TECHNOLOGY INTEGRATED INTERVENTION

FOR IMPROVING ENGLISH LANGUAGE PERFORMANCE OF GRADE FIVE

LEARNERS AT KAYUMANGGI ELEMENTARY SCHOOL
2019-2020

AN ACTION RESEARCH

PRESENTED TO

THE GRADUATE SCHOOL COLLEGE OF TEACHER EDUCATION

BATANGAS STATE UNIVERSITY

LIPA CITY, BATANGAS

LEAH MICHELLE D. RIVERA

AUGUST 2019

i
 APPROVAL SHEET

This research entitled TECHNOLOGY INTEGRATED INTERVENTION FOR

IMPROVING ENGLISH LANGUAGE PERFORMANCE OF GRADE FIVE LEARNERS

AT KAYUMANGGI ELEMENTARY SCHOOL 2019- 2020 prepared and submitted by

Leah Michelle D. Rivera in partial fulfilment of the EM 509 Seminar in Writing Action

Research subject.

Accepted and approved in partial fulfilment of the requirements for the degree of

Master of Arts in Education major in Educational Management (Non – Thesis Program)

______June 2020____________ ___________________________

Date DR. VICTORIA G. MARCIAL

Professor

_____________________________________

ROWENA R. ABREA, Ph. D

Dean, CTE

ii
 ABSTRACT

Technology has seen a recent widespread integration into daily life, where

access to vast amounts of information is now available with ease. Today’s generation of

students has grown up with technology all around them in an ever-increasing manner.

To create an effective 21st century classroom that meets the needs of the students, a

modern teacher must factor a student’s motivation to learn and the effects technology

has on inclusionary education.

The use of technology as an intervention was proven very effective to increase

the performance of the learners. This was proven when the researcher used the

technology integrated intervention among her grade five pupils with performance in

English language particularly the subject-verb agreement.

The results showed that students feel motivated through the specific use of

technology in the classroom as intervention. Further study can aid in updating teaching

techniques to better support inclusionary education as well as enhancing student

motivation.

iii
 ACKNOWLEDGEMENT

This research becomes a reality with the kind support and help of many

individuals. I would like to extend my sincere thanks to all of them.

Foremost, I want to offer this endeavor to our God Almighty for the wisdom He

bestowed upon me, the strength, peace of mind and good health in order to finish this

study.

I would like to express my gratitude towards my family for the encouragement

which helped me in completion of this paper. My husband who is always by my side and

my lovable children who served as my inspiration to pursue this undertaking.

I would like to express my special gratitude and thanks to my professor, Dr.

Victoria Marcial for imparting her knowledge and expertise in this study.

My previous professors Dr. Ebelne Fornal, Dr. Yollie Ironio, Dr. Vanessah

Castillo, Dr. Roland Diaz, Dr, Eliza Surwela and specially to Dr. Evelyn A. Flores for

sharing her knowledge and technical know-how.

My thanks and appreciations also go to my colleague and people who have

willingly helped me out with their abilities.

LEAH MICHELLE D. RIVERA

Researcher

iv
 DEDICATION

First of all, I would like to dedicate this study to our Almighty God, who gave me

strength and knowledge in my everyday life.

To my loving mother and siblings who inspired me to be strong despite of many

obstacles in life.

To my husband and loving children for their understanding and for their

overwhelming support and eternal love.

And to my classmates and co-researchers for always being there and helping

with each other.

