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Full Blown Researcch

The document approves a research proposal submitted by a researcher. It includes signatures from committee members approving the research. It also includes checklists to evaluate the completed research report and ensure it meets quality standards before being accepted or archived.

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0% found this document useful (0 votes)

20 views43 pages

Full Blown Researcch

Uploaded by

benjiealingalan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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COMPLETED RESEARCH APPROVAL SHEET

The research approval attached hereto, entitled _____INSERT HERE RESEARCH

TITLE_____ prepared and submitted by INSERT HERE NAME OF RESEARCHER, INSERT

HERE NAME OF SCHOOL AND DISTRICT, INSERT HERE SCHOOL YEAR

IMPLEMENTED, is hereby accepted and approved by the division research committee.

IRENE C. CULASTE-QUIMBO, PhD ________________________

SEPS Planning & Research/Member Date Signed

_____________________________ ________________________

CID Learning Area Concerned or Date Signed

SGOD Program Holder Concerned/ Member

ARTEMIO REY S. ADAJAR, PhD ________________________

Chief, SGOD/ Co-Chair Date Signed

ELBERT R. FRANCISCO, PhD ________________________

Chief, CID/ Co-Chair Date Signed

LANILA M. PALAPAR, PhD ________________________

ASDS/ Chair Date Signed

AUDIE S. BORRES, PhD ________________________

ASDS/Chair Date Signed

RANDOLPH B. TORTOLA, PhD ________________________

SDS/Adviser Date Signed

DISTRICT COMPLETED RESEARCH APPROVAL SHEET

The research approval attached hereto, entitled _____INSERT HERE RESEARCH

TITLE_____ prepared and submitted by INSERT HERE NAME OF RESEARCHER, INSERT

HERE NAME OF SCHOOL AND DISTRICT, INSERT HERE SCHOOL YEAR

IMPLEMENTED, has been examined and recommended for acceptance and approval in the

Division Research Committee.

DISTRICT PANEL OF EXAMINERS

Approved by the District Research Committee on Oral Examination with a grade of

_(Average Grade)_ on (Date Approved).

____________________________ ____________________________

Member Member

____________________________ ____________________________

Member Member

____________________________

Chair

SIGNED DISTRICT RESEARCH PROPOSAL APPROVAL SHEET

(scan copy here)

QUALITY CONTROL CHECKLIST FOR COMPLETED ACTION RESEARCH

Instructions: Write N/A in the fields of information is Not Applicable. Ensure that the information indicated in this

checklist is properly filled out.

Research Title:

Funding Year:

Region:

Schools Division Office:

School and/or Functional

Division Conducted:

Authors:

[Lead Proponent] Name: ____________________________________________

Position: _________________________________________

Contact Details: __________________________________

[Author 2] Name: ____________________________________________

Position: _________________________________________

Contact Details: __________________________________

[Author 3] Name: ____________________________________________

Position: _________________________________________

Contact details: __________________________________

SCORE SHEET

Instructions: Fill out the fields below based on the results of the evaluation of the research report. For research for

acceptance, check the “Accept” box only if the completed research has received ALL Fully Evident “FE” marks;

check the “Return to Proponent” box otherwise.

For research for archiving, check the “General public disclosure” box only if the completed research has

received ALL “FE” marks and does not fall under the category of research for limited public disclosure; check the

“Limited Public Disclosure” box otherwise.

☐ 1st ☐ 3rd
Date of No. of Times Evaluated

Evaluation: (including this one): ☐ 2nd ☐ Other:

DECISION:

1. For ☐ ACCEPT ☐ RETURN TO

Acceptance: PROPONENT

2. For ☐ GENERAL PUBLIC ☐ LIMITED PUBLIC

DISCLOSURE DISCLOSURE
Archiving:

NE PE FE

Full Score (Not Evident) (Partially Evident) (Fully Evident)

Credible 6

Contributory 3

Communicable 2

Conforming 3

TOTAL 14

COMMENTS:

Prepared by: Approved by:

(Name/Position/Office) (Name/Position/Office)

CHECKLIST

Completed Action Research

Directions: Put a check (🗹) mark in the box under the appropriate column (NE = “not evident”; PE =

“partially evident”; and FE = “fully evident”) if the conditions indicated in each criterion below were satisfied by the

completed action research. Consult the Instruction Guide for Evaluators for additional guidance in evaluating

each criterion. (IMPORTANT: The completed action research must receive all FE marks to be eligible for

acceptance.)

