THE PROBLEM

Introduction

Today’s education evolved in a more complex and competitive concept

because of the needs of society of a more skillful worker who are not just

nationally but globally competitive. Through education individuals are being

honed to be better individuals. It is also the key to a better life and person’s future.

According to Arroyo (2010), education opens minds and open doors. And in

today’s world, a strong education must be accompanied by a strong backbone of

technology.

Typically, education involves learning to read, write, do math, understand

history, etc. With the fast paced scientific and technological developments in

society, it is a challenge for educators and institutions on how the three tool

subjects (English, Mathematics and Science) will be delivered among their

students efficiently for effective learning.

The need to address this problem is highly recognized by the government

so measures have been wilfully adopted to improve the learning of the English

language. For this reason, many orders and memoranda were issued providing for

the need to strengthen the use of English as a medium of instruction in the

secondary level. DepEd Order No.74, s. 2009 stipulated that Filipino and English

shall be primary medium of instruction (MOI). English shall be used as a medium

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of instruction in Science and Mathematics. This is strengthened by DepEd Order

No. 31, s. 2012 which maintains the use of English for the abovementioned

subjects. This specifically points out the indispensable role of the English

language as a springboard in the teaching of the content areas.

The need for students to be competitive in the English language has been so

pronounced based on the orders issued by DepEd. In spite of the initiatives and

efforts of the higher authorities to provide a solution to the problem in learning the

second language, still many students remain with low proficiency in English. With

this low proficiency, understanding and solving word problems in Mathematics

and Science became difficult.

In connection with this, methods and approaches matter most within the tool

subjects so that the transmission of learning is attained and appreciated by

learners. Each approach that a teacher should be guided by the principles of

teaching-learning to impart concepts properly as to what should be learned, and

why they should be learned.

In the educational perspective, the teacher, student and the subject matter plays

an important role, so the transfer of learning through teaching comes up in the

most effective and efficient way. As Castillo (2001) pointed out, these three are

interdependent of each other. Transmission of the subject matter from the teacher

to the student is done through the strategies and methods. Through these, the

students are guided to learn the concepts of the tool subjects, appreciate it and
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develop positive attitudes towards learning. The learning of students is anchored to

methods and strategies.

To meet the challenges and new trends in learning, curricular revisions

were made by the Department of Education, the K to 12 Curriculum or the

Enhance Basic Education Program. In the K to 12 Curriculum which was launched

two years ago by the government with its heading department the Department of

Education with the purpose of enhancing the basic education program in the

Philippines by adding Kinder as compulsory education and two years in the

secondary level which was called senior high. The program aims to enhance not

only the mind but the different competencies of the learner for each subject that

will serve as the basis for evaluation if they have acquired the needed

competencies to cope with the demanding needs of society. Through the K to 12

program, it will help to develop and enhance the potentialities, capabilities and

skills of every human being to become productive citizens of the whole nation.

Toward this end, the government provides legal basis and educational aims which

could be utilized in answering the national development goals.

State law requires that the State Board of Education establish competencies

that each student shall master prior to completing public school education and

adopt a uniformly sequenced curriculum for grades kindergarten through grade 12

based on these competencies. The state board shall also establish optional

competencies that each student shall be provided opportunities to master. Students

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shall master these competencies as they relate to their program of study.

(www.wclarc.com/pdf/...learning-competencies-in-all-subjects)

The Education Act of 1982 Sec. 4, No. 1 stipulated provisions for a broad

general education that will assist each individual in the peculiar ecology of his

own society. Moreover, it also aims to help them attain their potential as a human

being, enhance the range and quality of group and individual participation in the

basic functions of society and acquire the essential educational foundations of his

development into a productive and versatile citizen.

The second provision intends to train the nation’s manpower in the middle

level skills required for national development. Along the same vein, it aims to

develop the professions that will provide leadership for the nation in the

advancement of knowledge for improving the quality of human life and respond

effectively to changing needs and conditions of the nation through a system of

educational planning and evaluation.

In order to achieve the aforementioned aims, the government continues to

labour against the ignorance and unskilful individuals that serve hindrances to the

pathways of successful ends. This may be acquired only by designing educational

means and empowering them. Effective measures will likewise help towards the

realization of national goals in the near future.

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No less can be expected of education and learning, which are essentially

future-looking concerns. The quality of the world that the future generations will

live in depends on the quality of preparation we have undertaken for today’s

children and globalization is yet a factor that is shaping education’s future. The

changing economic trends all over the world trigger new demands on education

services. Not only will the Filipino worker have to be ready for current demands,

but a different order of competencies are required in the global market place. The

trends in the future may require equivalent knowledge and competencies.

(Pefianco, 2010)

One of the most valuable things a teacher can do is to help students prepare

for lifelong learning. Improved learning skills; concentrating, reading and

listening, remembering, group activities, independent project and design, giving an

oral presentation, researching, giving assignments, and coping with exams.

(www.canberra.edu.au/studyskills/learning/independent)

Navarro et al. 1998 stated that teachers have always been expected to

prepare the young people to become useful, upright, and active citizens in the

community. To be up for the task, they need to develop certain competencies and

skills. This calls for a clear understanding of the teaching professional roles and

responsibilities commitment to his main role in the classroom.

Transitioning away from seat time, in favour of a structure that creates

flexibility, allows students to progress as they demonstrate mastery of academic

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content, regardless of time, place, or pace of learning. Competency-based

strategies provide flexibility in the way that credit can be earned or awarded, and

provide students with personalized learning opportunities. These strategies include

online and blended learning, dual enrolment and early college high schools,

project-based and community-based learning, and credit recovery, among others.

This type of learning leads to better student engagement because the content is

relevant to each student and tailored to their unique needs. It also leads to better

student outcomes because the pace of learning is customized to each student.

By enabling students to master skills at their own pace, competency-based

learning systems help to save both time and money. Depending on the strategy

pursued, competency-based systems also create multiple pathways to graduation,

make better use of technology, support new staffing patterns that utilize teacher

skills and interests differently, take advantage of learning opportunities outside of

school hours and walls, and help identify opportunities to target interventions to

meet the specific learning needs of students. Each of these presents an opportunity

to achieve greater efficiency and increase productivity.