LEAH MICHELLE D. RIVERA

Researcher

v
 TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENT vi

I. Context and Rationale 1

Introduction 2
II. Literature Review 4
III. Action Research Questions 7
IV. Innovation, Intervention and Situation 7
Conceptual Framework 7
Research Paradigm 8
Hypothesis 8
Importance of the Study 9
Scope and Limitation of the Study 10
Definition of Terms 10
V. Action Research Method 11
A. Participation and Other Source of Data and
Information 11
Subject of the Study 11
B. Data Gathering Method 12
Ethical Issue 12
C. Data Analysis Plan 12
VI. Results and Discussion 13
Implications of Results 18
Conclusion 18
Recommendations 19
VII. Action Research Work Plan and Timeline 20
VIII. Questionnaire 22
IX. References 23

vi
Title: Technology Integrated Intervention for Improving Language Performance of

Grade Five Learners at Kayumanggi Elementary School

Proponent: LEAH MICHELLE RIVERA

District: SOUTH

School: Kayumanggi Elementary School

_______________________________________________________________
I. CONTEXT AND RATIONALE

This study was conducted to focus on the effect of technology integrated

Intervention in improving learners’ performance in language. It was done in a group of

grade five pupils with difficulty in understanding English subject specifically subject-verb

agreement. These students were selected because they are classified as learners with

poor understanding of the said concepts based on the result of the index of mastery. It

is through this reason that the researcher intended to improve the learners’ performance

through integration of technology in the intervention. Technology Integrated intervention

is an approach wherein video clips, powerpoint presentation, exercises and learning

materials are presented using computer technology about subject-verb agreement. The

students themselves learned the concepts through watching videos and answering

exercises on their own. Pre assessment data were collected using the result of the

index of mastery in the evaluation of the learning topic. The target pupils for the

intervention used technology integrated intervention. The intervention was done 30

minutes within lunch break every day for 5 days. After the completion of the intervention

period, the students again took the same evaluation of the topic given as post-test to

1
determine if their performance improved. The results from the post-test indicated that

the group improved their performance based on the increased mean scores.

Introduction

The ability to understand and use language correctly plays a vital role in pupils’

learning both in and outside the school. In almost all schools, English specifically

subject-verb agreement is one of the major topics that gives students difficulty when it

comes to learning. In the researchers’ school, English is one of the subjects where

pupils got low grades which means poor performance. The reality about classroom set-

up is there are students who can grasp concepts easily and there are also students that

are having hard time to fully understand correct relationship between subject and the

correct verb to use and thus categorize as poor learners. Understanding correct use of

language allows students to fully execute effective communication process. When they

don’t understand what has been taught, they can’t effectively use the learning. Learners’

feel helpless, become discouraged and frustrated leading to absences in school, poor

performance during tests, and worst possible scenario might result in drop out and other

negative reactions, all of which can have major and long lasting consequences for the

school and mostly for the pupils. A pupil with learning difficulty developed low self-

esteem and feel neglected. Without proper motivation and assistance the pupil might

end up losing interest in learning. Through the researchers keen monitoring and

initiative, technology integrated intervention was used which improved pupils’

performance in English.

2
 Integrating technology into classroom instruction means more than teaching

basic computer skills and software programs in a separate computer class. Effective

tech integration must happen across the curriculum in ways that research shows

deepen and enhance the learning process. In particular, it must support four key

components of learning: active engagement, participation in groups, frequent interaction

and feedback, and connection to real-world experts."

Technology Integrated Instruction as form of ICT basically involves using digital

technology, communication tools and/or access, manage, integrate, evaluate and create

information in order to function in a knowledge society.

ICT, according to Ibe-Bassey (2011) is regarded as a critical tool for preparing

and educating students with the required skills for the global work place.

Trinided et’al (2001), Hawkins (2002), Bryant et’al (2003) and Suffori (2006) in

Ibe –Bassej (2009) cited in Amajuoyi (2012) summarized the roles of ICT and

technology integration in education as; Promoting students intellectual qualities through

higher order thinking, problem solving, improved communication skills and deep

understanding of the learning tools and concepts to be taught. Promoting a supportive,

interactive teaching and learning environment by creating broader learning

communication and therefore provide learning tools for students especially those with

special needs. Using computer generated graphics to illustrate relationships of all kinds

especially dynamics processes that cannot be illustrated by individual pictures helps a

lot in arousing interest by providing rich and meaningful experiences. It also improves

3
school attendance levels and enabling the creation of a new and more effective

curriculum.

