PROBLEM SENSING

What are the common

problems that you have
encountered in your
classroom? List down at least
five.
Time allotment: 2 minutes
Which among the problems
you have listed needs the
most urgency?
Time allotment: 1 minute
YOU ARE NOW READY TO
TAKE OFF!
HOW TO START AN
ACTION
RESEARCH?
Problem Sensing Chart
Direct Causes Problem Direct
Consequences
What are the Identify the problem/s What are the
underlying causes of in your classroom t consequences of the
the problem/s? that you want to problem identified?
FOCUS on.

EXAMPLE

Direct Causes Problem Direct

Consequences
Frequent absences difficulty in coping Low academic
with missed lessons performance
Direct Causes Problem Direct
Consequences
Objective Sensing Chart
Direct Causes/ Objective Direct
Interventions Consequences
What interventions/ Now that the problem If you will be able to
actions are you going is identified together attain your objective,
to implement ? with the causes and what will be its
consequences, what is consequences?
now your objective?
EXAMPLE
Direct Causes/ Objective Direct
Interventions Consequences
Use of MTB HOME To master the Improved/Increased
MODULAR ACTIVITY
competencies and academic performance
of pupils at risk
skills in for the fourth
grading period
Direct Causes/ Direct
Interventions OBJECTIVES Consequences
LET US PROCESS
YOUR OUTPUTS
 Activity # 5: KNOWING THE VARIABLES

INDEPENDENT VARIABLE DEPENDENT VARIABLE

ACADEMIC
Use of MTB HOME PERFORMANCE
MODULAR OF GRADE 3
ACTIVITY PUPILS AT RISK
 Activity # 5: KNOWING THE VARIABLES
Directions: Fill in the box with your independent and dependent variable. Time
allotment is 4 minutes.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
What are your research questions?

Identifies the problem/s which will be addressed by

the research in terms of investigating or testing an
idea; trying out solutions to a problem; creating a new
procedure or system; explaining a phenomenon; or a
combination of any of these. The research question(s)
logically proceeds from the context of the inquiry. It
clearly relates to the identified problem or issue and
conveys the desired change or improvement.
RESEARCH QUESTIONS:

This research proposal aims to determine the effect of

using the MTB Home Modular Activity on the academic
performance of Grade 3 pupils who are at risk of San Jose
Elementary School. The study answers the following specific
questions:
1.What are the 3rd and 4th quarter grades of Grade III
pupils at risk?
2.Is there a significant difference between the 3rd and 4th
quarter grades of Grade 3 pupils at risk of San Jose Elementary
School when the given intervention is used?
Activity # 6: CONSTRUCTING RESEARCH
QUESTIONS

Time
allotment:
5 minutes
 Activity # 7: MY TITLE

Construct the
title of your
research for
four minutes.
What are the characteristics of a good research title?

1. The dependent and independent variable

should be in the title. (Intervention and the
expected outcome)
2. Indicate accurately the subject and scope of the
study.
3. Use of Acronyms is allowed to catch the
attention of the reader. An acronym is
considered as one word. In cases where grade
level is placed, use Hindu Arabic Number (e.g.
Grade 5)
4. Use words that promote positive
connotation (avoid the word
“lack”)
5. Use of words: Maximum of 15
words excluding the function
words.
6. In case of Qualitative research,
use declarative question form for
the title.
7. Title format: ALL CAPITAL LETTER.
Not bold, not underlined.
CONCEPTUALIZE THE TITLE (5 minutes)
The Title should be concise, condensed, up to 15 words.