Knowledge and skills may be acquired by teaching and learning process and

through different activities they experienced the students potentials are upgraded

and highly developed. Which is then, goals are almost or nearly acquired.

Learning skills are something they must learn through training and through

certain educational programs. If they studied to become a doctor, they should

 7

know how to diagnose an illness or to determine which drug to be prescribed so as

to cure this illness. If they do not have the knowledge and the know-how, they will

not be able to practice their profession as a doctor. As grade 7 students, they must

acquire and master the basic competencies especially in the tool subjects because

this is very important in their future careers or goals in life.

In any career path or business they choose, learning skills are always needed.

For example, if they want to be a teacher, they need to know how to make lesson

plans; if they are a salesperson, they need to know the products or services they

are selling; if they are a guidance counsellor, they need to know human behaviour;

and so on.

Effective learning skills or competencies are vital to one’s education and it can

be attained with the help of different learning activities and training program. With

this, every student can improve attitudes towards himself, including their skills

and potentials. It is indeed the belief of the researcher, along with the aspects of

life such as moral, social and intellectual development, that the enhancement of

skills or physical development are very important in the achievement of success of

each individual.
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Statement of the Problem

The study aimed at determining the extent of the learning skills of Grade 7

students in the tool subjects.

Specifically, it sought answers to the following questions:

1. What are the basic learning competencies required in the tool subjects of Grade

7?

2. How do the students perform the different learning skills in the tool subjects

such as:

2.1 English

2.2 Mathematics

2.3 Science

3. How do the teachers and students differ in their responses regarding the

assessed learning skills?

4. What exercises maybe proposed to enhance the learning skills of

Grade 7students in the tool subject?

Hypothesis

To gain more depth in the analysis and interpretation of data gathered, the

researcher posted this null hypothesis.

Ho: Teacher and student responses have no significant differences regarding the

assessed extent of learning skills of Grade 7 students in the tool subjects.

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REVIEW OF LITERATURE

This deals with the review of conceptual literature and studies relevant to

the present study. The ideas obtained from the readings as basis in the

conceptualization process provided understanding of the study.

Conceptual Framework

Learning is not one, simple activity as what every educator say, it is a life-

long process. It takes place at different levels of consciousness, and in different ways, in

everything we do. Moreover, individual people learn in different ways and have their

preferred learning styles.

This study is anchored on the concept of the learning competencies of the

grade 7 students on the tool subjects such as English, Mathematics and Science on how

extensively they have acquired their needed competencies for the next grade. Such is its

importance to not only the mental development of students but also to needs of

development and progress of society. For this reason the K to 12 Curriculum of the

Department of Education (DepEd) specifies the different learning competencies to ensure

that the relevant skills needed by students to be productive are acquired.

The flow of the study is best presented in the conceptual paradigm in Figure 1.

The first box shows students data with regard to their performance in the tool subjects.

This serves as the input data. The gathered data were subjected to analysis and evaluation

as shown in the next box represented by the use of questionnaire and statistical analysis.

These serve as tools in the gathering of data. The third and last box is the output of the
 10

study, which is the proposed exercise to enhance the learning skills of Grade 7 students in

the tool subjects. Its bases came from a thorough research, shared insights and the

responses provided in the researcher’s questionnaire.

I NPUT PROCESS
1. Basic learning
competencies required in the
tool subjects of Grade 7.
2. Students performance in
the different learning skills Questionnaire

in the tool subjects such as: Statistical Analysis

2.1 English
2.2Mathematics
2.3 Science
OUTPUT

Exercises to enhance the

learning skills of Grade 7
students in the tool subjects

Figure 1

Conceptual Framework of the Study on the Extent of the Learning Skills of Grade 7

Students in the Tool Subjects

Scope, Delimitation and Limitation of the Study

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The study focused on the extent of the learning skills in the tool subjects of 40

grade 7 students of Maximo T. Hernandez Memorial National High School in Ibaan,

Batangas school year 2013-2014. It also covers the perception of the teachers on the

extent of performance of the students. The study proposed exercises to enhance the

learning skills of grade 7 students. The exercise was adopted to the internet

The study utilized the descriptive research design with grade 7 students and

teachers as respondents, using the researcher- made questionnaire in gathering the needed

data.

It was delimited to the other important variables in the study specifically the

profile of the respondents.

This is limited to the responses of the grade 7 students and teachers provided

accomplished questionnaire. The study did not utilize observation and interviews to

justify their answers.

Significance of the Study

The result of the study will be beneficial to administrators, teachers, students and

future researchers.

Administrators. They can derive basis for evaluating the prevailing condition of the

students learning and determine the problems carried out that may affect the

improvements of learning skills gain by the students, it also encompasses their

effectiveness for the improvement of the school facilities specifically for enhancing the

learning skills of the students.

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Teachers. The study can equally benefit teachers as they may also utilize the developed

exercises to address the need for diagnosis and recommendation of grade 7 students with

low performance in the subject tools. As well as to improve their teaching methods and

techniques to supply the needed skills or competencies that must acquire by students to

be a productive individuals.

Students. The developed exercises can help students gauge their proficiency in the

subject tools, thereby making them aware of their performance and become more

determined to perform better. It will also help them to enhance their learning skills and in

the future become globally competitive individuals.

Current and future researchers. The study may highly motivate researchers to study

and develop other exercises which can serve the purpose of enhancing the different skills

and competencies in the tool subjects.

Definition of Terms

For proper and closer understanding between the researcher and the readers the

following terms are defined:

Curriculum. This refers to the aggregate of subjects which is sequentially and

systematically grouped and arranged required for graduation or certain certification from

a course or major of field (Gonzales, 2003). In this study it refers to the K to 12

Curriculum.

Basic skills – In this study, it refers to skills or abilities that serve as tools for acquiring

and applying other skills and knowledge, such as reading, writing, speaking, viewing,
 13

listening, mathematics, and computer technology. These skills are interdependent and

shall be included in all academic subjects and disciplines.

