Quasi-Experimental Design 8

3 The 5 Phases Intervention Model 13

 vii

LIST OF TABLES

Table Page

1 Level of Mastery of Students Before and After the Study 9

2 Difference between the pre-test mean scores of the 11

experimental group and control group

3 Difference between the post-test mean scores between 11

the experimental group and the control group

4 Difference between the mean gain scores of the 12

experimental group and control group