ACTION RESEARCH

WORKSHEET

Proposed Title: How can I improve my student RUAAEC Skills using SIM
Name of researcher: MELANIE C. MIJARES
Position : Master Teacher I
Institution : Wireless Elementary School

A. Problem Identification

1. In my current position, I am concerned about how my student improves his remembering,

understanding applying, analyzing, evaluating and creating (RUAAEC) skills using the strategic
intervention materials and the perception of students in using strategic intervention material as
an approach in teaching science

Because I believe that majority of the least mastered competencies cannot be mastered by a
pupil in a just merely simple remediation. In order to make the remediation effective I need to
create a material that will help improve the skills of my student.

2. In order to prove my concern or issues, I needed to gather information or data on summative test
result and first grading test result of my student.

From my experience in using different tools and techniques, I found out that the most important,
urgent, the most doable and relevant problem or issue that I needed to focus on is how I can improve
my student remembering, understanding applying, analyzing, evaluating and creating (RUAAEC)
skills using strategic intervention material in doing remediation and enrichment activities to mastered
the least learned competency in Science.

Based from the following pieces of evidence 3 out of my 48 students in this class (26 girls and 22
boys), had very low motivation for learning. According to past statistics and experience stated in
their anecdotal record these students didnt have strong motive to study. Besides, there is a great
discrepancy in learning abilities of my three students because their skills were not fully
developed.

I found the following as viable solutions to the problem or issue I decided to take to change
teaching approaches for these three different individual like being a little strict and confronting
problematic attitude during their tutorial session does not work at all. I plan a more proactive approach
making changes to improve something before problems happen, which includes;
Trust system is when you give the students usually asked for permission to go to attend
necessity or personal vices during lessons. The following proactive disciplinary approach can be used
for this kind of group of young, hyperactive individual (Brophy, J. & Good, T. (2013).)
Seating arrangement the students were arranged to sit alphabetical boy and girl side by side
and sat together as a group.
Task engagement of students I prepared hand-outs for students instead of using textbooks to
cater for their learning needs.

Because of improving and changing my teaching techniques were intervention materials were
designed to help me provide the students a needed support to make progress and tried to
increase and deepen their skills, knowledge and understanding from concrete science to what
is more abstract and gave my students the opportunity to explore their understanding and
make sense of these new scientific ideas.
However, among the identified possible solutions, I decided to implement I decided to take a more
proactive approach which is the Task engagements of the students making changes to improve
something before problems worst and reacting and addressing the problem right away using hand
outs , worksheets and activity sheets that are included in the SIM .

Because I believed that using the strategic intervention material boost the student confidence

B. Research Questions and Hypothesis/Assumptions

The problem of this action research is stated as follows:

1. How can I improve my student remembering, understanding applying, analyzing,
evaluating and creating (RUAAEC) skills using the strategic intervention materials?
2. What should I do next to improve my students academic performance after using the task
engagement approach using SIM?

My tentative answers to the problem are:

1. I think that I can improve my student RUAAEC skills using SIM by giving them activity
worksheets and task engagement exercises that focused on how to enhance their skills in
remembering , understanding , applying ,analysing , evaluating and creating .
2. I believe that continuity of a certain task will motivate the students how to reflect what
they have read and do that would improve their skills and become a lifelong learners.

Purpose and Significance of the Study

This action research is conducted mainly to addressed my problem on to improve the

RUAAEC skills of my three students who are not mastered a certain competency in my
Science subject.
This will benefit the following forty eighth students of Grade IV in Wireless Elementary
School focusing on the following students namely Venz Lorenz Gorgonio, Christopher Lee
Butil and John Leo Cabanero.