Learning Competencies – This are the abilities and qualities necessary for students to

reach their potential as individuals and citizens (Wikipedia). In this study, it refers to the

different learning competencies in English, Mathematics and Science that should be

enhanced.

Tool subjects – in this study it refers to English, Mathematics and Science subjects.

Competencies in Mathematics - In this study, it refers to understanding of mathematical

concepts and processes, skills in computing, estimating and solving problems.

Competencies in Science - In this study, it refers to the measure knowledge,

understanding, and application of the fundamental concepts of science subjects.

Competencies in English – In this study, it refers to the five macro skills (listening,

reading, writing, speaking and viewing) in English subject.

RESEARCH METHOD AND PROCEDURE

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This presents the research design, subject of the study, data gathering

instrument, data gathering procedure, and the statistical treatment of data.

Research Design

A descriptive method of research was utilized in this study. The researcher’s

concern was to find out what exercises will be of great help to the grade 7 students to

enhance their learning competencies in the tool subjects.

According to Best (2000), descriptive research design is an exploratory design

which seeks to gather data and have them analyzed using appropriate statistical tools.

Two types of questionnaires applying survey process were given; the first questionnaire

was for the grade 7 students that deals with their level of performance based on the

learning competencies they have acquired for the subject tools and the other

questionnaire was for the grade 7 teachers that deals with their extent of observation on

the learning competencies based on the students’ performance.

The researcher deemed this research method as the most appropriate design

because it can best determine the thrusts of the study

Subject of the Study

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The subjects of the study were 40 grade 7 students and 3 grade 7 teachers from

Maximo T. Hernandez Memorial National High School, District of Ibaan from a total

population of 100 grade 7 students and 9 grade 7 teachers. There is no sampling used in

the study, but the researcher get at least 40 percent of the total population in order to have

reliable data or information for the study.

Table 1

Distribution of the Respondents

Grade Level Frequency Percentage Rank

G7-Iris 14 35 2

G7-Zinnia 16 40 1

G7- Rose 10 25 3

Total 40 100

Table 1 shows that majority of the student-respondents were 16 grade 7 students of

zinnia students or 40 percent out of 40 students. 14 students were come from G7- Iris

with 35 percent rank 2 and 10 of the student is from G7-Rose with 25 percent rank 3.

In addition, three (3) grade 7 teachers’ answers for the teachers’ questionnaire

because they are the only teachers that handled grade 7 students in the tool subjects.

Data Gathering Instrument

The researcher-made questionnaire was used to determine the extent of the

learning skills in the tool subjects acquired by the respondents. The first part is for the
 16

students’ evaluation of their performance in the different learning competencies in the

tool subjects and the second part is for teachers’ perception on the extent of improvement

of the learning skills of the students.

Construction of the questionnaire. The researcher had read, searched and

reviewed of literature studies related to the problem and browse through the net to come

up with the different questionnaires. After a thorough reading the researcher

conceptualize the draft of the questionnaire.

Validation of questionnaire. To validate the construction of the questionnaire, the

researcher showed it to their professor to check if the made questionnaire was correct.

The approved questionnaire was submitted to the teachers teaching the subjects who have

long years of experience in teaching. They were asked to evaluate the contents if properly

stated and give more suggestions. Their comments were considered by the researcher in

framing the new draft. For the purpose of grammatical accuracy and clarity of direction,

the copy was submitted to English teacher. After correction were considered.

Scoring of Responses. The questionnaire items were rated using a Likert value of

1 to 5 with 1 as lowest and 5 as highest. Verbal descriptions were given to qualify the

numerical assessments.

To interpret the weighted mean the researchers used the following continuum:

Option Scale Range Verbal Interpretation

Performed and Observed to a…

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5 4.51 – 5.00 Very Great Extent VGE

4 3.51 – 4.50 Great Extent GE
3 2.51 – 3.50 Moderate Extent ME
2 1.51 – 2.50 Less Extent LE

1 1.00 – 1.50 Least Extent LstE

Data Gathering Procedure

After the approval of the adviser for the administration of the questionnaire, letters

of request made by the researcher were prepared requesting for the approval from the

school principal of Maximo T. Hernandez Memorial National High School, District of

Ibaan to have grade 7 students and grade 7 teachers to serve as the respondents of the

study. With the approval of the school principal, the researcher distributed the

questionnaires to the respondents who were at the said school on May 19, 2014. The

questionnaires were personally administered to the respondents. The researcher explained

in detail what to do in answering the questionnaire. After an hour, the results were

retrieved. And 40 students and 3 teachers accomplished the questionnaire. After such, the

data were tallied, analysed, tabulated, and interpret.

Statistical Treatment of Data

To analyse and interpret objectively the data and results of the study the following

statistical measures were used:

Relative Frequency. This was used to determine the percentage distribution of the

respondents.
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Weighted Mean. This was used to determine the typicality of responses chosen from

options similar with the liker scale.

RESULTS AND DISCUSSION

This presents the data gathered, their analyses and interpretation on the

extent of learning skills of grade 7 students in the tool subjects.

Findings
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A skill is the learned capacity or ability to carry out pre-determined results often

with the minimum outlay of time, energy, or both. In other words the abilities that one

possesses. Skills can often be divided into domain-general and domain-specific skills. For

example, in the domain of work, some general skills would include time management,

teamwork and leadership, self-motivation and others, whereas domain-specific skills

would be useful only for a certain job. Skill usually requires certain environmental

stimuli and situations to assess the level of skill being shown and used. (Wikipedia, the

free encyclopedia)

After the analysis, computation and interpretation of the gathered data, the

researchers finally obtained the results on the assessment of the students and teachers in

enhancing the learning skills of the grade 7 students.

1. Basic learning competencies required in the tool subjects of Grade 7.

As defined, competencies include all the related knowledge, skills, abilities,

and attributes that form a person’s job. This set of context-specific qualities is

correlated with superior job performance and can be used as a standard against

which to measure job performance.

