Republic of the Philippines Department

of Science and Technology

PHILIPPINE SCIENCE HIGH SCHOOL - SOCCSKSARGEN
REGION CAMPUS
Brgy. Paraiso, City of Koronadal

NCE TUTORIAL THROUGH STUDENT

ACTIVITIES PROPOSAL

A Health 4 Proposal
Presented to Ms. Marielle Crisselle Macasaet
Of Philippine Science High School-
SOCCSKSARGEN Region Campus
Brgy. Paraiso, City of Koronadal

In Fulfillment of

Requirement in Health 4

JULIENNE ADUANA

MICHAEL JANN BUISON

LUKE MAVRICK ANG

ART MOISES VELASCO

FEBRUARY 2020
 CHAPTER 1

INTRODUCTION

The NCE is a scholastic aptitude test designed to measure scientific ability, quantitative

ability, abstract reasoning, and verbal aptitude of applicants (DOST, 2019). PSHS administers the

annual National Competitive Examination (NCE) to tens of thousands of grade 6 elementary pupils

every year from a duly recognized school by the Department of Education who met the criteria for

the test. PSHS is a service institute of DOST, offering free scholarships for high school students who

will likely take up a Science career after graduation. The PSHS scholars also get a monthly stipend.

Uniform, transportation, and living allowances are given according to financial need.

Due to these benefits, for a child to pass the NCE test and be qualified to become a PSHS

Scholar is a highly beneficial opportunity for students belonging to all social classes. Not only do

students get free, high-quality education, they also get a monthly stipend in depending on their

financial status. To pass the NCE test is not an easy feat though, and that is precisely why schools

consider passing the test as an achievement not only for the students, but also for the name of the

school itself. To have a student pass the NCE test under their tutelage is a banner of excellence for

any school within the country.

The study area, Koronadal Central Elementary School – 1, is one of those schools that aim to

educate students that are able to pass the NCE test and qualify to become a student of PSHS – SRC.

Their programs such as the SPED Program give students, with the highest scores on a screening test

they do yearly, high-quality education, but not for free. The SPED program focuses mostly on the

Science and Mathematics sector of the Elementary level. These programs have been proven to be

quite effective, as in the 2016 and 2018 NCE Results, KCES – 1 had the most students pass the NCE

test. 7 out of the 8 passers in the 2016 NCE tests came from the SPED program.
 The resources given by the KCES – 1 are surely worth it, as many of the passers in

Koronadal came from the school, but the students are barely informed of what the test would look

like, and what life on Philippine Science High School would be like.

The researchers aim to apply a tutorial program to Grade 5 students chosen by the school

(KCES -1) to participate in the program. The tutorial program will consist of the NCE reviewers and

tips and tricks on how to study for the NCE tests. The program will also include a presentation on

habits one should incorporate once the enter Pisay, and the struggles and hardships one will face

when going through the rigorous 6-year education program.

1.1 Statement of the problem.

The main problem in this study is that the students that take the NCE test are not oriented

well enough in the contents of the test itself. The students are also not well oriented on the

Philippine Science High School system itself, such as the grading system, the academic excellence

awards, the monthly stipend categorization, and many more aspects of Pisay students must learn

before they step a foot inside the campus as students.

The culture of the high-school is something most students will tend to have a hard time on

grasping, others even taking a year or two before they could adjust to the new environment they are

put inside.

1.2 Objectives

The main objective of the study is to put out the necessary information to orient the

students on the NCE Test as well as to equip the to-be scholars of the necessary information for

them to become promising assets for the school in the near future.

The aim of this study is to generate a well-prepared student body by readying them for the

challenges put upon them by the NCE test and the PSHS program. Reviewers for the NCE Test will

be given out to those that participate, and presentations that convey the information to achieve our

objectives.
1.3 Significance of the Study

The findings and results of this study will benefit not only the two schools in question, but

also the students themselves. This study will help the schools to generate a much more optimized

learning program and orientation for the students that aim to pass the NCE Test. The study will also

help the students in their upcoming NCE Test and inform them of the average life of a scholar.

1.4 Scope and Limitations

The study will only focus on the study area, Koronadal Central Elementary School -1,

located in Rizal Street, Koronadal City, South Cotabato. The study will also only focus on the

chosen 5th grade students from the aforementioned school.

 CHAPTER 3

METHODOLOGY

3.1 The Study Area

The proposal is to be implemented in the Koronadal Central Elementary School – 1 of

Koronadal City, South Cotabato.

3.2 Learning Goals

We will ensure that our goals are congruent with those of the courses that will be

tackled in the NCE examination and that they clearly define what students will do. We will

communicate these goals to the students and will focus not on “covering material” but rather

encourage active learning among the students.

3.3 Define Guidelines from the Beginning

We’ll devote time early in the term to familiarizing students with our guidelines for

how the tutorial will run. We’ll also ask for their input. We might have nonnegotiable rules

(e.g., late policies), but will be flexible when possible (e.g., provide time for submitting

assignments, locations for assignment submission, etc.). We’ll be sure to provide students

with a copy of these guidelines and make sure that the penalties for infringement are clearly

explained.

3.4 Prepare a lesson plan for each session.

 We will begin with our learning objectives for the session as a way to help us limit our

content to 2-3 main concepts for a 50-minute session. We’ll make sure to include time

estimates for each section of the tutorial.

3.5 Have your supporting materials ready.

We plan to use visual aids (i.e., overheads, handouts), and make sure they are

legible and concise. It’s also a good idea to prepare a few extra problems and

examples in case students need additional practice. If you need to demonstrate

equipment use, practice before the tutorial.

3.6 Implementing Tactics

Some tactics that can help in doing this:

 Begin each tutorial by asking the students to set an agenda of things they would like
to discuss. Bring a few of your own that you can use to seed the list.
 Along the same lines: be confident enough in your knowledge and the material to let
the students see your process as you work through your thoughts on their harder
questions. They will generally get more out of understanding how to engage with the
material than out of the specific answer to a specific question.
 Giving enough quiet space for students to feel comfortable to speak takes longer than
you may think. You will often need to silence stretch long enough to be uncomfortable.
 Avoid conversation being dominated by a couple of active students by occasionally
saying things like, "I'd like to hear from somebody who hasn't spoken much today." This
asks the active students to step back while avoiding the downsides of calling on
individuals to speak.
 Set clear expectations about culture at the beginning of the class, and explicitly revisit
your commitment to them from to time as necessary.