1. Credible

The completed action research…

No Criterion Relevant Sections NE PE FE Remarks

1 Uses personal Check entire paper

☐ ☐ ☐
reflection to but especially the

make a Context and

compelling case Rationale,

for investigation Innovation,

and intervention. Intervention, and

Strategy, and Action

Research Questions

2 Utilizes a Action Research

☐ ☐ ☐
research design Methods

that is correct

and appropriate

for investigating

the chosen area

of focus,

problem, or

issue.

3 Describes the Action Research

☐ ☐ ☐
chosen research Methods

design and

resulting

research

processes in a

manner that is

understandable

to other teachers

planning similar

interventions and

researchers

conducting
similar work.

4 Shows that the Whole paper

☐ ☐ ☐
researcher/s have

followed the

Reflect-Plan-

Act-Observe

approach in their

research.

5 Uses quantitative Action Research

☐ ☐ ☐
(statistical) Methods

and/or

qualitative

(thematic/conten

t analysis,

process tracing)

tools that are

appropriate to

the

problem/issue

and research

design to analyze

data.

6 Reflects on its Discussion of

☐ ☐ ☐
own findings in a Results and

manner that is Reflection

accurate and

consistent with

the results of the

researcher/s’

data analysis and

engages with the

researcher/s’

understanding of

the area of focus.

2. Contributory

The completed action research…

No Criterion Relevant Sections NE PE FE Remarks

7 Addresses “real” and Context and

☐ ☐ ☐
“existing” issues and Rationale,

challenges identified Innovation,

by its stakeholders. Intervention, and

Strategy, and

Action Research

Questions

8 Reports new results, Discussion of

☐ ☐ ☐
knowledge, and/or Results and

conclusions that are Reflections but also

falsifiable. watch for findings

cited in the

Abstract, and

Context and

Rationale

9 Reports results that Discussion of

☐ ☐ ☐
contribute to the Results and

professional Reflections but also

development of its watch for findings

proponents/researchers cited in the

or their peers; Abstract, Context

decision-makers; or and Rationale, and

the welfare of Conclusion

stakeholders.

3. Communicable

The completed action research…

No Criterion Sections to NE PE FE Remarks

Consider

10 Documents the Whole paper

☐ ☐ ☐
research

process and

results in

accordance

with the

prescribed

rules.

11 Utilizes Whole paper

☐ ☐ ☐
language that is

appropriate and

understandable

to the group

being studied.

4. Conforming

The completed action research…

No Criterion Relevant Sections NE PE FE Remarks

12 Cites and Whole paper
☐ ☐ ☐
acknowledges

sources per the

guidelines of

ONLY one

style guide,

whether

required by

another

authority or

chosen by the

researcher,

throughout the

research paper.

13 Secures the Action Research

☐ ☐ ☐
free, prior, and Methods; Consent

informed forms in supporting

assent/consent documents

of research

participants

(and their

parents/legal

guardians if the

participants are

children).

14 Includes a clear Action Plan

☐ ☐ ☐
and feasible
action plan

(only for

BERF-funded

research), and

points to

opportunities

for future

interventions

and studies.

COMPLETED RESEARCH APPLICATION FORM

AND ENDORSEMENT OF IMMEDIATE SUPERVISOR

1. RESEARCH INFORMATION

RESEARCH TITLE:

SHORT DESCRIPTION OF THE RESEARCH:

RESEARCH CATEGORY RESEARCH AGENDA CATEGORY

(check only one) (check only one main research theme)

 National Kindly check (/)

 Region 1. Theme 1-Teaching and

 Schools Division Learning (by subject area)

 District  A. 1. English

 School  A. 2. Mathematics

(check only one)  A. 3. Science

 Action Research  A. 4. Filipino

 Basic Research  A. 5. Araling Panlipunan

 A. 6. Edukasyon sa
Pagpapakatao

 A. 7. MAPEH

 A. 8. Mother Tongue

2. Theme 2-Child Protection

 B. 1. Bullying

 B. 2. Early Pregnancy

 B. 3. Premarital Sex

3. Theme 3-Human Resource

Development

 C. 1. Professional Development

 C. 2. Scholarship Grant

 C. 3. Awards and Recognition

 C. 4. Employees Welfare

 C. 5. Succession and Exit

 C. 6. Career Guidance

4. Theme 4-Governance

 D. 1. Disaster Risk Reduction

and Management (DRRM)

