ACTION RESEARCH IN PEL - 5

Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Quezon
District of Lucban
PAARALANG ELEMENTARYA NG LUCBAN - 5
Lucban

ACTION RESEARCH TITLE:

IMPROVING THE SCIENCE MPS OF PAARALANG ELEMENTARYA NG LUCBAN-5

THROUGH THE IMPLEMENTATION OF SHARE IT SCIENCE (Skillful Hands-on Activities,

Relays, Experimentation, and ICT Integration in Teaching Science) INTERVENTION

PROGRAM

Prepared by:

JASMINE V. LAGUADOR
Elementary School Principal I

1
ACTION RESEARCH IN PEL - 5

I. INTRODUCTION

In line with DepEd Order 31, s. 2012 entitled Policy Guidelines of the Implementaion of

Grades 1 to 10 of the K to 12 Basic Education Curriculum, DepEd continues to enhance the

curriculum to suit the school vision and mission. Schools are challenged to implement the

guidelines creatively and innovatively without compromising the learners‟ total development.

Science education aims to develop scientific literacy among students that will prepare

them to be participative citizens who are able to make judgments and decisions regarding

application of scientific knowledge. This subject focuses on development of awareness and

understanding of practical everyday problems of students that affect their lives and those

around them. DepEd Order no. 8, s. 2016 clearly stated how learners will be assessed in

Science with 40% in written work, 40% in Performance Tasks and only 20% in Quarterly

Assessment. Performance and Written Works have higher weight than Quarterly Tests meaning

the subject focused more on learners‟ performances and product-outputs through projects,

simulations, demonstrations, experiments and other activities that give opportunity for them to

explore and manipulate things.

. Based on the data from the School Improvement Plan (SIP) of Paaralang Elementarya

ng Lucban - 5, Science MPS got the lowest MPS for the last three years. Its MPS on SY 2014 –

2015 was 35.12%, 49.76% on SY 2015 – 2016 and 55.57% on SY 2016-2017so the researcher

implemented SHARE IT Science (Skillful Hands-on Activities, Relays, Experimentation and ICT

Integration in Teaching Science). The main goal of this intervention program was to improve the

school‟s MPS in Science.

She gathered data in Science quarterly to see if there‟s an improvement after its

implementation. She hoped that SHARE IT Science Intervention Program could be an effective

means to overcome this challenge.

2
ACTION RESEARCH IN PEL - 5

Statement of the Problem

The main purpose of the study was to improve the Science MPS of Paaralang

Elementarya ng lucban - 5 in Lucban District, Lucban , Quezon through SHARE IT Science

Implementation. In order to achieve the desired end, SHARE IT Intervention Program was

strictly implemented by science teachers.

Specifically, this study sought to answer the following questions:

1. What is the school‟s average MPS in Science before SHARE IT Science

implementation?

2. What is the school‟s average MPS in Science after SHARE IT Science

implementation?

3. Is there an improvement on the school‟s MPS in Science after SHARE IT Science

implementation?

4. Is there a significant difference before and after SHARE IT Science implementation?

5. What is the implication of the findings of this action research for the improvement of

Science MPS of Paaralang Elementarya ng Lucban – 5?

Hypothesis

This study tested the hypothesis:

Ho: There is no significant difference between the results of Science MPS of PEL -5

before and after the SHARE IT Science Implementation.

3
ACTION RESEARCH IN PEL - 5

II. RELATED LITERATURE AND STUDIES

This chapter presents the written studies derived from various DepEd Orders and local

reading materials published. The information and data presented were of prime importance to

the study undertaken about the improvement of the Science MPS of of Paaralang Elementarya

ng lucban - 5 in Lucban District, Lucban , Quezon through SHARE IT Science (Skillful Hands-on

Activities, Relays, Experimentation and ICT Integration in Teaching Science) Implementation.

Related Literatures

Carl Sagan stated that “Science is a way of thinking more than it is a body of

knowledge”. It helps the learners judge on something, explore things and decide on how to

overcome the challenges they face every day. Teaching science subject need a variety of

strategies for the children to learn practical skills rather than memorize a lot of facts and

information.