(en.wikipedia.org/wiki/Competence_(human_resources)

Learning Competencies in English. English as a subject is concerned with the

five macro skills or competencies in listening, speaking, reading, writing and viewing.

Listening is an information – processing act. It includes skills in auditory discrimination

and cognitive comprehension. Speaking includes skills in using the language

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expressions and grammatical structures correctly in oral

communication. Reading is getting meaning from the printed page. It includes

skills for vocabulary development, levels of comprehension namely, literal,

interpretative, critical analysis and application, literary appreciation and study

skills. Writing includes readiness skills, mechanics, guided writing, functional,

and creative writing. Viewing is to understand or interpret ideas through what an

individual saw. Learning activities to develop competence in these phases of

communication should be varied, meaningful and realistic.

Learning Competencies in Mathematics. Mathematics is one subject that

pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom

and the school. Mathematics as a school subject, therefore, must be learned

comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10 are Critical

Thinking and Problem Solving. The definition of critical thinking was adopted to Scriven

and Paul (1987): Critical thinking is the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating

information gathered from, or generated by, observation, experience, reflection,

reasoning, or communication, as a guide to belief and action.

On the other hand, using Polya’s (1945 & 1962) definition of Problem Solving in

mathematics: Mathematical problem solving is finding a way around a difficulty, around

an obstacle, and finding a solution to a problem that is unknown.

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These two goals are to be achieved with an organized and rigorous curriculum

content, a well-defined set of high-level skills and processes, desirable values and

attitudes, and appropriate tools, recognizing as well the different contexts of Filipino

learners.

The specific skills and processes to be developed are: Knowing and

Understanding; Estimating, Computing and Solving; Visualizing and Modelling;

Representing and Communicating; Conjecturing, Reasoning, Proving and Decision-

making, and: Applying and Connecting.

We define context as a locale, situation or set of conditions of Filipino learners that

may influence their study and use of mathematics to develop critical thinking and

problem solving skills. Contexts refer to beliefs, environment, language and culture that

include traditions and practices, and learner’s prior knowledge and experiences.

Constructivism, Cooperative Learning, Discovery and Inquiry-based Learning. The

mathematics curriculum is grounded in these theories.

Mathematics from K-10 is a skills subject. By itself, it is all about quantities,

shapes and figures, functions, logic and reasoning. Mathematics is also a tool of science

and a language complete with its own notations and symbols and “grammar” rules, with

which concepts and ideas are effectively expressed. (MATHTED & SEI, 2010).

Learning Competencies in Science. Science education aims to develop scientific

literacy among students that will prepare them to be informed and participative citizens

who are able to make judgments and decisions regarding applications of scientific

knowledge that may have social, health, or environmental impacts. The science
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curriculum recognizes the place of science and technology in everyday human affairs. It

integrates science and technology in the civic, personal, social, economic, and the values

and ethical aspects of life. The science curriculum promotes a strong link between

science and technology, including indigenous technology, keeping our country’s cultural

uniqueness and peculiarities intact. Whether or not students pursue careers that involve

science and technology, the K to 12 science curriculum will provide students with a

repertoire of competencies important in the world of work and in a knowledge-based

society. The K to 12 science curriculum envisions the development of scientifically,

technologically, and environmentally literate and productive members of society who

manifest skills as a critical problem solvers, responsible stewards of nature, innovative

and creative citizens, informed decision makers, and effective communicators. This

curriculum is designed around the three domains of learning science: understanding and

applying scientific knowledge in local setting as well as global, context whenever

possible, performing scientific processes and skills, and developing and demonstrating

scientific attitudes and values. The acquisition of these domains is facilitated using the

following approaches: multi/interdisciplinary approach, science–technology society

approach, contextual learning, problem/issue-based learning, and inquiry-based approach.

The approaches are based on sound educational pedagogy namely: constructivism, social

cognition learning model, learning style theory, and Gestalt psychology. Science content

and science processes are intertwined in the K to 12 curriculum. Without the content,

learners will have difficulty utilizing science process skills since these processes are best

learned in context. Organizing the curriculum around situations and problems that
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challenge and arouse students’ curiosity motivates them to learn and appreciate science as

relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on,

and hearts-on activities will be used to develop students’ interest and let them become

active learners. As a whole, the K to 12 science curriculum is learner-centered and

inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts

and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with

increasing levels of complexity from one grade level to another (spiral progression), thus

paving the way to deeper understanding of a few concepts. These concepts and skills are

integrated rather than discipline-based, stressing the connections across science topics

and other disciplines as well as applications of concepts and thinking skills to real life.

2. Students performance on the different learning skills in the tool subjects.

2.1 Table 2 presents the extent of the performance of grade 7 students in

English subject and the extent of observations of their English teacher.

Table 2

Performance on English 7

Learning Competencies Students Teachers Average

English WM VI R WM VI R WM VI R
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1. Decode unknown 3.73 GE 3 3 ME 6 3.37 ME 5

words automatically and

determine word meanings

using word recognition

skills and/or contextual

clues.
2. Explain the main and 3.50 GE 7 3 ME 6 3.25 ME 7

subordinate ideas in

written work, whether the

ideas are directly or

indirectly stated.
3. Interpret written 3.68 GE 4 4 GE 2 3.84 GE 2

instructions.
4. Use dictionaries, parts 4.10 GE 2 2 LE 9.5 3.55 ME 4

of books, electronic

technologies and other

reference sources to

locate information.
5. Write explanations, 3.13 ME 10 3 ME 6 3.07 ME 9

descriptions, narration,

and persuasion
6. Select and organize 3.35 ME 9 2 LE 9.5 2.68 ME 10

ideas and information into

paragraphs.
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7. Use standard language 3.40 ME 8 3 ME 6 3.20 ME 8

patterns and mechanical

conventions in spelling,

punctuation, grammar and

penmanship.
8. Follow oral 4.43 GE 1 4 GE 2 4.22 GE 1

instructions.
9. Interpret oral messages. 3.55 GE 6 4 GE 2 3.78 GE 3

10. Evaluate and explain 3.60 GE 5 3 ME 6 3.30 ME 6

the intentions and

messages of media.
Composite Mean 3.65 GE 3.10 ME 3.43 ME

It can be gleaned from the table, the highest weighted average with the verbal

interpretation of great extent is learning competency no. 8 which is following oral

instruction with a weighted average of 4.22. This affirms that the respondents understood

instruction or can follow instruction when it is orally or verbally instructed.

