Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF PALAWAN
_____________________________________________________________________________________________________________
OFFICE OF THE SCHOOLS DIVISION SUPERINTENDENT
ANNEX 1: Research Proposal Application Form and Endorsement of
Immediate Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE
THE EFFECTIVENESS OF ACTIVITY CENTERS IN ACADEMIC PERFORMANCE OF
GRADE 11 LEARNERS IN STATISTICS AND PROBABILITY
SHORT DESCRIPTION OF THE RESEARCH
This study aims to determine the effects of Activity Centers to the students’
performance in Mathematics, especially in Statistics and Probability.
RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY
one (check only one main research
) theme)
(
) National ( /) Teaching and Learning
(
) Region ( ) Child Protection
( ) Schools Division ( ) Human Resource Development
( ) District ( ) Governance
(/ ) School (check up to one cross-cutting theme, if
applicable)
( ) DRRM
(check only one) ( ) Gender and Development
(
/
(/
) Action Research ) Inclusive Education
( ) Basic Research
( ) Others (please specify):
FUND SOURCE (e.g.
SERF, AMOUNT
SEF, others)*
DEPED Php 27,475.00
TOTAL AMOUNT
*indicate also if proponent will use personal funds
B. PROPONENT INFORMATION
LEAD PROPONENT I INDIVIDUAL PROPONENT
LAST
NAME: FIRST NAME: MIDDLE NAME:
SAMACO GENELYN SAMACO
BIRTHDATE POSITION I
(MM/DD/YYYY) SEX: DESIGNATION:
12/02/1987 F TEACHER I
REGION I DIVISION I SCHOOL (whichever is applicable)
MIMAROPA/ PALAWAN/SALVACION NATIONAL HIGH SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH PROJECT
(DEGREE TITLE)
enumerate from bachelor's
degree up to doctorate degree
SIGNATURE OF PROPONENT:
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.
` CHRISTINE HEIDI S. BICO-GARCELLANO
Name and Signature of Immediate Supervisor
Position I Designation: -------School Head
Date: --------02/23/2021
ANNEX 2:
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I/We, GENELYN P. SAMACO understand that conflict of interest refers to situations
in which financial or other personal considerations may compromise our judgement in
evaluating, conducting, or reporting research.
2. I/We hereby declare that we do not have any personal conflict of interest that may
arise from our application and submission of our research proposal. We understand
that our research proposal may be returned to us if found out that there is conflict of
interest during the initial screening as per (insert RMG provision).
3. Further, in case in any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct our research, we will duly report it to the
research committee for immediate action.
4. I/We understand that we may be held accountable by the Department of Education
and (insert grant mechanism) for any conflict of interest which we have intentionally
concealed.
PROPONENT: GENELYN P. SAMACO
SIGNATURE: __________
DATE: 02/23/2021
ANNEX 3:
DECLARATION OF ANTI-PLAGIARISM
1. I/We, GENELYN P. SAMACO, understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s of. These includes
explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledge and referencing.
2. I/We hereby attest to the originality of this research proposal and has cited properly
all the references used. We further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. We shall use
appropriate citations in referencing other works from various sources.