II. LITERATURE REVIEW

The focus of this literature review is to determine the effect of technology

integrated intervention among grade five learners. In reviewing the literature, main

emphasis are given such as importance of integrating technology and information,

communication and technology in education.

Wang and Woo (2007, p.149) state that “integration of ICT in education is

basically a tool”. In the educational context they claim that it mainly refers to various

computer-based resources and tools (software). Other researchers view the integration

of useful tools that facilitate the link to various learning communities together in new and

different ways (Taylor, 2000). The integration of ICT in teaching and learning is a

complex process. Various competencies must be developed throughout the education

system for ICT implementation and integration to be successful.

The SITES- M3 study (Plomp, Pelgrum & Law, 2007) reports that the

incorporation of information communication in teaching and learning in schools is

influenced by a number of factors external to the school, such as the visions and

prescriptions that are reflected in the national curriculum and national policies on ICT in

education. However, how ICT is integrated in teaching and learning depends within

schools on factors amongst others such as (a) vision on education or the

4
teaching/learning process, (b) knowledge and skills of the teachers, (c) availability of

content (educational software) and (d) the hardware infrastructure.

Hooper and Rieber (1995) suggest that using educational technology means

applying ideas from various sources to create the best possible learning environments

for students. They note that educational technologists ask questions such as how a

classroom might change or adapt when computer-based learning is integrated into the

curriculum. They propose a simple model as a tool to help explain the patterns of

adoption by teachers after they are first introduced to educational technology. The

model describes five hierarchical stages for technology integration, through which all

teachers must progress in order to integrate the technology effectively, those are:

familiarization, utilization, integration, reorientation, and evolution (Hooper & Rieber,

1995, p.2).

The use of computers can be integrated into subject learning in various ways,

depending on what learners actually do with recourses (Bialobrzeska & Cohen, 2005).

This integration operates on three levels: functional practice, integrative level, and

transformational practice. Bialobrzeska and Cohen (2005) propose a framework in

which computers can be used for teaching and learning.

They suggested that computer can be as: tutor, organizer, integrative,

presentation agent, search agent, data processor, data logger, and remedial and

extension (p.32). Furthermore, at every level of schooling, ICT is not a closed or self-

contained subject to be taught and learned independently from other subjects

(Semenov, 2005). Relatively, ICT is a subject that, by its very nature, should be treated

as interdisciplinary, integrative, and cross-curricular. Semenov (2005) claims that the

5
project-oriented method of teaching and learning, initiated through the use of ICT, will

help both teachers and students become more aware of their own capacities and

responsibilities.

An important issue was discussed by Lim and Ping (2007) regarding the

integration of ICT in education. Their article examines and analyses where and how

ICTs are integrated in Singapore schools to engage students in higher-order thinking

activities. The study is qualitative in nature and they employed methods such as

observations, focus group discussions with students, and face-to- face interviews with

teachers, ICT-coordinators and principals, to know how the activity systems within and

between classrooms, and schools are generated. The study discussed essential issues

regarding the learning environment; for example, classroom management and orienting

activities, supporting school policies for effective ICT integration in the classroom.

Many studies have shown the advantages of using technology in classroom

instruction. Technology can be used as a tool for establishing meaningful projects to

engage students in critical thinking and problem solving. Technology can be used to

restructure and redesign the classroom to produce an environment that promotes the

development of higher-order thinking skills (Kurt, 2010). Technology also increases

student collaboration. Collaboration is a highly effective tool for learning. Students

cooperatively works together to either create projects or they can learn from each other

by reading the work of their peers (Keser, Huseyin, & Ozdamli, 2011).

The internet is being used as a source for teaching material. Providing

information and communication technologies for teaching and learning will have some

advantages. First, the students will play a more active role, which will help them retain
6
more information. Next, follow-up discussions will contain more detail where students

will become more independent. Last, the students will easily process new student-

based educational material and their skills will increase (Tutkun, 2011).

The aforementioned studies proved the significance of technology integrated

instructions and ICT integration in the success of intervention and mostly in the

teaching-learning process.