MTB HOME MODULAR

ACTIVITY: ITS IMPACT ON THE
ACADEMIC PERFORMANCE OF
GRADE 3 PUPILS AT RISK OF SAN
JOSE ELEMENTARY SCHOOL
Based on DepEd Order No. 16, s. 2017 – BERF Requirements
TITLE
I. Context and Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention and Strategy
IV. Action Research Methods
A. Participant and/or other sources of Data and
Information
B. Data Gathering Methods
C. Ethical Issues
D. Plan for Data Analysis
V. Action Research Work Plan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References
 Context
The nature, extent and salience of the
identified problem or issue are
comprehensively discussed. Different
aspects of the action research setting
should be elaborated showing in depth and
critical analysis of the situation. The context
should capture the real situation in the
classroom, that is based on the reflection
on the DLL or in the test item analysis.
I. RATIONALE
A. Context
One of the changes in Basic Education Curriculum brought about by
the new K-12 Program is the Introduction of the MTB-MLE specifically in
Kinder, Grades 1-3 to support the goal of every “child a Reader and a
writer by grade -1 (Capital University,2016).

The Philippines abundance of different languages are fast declining

and are about to disappear. And so Mother Tongue education is
important. For it will preserve our country’s cultural treasure. It also
provides learners with strong educational foundation in the first
language in terms of instruction and a stepping stone in achieving the
aims of education as well as the goal of functional literacy. Moreover,
MTB-MLE is a formal or non-formal education in which the children’s
mother tongue is used in the classroom as abridge in learning Filipino
and English. However there are some problems encountered in school.
 One of the problem faced by schools across the country is
pupils’ absenteeism. Although the problem is pervasive in Philippine
schools, the attention focused on this issue has been inadequate. Poor
student attendance has far from reaching effects on the individual, the
school and society in general.

Absenteeism, according to Merriam Webster dictionary means

chronic absence. In the context of the school it is the habitual failure
from going to school. It cannot be denied that every now and then,
pupils may miss some school activities and lessons and it already
becomes a problem if the pupils will be away from school for many days.
They are also considered “pupils at risk”.

Going to school regularly is crucially important for a student’s

education and social skills. Chronic absentee pupils are placed at a
disadvantage both socially and academically. They miss out on critical
stages of social interactions and development with their peers and at the
same time impacts negatively on their academic progress. This can result
to low self-esteem, social isolation and dissatisfaction that could well
have participated non-attendance in the first place.
 School absenteeism is an alarming problem for
administrators, teachers, parents and the society in general, as
well as for the pupils in particular. Unaccepted absence has a
negative effect on peer relationship which could cause absence.
According to Malcolm, Wilson Davidson and Kirk, teachers
identified effects of absenteeism on children as academic under-
achievement, difficulty in making friends, which could lead to
boredom, loss of confidence, also prolonged absence can have
deleterious effects for the child in later life. Pupils who are absent
from school are at the greatest risk of dropping out of school early.

Absenteeism also affects the teachers ability to present

classwork in a sequential and organized way. This can have an
effect on the progress of all the students attending class.

The families of habitual absentees can also suffer for a

poverty-stricken family, it may mean a continuation of the poverty
and unemployment cycle that may run in the family conflicts.
 It is the aim of every school to lessen if not eradicate
absenteeism among its pupils. One way of addressing this problem
is to identify the causes why students become truant from school.
Once they are singled out, understood and analyzed, specific
actions and measures can be undertaken. This will eventually
redound to the better performance of the students, teachers and
the school in general. But we cannot really control the fact the
there are great reasons behind those children who are absentee
and it is the responsible of the teacher to help them cope in their
lessons to uplift their academic performance.
It is in this context that this action research is to be
undertaken that is to help the absentee grade III pupils of San Jose
Elementary School uplift their academic performance in MTB by
using a Home modular activity written in their mother tongue.

Teaching Modules (Prof Mary CurbinSies) are usually

conceptualized as self constrained “units” of content or technique.
A unit can cover just one or more classes. Modules can also
“teach technique”.
 Basically, Teaching modules are offered as “models”
which have to be adopted by any given teacher who uses
them to meet the circumstances of a specific course.