3. I/We understand that violations form this declarations and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).
PROPONENT: GENELYN P. SAMACO
SIGNATURE: __________
DATE: 02/23/2021
Republic of the Philippines
Department of Education
MIMAROPA Region
Division of Palawan
Busuanga District
Salvacion National High School
AN
ACTION RESEARCH PROPOSAL
THE EFFECTIVENESS OF ACTIVITY CENTERS IN ACADEMIC PERFORMANCE OF
GRADE 11 LEARNERS IN STATISTICS AND PROBABILITY
Genelyn P. Samaco
Teacher 1
Salvacion National High School
Junior High School Department
December, 2020
I. CONTEXT & RATIONALE
Educators face the challenge of providing instruction for diverse learners with variety
of needs and learning styles. According to Swanson, 1999, “Often teachers do not feel the
time to do something about it or are not sure of what to do.”, this shows that a particularly
powerful instruction must be designed where the educators could give time to monitor the
progress of the students. In today’s generation, learners frequently use the advent of
technology to create their own version of almost everything allowing them to create
something new. Teachers need to be more aware that some students need more time to
learn and practice new concept in a way that they can express their own ideas in a given
task. Thus, as mentioned by King – Sears, 2007 “Educators must be organized and focused
to implement Activity centers” Nowadays, one of the challenges being encountered by math
teachers is the ability of the learners to relate mathematical concepts to real – life
applications. We are very much aware that practical application in real life situation is vital in
teaching mathematics. A learner who has difficulties in analyzing, planning and organizing
mathematical concept may use other way of solving a math problem. There are lots of
strategies to be used to help them relate the problem to their learning styles. The
researcher will conduct the study in Salvacion National High School, Salvacion Busuanga
Palawan. This study will focus to grade 11 senior high school students who are subjected to
activity center instruction. The data gathering will start from the 2nd Quarter up to the 4 th
quarter of the school year 2020-2021.
Further, well – designed activity centers can provide students with diverse learning
needs and opportunities to be more actively engage in learning, practice new skills,
increase proficiency in skills required and apply knowledge or skills to new scenarios or
situations in teaching Statistics and Probability.
II. REVIEW OF RELATED LITERATURE
This chapter includes the related literature and studies after the through and in- depth
search done by the researcher. This will also present the synthesis of the theoretical and
conceptual framework to fully understand the research to be done and lastly the
definition of terms for better comprehension of the study.
On the effects the use of different Learning Styles in Learning Mathematics
As the saying goes “Every flower is unique” students are unique as well. Educators
are hopeful to provide instruction for diverse learners. Students differ in their learning
styles according to Sinnerton et al (2014) investigated awareness of educator about
learning style preferences to enhance the education and training of allied health
professionals. It was also recommended for teachers to pay more attention in student’s
learning style and use appropriate teaching methods. In 21 st century teachers are
facilitators in the classroom to make the learning experience more relatable to individual
learning style of students; teachers try new strategy in teaching.
On the Definition of Learning Centers
(King- Sears 2007) Learning centers is an organizational method that can be used to
provide students with small-group instruction, practice and review activities, and
increased active engagement in learning. A learning center is a space set aside in the
classroom that allows easy access to a variety of learning materials in an interesting and
productive manner. Centers are designed to enhance the learning of concepts, skills,
themes, or topics. This learning can take place after a topic is presented to students,
during the course of presenting important concepts, or as an initial introduction to
material in the text. Student empowerment has become a new concern in school
management. Lowe (1995) defines empowerment as a process of which an individual
have the motivation and skills necessary to perform their responsibilities a sense of
achievement in the performed tasks in school. This can be learned and put to practice by
the student through competencies incorporated in the integrated course that will enable
the student to find answers to challenges in performing the tasks required by the subject.
On the Effectiveness of Activity Centers for Diverse Learners
Effective teaching is a highly complex process that involves the ability to skillfully
perform numerous tasks simultaneously. This study merely serves to guide teachers
interested in organizing their classroom into activity centers; using research-based
teaching strategies for effective instruction for diverse learners; and developing a
classroom community based on cooperative and supportive working relationships,
quality work, and high expectations for everyone’s participation, performance, and
learning. According to Gallimore and Tharp (1992), the most effective learning results
when (a) collaboration between students and teachers is accompanied by discussion;
(b) instructional activities are meaningfully connected to students’ prior experience and
knowledge; and (c) instruction is conversational and occurs within the learner’s zone of
proximal development (ZPD), zone of proximal development (ZPD), zone of proximal
development defined by Vygotsky (1978, p. 86) as “...the difference between the actual
developmental level as determined by independent problem solving and the level of
potential development as determined through problem solving under adult guidance or in
collaboration with more capable peers. Based on these ideas, Tharp et al., (2000) this
study anchored from the study of CENTER FOR RESEARCH ON EDUCATION,
DIVERSITY & EXCELLENCE (CREDE) “Designing Effective Activity Centers for Diverse
Learners”. This is a guide for teachers at all grade levels and for all subject areas.