Because I believe that helping my student in improving their RUAAEC skills will help
them cope up the lesson and motivate them to learn through manipulative

C. Data Collection and Analysis:

To support my claim that I can improve my student RUAAEC skills using SIM by giving them
activity worksheets and task engagement exercises that focused on how to enhance their skills in
remembering , understanding , applying ,analysing , evaluating and creating, I create a strategic
intervention material with an activity focusing on the different skills. First and foremost after the
assessment of their monthly summative test and find out that these three students did not mastered
some competency because they lack these skills to make them cope up the lesson.
In addressing the problem right away the students were given pretest then they undergo remedial
on the least mastered competency using hand outs , worksheets and activity sheets that are
included in the SIM which will help my student improve RUAAEC skills using SIM by giving them
activity worksheets and task engagement exercises that focused on how to enhance their skills in
remembering , understanding , applying ,analysing , evaluating and creating assess the students
comments and make a graph.
After all the data had been gathered, the result is presented and analyse in a thematic approach
and graphical illustration.
 D. Bibliography

Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational

goals, by a committee of college and university examiners. New York: Longmans.

John Maynard, University of Texas, Austin

Marilla Svinicki, University of Texas, Austin

 Part II.
Action Plan

Activities Objectives Time Person Place Verifiable Budget/

Frame responsible Indicators Resources
needed

Consent to To ask approval Researcher Wireless Approval Bond paper

conduct from PSDS to August Elementary Letter of Printer
conduct an action 25, School Consent Laptop
research 2017

Intervention To conduct learners Researcher Wireless Students Cartolina, Pair of

intervention August Elementary Portfolio Scissors, Glue,
2017 School Pentel Pen

Drafting of To make a written August Researcher Wireless Research Printing

Action outputs/ 2017 Elementary Paper Print Resources
Research finalize the action School Out
research

Packaging Package the Final August Researcher Wireless Submitted Packaging

Paper 28- Elementary outputs/ Resources
31,2017 School Transmittal
 Implementation Plan

Strategy Time Persons Data needed Source of Data Instrument Verifiable

Frame responsible Indicators

Conduct September Pupil Hobbies Response of Interview Recorded interview

interview and 1, 2017 Likes and the pupil sheet Cellular phone
reassessment dislikes
of the student
giving pre test
without SIM

Making of September Students Different Outputs of their Different Pictures of Group

Manipulative 2-15, 2017 Group task group task group task task activity
,Activity and organizers organizers
Work sheets

Task Sept 16-24 Students Performance Performance Rubrics Copy of the rubric
engagement ,2017 Output in a Output copy
of students given Task /rubrics

Monitoring and September School Result of the Students Anecdotal Copy of Anecdotal
Evaluation 2017 Head study anecdotal Record Record sheets
record on sheets
Academic
performance
 SIM: In Improving my student RUAAEC Skills in Science subject

Name of researcher : MELANIE C. MIJARES

Position : Master Teacher I
Institution : Wireless Elementary School

INTRODUCTION

For the last twenty years of my teaching career I observed that education world has
been always on the go for changes and making individualize instruction as the main focus for
students to enhance their academic performance in all subject areas. The Learning styles, alternative
and authentic assessment, multiple intelligences theory are some factors that can make students
naturally curious, which makes science an ideal subject for them to learn. Science allows students to
explore their world and discover new things. Thus, in my current position, I am concerned about how
my student improves his remembering, understanding applying, analyzing, evaluating and creating
(RUAAEC) skills using the strategic intervention material. I believe that majority of the least mastered
competencies cannot be mastered by a student in a just merely simple remediation. In order to make
the remediation effective I need to create a material that will help improve the skills of my student. In
order to prove my concern or issues, I needed to gather information or data on summative test result
and first grading test result of my student. It is for these reasons that I embarks on developing
strategic intervention materials in Science for Grade 4 students that will enhance learning and remedy
the least mastered skills of the students, to attain growth in their academic performance. The purpose
of this study is to share classroom action research studying the perception of students in using
strategic intervention material as an approach in teaching science, and mainly to addressed my
problem on to improve the RUAAEC skills of my three students who are not mastered a certain
competency in my Science subject.This will benefit the following forty eighth students of Grade IV-
Diamond in Wireless Elementary School focusing on the following students namely Venz Lorenz
Gorgonio, Christopher Lee Butil and John Leo Cabanero because of their failure to achieved the
passing rate of 75% on their summative and First quarter test due to lack of skills to cope up and
understand the lesson and I believe that helping my student in improving their RUAAEC skills will
help them cope up the lesson and motivate them to learn through manipulative.