Second to the rank is learning competency no.3 which is interpret written

instruction with a weighted mean of 3.84, this assessed to a great extent. This indicates

that the respondents can also understood instruction even if it is in written form.

As assessed by the respondents as to moderate extent in writing explanations,

descriptions, narration, and persuasion with a weighted mean of 3.05 and ranked ninth.
 26

These reflect that the respondents agree that they have a difficult time in constructing

sentences or ideas in written form.

The least learning competency performed is selecting and organizing ideas and

information into paragraphs, as assessed by the respondents with the lowest weighted

mean of 2.68 and ranked last. This reveals that the respondents is have the weak

performance in selecting and sequencing ideas and making it into paragraph form

Performance as observed by grade 7 teachers in the learning competencies gained

a composite mean of 3.43 and was verbally interpreted as moderate extent. This data

showed that those learning competencies were performed and observed in moderate

extent and needs to be enhanced further by the grade 7 students of Maximo T. Hernandez

Memorial National High School of Malainin, Ibaan, Batangas.

2.2 Table 3 presents the extent of the performance of grade 7 students in

Mathematics subject and the extent of observations of their Mathematics teacher.

Table 3

Performance on Mathematics 7

Learning Competencies Students Teachers Average

Mathematics WM VI R W VI R WM VI R
M
1. Represent and use 3.83 GE 3 4 GE 2.5 3.92 GE 3

numbers, and number

concepts in a variety of

forms (including whole

 27

number, fraction, decimal,

integer, rational, percent,

ratio, proportion,

exponential, and scientific

notation) and in everyday

and mathematical

problem situations.
2. Make and use 3.85 GE 2 4 GE 2.5 3.93 GE 2

measurements and

estimates of

measurements in

everyday and problem

situations and select and

use appropriate units and

tools to measure to the

required degree of

accuracy.
3. Use mathematical 3.63 GE 7 3 ME 7 3.33 ME 7

expressions, equations,

inequalities, tables, and

graphs to represent and

interpret situations that

involve variable
 28

quantities; and apply

methods to solve a variety

of everyday and

mathematical problems.
4. Recognize and use 3.95 GE 1 4 GE 2.5 3.98 GE 1

geometric shapes,

properties, and

relationships; and apply

geometric concepts and

relationships to form and

function in the physical

world and in problem

situations.
5. Use language and 3.60 GE 8.5 4 GE 2.5 3.80 GE 5

symbols to communicate

mathematical concepts,

procedures, and problem-

solving processes, and to

read, write, listen to,

discuss, and represent

mathematical ideas.
6. Connect ideas and their 3.60 GE 8.5 3 ME 7 3.30 ME 8

representations within
 29

mathematics and between

mathematics and other

disciplines, such as

science, art, music, social

studies, language arts, and

business.
7. Develop and apply 3.50 GE 10 3 ME 7 3.25 ME 9

strategies to solve a wide

variety of problems.
8. Select and use 3.73 GE 5 3 ME 7 3.37 ME 6

appropriate approaches

and tools in solving

problems (mental

computation, paper-and-

pencil techniques,

calculator, and computer).

9. Use problem-solving 3.70 GE 6 2 LE 10 2.85 ME 10

approaches to investigate

mathematical content;

recognize and formulate

problems from

mathematical and

everyday situations.
 30

10. Apply the process of 3.75 GE 4 3 ME 7 3.88 GE 4

mathematical modeling to

everyday problem

situations.
Composite Mean 3.71 GE 3.30 ME 3.56 GE

It can be shown in the table of mathematics learning competencies, the highest

weighted average with the verbal interpretation of great extent is learning competency of

recognize and using geometric shapes, properties, and relationships; and apply geometric

concepts and relationships to form and function in the physical world and in problem

situations with a weighted mean of 3.98. This implies that the respondents are engaged in

geometric concepts and its application in the real world which will help them developed

their learning skills in geometry.

As assessed by the respondents as to a great extent is knowing how to make and

use measurements and estimates of measurements in everyday and problem situations

and select and use appropriate units and tools to measure to the required degree of

accuracy with a weighted mean of 3.93 and ranked second. This means that the

respondents learned the importance in knowing how to use measurements in everyday

life.

The respondents also assessed to a moderate extent the learning competency of

developing and applying strategies to solve a wide variety of problems with a weighted
 31

mean of 3.25 and rank ninth. This shows that students of grade7 needs more exercises

that will develop their solving skills especially when it is in word problems.

As shown also on the table of mathematics learning competencies which is using

problem-solving approaches to investigate mathematical content; recognize and

formulate problems from mathematical and everyday situations, as assessed by the

respondents in moderate extent with a weighted mean of 2.85 and ranked tenth. This

further indicates the respondents had weak performance when it comes to solving

problems in everyday situations.

Performance as observed by grade 7 mathematics teachers in the learning

competencies gained a composite mean of 3.56 and was verbally interpreted as great

extent. This data showed that those learning competencies were performed and observed

in a great extent and needs a little supervision to further or extensively enhanced their

skills in mathematics subject.

2.3 Table 4 presents the extent of the performance of grade 7 students in

Science subject and the extent of observations of their Science teacher.

Table 4

Performance on Science 7

Learning Competencies Students Teachers Average

Science WM VI R WM VI R WM VI R

1. Use critical thinking 3.70 GE 2 3 ME 5 3.35 ME 3

and process skills in

 32

effective decision-making

as outlined in the

scientific method of

problem-solving.
2. Demonstrate a basic 3.68 GE 3 3 ME 5 3.34 ME 4

understanding of the

geological and

atmospheric processes

that create our natural

environment.
3. Demonstrate an 3.58 GE 5 2 LE 9 2.79 ME 9

understanding of the

composition of the

universe and the

relationship among

celestial objects.
4. Demonstrate an 3.78 GE 1 3 ME 5 3.39 ME 2

understanding that matter

is composed of solids,

liquids and gases of a

definite structure and that

these physical states are

composed of atoms and

 33

molecules that combine

according to established

principles.
5. Demonstrate a basic 3.40 ME 6.5 3 ME 5 3.20 ME 6.5

understanding of energy,

its various forms, its

nature, its sources, its

limits and its uses.