 D. 2. Gender and Development

(GAD)

 D. 3. Inclusive Education

 D. 4. School Operation

 D. 5. School Management
5. Continuous Improvement

FUND SOURCE (if applicable)*:

YEAR THE RESEARCH WAS CONDUCTED:

2. RESEARCH INFORMATION

LEAD RESEARCHER/INDIVIDUAL RESEARCHER

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE SEX: POSITION/DESIGNATION:

(MM/DD/YYYY):

SCHOOL/

OFFICIAL ADDRESS:

CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:

NUMBER 2:

EDUCATION TITLE OF THESIS/RELATED RESEARCH

ATTAINMENT PROJECT

(DEGREE TITLE)

(enumerate from

bachelor’s degree up to

doctorate degree)

SIGNATURE OF

RESEARCHER:

RESEARCHER 2

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE SEX: POSITION/DESIGNATION:

(MM/DD/YYYY):

SCHOOL/

OFFICIAL ADDRESS:

CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:

NUMBER 2:

EDUCATION TITLE OF THESIS/RELATED RESEARCH

ATTAINMENT PROJECT

(DEGREE TITLE)

(enumerate from

bachelor’s degree up to

doctorate degree)

SIGNATURE OF

RESEARCHER:

RESEARCHER 3

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE SEX: POSITION/DESIGNATION:

(MM/DD/YYYY):

SCHOOL/

OFFICIAL ADDRESS:

CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:

NUMBER 2:

EDUCATION TITLE OF THESIS/RELATED RESEARCH

ATTAINMENT PROJECT
(DEGREE TITLE)

(enumerate from

bachelor’s degree up to

doctorate degree)

SIGNATURE OF

RESEARCHER:
IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the

capacity to implement a research study without compromising his/her office functions.

NAME OF SCHOOL HEAD WITH SIGNATURE

Position

Date: _____________

NAME OF PSDS/DIC WITH SIGNATURE

Public Schools District Supervisor/District In-Charge

Date: _____________

DECLARATION OF ANTI-PLAGIARISM

1. I, _______________________________, understand that plagiarism is the act of

taking and using another’s ideas and works and passing them off as one’s own.

This includes explicitly copying the whole work of another person and/or using

some parts of their work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all

the references used. I further commit that all deliverables and the final research

study emanating from this proposal shall be of original content. I shall use

appropriate citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject

to consequences and shall be dealt with accordingly by the Department of

Education.

PRINTED NAME OF RESEARCHER WITH SIGNATURE

Proponent/Position

Date Signed

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ________________________________, understand that conflict of interest

refers to situations in which financial or other personal considerations may

compromise my judgment in evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise

from my application and submission of my research proposal. I understand that

my research proposal may be returned to me if found out that there is conflict of

interest during the initial screening.

3. Further, in case of any form of conflict of interest (possible or actual) which may

inadvertently emerge during the conduct of my research, I will duly report it to

the research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education for

any conflict of interest which I have intentionally concealed.

PRINTED NAME OF RESEARCHER WITH SIGNATURE

Proponent/Position

Date Signed
ABSTRACT

The abstract comes at the beginning of the paper but should be written after the author has

drafted the full report. It is a single-paragraph summary of approximately 150 to 250 words

without citations, abbreviations, or math formulas. The abstract should: begin with the broad

context of the study; followed by specific background for the study; describe the purpose,

methods and procedures, core findings and results, and conclusions of the study; emphasize new

or important aspects of the research; engage the broad readership of education and be

understandable to a diverse audience (avoid using jargon). It should be written for people who

may not read the entire paper, so it must stand on its own. The impression it makes usually

determines whether the reader will go on to read the article, so the abstract must be engaging,

clear, and concise. In addition, the abstract may be the only part of the article that is indexed in

databases, so it must accurately reflect the content of the article. A well-written abstract is the

most effective way to reach intended readers, leading to a more robust search, retrieval, and

usage of the article. Follow the abstract with three to five keywords.

Keywords: Keyword1, Keyword2, Keyword3, Keyword4, Keyword5

ACKNOWLEDGMENT

This research has become a reality with the encouragement and guidance of many

persons who have been present during the conduct of her study. The researcher would like to

express her utmost gratitude to the Almighty God and the people who shared their time, effort,

and intellectual knowledge, which made this study possible.