However, among the identified possible solutions, I decided to implement I decided to take a
more proactive approach which is the Task engagements of the students making changes to
improve something before problems worst and reacting and addressing the problem right away
using hand outs , worksheets and activity sheets that are included in the SIM because I believed that
using the strategic intervention material boost the student confidence.
This research is anchored on the following problems stated as follows:
1. How can I improve my student remembering, understanding applying, analyzing,
evaluating and creating (RUAAEC) skills using the strategic intervention materials .
2. What should I do next to improve my students academic performance after using the task
engagement approach using SIM?

However base on observation my tentative answers to the problem are:

1. I think that I can improve my student RUAAEC skills using SIM by giving them activity
worksheets and task engagement exercises that focused on how to enhance their skills in
remembering , understanding , applying ,analysing , evaluating and creating and;
2. I believe that continuity of a certain task will motivate the students how to reflect what
they have read and do that would improve their skills and become a lifelong learners.
RELATED LITERATURE

From my experience in using different tools and techniques, I found out that the most
important, urgent, the most doable and relevant problem or issue that I needed to focus on is how I
can improve my student RUAAEC skills using strategic intervention material which is deem to be
enhance in doing remediation and enrichment activities to mastered the least learned competency in
Science.

Based from the following pieces of evidence 3 out of my 48 students in this class (26 girls and 22
boys), had very low motivation for learning. According to past statistics and experience stated in their
anecdotal record these students didnt have strong motive to study. Besides, there is a great
discrepancy in learning abilities of my three students because their skills were not fully developed.
I found the following as viable solutions to the problem or issue I decided to take to change
teaching approaches for these three different individual like being a little strict and confronting
problematic attitude during their tutorial session does not work at all. I plan a more proactive approach
making changes to improve something before problems happen, which includes;
Trust system is when you give the students usually asked for permission to go to attend
necessity or personal vices during lessons. The following proactive disciplinary approach can be used
for this kind of group of young, hyperactive individual (Brophy, J. & Good, T. (2013).)
Seating arrangement the students were arranged to sit alphabetical boy and girl side by side
and sat together as a group.
Task engagement of students I prepared hand-outs for students instead of using textbooks
to cater for their learning needs.
Because of improving and changing my teaching techniques were intervention materials were
designed to help me provide the students a needed support to make progress and tried to increase
and deepen their skills, knowledge and understanding from concrete science to what is more abstract
and gave my students the opportunity to explore their understanding and make sense of these new
scientific ideas.

METHOD

This research uses qualitative techniques and survey method to assess participation of Grade
4 students towards my questions and engage themselves in the use of myself made strategic
intervention materials. This was conducted at Wireless Elementary School. This will benefit the
following forty eighth students of Grade IV- Diamond in Wireless Elementary School focusing on the
following students namely Venz Lorenz Gorgonio, Christopher Lee Butil and John Leo Cabanero
because of their failure to achieved the passing rate of 75% on their summative and First quarter test
due to lack of skills to cope up and understand the lesson.

I asked the respondents of this study to participate in a survey.They were given survey
questionnaires for them to answer within 5-10 minutes. These are the three (5) questions that have
been asked to the respondents:

1. How well do the activities presented in the SIM match your interest and help improve your
skills in remembering , understanding , applying ,analysing , evaluating and creating.

2. Think of the best learning materials you have had. What are the qualities that made them
good?

3. What do you think are the most important issues in your learning that you want me to address
to?
 Data has been gathered by and has been analyzed to come up with the most dominant
answer by using thematic approach. This approach involves, reviewing the data, making notes and
begins to sort it into categories. Thus, categorized responses were recorded and integrated with
theories and related literature to support the answer of the respondents and the study itself.

I had identified the least mastered skills in Grade Four Science and found out that mastery
level was not achieved by these students in the previous years and current year. A pilot pre-test was
administered to respondents before the experiments. Then they were exposed to the use of SIM and
a post-test after the end of each lesson. The lesson in the intervention was read and studied by me
and my students directed the students to learn in the context of their own personal experiences. Their
scores in every treatment were tallied and interpreted by and I determine whether there were
significant differences and the level of its effect to the students performance in Science based on
their mean scores in the pre-test and post-tests.