Teachers are the key important players in curriculum implementation. They are the most

important factor for the realization of DepEd vision, mission and core values. Yet, there were

factors to be considered why the Mean Percentage Score of Science become low. In the News

Release last June 8, 2012, the Teachers‟ Dignity Coalition (TDC) reported that teachers rated

the government‟s K to 12 Program as B ranges 74% and below due to unavailability of

instructional materials for Grade 1 and Grade 7. The implementation of the new curriculum was

not a good start due to shortages in teachers, seats, classrooms, toilets and other facilities.

Gradually as the years went on, these shortages were given appropriate actions by DepEd. This

situation however affected the academic performance of learners.

Science teachers have the ability to influence each child‟s life and experiences in a very

profound way. Teacher find ways and means to increase the MPS in Science but scarcity on

laboratories and science equipment became a big factor. There is a theory that people get

4
ACTION RESEARCH IN PEL - 5

better service if there were rewards attached to better performance. But in teaching, this is not

real because there are factors other than the teacher that affect academic outcomes. One is the

strategies they used in teaching.

Klahr and Nigam (2004) found out that students taught through direct instruction were

more likely to become experts in designing scientific experiments than those taught through

discovery learning. Teachers must teach the learners an experimental design process before

they conduct an experiment when studying science concepts. Through this, children can explore

and manipulate things which develop among them the skills in decision-making and making

judgments. Experience is the best teacher. Using a variety of teaching strategies that fit for a

every children‟s ability can be affective and can produce high quality instruction.

Related Studies

In the research conducted by Horizon Research Inc. (2003), designing high quality

lessons helps inform teachers about effective teaching. The report concluded that students

need to be engaged with important science ideas and concepts. Teaching strategy used by the

teacher didn‟t matter according to them. What matter is children‟s involvement and engagement

towards the subject matter. Teacher must provide investigation and demonstration which greatly

increase the level of learners‟ engagement. Investigative strategies encourage collaboration

among them. This means that students must create mental models that connect their learning

experiences to science concepts. This helps them to apply the concepts in real life situations.

Joe Padre posted on his blog an unpublished study by Stephen L Walter and Kain

Gpdfrey Chuo that multiple factors affect education. According to them, teacher quality is a very

important factor. Mastery of the subject matter on the teacher‟s part and the strategies they use

in teaching matter most. The research pointed out that children need the authoritative voice of

teachers, the listening skills, the quality how they deal with children, and character building that

help them explore things further through learning.

5
ACTION RESEARCH IN PEL - 5

Researchers concluded that direct instruction was superior to discovery learning in

children‟s acquisition of control of variable strategies. Direct instruction is the most effective

science teaching strategy which includes exploration and explanation of science concepts.

Teachers need to understand how students learn. They must know and assess their prior

knowledge so that they can design the appropriate strategy for their learners.

However, teacher‟s quality and the strategy they use in teaching are not only the factor

affecting science MPS. Enough supply of textbooks, learner‟s materials, teaching guides,

equipment, facilities and parents‟ support are factors too. Therefore, there‟s a need to

implement an intervention program to address these issues. SHARE IT Science (Skillful Hands-

on Activities, Relays, Experimentation and ICT Integration in Teaching Science) Implementation

could help improve the MPS of Science. This program suggested that teachers must refrain

from too much lectures and memorization of science facts. They must teach science concepts

through hands-on activities, games or relays, doing experiments and integrate ICT in teaching

so that learners enjoy while learning.

Theoretical Framework

Several theoretical underpinnings are considered as foundation in the conduct of this

study. In terms of legal basis, this study can answer to Deped orders issued by the department.

DepEd Order no. 31 s. 2012, Deped Order 8, s 2016 and DepEd Order 36, s 2016 on K to 12

implementation, assessment and policy on awards were disseminated during the program

implementation. The aim of science education was discussed and in assessment, Science

differs from the other subjects wherein performance task and written work have greater weight

than quarterly examination. Guidelines and rubrics were stated in DepEd order on how to be

awarded as the learner with outstanding performance in Science.

There are theories that teacher quality and teaching strategies are the most important

factors in teaching Science. Albert Einstein stated,” Bear in mind that the wonderful things you

6
ACTION RESEARCH IN PEL - 5

learn in your schools are the work of many generations, produced by enthusiastic effort and

infinite labor in every country of the world. All this is put into your hands as your inheritance in

order that you may receive it, honor, it, add to it, and one day faithfully hand it to your children.