Dr. Teresita H. Borres, her thesis adviser, for she is very blessed for the help, motivation,

encouragement, comments, and suggestions, and for sharing her valuable time despite her busy

schedule in checking the manuscript, and for continually being kind and professional in dealing

with her advisee;

Dr. Ma. Vivienne Segumpan-Salon, member of the advisory committee, and her friend,

for the support, encouragement, comments, and suggestions, for sharing her expertise and time in

enhancing and evaluating the research;

Dr. Estrella Y. Dacillo, member of the advisory committee, for her pieces of advice and

suggestions that helped improve this paper;

Dr. Raul C. Orongan, her statistician for the enlightenment in interpreting the statistical

analysis of her study;

Dr. Randolph B. Tortola, Schools Division Superintendent of Bukidnon, for allowing the

researcher to pursue the conduct of the study;

Dr. Patricia C. Amilao, School Principal, for allowing the author to conduct her study at

Kiara National High School and for her untiring support and understanding;

Dr. Joseph L. Silvestre and Dr. Eleonor A. Villamor, School Principals, for allowing the

researcher to conduct her study in their respective schools and for the untiring support, and

including the faculty who accommodated and helped her in the distribution of the test

questionnaires; your support indeed gratifies her;

TABLE OF CONTENTS
PAGE

Title Page i

Completed Research Approval Sheet ii

District Completed Research Approval Sheet iii

Signed District Research Proposal Approval Sheet Iv

Quality Control Checklist for Completed Action Research iv

Completed Research Application Form and Endorsement of vii

Immediate Supervisor

ix
Declaration of Anti-plagiarism

Declaration of Absence of Conflict of Interest x

Abstract xvi

Acknowledgment xvii

Table of Contents xviii

Context and Rationale 1

Action Research Questions 2

Hypothesis 25

Innovation/Intervention/Strategy Used 25

Action Research Methods 26

Research Design 26

Participants of the Study 26

Data Collection Methods 27

Data Analysis Plan 27

Discussion of Results 28

Conclusion and Recommendation 31

Reflection 32

Action Plan 33

Financial Report 34

Dissemination and Advocacy Plan 35

References 36

Appendices 37

CONTEXT AND RATIONALE

Face-to-face learning engagement of students and teachers within the school

has been suspended due to the covid-19 pandemic. This pandemic has paved the way

to the implementation of Modular Distance Learning as an urgent response to ensure

continuity of education. Our country is in the process of adopting to the new normal

form of education at present, and continuous innovation of educators and active

involvement of other stakeholders are the driving force for its success.

Modular Distance Learning is the most popular type of Distance Learning,

this learning modality is currently used by public schools because according to the
Department of Education (DepEd), learning through printed materials and digital

modules emerged as the most preferred Distance Learning Method of parents with

Children who are enrolled this academic year (Bernardo, J.) 20012. This is also in

consideration of the learners in rural areas where internet is not accessible for online

learning.

The learner’s engagement in the teaching-learning process needs to be taken

into consideration in the context of flexibility. This is about the design and the

development of productive learning experiences so that each learner is exposed to

most of the learning opportunities. Teachers are well-oriented and prepared to

perform their task and function on modular distance learning education because they

have enough training and skill development necessary to do their job effectively and

efficiently. The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail, text message,

letter, or any communication platform. The use of module encourages independent

study. One of the benefits of using modules for instruction is the acquisition of better

self-study or learning skills among students. Students engage themselves in learning

concepts presented in module.

Parents/guardians can be able to support their children in the new learning

modality but some of them are hampered because of the incapability of facilitating

and explaining the modules provided for their children. On the other hand, the

disadvantage includes self-discipline and self-motivation required for students,

increased preparation time and lack of concrete rewards for teacher and greater

administrative resources needed to track students and operate multiple modules.

Distance learning could be really advantageous, especially for those students

who take education for granted and do not take it seriously. This innovative method

of learning, in which the students do not have teacher in front of them that teaches

them to learn on their own. But instead, teacher spend time to communicate and

assist them in another way around to poster care and concern in this new setting of

teaching-learning process.