6. Understand that 3.40 ME 6.5 3 ME 5 3.20 ME 6.5

machines extend the

physical capacity of

human beings to do work

and make measurements.

7. Understand the need to 3.60 GE 4 3 ME 5 3.30 ME 5

protect the interdependent

relationship between

people and the

environment.

8. Demonstrate a basic 3.33 ME 9.5 3 ME 5 3.17 ME 8

understanding of the

geological and

atmospheric processes

that create our natural

 34

environment

9. Exhibit a basic 3.35 ME 8 4 GE 1 3.68 GE 1

scientific understanding

of various organisms, the

interactions among them,

and their own interaction

with their environment.

10. Demonstrate 3.33 ME 9.5 1 LstE 10 2.13 LE 10

knowledge of the

structure, function, and

processes of cells.
Composite Mean 3.52 GE 2.8 ME 3.16 ME

It was clearly seen in table 4 that the highest weighted mean with the verbal

interpretation of great extent is learning competency no. 9 which is exhibiting a basic

scientific understanding of various organisms, the interactions among them, and their

own interaction with their environment with a weighted mean of 3.68. This implies that

the respondents are having clear understanding when it comes to organisms in the

environment.

As assessed by the respondents as to a moderate extent is on how to demonstrate

an understanding that matter is composed of solids, liquids and gases of a definite

 35

structure and that these physical states are composed of atoms and molecules that

combine according to established principle with a weighted mean of 3.39 and ranked

second. This means that the respondents had a great interest in the different kinds of

matter.

Assessed to a moderate extent is demonstrating an understanding of the

composition of the universe and the relationship among celestial objects with a weighted

mean of 2.79 and ranked ninth. This reveals that the respondents needs more engaging

activities or exercises where they can extensively understand the composition of universe

and its relationship among celestial objects

When it comes in demonstrating knowledge of the structure, function, and

processes of cells, assessed less extent with a weighted mean of 2.13 and ranked tenth.

This indicates that the respondents need a lot of improvement in this learning competency

for them to perform it in a very great extent.

Performance as observed by grade 7 science teacher in the learning competencies

gained a composite mean of 3.16 and was verbally interpreted as moderate extent. This

data showed that those learning competencies were performed and observed in a

moderate extent and needs an extensive observation for the students to identify the weak

competencies that needs to be enhanced or improved.

CONCLUSIONS, RECOMMENDATIONS
 36

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. That each subject tools of grade 7 students has its own and unique learning

competencies but then it is correlated to each other.

2. That the students can understand verbal or written instruction in terms of English

learning competencies but they have difficulties in noting details, sequencing of

ideas/events, making inferences, forming conclusions and predicting outcomes.

3. That the students are not quite good in solving wide variety of problems brought

about by their inability to formulate equations when it comes to mathematical

skills.

4. That the students have difficulty in demonstrating their knowledge and

understanding about certain events or topics when it comes to scientific skills.

5. Based on the result exercises maybe proposed by each subject teachers to enhance

the learning skills of Grade 7students in the tool subjects.

Recommendations
 37

Based on the foregoing finding and conclusions, the following recommendations

are offered:

1. Teachers should have patience and eagerness to study more for the clearer

understanding of the needed learning competencies of each student for each

subject tools.

2. Teachers must clearly identify what is the weakest competencies of each student

for them to find ways on how to develop and enhance it.

3. Reading comprehension skills should be given emphasis by teachers not only

English teachers but all teachers in the subject tools because it is related to

problem solving and find out effective ways on how to develop the reading skills

such as making inferences, forming conclusions and solving mathematical or

science problems.

4. Subject tool teachers must have regular training services to learn newer

techniques/strategies in teaching to enhance the students’ performance.

5. Drills and supplementary exercises are necessary in order that retention will be

developed specially in mathematical principles which are applicable in solving

problems.

6. That there is an affective effort to enhance the positive attitudes of students

towards the subject tools by presenting the subject in a new light; that which is a
 38

necessity to the students’ personal and future career and not simply a discipline to

be graded.

7. They must also encourage themselves to read books which is related to the field

of their specialization and participate in class discussion to become more

knowledgeable in both theories and practices.

8. Each subject teachers must advice and motivate students to have an extra effort to

study and develop their learning skills.

9. Teachers must provide more programs, activities, projects and learning activities

that can enhance their skills.

BIBLIOGRAPHY
 39

A. BOOKS

Best, John W. Research in Education, 8th ed. Allyn and Bacon, Needhan Heights MA:

Manpower Development Project, UP-ISMED, Japan International Cooperation

Agency, 1996.

Calderon, Jose F. Ed. D. Foundations of Education, Sta. Mesa Heights, Quezon City: Rex

Book Store Inc., 1998

Colinares, Nilo E. Ed D. 21st Century Trends, Issues and Challenges in Philippine

Education, Mandaluyong City: National Bookstore. 2010

MATHTED & SEI. Mathematics framework for Philippine basic education, Manila: SEI

& MATHTED. 2010

Navarro et. al., Principle of Teaching and Instructional Technology,(Katha Publishing

Co., Inc.) 388 Quezon Avenue, Quezon City.1988

Padilla, Corazon P. and Nem Singh, Rosario P. Innovative Teaching and

Evaluation, Mandaluyong City: National Bookstore. 2009

Polya, G. How to Solve It. Princeton, NJ: Princeton University Press. 1945

Polya, G. Mathematical discovery: On understanding, learning and teaching problem

solving: Volume I. New York: John Wiley and Sons, Inc. 1962

B. UNPUBLISHED MATERIALS

Castillo, Florencia (2001). “Comparative Effectiveness of Modular and Lecture

 40

Discussion Method in Teaching Araling Panlipunan Among First Year High

School Students of St. Michael College of Laguna”, St. Michael College of

Laguna.