Thus, the MTB Home Modular Activity will be used to

help improve the academic performance of the grade 3
pupils at risk of San Jose Elementary School particularly
those pupils from Sitio Namuyucan who are crossing a river
delta in going to school.
 II. Action Research Questions

Identifies the problem/s which will be addressed by

the research in terms of investigating or testing an
idea; trying out solutions to a problem; creating a new
procedure or system; explaining a phenomenon; or a
combination of any of these. The research question(s)
logically proceeds from the context of the inquiry. It
clearly relates to the identified problem or issue and
conveys the desired change or improvement.
II. Research Questions
This research proposal aims to determine the
effect of using the MTB Home Modular Activity on
the academic performance of Grade 3 pupils who are
at risk of San Jose Elementary School. The study
answers the following specific questions:

1.What are the 3rd and 4th quarter grades of

Grade III pupils at risk?

2.Is there a significant difference between the

3rd and 4th quarter grades of Grade 3 pupils at risk of
San Jose Elementary School when the given
intervention is used?
III. Proposed Intervention, Innovation and
Strategy

The rationale, extent and limitation of

the intervention, innovation or strategy
are explained in detail. Its plausibility
as a way to address the problem or
issue is given support.
III. The Proposed Intervention

The Proponent prepared an MTB Home Modular

activity for the grade III pupils at risk to study and
answer at home. This Instructional material includes
information about the topic focus on pupils-centered
learning activities to meet the circumstances of a
specific lesson. It is written in Iloko to be aligned with
the Mother Tongue Based subject and for the pupils
to understand the lesson very well especially the
grade 3 pupils at risk of San Jose Elementary School
who are respondents in the research.
IV. Action Research Methods
A. Sources of Data
Details are provided about the target
participants (ex: number,
characteristics, sampling procedure, if
any) and/or other sources of data and
information. Clear rationale for their
inclusion in the study is given.
A. Sources of Data

The data to be analyzed and

interpreted will be derived from the
rd th
3 and 4 quarter grades of seven
grade III pupils at risk of San Jose
Elementary School.
B. Data Gathering Methods

The proposal explains why the selected

gathering method(s) is suited to the
nature and purpose of the action
research. The data gathering method(s) is
aligned with the research questions(s).
Research instruments, if any, are
appropriate for obtaining the desired kind
of data/information.
B. Data gathering method

The proponent will distribute the Home

Modular activity to the respondents. Then it will
be followed-up during their presence in the class
thru quizzes and performances. Their scores will
be added to the computation of their quarterly
grades.
The grades of pupils in the 3rd and 4th grading
period will be recorded, analyzed, compared and
interpreted after the use of the MTB Home
Modular Activity.
 Table 1.3rd Grading Grades before the intervention used

Pupils Written works Performance Tasks Quarterly assessment Initial Quarte

30% 50% 20% grade rly
grade
Raw % % Raw % % Raw % %
score score score
50pts PS WS 100 PS WS 30pts PS WS
pts
Pupil 1 35 70.00 21.00 66 66.00 33.00 18 60.00 12.00 66.00 78

Pupil 2 29 58.00 17.40 60 72.00 36.00 15 50.00 10.00 63.40 77

Pupil 3 37 74.00 22.20 63 63.00 31.50 13 43.33 8.67 62.37 76

Pupil 4 35 70.00 21.00 66 66.00 33.00 17 56.67 11.33 65.33 78

Pupil 5 33 66.00 19.80 63 63.00 31.50 25 83.33 16.67 67.97 79

Pupil 6 37 74.00 22.20 69 69.00 34.50 17 56.67 11.33 64.43 77

Pupil 7 36 72.00 21.60 63 63.00 31.50 13 43.33 8.67 62.37 76

 C. Ethical Issues
The ethical concerns in research should be discussed.

• Were the participants of your research informed

that they are going to be part of a research? If Yes,
how did you inform them?
• If the respondents are children, the parents should
also be informed that their children will be part of
your study.
• Did you use any literature? If yes, did you
acknowledge them properly?
C. Ethical issues
The conduct of the research will be acknowledged
and approved by DepED officials. After the approval it
must be presented and explained to the respondents
and seek for parent consent if necessary. Authors of
books, journals, publications as well as websites and
from the internet which will be used as references in the
conduct of the study shall be properly acknowledged
and cited. Further confidentiality of the
data/documents that will be generated from the
respondents’ written work outputs, performance tasks
and tests will be highly ensured. All the data that will be
collected will solely be used for the purpose of the
study.
D. Plan for data analysis

The selected method of data analysis is

shown to be appropriate to the nature of
the data/information to be gathered and
for addressing the research question(s).
D. Plan for data analysis

Descriptive-Comparative design will be

used by the researcher.