As face-to-face classes is not possible this time, there is a big adjustment to

be done in teaching them. Specially that we had varied learners that needs varied

activities that suit to their needs. We had to make more efforts and adjustment though

we know it already, but it is quite difficult since it’s been a while that we had a face-

to-face interaction. That’s why we need to have more innovation or strategy in

teaching to make sure that the teaching and learning continues. There are many

teaching strategies that can be used to ensures that learners have an opportunity to

work with different group, recognized how they develop, and we can use that

knowledge to provide appropriate learning opportunities to support their learning and

to ensure that the level of learning performance will increase.

As teacher most of the time said that several students complaining about

towards the activities given in the subject. Some of them says it’s hard for them to

understand the questions in the answer sheets given by the teacher but on the other

hand, few of them say it’s easy and understandable. We cannot deny the fact that

most of the time mathematics tend to be the most difficult subject. No matter what
level the math is something we unwillingly take and learn as it is deemed very

important in our survival. And because of this, several learners need more time to

develop their mathematical skill. This is something every learner should learn and

apply in everyday life. Every situation presented learners should be able to handle

those with confidence. This skill will also help them appreciate the importance of

mathematics even more as they can relate it to their everyday life. In that there are

things to consider in acquiring the goal to improve the quality of education and

learning in the future.

As teachers begin to move away from the traditional lecture style of teaching

to a more collaborative work style among their students, teachers need to place

students into groups more often. And by using this collaborative work style, teachers

are beginning to group students’ multiple times during a lesson, with a desire for

students to work in groups in order for students to discover and discuss the

information, rather than be told the material. Furthermore, in my own student

teaching placement in fifth grade math and science, students often enjoy working in

groups. After the first-time students worked together in the groups that I had

established, they explained how much fun they had that day in learning because they

had the opportunity to work with their peers. To achieve more effective learning,

group work is essential in the classroom and oftentimes in the work environment.

Students need to learn how to work well with others in an appropriate and

professional format through constant group work in the classroom. Also, teachers

need to implement group work and projects in such a way that all students benefit

from working in a group, including the highest achieving students in the class, the
lowest achieving students, and all students in between. And due to the essential need

to be able to effectively work with others in a group setting in both the school and

work environments, teachers need to implement a format of group work that is

effective and beneficial for all students to learn the appropriate skills of working in

groups, as well as the material presented in the class. But with the constant need to

work collaboratively in order for students to learn the information better and to

develop the skills needed to work with others, it is questioned whether my seventh-

grade students would prefer working with the same students every day in long-lasting

groups versus working with different students in short-term groups. I hypothesize

that students 3 will prefer working with their long-lasting, set groups more than

short-term groups. Moreover, it is questioned how well my students can learn to

cooperatively work with one another through these variety of grouping styles.

Kiara National High School students particularly the Grade 8 selected

students have found out with difficulties in answering their given activities in their

self-learning modules. Even if they are given instruction and sample of the activities.

For the past two quarters there are 20 students could hardly cope

up with the different activities given based also in their output and the scores

of the different activities. However, there are also students who could easily get and

answer it well. For this reason, this intervention could adhere the needs of the

identified students to enhance their performance in the different activities. In addition

to this identified student of Grade 8 would be paired to the students who can help

them answering the activity/activities nearby with the assistance of both parents.
The researcher’s goal is to promote quality on teaching-learning process in

the school despite of the current health situation. The project implementation focuses

on the improvement of learning performance of those selected students in

Mathematic 8 despite of the current education system that needs more attention and

intervention. The teacher will act as the facilitator and the parents as assistant to

monitor the different activities of the students. In that case, monitoring on the

respondents are hereby monitored until the end of the conduct of the intervention.

This just show how teacher aspire in promoting positive output and connection to the

parents in molding and encouraging students to strive more towards attaining the set

standard in the level of performance to ensure that there will be no learners will left

behind and can received the quality education set by the higher institution.

ACTION RESEARCH QUESTIONS

This study aims to determine the effect of cooperative learning approach to

the Grade 8-student towards the improvement of learning performance in

Mathematics for the School Year 2021-2022.

Specifically, the study aims to answer the following questions:

1. What is the level of performance of the student without using the Cooperative

Learning Approach?

2. What is the level of performance of the student after the Cooperative Learning

approach?
3. Is there a significance difference on the level of performance of the students that are

using cooperative learning approach as intervention compared to the normal setting

of answering their student learning material?

Hypothesis (only if applicable)

Type you’re here here.