Thus we mortals achieve in the permanent things which we create in common.” This may apply

to science teachers producing productive learners who soon will be useful citizens contributing

to the progress of the country.

Conceptual Framework

SHARE IT Science (Skillful Hands-on Activities, Relays, Experimentation and ICT

Integration in Teaching Science) was strictly implemented to improve the Science MPS of

Paaralang Elementaarya ng Lucban - 5. Activities set in this program became the means to

determine if there would be an improvement in Science MPS the said school after its

implementation. The INPUT-PROCESS-OUTPUT (IPO) model served as the conceptual

framework of the study. The model consists of three (3) frames is shown in Figure 1.

The first frame presents the INPUT consisting of the activities implemented in SHARE IT

Science conducted by the school.

The second frame is the PROCESS component indicating the stages of implementing

the intervention program: 1) Planning Stage: Meet and orient the Science teachers with the TA

Provider Team, know the needs of teachers and plan to improve Science MPS; 2) Preparation

Stage: Set and plan activities to be conducted in SHARE IT Science intervention program; 3)

Implementation Stage: Conduct the activities agreed by Science teachers and TA Provider

Team; 4) Monitoring & Evaluation Stage: Assess the improvement of Science MPS after

implementing the intervention program.

The third frame of the model is the OUTPUT component indicating the outcome which is

an improved Science MPS quarterly on SY 2017 – 2018.

7
ACTION RESEARCH IN PEL - 5

Figure 1 shows the conceptual framework on SHARE IT Science Intervention Program

Implementation

PROCESS
Stages of SHARE IT Science
INPUT OUTPUT
Intervention Program
Implementation

SHARE IT Science
Intervention Program Planning & Preparation
Improved
Activities stated in the Strict Implementation
Science MPS
intervention program Quarterly Test Results of PEL – 5 at
Quarterly Test analysys the end of
Results in Science SLAC/SMEPA March

III. Methodology

This part includes the research design, research locale, research population and

sample, instrument, data gathering procedure, theoretical/conceptual framework and statistical

treatment of data.

Research Design

A quasi-experimental design was used in this study. It is quasi-experimental in the sense

that it involved description, analysis, and interpretation of data on prevailing conditions of the

subjects. It described the quarterly performance of the school‟s MPS in science before and after

SHARE IT Science Intervention Program Implementation. Its main purpose was to know the

progress of the school‟s science MPS in every grading period on SY 2017 – 2018.

Research Locale

The researcher gathered her data in the PEL - 5 quarterly consolidated periodic test

results. Specifically, the research locale was Paaralang Elementarya ng Lucban - 5, Lucban

District in Lucban, Quezon.

8
ACTION RESEARCH IN PEL - 5

Research Sample

The sample of the research are Grades 3 to 6 learners composed of three hundred

twelve (312) pupils since Science subject is being taught in Grades 3,4, 5 and 6 only.

Research Instrument

The instrument used in the study was the data of quarterly consolidated periodic test

results in Science of Paaralang Elementarya ng Lucban - 5. The instrument sought to measure

the improvement of PEL -5 Science MPS before and after SHARE IT Science (Skillful Hands-on

Activities, Relays, Experimentation and ICT Integration in Teaching Science) Intervention

Program implementation. The intervention program had set series of activities, time frame,

materials, persons involved and expected outcomes.

Table 1

SCIENCE MPS of PAARALANG ELEMENTARYA NG LUCBAN - 5

BEFORE SHARE IT Science Implementation

FIRST AND SECOND PERIODIC TEST RESULTS

SY 2017 - 2018

QUARTER 1 QUARTER 2 AVERAGE

GRADE LEVEL
MPS MPS MPS
GRADE 3 65.03 66.24 65.64
GRADE 4 45.70 49.55 47.62
GRADE 5 51.03 53.59 52.31
GRADE 6 56.86 55.09 55.98
AVERAGE MPS 54.65% 56.11% 55.38%

Table 1 shows the Science MPS of PEL - 5 in the first semester from June to October,
2017 before SHARE IT Science implementation. The average Science MPS of PEL - 5 during
the first and second quarter was 55.38%. Therefore, the baseline data was 55.38%.
Data Gathering Procedure

The consolidated data on Science MPS were gathered quarterly by the School Head.