Libario, Ofelia M (2003). “Reading Comprehension Skills and Mathematical Problem

Solving Ability of Sophomore Students of the Extension Campuses of BSU”.

Unpublished Masteral Thesis, BSU Batangas.

Chavez, Shiela A (2005). “Mathematical Word Problem Solving Difficulties of Freshman

College Students Basis for Enhancement Activities”. Masteral Thesis/math, BSU

Batangas.

Seco, Liela M (2012). “Integrative Exercises for Enhancing Language Proficiency of

Freshman Secondary Students in Sta. Teresa College. Masteral Thesis/ELT, BSU

Batangas.

C. JOURNALS

Arroyo, Gloria M (2010). Policy Statement Vol. 19. Bureau of Communication`s. Manila

D. WEBSITES

www.ed.gov/oii-news/competency-based-learning-or...

www.wclarc.com/pdf/...learning-competencies-in-all-subjects

www.jumpstart.org/assets/files/State_Requirements/GA_02...

www.bcs.gov.phs

http://www.ehow.com/list_6544397_math-exercises-grade-7.html#ixzz31sWxDkZw
 41

APPENDICES

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
District of Ibaan

May 19, 2014

Mrs. Maxima M. Javier

Principal

Dear Madam:

Greetings of peace!

The undersigned is a graduate student taking up Master of Arts in Education Major in

Educational Management at the Batangas State University. At present she is conducting an action
research on the title

To this effect, I am asking permission from your good office to utilize the Grade 7 students, SY
2013-2014 and Grade 7 teachers as respondents of this undertaking.

Your kind approval on this regard is highly appreciated. Rest assured that the data will be used
for rsearch purposes only and will be kept utmost confidentiality.

Thank you very much, God bless and more power!

Very respectfully yours,

Loraine G. Tenorio

Researcher
 42

Questionnaire for Grade 7 Students

Part I: Demographic Details

Directions: Please provide information on the blank with words or a check ( / ) mark

The details below will used to describe your demographic profile. Please check the

appropriate box.

Name (optional):_______________________________

Gender: Male Female

Age: 11-15 16-20 21 and above

Years in School: 7-8 9-10 11 and above

For each item, please put a check ( / ) on the box which best describes your rating

of each importance to you and your experience of current performance.

Listed are some basic competencies that determine the learning skills of Grade 7

students in the tool subject. Answer whether each basic competency are:

5 - Performed to a very great extent

4 - Performed to a great extent

3 - Performed to a moderate extent

2 - Performed to a less extent

1 - Performed to a least extent

 43

Put check ( / ) mark on the column that corresponds to your answer.

Learning Competencies 5 4 3 2 1
ENGLISH
1. I can decode unknown words automatically and

determine word meanings using word recognition skills

and/or contextual clues.

2. I can explain the main and subordinate ideas in

written work, whether the ideas are directly or indirectly

stated.
3. I can Interpret written instructions.
4. I can use dictionaries, parts of books, electronic

technologies and other reference sources to locate

information.
5. I can write explanations, descriptions, narration, and

persuasion
6. I can select and organize ideas and information into

paragraphs.
7. I can use standard language patterns and mechanical

conventions in spelling, punctuation, grammar and

penmanship.
8. I can follow oral instructions.
9. I can interpret oral messages.
10. I can evaluate and explain the intentions and

messages of media.
MATHEMATICS
1. I can represent and use number, and number concepts

in a variety of forms (including whole number, fraction,

decimal, integer, rational, percent, ratio, proportion,

 44

exponential, and scientific notation) and in everyday

and mathematical problem situations.

2. I can make and use measurements and estimates of

measurements

in everyday and problem situations and select and use

appropriate units and tools to measure to the required

degree of accuracy.
3. I can use mathematical expressions, equations,

inequalities, tables, and graphs to represent and interpret

situations that involve variable quantities; and apply

methods to solve a variety of everyday and

mathematical problems.
4. I can recognize and use geometric shapes, properties,

and relationships; and apply geometric concepts and

relationships to form and function in the physical world

and in problem situations.

5. I can use language and symbols to communicate

mathematical concepts, procedures, and problem-

solving processes, and to read, write, listen to, discuss,

and represent mathematical ideas.

6. I can connect ideas and their representations within

mathematics and between mathematics and other

disciplines, such as science, art, music, social studies,

language arts, and business.

7. I can develop and apply strategies to solve a wide
 45

variety of problems.
8. I can select and use appropriate approaches and tools

in solving problems (mental computation, paper-and-

pencil techniques, calculator, and computer).

9. I can use problem-solving approaches to investigate

mathematical content; recognize and formulate

problems from mathematical and everyday situations.

10. I can apply the process of mathematical modeling to

everyday problem situations.

SCIENCE
1. I can use critical thinking and process skills in

effective decision-making as outlined in the scientific

method of problem-solving.
2. I can demonstrate a basic understanding of the

geological and atmospheric processes that create our

natural environment.
3. I can demonstrate an understanding of the

composition of the universe and the relationship among

celestial objects.
4. I can demonstrate an understanding that matter is

composed of solids, liquids and gases of a definite

structure and that these physical states are composed of

atoms and molecules that combine according to

established principles.
5. I can demonstrate a basic understanding of energy, its
 46

various forms, its nature, its sources, its limits and its

uses.
6. I can understand that machines extend the physical

capacity of human beings to do work and make

measurements.
7. I can understand the need to protect the

interdependent relationship between people and the

environment.
8. I can demonstrate a basic understanding of the

geological and atmospheric processes that create our

natural environment
9. I can exhibit a basic scientific understanding of

various organisms, the interactions among them, and

their own interaction with their environment.

10. I can demonstrate knowledge of the structure,

function, and processes of cells.

 47

Questionnaire for Grade 7 Teachers

Part I: Demographic Details

Directions: Please provide information on the blank with words or a check ( / ) mark

The details below will used to describe your demographic profile. Please check the

appropriate box.