1. Type your text here.

2. Type your text here.

INNOVATION/INTERVENTION/STRATEGY USED

Kiara National High School Promoting and helping students to have a good

level in learning performance across all subject areas by providing them more

innovative intervention even during this pandemic. Teachers give their all effort to

reach and support those students who need more monitoring and intervention so that

learners will have all opportunity to learn, and no one will left behind specially those

learners who had difficulty in mathematics. Common problems and issues of the

school even before pandemic are the low performance of the students specially on

the major subjects mostly in Mathematics. The concern on finding solution to the low

performing learners are seems too complicated since we had no face-to-face

interaction to address the current situations.

In connection with this, the intervention of cooperative learning approach in

answering their self-learning modules needed, observation has been made that not all

the activities given are being answered or administered by the students. In addition,
not all the parents could understand and explain the concept of the problem and

cannot explain it well since not all parents undergo schooling. Therefore, the scores

of the activities of some of the students appear below the passing rate. There are also

several students have a good output and can explain well the concept of the activities

given by the teacher. In group work, students will learn from their fellow students.

Sometimes peers will be able to explain concepts or ideas to their fellow students

better than the instruction given in their Self-learning modules. During group the

group work process students will be expressing their opinions or ideas with the other

in the group and providing feedback. This feedback to each student will include

critique as well as the interpretation of the opinions or ideas being express. The final

piece of work will be based on the opinions and ideas being discussed during the

group work and the output after the activities being done. The parents provided by

the teacher with the checklist which serve as the guide for the learners during the

time of their activities. The group work will be done in their respective homes with

the consent of the parents of the expected learners. Working in groups also will

encourage them to improve their communication skills. They will learn how to

communicate their opinions or ideas, how to listen to other people’s opinions or

ideas.

To ensure the success of the intervention, step by step process must be

considered, the following are:

1. The teacher facilitator prepares the checklist for monitoring, questionnaire, and to-do

list for learners’ guide in accomplishing their different activities.

2. Presentation of the project proposal to the parents and the respondents.

3. Determination of the identified respondents to cooperate with the on-going

intervention.

4. Home visitation of the teacher to the identified respondents to monitor the progress.

5. Conduct monitoring at the end of the month to ensure the sustainability of the

intervention, and the needed enhancement will be done if necessary.

6. Regular feedbacking of the respondents, parents, and teacher to ensure the

development of the intervention.

Cooperative learning groups help students develop twenty-first century skills.

Teachers may choose to constantly change the memberships of the cooperative

learning groups so that students rarely work with the same people or teachers may

choose to use a home group structure in that students always work with the same

people. In this action research with two fifth grade math and science classes, it was

found that most students enjoyed working with short-term groups and long-lasting

home groups, but there was a large minority of students who did not enjoy working

with their home groups following the three-month time that the home groups were in

existence. Nevertheless, most of the students in the groups that worked as

cooperative learning groups enjoyed working in their groups; whereas more of the

students in groups that did not work as cooperative learning groups did not enjoy

working as much in their groups. In addition, in both the group structures, most

students were comfortable asking their group members questions and helped their

group members with questions they had.

ACTION RESEARCH METHODS

Research Design

This study used a descriptive method utilizing an adopted research instrument as the

primary tool for data gathering. Data was collected from all Grade 7 students of Don Carlos II,

particularly Kiara National High School. The data were gathered through a survey attitude

questionnaire and reading comprehension test.

The pre-test was conducted to identify the current reading comprehension of the Grade-

10 students and an attitude survey questionnaire toward the use of the self-learning module.

Afterward, the posttest was conducted to determine the significant difference in students' reading

comprehension and attitude towards using the self-learning module.

Participants of the Study

The participants of this study are the selected participants of this study are the

pupils who are needs intervention to enhance their learning Performance in

Mathematics subject of Kiara National High School Grade-8 students School for the

School Year 2021-2022.They are the learners that needs assistance to cope up with

the lessons in which they fall short to follow and understand as based on the

assessment of teacher to the performances of learners during the first and second

quarter period. The study utilized purposive sampling since the participants are

selected in non-random manner and identified by the researcher base on the level of

capabilities. The respondents are identified upon the assessment of the teachers based

on their responses of the first grading and second grading period that are considered

as low performing students in mathematics subject. The participants are subject to

involve in an intervention approach in the prescribe time to uplift their level of

performance as aimed in this study.