The data were analyzed and interpreted during the School Learning Action Cell (SLAC). The

subjects of this research were learners from Grade 3 to Grade 6.

9
ACTION RESEARCH IN PEL - 5

Statistical Treatment of Data

Data of test results in PEL - 5 were treated statistically. To determine the average
Science MPS, the English Mean Percentage Scores (MPS) from Grades 3 to 6 were computed
using the formula: Average = x1+x2+x3+ x4 ÷ N
where: = x = MPS of Grade Level N= Number of Grade Level

For the purpose of interpretation, the baseline target is 55.38%

To know if there is significant difference between the Science MPS before and after
SHARE IT Science Intervention Program implementation, the dependent T-test was computed
using the formula:

Source: retrieved from https://www4.uwsp.edu/psych/stat/11/Eqn22.gif on April 17, 2018

where: D = Sum of differences in average MPS

N = number of grade levels tested

IV. DISCUSSION OF THE FINDINGS

This study deals with the improvement of Science MPS of Paaralang Elementarya ng

Lucbaan -5 through SHARE IT Science (Skillful Hands-on Activities, Relays, Experimentation

and ICT Integration in Teaching Science) Intervention Program implementation. The primary

data were gathered from the school‟s consolidated periodic test results in SY 2017 – 2018.

Data gathered were consolidated and analyzed. Results are shown in this section. There

were two (2) tables of the data presentation.

10
ACTION RESEARCH IN PEL - 5

Table 2
SCIENCE MPS of PAARALANG ELEMENTARYA NG LUCBAN - 5
AFTERE SHARE IT Science Implementation

THIRD AND FOURTH PERIODIC TEST RESULTS

SY 2017 - 2018
QUARTER 3 QUARTER 4 AVERAGE
GRADE LEVEL
MPS MPS MPS
GRADE 3 64.11 63.04 63.58
GRADE 4 55.82 58.19 57
GRADE 5 60.98 57.54 59.26
GRADE 6 69 78.62 67.58
AVERAGE MPS 61.72 66.16 63.94
Table 2 shows the Science MPS of PEL - 5 in the second semester from November,

2017 to March, 2018 after SHARE IT Science implementation. The average Science MPS of

PEL - 5 during the third and fourth quarter was 63.94%. This implies that there is an

improvement in Science MPS of PEL - 5.

Table 3
SCIENCE MPS OF PAARALANG ELEMENTARYA NG LUCBAN - 5 BEFORE AND AFTER
SHARE IT Science Implementation
SCIENCE MPS SCIENCE MPS
IMPROVEMENT
Before SHARE IT Science After SHARE IT Science
(Increase)
Implementation Implementation
PEL - 5
MPS MPS
Difference= +
(FIRST- SECOND GRADING) THIRD - FOURTH GRADING
55.38% 63.94% +8.56/15.46 %

AVERAGE SCIENCE MPS

BEFORE SHARE IT Science IMPLEMENTATION 55.38%

AFTER SHARE IT Science IMPLEMENTATION 63.94%

50.00% 55.00% 60.00% 65.00%

Table 3 shows the actual Science MPS of PEL - 5 before and after SHARE IT Science

implementation. There‟s an increase of +8.56 with an equivalent of 15.46% in Science MPS

since the average before the program implementation is 55.38% while the average after the

program implementation is 63.94%.

11
ACTION RESEARCH IN PEL - 5

V. SUMMARY OF FINDINGS

This part provides a synthesis of the study based on the data gathered from the school‟s

consolidated periodic test results in SY 2017 – 2018. This research focused on the improvement

of Science MPS of Paaralang Elementarya ng Lucban - 5 in Lucban District, Lucban , Quezon

through SHARE IT Science (Skillful Hands-on Activities, Relays, Experimentation and ICT

Integration in Teaching Science) Intervention Program Implementation.

Specifically, this study sought to answer the following questions:

1. What is the school‟s average MPS in Science before SHARE IT Science implementation?

2. What is the school‟s average MPS in Science after SHARE IT Science implementation?

3. Is there an improvement on the school‟s MPS in Science after SHARE IT Science

implementation?

