RESEARCH TITLE

CONT. RESEARCH TITLE

_______________

A Research

Presented to

the Faculty of the Senior High School

General Academic Strand- Humanities and Social Sciences

Lourdes National High School

_______________

In Fulfillment

Of the Requirements for the Core Subject

Practical Research 1

Qualitative Research

_______________

By

FIRST NAME M.I. SURNAME (arrange alphabetically)

March 2019
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APPROVAL SHEET

This research entitled “RESEARCH TITLE” prepared and submitted by NAME

OF RESEARCHERS in partial fulfilment of the requirements for the PRACTICAL
RESEARCH 1- QUALITATIVE RESEARCH with the field specialization in
GENERAL ACADEMIC STRAND- HUMANITIES AND SOCIAL SCIENCES has
been examined and is recommended for acceptance and approval for ORAL
EXAMINATION.

MA. VIBETH C. LUGA, Ed.D.

Lourdes National High School
Adviser

THE RESEARCH COMMITTEE

MA. BUENAVENTURADA G. SOCORIN

School Principal, Senior High School Department
Lourdes National High School
Chairman

RAQUEL L. FUDOLIN, Ph.D. MARITA G. CLEMEN

Research Teacher, SHS Research Teacher, SHS
Lourdes National High School Lourdes National High School
Member Member

ACCEPTED and APPROVED for ORAL EXAMINATION.

RAQUEL L. FUDOLIN, Ph.D.

Grade 11- Coordinator
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PANEL OF ORAL EXAMINERS

Approved by the Committee on ORAL EXAMINATION with a grade of ___________ .

MA. BUENAVENTURADA G. SOCORIN

School Principal, Senior High School Department
Lourdes National High School
Chairman

RAQUEL L. FUDOLIN, Ph.D. MARITA G. CLEMEN

Research Teacher, SHS Research Teacher, SHS
Lourdes National High School Lourdes National High School
Member Member

Accepted and Approved in partial fulfilment of the requirements for the subject
PRACTICAL RESEARCH 1 with the field of specialization in GENERAL
ACADEMIC STRAND- HUMANITIES AND SOCIAL SCIENCES.

RAQUEL L. FUDOLIN, Ph.D.

Grade 11- Coordinator

Periodic Examination : _________________________

Oral Examination : _________________________
Book Submission : _________________________
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Acknowledgment
The researcher acknowledges the people behind the completion of this work:

To Dr. Quinto, the adviser and pen-pusher, who has veered the once-a-
plain-iplan compilation into a functional module;

To the panel members chaired by Dr. Abao who generously poured out
ideas for the improvement of this work; to Dr. Derasin, who triggered the
passion to reach the finish line; to Dr. Bacus who has always been willing to
offer her time and expertise for the enrichment of this work, to Dr. Delfin,
who manifested a value-added work that has motivated the researcher not to
settle for mediocrity; to Dr. Obaob who helped the researcher in the
statistical computation of data;

To Sir Jemboy Valloso, the eye-opener when in work immersion, who

also helped the researcher in the layout of the module;

To Dr. Elena, Dr. Sheila, and Dr. Maritoni, the ELT Buddies, the
circle of inspiration since the CNU life-story started;

To Sir Arturo B. Arboladura, the former BAHRR president, whose

wisdom was gratifyingly overwhelming and that inspired the researcher to
create a module;

To all of those who contributed in making this module come into

reality, this writer is humbly indebted.
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DEDICATION

This work is dedicated to

Mama Betty and Papa Vital

Kuya Cons
Ate Nice and Kuya Ewiw,
with our little angel in heaven, Baby Adriel Nicah,
Manong Jojo,
it is always a pleasure dealing with this arduous task with you,
MY FAMILY;

to Rico T. Ochea, my inspiration, English mentor and motivator

when I grow tired of moving forward;

to GOD above all,

I claim this victory!
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TABLE OF CONTENTS
CONTENT PAGE
TITLE PAGE ...................................... i
APPROVAL SHEET ii
PANNEL OF ORAL EXAMINERS iii
ACKNOWLEDGMENT iv
DEDICATION v
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
ABSTRACT x

CHAPTER
1 THE PROBLEM AND ITS SCOPE ........... 1
Rationale ........................... 1
Theoretical/ Conceptual Framework of the Study 14
The Problem
Statement of the Problem ................. 15
Significance of the Study ................. 16
Definition of Terms ................. 17

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature .................... 19
Related Studies ......................... 36

3 RESEARCH METHODOLOGY. . . . . . . . . . . . . . . . . . . . . 43
Research Design .......................... 43
Research Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Research Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Research Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

4 PRESENTATION, ANALYSIS &

INTERPRETATION OF DATA . . . . . . . . . . . . . . . . . 49

5 SUMMARY OF FINDINGS, CONCLUSION &

RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . 76

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
1- TRANSMITTAL LETTER
A Letter to the Schools Division Superintendent of Bohol . . . . . . . . . . 89
B Letter to the School Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
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CONTENT PAGE

C Letter to the Research Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

D Letter to the Validators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
E Letter to the Statistician . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
2- VALIDATED QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
A Pre-post Proficiency Level Test for Reading and Writing . . . . . . . . . 96
B ELC Scale Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
C Validating Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
3- Module Sampler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
4- Letter of Permission (photos used) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
5- CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
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LIST OF TABLES

CONTENT PAGE

Table 1 Pretest Proficiency Level 51

Table 2 Post-test Proficiency Level 60

Table 3 The Pre-post Test Reading & Writing Proficiency Levels 67

by Competency

Table 4 The Significant Mean Gain Difference of

the Pretest and Post-Test Reading & Writing Proficiency Levels 70
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LIST OF FIGURES

CONTENT PAGE

Figure 1 Theoretical Conceptual Framework of the Study 14

Figure 2 Pretest Reading and Writing Proficiency Level 58

Figure 3 Post-test Reading and Writing Proficiency Level 65

Figure 4 Summary of the Pre-post Test Reading and 69

Writing Proficiency Levels
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ABSTRACT

The full implementation of the SHS poses a challenge in the provision of

instructional materials (IMs), especially in the teaching of the competencies in the course,
Reading and Writing Skills. This course specifically demands IMs for reading articles
that would both engage the learners in the task and would cultivate their knowledge of
culture and heritage to enhance learning experiences (Culatta, 2016; Anderson, 1977;
Halliday, 1976; Vygotsky 1986). Furthermore, the Turo-turismo Program compounds the
need for IMs to be manifested in the course instruction. This study aims to develop and
utilize the Turo-turismo culture-based instructional materials. The research respondents
are the 88 senior high school students chosen thru convenience sampling. These students
are from Lourdes National High School in Panglao, Bohol which pilots the national
implementation of the Turo-turismo Program. This study employs a mixed method of
both quantitative and qualitative designs. The validated and researcher-made pre-post-test
is conducted to identify the proficiency level of students before and after the conduct of
the culture-based activities. A needs analysis is done to identify the culture-based IMs to
be included in the module. It is quantitatively based on the pretest and qualitatively based
on the encounter with the internal and external stakeholders during the SHS work
immersion of the researcher. The findings of the pre-post-tests reveal that the culture-
based activities improve the proficiency level of the students from foundations to
advanced (high) or launch levels. This implies that the developed IMs are effective tools
in improving the Reading and Writing Skills of the students.

Keywords: competencies, culture-based learning activity, Development of Turo-turismo

IMs, IM, implementation, Reading and Writing Skills, Turo-turismo Program