MEDIA-V AND COMPREHENSION ON CELLULAR RESPIRATION OF

GRADE 11 STEM STUDENTS OF SAGUDAY NATIONAL HIGH SCHOOL

An Action Research
Presented to
The Division Research Committee
DepEd Region 02

By
SHERYL T. GUILAO
Researcher
Saguday National High School
SY 2018-2019
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
SAGUDAY NATIONAL HIGH SCHOOL

SCHOOL RESEARCH COMMITTEE

We, the undersigned members of the School/Cluster School Research

Committee after a thorough study of the:

 _ Proposal ___ Action Research

____ Completed _____ Applied Research
 __Innovation
_____ Re-Entry Action Plan
_____ Outreach/ Community Project
_____ Income Generating Project

Find the accomplishment meritorious and therefore, strongly

recommends its acceptance and approval of the above-mentioned
research or innovation within the period specified.

ARLENE G. TOMAS FIDES R. PASCUAL

Member, Grammarian Member, Statistician

EDITH D. LIM RODERICK C. SUMBAD

Member, Financial Aspect (ADAS) Member, ICT

NOVELINE C. TACATA, PhD

Co-Chairperson

FRANCISCA B. ALCALDE, EdD

School Principal IV
Chairman

EDDIE L. GALUTAN, EdD

Adviser
 Public Schools District Supervisor
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
SAGUDAY NATIONAL HIGH SCHOOL

1st Indorsement
June 26, 2019

Respectfully forwarded to the PUBLIC SCHOOLS DISTRICT SUPERVISOR the

herein completed Action Research of SHERYL T. GUILAO, SHS Teacher II of Saguday
National High School entitled MEDIA-V AND COMPREHENSION ON CELLULAR
RESPIRATION OF GRADE 11 STEM STUDENTS OF SAGUDAY NATIONAL HIGH
SCHOOL, for your perusal and favorable action.

FRANCISCA B. ALCALDE, Ed. D.

School Principal IV
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
SAGUDAY NATIONAL HIGH SCHOOL

2nd Indorsement
June 26, 2019

Respectfully forwarded to the PUBLIC SCHOOLS DISTRICT SUPERVISOR the herein

completed Action Research of SHERYL T. GUILAO, SHS Teacher II of Saguday National
High School entitled MEDIA-V AND COMPREHENSION ON CELLULAR
RESPIRATION OF GRADE 11 STEM STUDENTS OF SAGUDAY NATIONAL HIGH
SCHOOL, for your perusal and favorable action.

EDDIE L. GALUTAN, Ed. D.

Public Schools District Supervisor
Adviser
 MEDIA-V AND COMPREHENSION ON CELLULAR RESPIRATION OF
GRADE 11 STEM STUDENTS OF SAGUDAY NATIONAL HIGH SCHOOL

SHERYL T. GUILAO
Researcher
Saguday National High School
Saguday, Quirino

ABSTRACT

The research was conducted purposely to test whether the utilization of Strategic
Intervention Material (SIM) Motivate-Explore-Demonstrate-Introduce-Assess-Value
(MEDIA-V) would significantly upgrade the performance of Grade 11 Science, Technology,
engineering and Mathematics (STEM) students of Saguday National High School First
Semester for the school year 2018-2019. The Media-V was used as an intervention refers to
the use of SIM for lessons and activities mostly through PowerPoint presentations using LCD
Projector and laptops, worksheets, videos and animations, hands-on laboratory techniques
and experiments. Pre-test posttest research design was utilized using Mean, Standard
Deviation, Paired Sample T-test, and Eta2. The Statistical Package for Social Sciences (SPSS
Student Version 21) was used to analyze the data. The result revealed that there was
significant difference in the scores of the respondents before and after the implementation of
MEDIA-V. The effect size of MEDIA-V was large. Therefore, the intervention may be adopted
as one of the teaching techniques and strategies in teaching the concepts of Cellular
Respiration and to other complex science concepts.
 ACKNOWLEDGMENT

The researcher would like to express her gratitude to the people who meaningfully

shared their knowledge, time and sincere effort to the completion of this research.