4. Is there a significant difference before and after SHARE IT Science implementation?

5. What is the implication of the findings of this action research for the improvement of

Science MPS of Paaralang Elementarya ng Lucban – 5?

To achieve the objectives of this study, the researcher conducted activities stated in

SHARE IT Science and was strictly implemented in PEL - 5. The activities focused on the

school‟s Science MPS improvement. The data of the school‟s consolidated periodic test results

from first grading to fourth grading SY 2017 - 2018 were computed, analyzed, and interpreted.

Summary of Findings

After an analysis of the data gathered, the study revealed the following:

1. The school‟s average MPS in Science before SHARE IT Science implementation is

55.38%

2. The school‟s average MPS in Science after SHARE IT Science implementation is

63.94%

3. There is an improvement on the school‟s MPS in Science after SHARE IT Science

implementation since the increase was +8.56 or 15.46%

12
ACTION RESEARCH IN PEL - 5

4. The t-test result at .05 level of significant difference was -0.99 so there‟s a significant

difference before and after SHARE IT Science implementation.

5. The program became effective due to the strict implementation of SHARE IT Science

activities.

VI. CONCLUSIONS

Based on the findings of this study, the following conclusions are derived.

1. SHARE IT Science (Skillful Hands-on Activities, Relays, Experimentation and ICT

Integration in Teaching Science) Intervention Program agreed by science teachers and

Technical Assistance Provider Team were effectively implemented.

2. The Science MPS of PEL – 5 had increased by 15.46% after SHARE IT Science

implementation. This shows that through this program, the school‟s performance in

Science improved.

3. Since the result was lower than 0.05 level of significant difference, the null hypothesis

was rejected.

4. The effectiveness of SHARE IT Intervention Program depends on how Science teachers

in PEL - 5 implemented it.

VII. RECOMMENDATIONS

Based on the findings and conclusions derived from the study, the following

recommendations are made:

1. The researcher must share her intervention program to other schools experiencing a

continuous decrease in Science MPS.

2. Other researchers can replicate/adopt the intervention program conceptualized and

implemented by the researcher.

3. The researcher must conduct the same research next school year to prove SHARE IT

Science Intervention Program‟s effectiveness.

4. Administrators must implement the program strictly.

13
ACTION RESEARCH IN PEL - 5

VIII. List of References:

DepEd K to 12: Teaching Math and Science (August 6, 2012) retrieved from

https://www.philippinesbasiceducation.us/2012/08/deped-k-to-12-teaching-math-and-

science.html last November 29, 2017

DepEd Orders no. 31, s. 2012, DO no. 8, s. 2015 and DO no. 36, s. 2016 retrieved from

www.deped.gov.ph last August 25, 2017

Holly Heard et.al. (November, 2017) American Educational research Journal. „Do Teachers

Financial Awards Improve Teacher Retention and Student Achievement in an Urban

Disadvantaged School District?”

Horizon Research Inc. (2003). Look Inside the Classroom. Retrieved from www.horizon-

research.com. Last December 12, 2017

Klahr, David and Nigam, Milena (December 15, 2004). Education week Article. “NSTA Reports

Direct Instruction: Is It the Most Effective Science Teaching Strategy?” Retrieved from

http://www.nsta.org/publications/news/story.aspx?id=50045

last December 11, 2017

National Research Council (2003). How People Learn. retrived from

http://www.nsta.org/publications/news/story.aspx?id=50045last December 11, 2017

On Salary Hike and Performance Bonuses for Public School Teachers (November 29, 2017)

retrieved from http://www.philippinesbasiceducation.us/2017/11/on-salary-hike-and-

performance-bonuses.html last December 13, 2017

Philippine Basic Education (December 11, 2017) retrieved from https://

www.philippinesbasiceducation.us/ last December 14, 2017

Teachers‟ Dignity Coalition (June 8, 2012). Government‟s K-12 Program Gets A “B” From

Teachers retrieved from https:// www.philippinesbasiceducation.us/ last December 14, 2017

Walter, Stephen L. and Chuo, Godfrey Kain. Kom Experimental Mother Tongue Education Pilot

Project (2012) retrieved from https:// www.philippinesbasiceducation.us/ last October 30, 2017

14