III. ACTION RESEARCH QUESTIONS

This action research study focused on determining the effect of technology

integrated intervention in improving English language performance of select grade five

learners at Kayumanggi Elementary School.

Specifically, this sought to answer the following questions:

1. How may the performance of Grade Five pupils’ English Language be assessed?

2. Is there significant differences on the performance of the respondents after the use

of technology integrated intervention?

3. Based from the study what action plan may be proposed to improve the performance

in English Language?

IV. INNOVATION, INTERVENTION AND STRATEGY

Conceptual Framework

The major objective of this action research was to determine the effect of

technology integrated intervention in improving English language performance of

selected grade five pupils at Kayumanggi Elementary School.

7
Figure 1.

Pupils’ Pupils’
Intervention
Performance Using Performance
based on the Technology After the
result of Index of Integrated Technology
Mastery Intervention Integrated
Intervention
(Pre-Test)

Research Paradigm

The paradigm shows the process of how intervention was utilized to improve the

language performance of selected grade five learners of Kayumanggi Elementary

School.

As shown in Figure 1, the first box presents the input of pupils which is the

performance as identified by the result of index of mastery using the evaluation. The

second box represents the process of using technology integrated intervention to

improve the performance among pupil respondents. The third box presents the output of

the study which is the pupils’ performance after using the intervention.

Hypothesis

There is no significant differences on the learners’ performance before and after

using the technology integrated intervention.

8
Importance of the Study

This study is significant in many ways. The result of the study contained in this

action research could give valuable information as to how problems in language

performance in English can be given solution.

To Parents, this study shall help them realize that there are ways on how to

improve the level of learning of their child through innovative way. Their support for the

program is a big help for both learners and teachers. Also with the help of this study,

they may be able to encourage brothers and sisters to help learners study in order to

improve performance in English language.

To fellow educators, the important result and information present in this study

can be used in addressing the problem of poor learning in the classrooms by improving

the level of performance among pupils through innovative intervention. Through this

study, they can monitor the improvement of the pupils and at the same time give

solution to the problem of poor language performance in English in their institution.

To school heads and principals, the result of this study may help them address

the problem of poor language communication in English in their respective schools by

suggesting effective interventions that will improve class performance.

To future researchers, this study may also serve as basis for future study

related to English language learning, therefore benefiting future educators and

researchers who may use this study as reference of their own action research. This

study may serve as a good source of information regarding improving class

performance in English particularly language. 9

 The above mentioned individuals may use this reference as useful way of

improving pupils’ language performance which will improve also whole class

performance in English Language.

Scope and Limitation of the Study

This action research was conducted to determine the effect of technology

integrated intervention in the language performance of select grade five learners in

English language at Kayumanggi Elementary School. The study included the

assessment of scores in the evaluation and result of the index of mastery. The

effectiveness of intervention was determined using the comparison of means.

The researcher proposed measure that would improve language performance of

grade five learners at Kayumanggi Elementary School. The study utilized the

descriptive, pretest-posttest, non-experimental design of research with test questions as

the main instrument for data gathering. The study is limited to ten pupils in the grade

five level.

Definition of Terms

I.C.T. Define as information and communication technology. Information and

communications technology (ICT) is an extensional term for information technology (IT)

that stresses the role of unified communications and the integration of

telecommunications (telephone lines and wireless signals) and computers, as well as

necessary enterprise software, middleware, and storage.

10
ICT INTEGRATION. Defined as the use of ICT to introduce, reinforce, supplement and

extend skills (Pisapia, 1994).

INTERVENTION. Act of becoming involved, something that changes the course of

something.

INDEX OF MASTERY (I.M). Measure of how effective learning is.

PERFORMANCE. The action or process of carrying out or accomplishing an action,

task, or function.

TECHNOLOGY INTEGRATION. Is defined as the use of technology to enhance and

support the educational environment.

V. Action Research Method

A. Participants and Other Source of Data and Information

This section deals with the method and procedures used in the study. This

includes subject of the study, data gathering instruments, data gathering procedures

and statistical treatment of data.