T-Test will be used to test the significant

difference between the 3rd and 4th quarter
grades of the Grade 3 pupils at risk. Their
respective mean will be computed and tested
to determine the significance of the
intervention.
STAT
V. ACTION RESEARCH WORK PLAN
AND TIMELINES

SPATRes Format

Resources

Strategies Program Activities Task Timeline

Persons Cost of
Materials
Involved Materials
 WORK PLAN
Resources

Strategies Program Activities Task Physical Material Financial Timeline

Enhancing Research Research Construct Proponent Ink Decemb
the develop proposal /Produce Bondpaper er 1-15,
academic ment on and MTB Folder 2015
performa the use module modules Fastener
nce of of MTB preparatio Compact
Grade III Home n disc
pupils at Modular Internet
risk Activity Connectivit
through y
MTB
Home
Modular
Activity
Resea Seek Proponen Jan
t
rch appro School
uar
appro val for Head,
val
the School y
imple Screening
Committ
ment ee,
18-
ation District 22,
of the Screening
201
action Committ
ee,,
resear District 6
ch Head and
Division
Head
 Admini Propone Ink Febr
Res ster nt ₱8
Bondp uar0
pre-
earc Parents aper
1-
h
test Respon
dents
Folder ,6 Mar
Distrib Fasten
School
impl ution
of
Researc er 70 ch
30,
h Compa
eme module
s Screeni ct disc 201
ntat ng Transp 6
Admini Commit ortatio
ion ster tee n
post-
test
Research Organize, Proponent Ballpen ₱225 March
results analyze Bondpaper 30-April
finalization and 15 2016
interpret
data
Research Submit
submission research Ink ₱2,400
result Bondpaper April 16-
Folder 30 2016
Fastener ₱1,000
Compact
disc
Travel
Expenses
 Activities Item Description Quantity Unit Unit Cost Total
Account
Implementation of Action Ink cartridge (black) 2 Pc ₱950 ₱1,900
Research Ink cartridge 4 Pc ₱1,200 ₱4,800
Bondpaper 4 Ream ₱175 ₱700
Folder 20 Pc ₱7 ₱140
Fastener 20 Pc ₱2 ₱40
Compact disc 3 Pc ₱30 ₱90
Transportation ₱1000

Analyze and interpret Ballpen 5 Pc ₱ 10 ₱50

results Bondpaper 1 Ream ₱175 ₱ 175

Submit the full blown Ink cartridge (black) 1 Pc ₱950 ₱950

research to SDO and RO Ink cartridge (colored) 1 Pc ₱1,200 ₱1,200
Bondpaper 1 Ream ₱175 ₱175
Folder 5 Pc ₱7 ₱35
Fastener 5 Pc ₱2 ₱10
Compact disc 1 Pc ₱30 ₱30
Travel Expenses ₱1,000

TOTAL ₱12,259
V. COST ESTIMATES

Activities Item Description Quantity Unit Unit Cost Total

Account
Implementation of Ink cartridge (black) 2 Pc ₱950 ₱1,900
Action Reseach Ink cartridge 4 Pc ₱1,200 ₱4,800
Bondpaper 4 Ream ₱175 ₱700
Folder 20 Pc ₱7 ₱140
Fastener 20 Pc ₱2 ₱40
Compact disc 3 Pc ₱30 ₱90
Transportation ₱1000