RESULTS AND DISCUSSION

To produce a significant outcome. I presented the outcome in a thematic approach wherein

scores were compiled and thoroughly discussed, were survey result and intervention are expounded

Answer for Question 1 Intervention/s Outcome/s

The activities From the question given, I should give The respondents are more
presented in SIM are more relevant activities that will participative during discussion. Theyd
presented clearly and improve my student RUAAEC skills. like to share their experiences
that suit the interest of These activities can boost their relatable to the question and they
the learners. attention and interest that can lead to always have different feedbacks and
an active participation of students in reaction. Through these observations,
the class. In the classroom discussion, I apprehend that these activities in
there should be a diversity of activities which are related to real-life situations
given. such as social media and electronic
games would catch their interest that
encourages them to answer the
questions, remembering,
understanding applying, analyzing,
evaluating and creating
Answer for Question 2

The purpose of the Based on the questions above, this is The students became well focus
SIM; is to give more quite important. Through SIM, an during discussions, and enthusiastic in
ideas about the topic attempt is made to ascertain and learning. I observed that these
and to check their evaluate the knowledge of students in students are now actively participate in
understanding about regard to the subject. This strategic class were most likely to have smart
the lesson through intervention ensures participation. It inquiries about the discussion. Such
answering varied allows me to assess whether these students, as I have observed, tend to
activities focusing on students understand a particular have improve academically and
the skills they need to concept that need to be mastered grades gradually increase after the
improve. materials been used .

Answer for Question 3 Intervention/s Outcome/s

We think that the Asking questions are like asking for the Based on the results, giving out
Students feel more attention of the students towards the interesting questions could excite the
interested, excited and class. It is also like wanting the students and they will become curious
at the same time it students to participate in class. and inquisitive if the topic catches their
made them curious According Maryellen Weimer, PhD, attention and interest. The more the
about the ideas of the asking questions could lead to questions make them participate, the
lesson through this, it students participation which adds to more probability the lessons mark their
can boosts their their interest. Giving opportunities for understanding. This clearly shows that
attention and exercise students to participate which could giving questions, to the students, is an
their brain to work. also help students maintain their focus effective strategy that we can use as a
and attention in the class. It could also teacher.
boost their interest, and motivate them
in learning.

Table 1. Answers, Interventions, and Outcomes

It was established that based on the results that we had, there is a big difference between the
participation and retention before and after the intervention. After applying challenging, thought-
provoking, and real-life activities enclosed in the SIM, it is clearly observed that these students
increased their participation and focus in the class discussion. In addition, they are now interested
and encouraged to be involved in the learning process however, one of them remained passive.
Nevertheless, majority of the learners showed progress in understanding the lesson and increases
retention which leads to achieving high remarks. (B.B. Corpuz and G. G. Salandanan.2015).

CONCLUSION AND RECOMMENDATIONS

Based on my findings, I found out that intervention materials contributed to better learning of
the concepts among students.

Conclusions
In the light of the findings, the following conclusions were drawn:

1. That I can improve my student RUAAEC skills using SIM by giving them activity
worksheets and task engagement exercises that focused on how to enhance their skills in
remembering, understanding, applying, analysing, evaluating and creating and the
respondents had the same level of mental ability before the treatments.
2. I believe that continuity of a certain task will motivate the students on how to reflect what
they have read and do that would improve their skills and become lifelong learners. The
strategic Intervention materials were effective in teaching competency-based skills. There
was significant improvement between the mean scores in the posttests of the their
summative test compared to previous result.

Recommendations

Based on the outcomes and implications of the study, the following are recommended:
1. Science teachers can use the strategic intervention materials to re-teach the concepts and
skills and help the students master the competency-based skill
2. Seminars and in-service training should be conducted in the division level regarding
development and implementation of the strategic intervention materials in the classroom.
3. Science teachers should develop more strategic intervention materials for the remaining
lessons which were not included in researchers SIMS.
4. Strategic intervention materials for other subjects should be made to address the least
mastered skills.
Bibliography

Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational

goals, by a committee of college and university examiners. New York: Longmans.