Name (optional):_______________________________

Gender: Male Female

Subjects Taught:_______________________

For each item, please put a check ( / ) on the box which best describes your rating of each

importance to you and your experience of current performance.

Directions: How true is each statement to the students? Answer in terms of:

5 - Observed to a very great extent

4 - Observed to a great extent

3 - Observed to a moderate extent

2 - Observed to a less extent

1 - Observed to a least extent

Put check ( / ) mark on the column that corresponds to your answer.

Learning Competencies (English) 5 4 3 2 1

The students can…
1. Decode unknown words automatically and
 48

determine word meanings using word recognition

skills and/or contextual clues.

2. Explain the main and subordinate ideas in written

work, whether the ideas are directly or indirectly

stated.
3. Interpret written instructions.
4. Use dictionaries, parts of books, electronic

technologies and other reference sources to locate

information.
5. Write explanations, descriptions, narration, and

persuasion
6. Select and organize ideas and information into

paragraphs.
7. Use standard language patterns and mechanical

conventions in spelling, punctuation, grammar and

penmanship.
8. Follow oral instructions.
9. Interpret oral messages.
10. Evaluate and explain the intentions and

messages of media.

Questionnaire for Grade 7 Teachers

Part I: Demographic Details

Directions: Please provide information on the blank with words or a check ( / ) mark

The details below will used to describe your demographic profile. Please check the

appropriate box.
 49

Name (optional):_______________________________

Gender: Male Female

Subjects Taught:_______________________

For each item, please put a check ( / ) on the box which best describes your rating of each

importance to you and your experience of current performance.

Directions: How true is each statement to the students? Answer in terms of:

5 - Observed to a very great extent

4 - Observed to a great extent

3 - Observed to a moderate extent

2 - Observed to a less extent

1 - Observed to a least extent

Put check ( / ) mark on the column that corresponds to your answer.

Learning Competencies (Mathematics) 5 4 3 2 1

The students can…
1. Represent and use numbers, and number concepts in a

variety of forms (including whole number, fraction,

decimal, integer, rational, percent, ratio, proportion,

exponential, and scientific notation) and in everyday and

mathematical problem situations.

2. Make and use measurements and estimates of

measurements in everyday and problem situations and

select and use appropriate units and tools to measure to

the required degree of accuracy.

3. Use mathematical expressions, equations, inequalities,
 50

tables, and graphs to represent and interpret situations

that involve variable quantities; and apply methods to

solve a variety of everyday and mathematical problems.

4. Recognize and use geometric shapes, properties, and

relationships; and apply geometric concepts and

relationships to form and function in the physical world

and in problem situations;

5. Use language and symbols to communicate

mathematical concepts, procedures, and problem-solving

processes, and to read, write, listen to, discuss, and

represent mathematical ideas.

6. Connect ideas and their representations within

mathematics and between mathematics and other

disciplines, such as science, art, music, social studies,

language arts, and business.

7. Develop and apply strategies to solve a wide variety of

problems.
8. Select and use appropriate approaches and tools in

solving problems (mental computation, paper-and-pencil

techniques, calculator, and computer).

9. Use problem-solving approaches to investigate

mathematical content; recognize and formulate problems

from mathematical and everyday situations.

10. Apply the process of mathematical modeling to

everyday problem situations.

 51

Questionnaire for Grade 7 Teachers

Part I: Demographic Details

Directions: Please provide information on the blank with words or a check ( / ) mark

The details below will used to describe your demographic profile. Please check the

appropriate box.

Name (optional):_______________________________

Gender: Male Female

Subjects Taught:_______________________

For each item, please put a check ( / ) on the box which best describes your rating of each

importance to you and your experience of current performance.

Directions: How true is each statement to the students? Answer in terms of:

5 - Observed to a very great extent

 52

4 - Observed to a great extent

3 - Observed to a moderate extent

2 - Observed to a less extent

1 - Observed to a least extent

Put check ( / ) mark on the column that corresponds to your answer.

Learning Competencies (Science) 5 4 3 2 1

The students can…
1. Use critical thinking and process skills in

effective decision-making as outlined in the

scientific method of problem-solving.

2. Demonstrate a basic understanding of the

geological and atmospheric processes that create our

natural environment.
3. Demonstrate an understanding of the composition

of the universe and the relationship among celestial

objects.
4. Demonstrate an understanding that matter is

composed of solids, liquids and gases of a definite

structure and that these physical states are composed

of atoms and molecules that combine according to

established principles.
5. Demonstrate a basic understanding of energy, its

various forms, its nature, its sources, its limits and

its uses.
6. Understand that machines extend the physical
 53

capacity of human beings to do work and make

measurements.
7. Understand the need to protect the interdependent

relationship between people and the environment.

8. Demonstrate a basic understanding of the

geological and atmospheric processes that create our

natural environment
9. Exhibit a basic scientific understanding of various

organisms, the interactions among them, and their

own interaction with their environment.

10. Demonstrate knowledge of the structure,

function, and processes of cells.

 54

CURRICULUM VITAE

Loraine G. Tenorio

Brgy. Tulay na Patpat, Ibaan Batangas

E-mail Address: tenorioloraine@yahoo.com

Contact Number: 09064373268

________________________________________________________________________

Personal Information

Address : Brgy. Tulay na Patpat, Ibaan Batangas

Date of Birth : December 6, 1987

Citizenship : Filipino

Religion : Roman Catholic

Civil Status : Married

Age : 26

Spouse’s Name : Redbert B. Tenorio

Educational Background

Elementary : Talaibon Elementary School

 55

Talaibon, Ibaan, Batangas

1994 -2000

Secondary : Dr. Juan A. Pastor Memorial National High School

Talaibon, Ibaan, Batangas

2000-2004

College : Batangas State University

JB ZuŇo Campus, Rosario, Batangas

Course : (BSIE) Bachelor of Industrial Education

Major : Industrial Art and Mathematics

Graduate Course : Batangas State University

Batangas City

Course : (MaED) Master of Arts in Education

Major : Educational Management