Subject of the Study

The subject of the study involved 10 grade five pupils of Kayumanggi Elementary

School. The total number of respondents are 5 males and 5 females.

Purposive sampling was used in the study because the researcher believed that

the best data can be gathered on these particular students.

11
B. Data Gathering Method

This study used pen and paper test in gathering data. The researcher used it for

the purpose of the study which is to determine the effect of technology integrated

intervention in students’ language performance in English subject particularly subject-

verb agreement as the main topic.

Ethical Issue

In order to carry out the procedure for the action research, the researcher first

secured the consent of the school head and the parents or guardians of the pupils

before considering them as participants in the study.

C. Data Analysis Plan

For the effective treatment of the data obtained, the following statistical measures

were applied.

ARITHMETIC MEAN. The average of a set of numerical values, calculated by adding

them together and dividing by the number of terms in the set.

STANDARD DEVIATION. A quantity calculated to indicate the extent of deviation for a

group as a whole.

T-TEST. Is a type of inferential statistic used to determine if there is a significant

difference between the means of two groups. It is used as a hypothesis testing tool,

which allows testing of an assumption applicable to a population.

12
 The researcher made use of the pretest and posttest results to acquire the

necessary data. The data gathered were tabulated, analyzed and interpreted to draw

reliable findings and valid conclusions.

VI. RESULTS AND DISCUSSION

This part deals with the result, analysis and interpretation of data based on the

scores obtained from the respondents. The arrangement of tables was done

sequentially in terms of the order of the specific questions positioned in the statement of

the problem.

Table 1.

Assessment of Student’s Performance in English Language

Scores before Scores after

technoloy technoloy
Integrated Integrated
Intervention Intervention
1 2 8

2 2 10

3 0 7

4 2 8

5 1 7

6 0 7

7 2 8

8 2 7

13
 9 1 9

10 3 9

Mean Score 1.7 7.6

Table 1 shows the mean scores before and after the technology integrated

instruction was used as intervention. Before the intervention, two learners got a score of

0.Two learners got a score of 1.Five learners got a score of 2 and only one learner got

the highest score of 3. The mean score before the intervention was 1.7.

After the technology integrated intervention was used, the learner’s performance

increased. Four learners got a score of 7. Three students got a score of 8. Two students

got as core of 9 and one of the learners got the perfect score of 10. The mean score

after the intervention was 7.6.

Table 2.

Grade Five Learners’ Language Performance Before and After

the Use of Technology Integrated Intervention

Population Computed P- Interpretation

Mean SD
(N) T-value Value Significance Decision

Pre 10 1.7 1.25

Test <
-9.82 Significant Reject
Post 10 7.6 1.43 .00001
Test

The average score before the intervention was 1.7 with standard deviation of

1.25. The average score after the intervention was 7.6 with standard deviation of 1.43.

14
The computed T-value is -9.82 and the corresponding p-value is < .00001 which is less

than .05 level of significance. Since the p-value is less than .05 level of significance, we

reject the null hypothesis. We can say that there are significant differences on the

performance of grade five learners before and after technology integrated instruction

was used as intervention.

The mean of the scores for the group who used the intervention increased from

1.3 to 8.0. As indicated also in chapter two, evidently it proves that Hooper and Rieber

(1995) suggest that using educational technology means applying ideas from various

sources to create the best possible learning environments for students.

Bialobrzeska and Cohen (2005) propose a framework in which computers can be

used for teaching and learning. They suggested that computer can be as: tutor,

organizer, integrative, presentation agent, search agent, data processor, data logger,

and remedial and extension (p.32) and error correction (Fuchs et al., 1997). It is an

effective time saving strategy for teachers that can help students with all different levels

of reading ability. In conclusion, technology integrated intervention is an intervention

that should be used in the classroom because of its success.