To Almighty God who is omnipresent and the source of all the blessings and growth;

To her family, who serve as an inspiration in overcoming struggles and continuing

valuable works for the humanity and community;

To the Senior High School Teachers of Saguday National High School for the cool

and valuable support;

Schools Division Research Committee specially Dr. Wilmar M. Villanueva, Senior

Program Specialist, for the encouragement in completing this research;

Dr. Francisca B. Alcalde, School Principal IV, for the valuable support and guidance;

Dr. Orlando E. Manuel, CESO VI, Schools Division Superintendent, for allowing the

conduct of the action research;

The Grade 11 STEM students for their participation and love of Biology.

The Researcher
IV. CONTEXT AND RATIONALE

One of the topics in Biology that undergraduate students, especially in high school,

find it very difficult to comprehend is the energy flow in cellular respiration. Its complexity,

abstract in nature and huge numbers of details make it hard for students to understand well

the subject matter. In order to understand fully, the students should master the difficult

concepts of the topic.

Abell (2007) as cited by P. Grillo, C. Grillo, C. Ruiz and V. Mellado (2016) For

Science teachers, the axis of their professional development has to be science education, as

the content to be taught conditions both their role in the class and the teaching strategies they

use. The Pedagogical Content Knowledge construct of Shulman – knowledge that is specific

to how each particular subject is taught, and a form of reasoning and educational action by

means of which teachers transform the subject matter into representation that are

comprehensible to the pupils.

The educational standard is even becoming higher since the K-12 curriculum is

implemented aiming every school and student to become globally competent. The Motivate-

Explore-Demonstrate-Introduce-Assess-Value (MEDIA-V) aims to effectively empower

every learner to comprehend virtually with the complexity of cellular respiration through

engaging them in active learning that connects their prior experiences to the new knowledge

with the use of multimedia applications.

Ingle, Mary Ellen and Nowlin, Jackie (2011) stated in their book Gateways to Biology

that effective science instruction requires both physical and mental activity on a regular and
consistent basis. Students must have opportunities to develop understanding by sharing and

refining their thinking individually and through peer interactions.

With an MPS of only 59.35%, the Grade 12 STEM students of Saguday National

High School (2017-2018) experienced a difficulty in comprehending the topics in Biology

concepts. Therefore, this study aimed to level up the said percentage. More than that, another

purpose of the created model of instruction (MEDIA-V) is to eliminate the misconceptions in

science because of the difficulty of the topics. It can also be used in other subject matters.

V. INNOVATION, INTERVENTION, STRATEGIES

With the interest of the researcher to enhance the comprehension of her students in

science concepts, specifically in cellular respiration, Motivate-Explore-Demonstrate-

Introduce-Assess-Value (MEDIA-V) was conducted in two weeks due to the multitude of

details of the concept, difficulty of the subject and the application including the laboratory

works. Set of modules containing all the activities and worksheets were given to the students

as their guide. Different strategies were applied in each module that allowed multiple

experiences to develop their understanding about the topic and in the different concepts of

science.

Due to the complexity of the concepts, the students needed more time engaging with

active learning to comprehend well with the topic. Hence, MEDIA-V is an innovation of

model of instruction that progresses from the conventional way of learning. Through

MEDIA-V, the students were given more opportunities to discover with involvement to

inquiry-based learning that built their capacity to dig deeper understanding about the topics.
 The importance of using multimedia as a tool in teaching was also given emphasis

because of the technological advances that allowed students to supplement their technological

knowledge that will be beneficial to the next generation.

The parts of instruction conducted with MEDIA-V are as follows:

Motivate- the teacher presented an experiment regarding production of energy to

engage the students’ excitement; during the presentation, the students were able

to take down notes of their observation with guide questions given before the

experiment;

Explore- handouts were given to the students; students were given the opportunity to

examine the topic with their group mates; worksheets were given to complete a

concept map as a summary of their reading

Demonstrate- the students explained their topic with evidences that supported the

discussion; students discussed with the teacher; questions arose and new

understanding were written in their journals; the students were the ones to

perform an experiment this time; discussion with the teacher was taken up after

the activity

Introduce- the students were encouraged to make further investigation about the

topic and connect it to new and more specific topics or situations

Assess- the students’ understanding and progress was measured by an online test
 Value- by incorporating values to the topic, the students created a 2-3 minute video

presentation and uploaded in social media sites as an advocacy (rubrics were

given)

Consistently, the post-test was done online after the implementation of MEDIA-V, in

accordance with the use of technology, to measure the comprehension of the students

regarding the topic.

