Title: COLLABORATIVE ARTISTIC TIMELINE-MAKING: A SUPPORT TO EXPAND

THE MASTERY LEVEL OF 8th GRADERS IN LEARNING WORLD HISTORY (An

Action Research)

I. INTRODUCTION

Background of the Study

I am teaching Araling Panlipunan for almost 13 years at Kabacan National High

School, Kabacan, Cotabato. It is my interest to articulate the mission of the school

administration in improving quality education to move towards another level of excellence.

But doing such, I have to identify problems which I encounter as I deliver my craft to the

students.

It was recorded for the School Year 2017-2018, the school achieved a 62% Mean

Percentile Score in Araling Panlipunan during the National Achievement Test. This

performance was in congruent to the my class records that out of my 5 classes in Araling

Panlipunan 8, only one class appeared to achieved the 75% Mean Percentage Score

(MPS) which is the standard given by the Department of Education.

As analysed, Low Mean Percentage Scores (MPS) can be attributed to poor

teaching performance of the teacher. Poor teaching performance in Araling Panlipunan

can also be ascribed to low teaching strategies training and workshops. It was further

noted that poor performance of the majority of the students is fundamentally linked to

application of ineffective teaching methods by teachers to impact knowledge to learners.

It was also observed that my students have difficulty and remembering important dates

and events especially when lesson requires them to familiarize such. It was their

sentiments that they find the lessons in Araling Panlipunan to be boring and at times

difficult as it requires memorization. As such, it is my plan to introduce pedagogy that

would challenge their interest and will provide help in learning retention.

One of teaching pedagogies that can be utilized in teaching Araling Panlipunan is

the artistic timeline-making. Teachers of Araling Panlipunan are familiar with timelines. It

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is a kind of graphic organizer which is perhaps the most common way to help students

generate non-linguistic representations (Marzano, R. J., Pickering, D. J., Pollock, J. E.,

2001).

Timeline is usually utilized to help students keep track of key events in history. It is

a sequence of events chart which is of graphic organizer used to describe the stages of

something; a sequence of events; or the goals, actions, and outcomes of a historical figure

or character in a novel. Knowing when events occurred and putting them in proper

sequence is an important social studies skill. Timelines help us understand history. They

also tell us what happened when and how much time went by between events

(www.socialstudiesforkids.com).

As a strategy, my plan will be to group my students and they will be allowed to

create a graphical representation of an event or process by displaying items sequentially

along a line. They can make their timelines according to time of day, date, or event. The

tool will allow students to create a label with short or long descriptive text. Creativity will

also be enhanced by allowing them to add an image for each label that would make their

output more artistic and visually appealing.

Thus, this action research will be conducted to determine the effectiveness of the

use of collaborative artistic timeline-making in improving retention of students in learning

history facts and events. It will test whether the use of the pedagogy has an effect on their

mean percentage score. Its results will be beneficial to the teachers, students, and other

stakeholders of the school.

II. Review of Related Literature

III. Research Questions

The main objective of this action research will be to determine the effects of

collaborative artistic timeline-making to improve the retention of the students in learning

world history. The specific research questions that will be addressed will be the following:

1) What is the mean score of the students on their evaluation (10-item quiz)?;

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 2) What is the level of satisfaction of the students on the teaching strategy

employed?; and,

3) Is there a significant correlation between students’ scores and the level of

satisfaction on the teaching strategy employed?

IV. Scope and Limitation

This action research will be conducted in Kabacan National High School, Kabacan,

Cotabato on the last quarter of the school year 2019-2020. Participants of this propose

action research will be all students of grade 8 under my class. It shall be limited only on

the use of collaborative artistic timeline-making to improve retention of students in

teaching world history on specific topic.