Data Collection Methods

The descriptive comparative design will be used in this research. Without

modifying the environment, descriptive comparative design is used to gather data

regarding variables. Descriptive designs maybe used to identify problems in current

practice, make judgement, or even develop theories (Gray et al., 2013). Since the

study compared variables from the previous performance and the current

performance without manipulating the independent variable, the researcher adopted

the comparative design within descriptive research.

In gathering the data, the researcher utilizes the previous Student Learning

Performance or Quarterly grades and self-made questionnaires that will be answered

by the respondents and before and after the intervention activities. After the data has

been gathered, tabulation and analysis are applied during the determined data

analyzing tool to determine the outcomes of the study. This action research took

place in two different fifth grade math and science classes in a rural elementary

school. One was a typical fifth grade class, referred throughout the study as “Class

1,” and one was an inclusion class with twelve students having an Individualized

Education Program (IEP) or 504 Plan, referred throughout the study as “Class 2.”

Both classes learned math for about 90 minutes every day and learned science for

about 35 minutes every day.

The research took place in both academic areas. The study was conducted

over several months from November to February. At the beginning of November,

students began working in groups and discussions were held in class to determine the

appropriate ways to work in groups. But, the surveys, which provided most of the

data, were given within three days of one another at the end of February. During the

month of November, students were placed into different groups several times. For the

first grouping, the students were randomly placed into groups and the groups

completed stations about how to write decimals. Following this first time working in

groups, a class discussion was held on what working in a group “Looks like” and

“Sounds like” to help students determine the best strategies of working with a group,

with a T-chart being created throughout the discussion highlighting what students

should be doing in the groups so that the groups work as a cooperative learning

group.

Throughout the remainder of the study, students and I then referred to the

chart in order to discuss whether the groups were following these guidelines that

were established as a class. Following the creation of this chart, students continued to

be placed into short-term groups that were based on ability throughout November.

The short-term groupings were always created by the teacher. At times, the short-

term groups were designed so that they had a mixture of high, middle, and low

performing students in each group and at other 15 times the short-term groups were

created by randomly assigning students to groups using a class list. But, if students

were randomly placed in the groups and there was a potential behavior issue, the

teacher changed the groups to eliminate this potential problem. Students completed
both math and science activities in these short-term groups, and these short-term

groups were used throughout the duration of the research study, with the members of

each group always changing. At the end of November, students’ desks were changed

from rows to table groupings.

These home groups were designed to be long-lasting. Students were placed

in table groups based on ability, with groups being comprised of, or as close as

possible to, a high performing student, a high-medium performing student, a low-

medium performing student, and a low performing student. Students stayed in these

table groups from the end of November through February, a total of three months.

These long-lasting home groups were videotaped at random throughout their

existence. Throughout the duration of the research, students were typically instructed

to work with their home groups on practice math problems during each lesson. If

students were completing a station activity, students usually stayed in their home

groups as they traveled to each station. In science, students often completed think-

pair-shares, science activities, or science labs with their home groups. When students

completed these cooperative learning activities in math and science, they were

reminded about the guidelines discussed and created as a class concerning what

working in a group “Looks like” and “Sounds like”.

At the end of February, students were placed into short-term science groups

based on ability, with once again the mixture of students in each group being a high,

a high-medium, a 16 low-medium, and a low performing student, with four to five

students in each group. No students were in the same group as someone in their home

group. The groups completed a science lab about friction using carts rolling down a
ramp with different surfaces. Students had completed similar labs with their home

groups the previous week. Following the completion of this lab, students were given

a survey, shown in Appendix B, about the group they had just worked in for science.

In completing the survey, students were instructed to focus on how the group worked

together for when they (1) found their data’s average, (2) graphed the data, and (3)

wrote the conclusion. Three days later, students took a survey about working in their

long-lasting home groups after completing a math activity about converting

customary and metric units of measurement in story problems, with directions that

the students should answer the survey by thinking about how their home group

worked together during the math activity and all other instances of working in their

home groups.

Data Analysis Plan

This study's data was collated, handled, evaluated, and used as a foundation for

interpretation. To arrive at a credible conclusion, standard statistical processes and

formulas were applied. To process the data and arrive at descriptive interpretation of

each item in the instrument, the researcher employed statistical treatment such as

Mean, Standard deviation, Minimum, Maximum value, and Mean Percentage Score

(MPS). To compare the two mean scores after the intervention, the researchers used a