Analyze and interpret Ballpen 5 Pc ₱ 10 ₱50

results Bondpaper 1 Ream ₱175 ₱ 175

Submit the full blown Ink cartridge (black) 1 Pc ₱950 ₱950

research to SDO and RO Ink cartridge 1 Pc ₱1,200 ₱1,200
(colored) 1 Ream ₱175 ₱175
Bondpaper 5 Pc ₱7 ₱35
Folder 5 Pc ₱2 ₱10
Fastener 1 Pc ₱30 ₱30
Compact disc ₱1,000
Travel Expenses

TOTAL ₱12,259
VI. ACTION PLAN

Strategies Program Activities Task Resources Timeline

Physical Material Financial
Enhance Research Research Conduct Proponent Ink ₱3350 May 01-
the develop disseminati Parent- Respondent Bondpaper ₱700 June
academic ment on and Teacher s 30,2016
performa utilization conferenc Parents
nce of e School Head
Grade III Dissemina School
pupils at te and Research
risk of San utilize the Screening
Jose results of Committee
Elementar the action Co-teachers
y School research
through on the
MTB MTB
Home Modular
Modular activity
Activity
USE APA (AMERICAN PSYCHOLOGICAL
ASSOCIATION) STYLE
 INPUT – PROCESS - OUTPUT.
PROBLEM: Low performance of students on basic operations
involving Fraction
OBJECTIVE: To improve the students ability in basic operations
involving Fraction

Example: Example: Example:

Pre-test result of Use Strategic Improved students
the students on Intervention performance on
basic operations Material (SIM) on basic operations
involving fractions Basic Operations involving fractions
involving fractions (POST TEST)

INPUT PROCESS OUTPUT

* Ask participants to give their output for processing.

Problem Sensing Chart (Analysis) – 10 minutes Lecturette

Direct Causes Problem Direct Consequence

Use of the traditional log Punctuality of teachers. Teachers can just write
book and Form 48 to the time they want on
record their time-in and the log book and Form
time-out. 48.

Objective Analysis Chart

Direct Causes/Interventions Objective Direct Consequence
1. Strict monitoring on Eradicate tardiness among Teachers arrived in the
the time-in and out teachers school on time (on or before
of teachers. 7 o’clock in the morning)
2. Provision of
biometrics machined
for time-in and time-
out
Problem Sensing Chart

Direct Causes Problem Direct Consequence

Limited knowledge Low level of Test Difficulty on Test
on the art of Question Construction
questioning

Objective Analysis Chart

Direct Objective Direct Consequence

Causes/Interventions
Re-conduct Mastery on the Art of Teachers master the Art
workshop on test Questioning of Questioning
constructions
Problem Sensing Chart

Direct Causes Problem Direct Consequence

Frustrations readers Poor reading Students poor reading
among Grade 7 students. comprehension among comprehension among
Grade 7 students. Grade 7 students.

Objective Analysis Chart

Direct Objective Direct Consequence

Causes/Interventions
Poor instructional Conduct reading Poor student’s
supervision. strategies in order to performance that affects
make them instructional the achievement level of
readers. the school.
Problem Sensing Chart

Direct Causes Problem Direct Consequence

Inadequacy of skills of Neglected coaching and Inefficient performance
HT/Principals in mentoring of Principals & of HT/Principals in
mentoring & coaching of Head Teachers on instructional supervision.
teachers. instructional supervision.

Objective Analysis Chart

Direct Causes/Interventions Objective Direct Consequence

• Coaching and Capacitate HTs/Principals on Improved skills of
mentoring of coaching and mentoring on HTs/Principals on coaching
HT/Principals at work instructional supervision. and mentoring on
instructional supervision.
on instructional
supervision.
• Post conference
Problem Sensing Chart

Direct Causes Problem Direct Consequence

Insufficient Career Undecided Career Confusion on
Path Advocacy for path for Grade II. choosing of career
Grade II. path for Grade II.

Objective Analysis Chart

Direct Objective Direct Consequence

Causes/Interventions
Re conduct career Conducted career path Properly guided with
path advocacy advocacy program to their chosen career path.
students and parents.
program.