15
 Table 3

Action Plan to Improve the Performance in English Language

FINANCIAL /
TARGETS/ STRATEGIES/ PERSONS TARGET
RESOURCES REMARKS
OBJECTIVES ACTIVITIES INVOLVED TIME
NEEDED
Identify Give Teacher June Mooe Learners were
learners learners pupils identified with
with poor preliminary poor
performanc exam in performance in
e in English English English
Language Language
Organize Organize Teacher Remedial MOOE Classes
classes in remedial Pupils Classes organized
grade five class July -
for the November
learners
with poor
performanc
e in English
Language
3. Teaches Produce Teacher July – Curriculum Produced
English learning November Guide learning
Language materials in Teacher’s materials in
English Guide English
Language Learning Language
Materials

16
 Prepare and Teacher July – Curriculum Prepared and
utilize November Guide utilized
instructional Teacher’s instructional
materials as Guide materials as
evidenced Learning evidenced with
1
with the Materials the following
following Activity Sheets characteristics:
characteristi Textbooks localized,
cs: DepEd Portal indigenized,
localized, recycled,
indigenized, downloaded,
recycled, and suited to
downloaded the learner’s
, and suited ability
to the
learner’s
ability
3. Raise the Utilizes Teacher July – Audio Visual Mastered all
academic teaching Pupils November Presentation skills and
performanc modes and Activity Sheets achieved 80%
e of the varied mastery level.
pupils. teaching
activities.
Conduct Teacher June Activity Mastered all
remedial / Pupils 2019- Sheets skills and all
enrichment March, Modules pupils
activities 2020 achieved 80%
mastery level.

17
Evaluates Conduct Teacher December Test Papers All pupils
pupils post-tests, Pupils attained 80%
progress PL.

Implications of Results

The results of this study shows that technology integrated intervention helps

improve learners’ English language performance. The findings in the study are

important because they will help educators choose successful intervention strategies to

help struggling students.

Conclusion

Based on the discussion of the research, the researcher proposed some

conclusions related to the result of the research. The conclusions can be explained as

follows:

1. After conducting the action research, the researcher concluded that

using technology integrated intervention was able to improve the language

performance of grade five learners in English at Kayumanggi Elementary

School.

2. The pupils’ response in learning through intervention was good. They were

participative in the intervention process.

18
 3. The implementation of the learning intervention using technology integrated

intervention have successfully improved learners’ language performance in

English. After conducting the intervention, the pupils’ mean score had increased

significantly which proved that learning performance increased.

4. The technology used by the researcher to improve learners’ performance in

English language were Audio-Visual Presentation of the subject, Powerpoint

Presentation of different exercises and activities, games with the use of

Computer Desktop, Laptop, Tablet and Smartphones.

Recommendations

Based from the conclusion, the following recommendations were drawn:

1. Teachers should utilize technology integrated instruction and ICT Integrated

lessons for it is effective as proven by the result of this study. Using the

intervention improve their performance.

2. The proposed intervention may be presented to school heads for their review

and suggestions.

3. Similar studies using different respondents may be conducted in other school to

validate the findings of the study.

19
VII. ACTION RESEARCH WORK PLAN AND TIMELINE

Objectives Activities Person/s Involved Duration

Analyze classroom Conducting Pretest Teacher and August 2019

difficulties Analyzing results Students

Formulate action Drafting action Teacher September 2019

research titles research titles

Utilize interventions Using different Students September 2019 –

to improve intervention to February 2020

performance improve

performance

(Stage of applying

intervention)