Designing and delivering activity centers may also be accomplished based on these five
pedagogy standards: Joint Productive Activity, Language and literacy Development,
Contextualization, Challenging Activities, and Instructional Conversation Tharp et al.,
(2000). The first standard, Joint Productive Activity (JPA), is collaboration on a shared
product or goal. Collaboration between the teacher and a small group of students, or
between peers, encourages active participation, interaction, the exchange of information,
and sharing of views, problem solving and thinking strategies. More important, joint
productive activities allow the teacher, other adult, or more capable peers to provide
sufficient assistance and support to ensure the success of all participants, while
encouraging active participation by students with varying levels of skill and knowledge.
The second standard, Language and Literacy Development (LLD), is a primary objective
of activity centers and can best be accomplished by providing activities that are rich in
language use. Language is best learned through purposeful conversation in authentic
contexts. The third standard, Contextualization (CTX), guides teachers in linking
concepts and instruction to students’ prior knowledge or experience from home, school,
or community. Contextualization is connecting, linking, or bridging what children learn in
school to real life contexts. The fourth standard, Challenging Activities (CA), promotes
complex instructional tasks to teach course content and higher order thinking skills. It is
extremely important to note, however, that all activity center tasks are designed to
ensure student success – challenge refers to the level of cognitive complexity required to
perform the task. The fifth standard, Instructional Conversation (IC), provides the context
for teachers and students to work closely together in a small group discussion that has a
clear academic goal. In an IC, the teacher listens carefully to assess students’ levels of
understanding; assists learning by restating, praising, encouraging, and questioning
about views, judgments, rationales or experience; and weaves instructional content with
students’ prior knowledge. This result was conducted by one of CREDE’S research and
demonstration schools document (Mc Claure 2008).
Framing each instructional activity between an opening and a closure is an effective
routine for developing, modeling, and practicing the community values necessary for
activity center instruction. The goals of opening and closures are to facilitate cooperative
working relationships; encourage quality work by students, both independently and
jointly with peers and the teacher; and promote high expectations for everyone’s
expectations, participation, performance, and learning. Instructional framing includes five
phases; Phase I: During Phase I, instruction occurs in a whole-class setting following the
opening. During the instructional activities, between the opening and closure, the
teacher floats to assist while students work individually, with partners, or in small groups.
Phase II: Students work on two to five different activities (as opposed to ‘activity centers’
that are semi-permanent stations) that occur simultaneously. Phase III: In addition to
having students work on different tasks occurring simultaneously, some with the
teachers assistance and some independent of teacher assistance, the teacher routes
students through the activities in various patterns so that each student has the
opportunity to work with every other student in the classroom. Phase IV: Initially, one
activity center is created as a permanent structure in the classroom, with an established
location and all necessary resources. Phase V: While students continue working in a
variety of groupings at the independent activity centers, the teacher engages students in
Instructional Conversation in homogeneous groups at the IC center, which is now the
primary vehicle for teaching. The important outcome of activity centers is the
development of the values necessary for a successful classroom community.
THEORETICAL FRAMEWORK
Activity centers -also called learning areas, centers of interest or activity
centers -are defined as a system used to organize a class or materials in a class
(Jackman, Beaver & Wyatt, 2014;Metin, 2017) and an instructional method used to
promote the social and academic development of children (McCarthy, 1977as cited in
Naimoli-Ginter, 2008. Learning centers maximize learning through a variety of tasks
and activities that allow children to work and learn at their own pace while, at the
same time, allowing them to practice their pre-knowledge (King-Sears, 2007;Texas
Workforce Commission, 2002). Devany (2005), Pellegrino (2007) and Kostelnik,
Soderman, Whiren, Rupiper (2015) have emphasized that creating learning centers
in educational environments allows meeting individual learning needs and having
meaningful learning experiences.