VI. ACTION RESEARCH QUESTIONS

This study aimed to investigate if Motivate-Explore-Demonstrate-Introduce-Assess-

Value (MEDIA-V) could enhance the comprehension of students on the energy flow in

cellular respiration. Specifically, it aims to answer the following questions:

1. What is the mean score before and after the implementation of Motivate-Explore-

Demonstrate-Introduce-Assess-Value?

2. Is there a significant difference of the pre-test and post-test scores before and after

the implementation of Motivate-Explore-Demonstrate-Introduce-Assess-Value?

3. What is the effect size of Motivate-Explore-Demonstrate-Introduce-Assess-Value

to the academic performance of the GRADE 11 STEM students?

VI. ACTION RESEARCH METHODS

A. Participants and/ or Other Sources of Data and Information

The research was conducted at Saguday National High School, Saguday,

Quirino School Year 2018-2019. There were forty-four (44) student-respondents of

the grade 11 STEM class, implementing the MEDIA-V and taking all the students as
 respondents. The researcher extracted the pretest and posttest from the grade 11

General Biology 1 aligned with the learning competencies listed in the curriculum

guide.

B. Data Gathering Methods

The proponent used the pre-test post-test research design. Pre-test were given

to the class before MEDIA-V was utilized to draw-out conclusion based on

information given. After the implementation of the intervention, similar test was

given to the same number of students to find out if there is significant change in their

scores.

VIII. DISCUSSION OF RESULTS AND REFLECTION

This section presents the analysis of the data gathered. Each table is given

corresponding in-depth analysis and interpretation.

Table 1: Test on the significant difference between the pre-test and post-test score of
the Grade 11 STEM students

Paired Differences
95% Confidence Interval
of the Difference
Std. Error
Mean Std. Deviation Mean Lower Upper t df Sig. (2-tailed)
Pair 1 pretest - posttest -11.36364 3.37633 .50900 -12.39013 -10.33714 -22.325 43 .000

Table 1 presents the test on the significant difference between the pre-test and post-

test score of the Grade 11 STEM Students. It indicates that there is a significant difference

(t=-22.325, p<0.05) on the Pre-and-Post Tests Scores after using MEDIA-V to the

respondents. This implies that the intervention used by the respondents significantly help in
enhancing their performance in the concept of Cellular Respiration in General Biology 1.

Therefore, it is an effective strategy in teaching students in Biology.

Table 2: The effect size

Eta Eta Squared

posttest * pretest .927 .859

0.01-0.49 Small Effect

0.50-0.69 Moderate Effect
0.70-Above Large Effect

The table above shows the effect size of MEDIA-V in the performance of Grade 11

STEM students. The table further shows that the eta2 generated a value of 0.927 which

denotes large effect. Thus, MEDIA-V is an effective intervention in improving the

performance of students in Biology.

Based on the above-mentioned results of this study, the following reflections were drawn:

1. Administering the pre-test and post-test used in collecting data with regards to the

knowledge of diverse learners in the class of STEM 11 is of great value since data

need to be quantified for a more credible result of this research.

2. The result of the difference of the pre-test and post-test helped the researcher in

deciding whether the intervention is effective and if there are improvements to be

applied for its application on other concepts.

3. The Grade 11 STEM students expressed quite positive attitudes towards the use of

Techno-Mat. According to the analysis conducted with the mean results of the

performance of students, the use of MEDIA-V had a positive effect on their

performance, and the impact of the use of it can be seen in the students’ progress

results on their post-test. Thus, MEDIA-V as an intervention in Biology concepts was

effective in improving the performance of the students.

4. The findings in the research can shed light on the use of diversified techniques in

teaching the complex concepts in Biology.

IX. ACTION PLAN

Strategies Program Activities Tasks Resources Timeline

Physical Materials Financial

Improve the Basic Dissemina Request Propone Bond 250.00 Novembe

performance Education te and permissi nt, papers
of Grade 11 Research utilize the on of the School r, 2018
STEM results of superior Heads, Printer ink
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concepts on Inform A4 bond 1,500.00 June
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through and co- soft bound
MEDIA-V workers CD
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Quirino

X. REFERENCES

Abell (2007) as cited by P. Grillo, C. Grillo, C. Ruiz and V. Mellado (2016): Gateways to

Biology, pp

Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the

classroom? Exploring the factors affecting facilitation of technology with a Korean

http://enhancinged.wgbh.org/research/eeeee.html

http://enhancinged.wgbh.org/research/standards/index.html