Formulate Formulating Teacher February 2020

objectives based on objectives

the problem based on the

observed problem observed

Gather necessary Gathering related Teacher February 2020

study/literature literature/study

related to problem

Analyze and draft Analyzing and Teacher February 2020

the drafting

related related

literature/study literature/study

Analyze and draft Analyzing and Teacher February 2020

the drafting the context

context and and rationale

rationale

Formulate Formulating Teacher February 2020

objectives based on Objectives

the observed

problems

Identify research Identifying research Teacher March 2020

design and design and

methodology methodology

Identify needed Identifying needed Teacher March 2020

statistical tools for statistical tools for

data analysis and data analysis and

interpretation interpretation

20
Analyze and Analyzing and Teacher/Statistician March 2020

interpret collected interpreting

data using the collected data using

appropriate the appropriate

statistical tools statistical tools

Draw conclusions Drawing Teacher/Statistician March 2020

and conclusions and

recommendations recommendations

based on the based on the

analyzed and analyzed and

interpreted data interpreted data

Review and finalize Reviewing and Teacher April 2020

the editing of the finalizing the editing

research study of research study

Validate the Validation of the Teacher/School April 2020

research output by research output by Head

the school head the school head

Submit of the action Submission of the Teacher April 2020

research action research

21
Name : _______________________________ Gr. & Sec. : ___________________

ENGLISH 5

Directions : Underline the correct verb inside the parenthesis.

1. Annie and her brothers (is, are) at school.

2. Either my mother or my father (is, are) coming to the meeting.

3. The dog or the cats (is, are) outside.

4. George and Tamara (doesn’t, don’t) want to see that movie.

5. The movie, including all the previews, (take, takes) about two hours to watch.

6. Either my shoes or your coat (is, are) always on the floor.

7. The players, as well as the captain (want, wants) to win.

8. Neither Peter nor James (has, have) any right to the property.

9. Gold, as well as the platinum, (has, have) recently risen in price.

10. Each student (hopes, hope) for a new facility by next year.

22
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Systematic Planning for ICT Integration in Topic Learning. Educational

Technology & Society, 10 (1), 148-156.

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 CURRICULUM VITAE

Learning Experience :

Motivating Elementary English Teacher driven to inspire pupils to pursue

academic and personal excellence. Consistently strive to create a challenging and
engaging learning environment in which pupils become life-long scholars and learners.

RIVERA, LEAH MICHELLE DE LUNA

#193 Purok 4, Antipolo del Sur, Lipa City
[email protected]
Mobile No. : 09052350543

Career Objective
• Sound knowledge of human behavior and performance; individual differences
in ability, personality, and interests; learning and motivation.
• Adapt in creating positive, engaging and supportive learning environments for
pupils from diverse backgrounds.
• Strong team-building and collaborative talents, partnering easily with
teachers, school heads, and parents to identify pupils’ needs and promote
school spirit.

Work Experiences

Teacher I
Kayumanggi Elementary School
2012 - present

Teacher I
Don Leon Dolor Memorial School
2008 – 2012

Pre-school Teacher
Don Leon Dolor Memorial School
2006 – 2008

Pre-school Teacher
Pinagkawitan Elementary School
2006 – 2007

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Educational Background

Graduate School : Master in Education (Non Thesis Program)

Major in Educational Management
Batangas State University
Rizal Avenue, Batangas City
2019 - 2020

Tertiary : Bachelor of Elementary Education

Major in English
Lipa City Public College
B. Morada Avenue, Lipa City
1999 - 2003

Secondary : The Mabini Academy

T.M. Kalaw St., Lipa City
1995 – 1999

Elementary : Antipolo Elementary School

Antipolo del Sur, Lipa City
1989 – 1995

Personal Background

Age : 38
Date of Birth : April 22, 1982
Place of Birth : Lipa City
Civil Status : Married
Spouse : Ging Millares Rivera
Religion : Roman Catholic
Height : 1.55 m
Weight : 57 kgs
Gender : Female
Mother’s Name : Maria Consuelo Casillian Morales
Father’s Name : Wilfredo Jose Orense de Luna (deceased)
Special Skills : Computer Literate

Character References

Mr. Raymundo S. Poral

Public Schools District Supervisor
Department of Education – Lipa City
Antipolo del Sur, Lipa City

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8
 Mr. Beato V. Florentino Jr.
Head Teacher III
Malagonlong Elementary School
Plantacion Meredienne, Brgy. Sampaguita, Lipa City

Miss Arlin C. Bravo

Principal I
Kayumanggi Elementary School
Bolbok, Lipa City

I hereby certify that the above information is true and correct to the best of
my knowledge and belief.

LEAH MICHELLE D. RIVERA

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