V. Methodology

a. Sampling

The participants of this study will all be students under my class in Araling

Panlipunan 8. I will identify the class according to their performance. The least performing

class (lowest Mean Percentage Score) will be subjected to the method and thus, will be

considered as participants of this action research.

b. Data Collection

My plan is to use an evaluation quiz that is relevant to the topic. It will be a 10-item

quiz which will be approved by the Department Head of the Araling Panlipunan and will

be further validated by a Master Teacher of the subject. Furthermore, Table of

Specification (TOS) shall be made.

To get the level of satisfactions of the students on the teaching method/strategies

employed, a student satisfaction checklist will be provided.

c. Ethical Issues

A permission will be asked to the Araling Panlipunan Department Head and to the

principal of the school. Since it will be considered as part of the conduct of lessons, parent

consent shall not be a requisite.

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 d. Plan for Data Analysis

This action research will be quantitative in nature since the results of the evaluation

(10-item quiz) and the level of satisfaction of the students on the methods/strategies

employed will be the data to be analysed. Descriptive statistics shall be utilized for the

analysis for action research questions 1 and 2 (What is the mean score of the students

on their 10-item quiz?; and, What is the level of satisfaction of the students on the teaching

strategy employed?).

As for question 3 of this action research (Is there a significant correlation between

students’ scores and level of satisfaction on the teaching strategy employed?), a

Regression Analysis will be the most appropriate statistical tool.

In the end, this action research holds no control group so a one-shot experimental

design shall be the suitable statistical design (Freedman, D., 2009).

VI. Workplan

The following activities shall be done and observed during the conduct of this action

research:

Activities Time Persons Involved Expected Output

1. Making of AR April 2019 Teacher/Researcher Action Research
proposal Proposal
2. Permit to Conduct June 2019 Teacher/Researcher Approved letter to
AR Department Head conduct AR
Principal
3. Conduct AR July 2019 Teacher/Researcher Conduct classes
Students
4. Collect Data July 2019 Teacher/Researcher Data
Students
5. Analyze Data July 2019 Teacher/Researcher Tables and
interpretations
6. Write the Resuts Aug. 2019 Teacher/Researcher AR
and Discussions of
AR

VII. Cost Estimates

Papers P 200.00

Visual Aids 500.00

Others (printing, transportation, statistician) 500.00

P 1 200.00
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 VIII. Action Plan

If the statistical results will be favorable, I will continue to utilize the strategy in the

future classes in order to improve student’s performance in Araling Panlipunan.

Furthermore, I will be willing to share the results of his action research to others (teachers,

students, etc) during research forum. It could serve as a basis in their teaching practice.

In the end, this action research could lead to another study concerning how students will

perform to other teaching pedagogies.

IX. List of References

Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on the Academic

Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,” Ego
Booster Books, Ogun State, Nigeria.

David A. Freedman (2009). Statistical Models: Theory and Practice. CambridgeUniversity

Press. p. 26.

NAEP 1994 U.S. History Report Card: Findings from the National Assessment
ofEducational Progress, NCES 96-085. Single copies are available free from the
National Center for Education Statistics, U.S. Department of Education, Washington,
DC 20208-5653.

Nagaraju, M.T.V. (2004). Study Habits of Secondary School Students.

DiscoveryPublishing House. ISBN : 8171418937.

http://www.socialstudiesforkids.com/subjects/timelines.htm

Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom Instruction
That Works. McREL/ASCD. 75. Northwest Regional Educational Laboratory, Pathways
to School

JOSEPH A. MAAS
Teacher III
Kabacan National High School
Kabacan, Cotabato

Approved:

MARILOU P. MANGANSAKAN, EPSVR

Araling Panlipunan
Cotabato Division
Amas, Kidapawan City

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Appendix

Question on Students’ Satisfaction to the Teaching Strategy/Method

1. Overall, how satisfied are you with the activity (strategy/method) in the class? (Pls

check)

_________1 - Very dissatisfied

_________2 - Dissatisfied

_________3 - Neutral

_________ 4 - Satisfied

_________5 - Very satisfied