John Maynard, University of Texas, Austin

Marilla Svinicki, University of Texas, Austin

 Division Of Davao City
Davao Central District
WIRELESS EEMENTARY SCHOOL
FATHER SELGA ST., DAVAO CITY

Augusr 25, 2017

MARCELINO C. CABANA JR.,PhD

Principal II

Sir:

I am asking permission to undertake an action research study into how can I improve my
student RUAAEC Skills using SIM entitle SIM: In Improving my student RUAAEC
Skills in Science subject. This will benefit the following forty eighth students of Grade IV-
Diamond in Wireless Elementary School focusing on the following students namely Venz
Lorenz Gorgonio, Christopher Lee Butil and John Leo Cabanero because of their failure
to achieved the passing rate of 75% on their summative and First quarter test due to the
lack of the following skills remembering, understanding applying, analyzing, evaluating and
creating (RUAAEC) to cope up their least mastered competencies in Science.
would be grateful if you would grant permission for my research to proceed. Two copies of
thhis letter are enclosed. Please sign and date both. Keep one copy for your files and return one copy
to me.

With thanks,

MELANIE C. MIJARES, MT-I

Researcher

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

I hereby give permission for MELANIE C. MIJARES, MT-I to undertake her research in Wireless
Elementary School .

Signed ................................................. Date .........................................

 Division Of Davao City
Davao Central District
WIRELESS EEMENTARY SCHOOL
FATHER SELGA ST., DAVAO CITY

August 25, 2017

Mr. And Mrs. Butil

I am undertaking an action enquiry into how I can improve the academic performance of your son
CHRISTOPHER LEE , and am asking HIM to be a participant in my research. I will give priority to
your interests at all times. I promise the following.

Your son identity will be protected at all times unless you give me specific permission to name you.
You are free at all times to withdraw you son from the research, whereupon I will destroy all data
relating
to him
I will check all data relating to you before I make it public.
I will make a copy of my research report available to you prior to its publication.

I would be grateful if you would grant permission for my research to proceed. Two
copies of this letter are enclosed. Please sign and date both. Keep one copy for your files
and return one copy to me.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I hereby give permission for MELANIE C. MIJARES, MT-I to undertake her research with my son

Signed ................................................. Date .........................................

 Division Of Davao City
Davao Central District
WIRELESS EEMENTARY SCHOOL
FATHER SELGA ST., DAVAO CITY

August 25, 2017

Mr. And Mrs. Cabanero

I am undertaking an action enquiry into how I can improve the academic performance of your son
CHRISTOPHER LEE , and am asking HIM to be a participant in my research. I will give priority to
your interests at all times. I promise the following.

Your son identity will be protected at all times unless you give me specific permission to name you.
You are free at all times to withdraw you son from the research, whereupon I will destroy all data
relating
to him
I will check all data relating to you before I make it public.
I will make a copy of my research report available to you prior to its publication.

I would be grateful if you would grant permission for my research to proceed. Two
copies of this letter are enclosed. Please sign and date both. Keep one copy for your files
and return one copy to me.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I hereby give permission for MELANIE C. MIJARES, MT-I to undertake her research with my son

Signed ................................................. Date .........................................

+0..-3*August 25, 2017

MARCELINO C. CABANA JR.,PhD

Principal II

Sir:

I am asking permission to undertake an action research study into how can I improve my
student RUAAEC Skills using SIM entitled SIM: In Improving my student RUAAEC
Skills in Science subject. This will benefit the following forty eighth students of Grade IV-
Diamond in Wireless Elementary School focusing on the following students namely Venz
Lorenz Gorgonio, Christopher Lee Butil and John Leo Cabanero because of their failure
to achieved the passing rate of 75% on their summative and First quarter test due to the
lack of the following skills remembering, understanding applying, analyzing, evaluating and
creating (RUAAEC) to cope up their least mastered competencies in Science.
I would be grateful if you would grant permission for my research to proceed. Two copies of
this letter are enclosed. Please sign and date both. Keep one copy for your files and return one copy
to me.

With thanks,

MELANIE C. MIJARES, MT-I

Researcher

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

I hereby give permission for MELANIE C. MIJARES, MT-I to undertake her research in Wireless
Elementary School .

Signed ................................................. Date .........................................

MARCELINO C. CABANA JR.,PhD

Principal II