Design Activity IMPLEMENTATION OF ACTIVITY
Centers CENTER DESIGN
Planning of Pre test
Delivery Mode POST TEST
Figure1. Conceptual Paradigm
This figure shows that the use of design and delivery of Activity Centers which is the
independent variable will affect to the performance of the learners in Statistics and
Probability which is the dependent variable.
III. ACTION RESEARCH QUESTIONS
The conduct of this study aims to determine the effects of Designing and
Delivering Activity Centers to the performance of Grade 11 learners in Statistics
and Probability.
Specifically, it seeks answers to the following questions:
1. What is the result of the Pre-Test conducted to the Grade 11 Senior High
School Students?
2. What is the result of the Post Test conducted to the Grade 11 SHS students?
3. Is there any significant difference between the result of Pre Test and the Post
Test?
4. What is the effect of activity center design and delivery to the Grade 11 Senior
High School students in academic performance in Statistics and Probability?
Research Hypotheses:
H0: There is no significant effect between the use of activity centers and academic
performance of Grade 11 students in Statistics and Probability
Ha: There is a significant effect between the use of activity centers and academic
performance of Grade 11 students in Statistics and Probability
IV. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
The researcher proposed intervention to lessen the students who have problems in
mathematical skills. It aims to provide variety of delivery to cater the students’ learning
style. The teacher will use the activity center design as basis of day to day instructions.
This design will be conducted through phase 1 to phase 4 following the competency of
each session. The fifth phase will be conducted on Thursday. This program will be
conducted to selected grade 11 students from every block. The instruction and planned
activities will be designed by the teacher. The controlled and uncontrolled groups will
study the same competency. Teacher will deliver the instruction several times of the
said program. There will be a summative test to measure if the program affects the
performance of participants in Statistics and Probability. The scores in the pre- test and
post-test will be classified using the criterion such as:
Very High – (at least 25 correct responses);
High – (19 – 24 correct responses);
Average – (13 – 18 correct responses);
Fair – (6 to 12 correct responses; and
Poor- (at most 6 correct responses)
Definition of Terms
Learning Activity Centers Is a teaching strategy that serves as the
treatment in the study.
Student’s Performance It is defined as the result of scores of the
students in the pre – test and post – tense in
Statistics and Probability.
Result in Pre – test It is the result of respondents in Statistics
and Probability subject before attending the
program.
Result in Post – test It is the result of respondents in Statistics
and Probability subject after attending the
program.
Controlled Group It is the group of respondents who did not
receive any treatment
Uncontrolled Group It is the experimental group.
Treatment It refers to the use of Activity Centers as a
teaching strategy
Effects of Activity Centers It refers to the result of the use of Activity
Centers as a teaching strategy to the
student’s performance
V. ACTION RESEARCH METHODS
A. Participants and/or Other Sources Of Data and Information
This research will be conducted to the Grade 11 Senior High School
Students of Salvacion National High School currently enrolled in Statistics and
Probability subject.
B. Data Gathering Methods
The data will be gathered through giving a Pre-Test to grade 11 SHS
students to identify students enrolled in Statistics and Probability subject.
After delivering the design for activity center for several times, the researcher
will conduct a Post Test to the participants to identify if there is a development
to the students ability after using the program.
C. Data Analysis Plan
This research is a quantitative research after the data was gathered, The
researcher will analyze using the different statistical tools: the mean of the Pre
Test and at the same time the mean of the Post Test. The mean of the Pre Test
will be compared to the Post Test, if there is a difference between the mean of
Pre Test and Post Test, frequency counts, standard deviation, and t – test.
The mean and standard deviation will be used to describe the performance
of the respondent’s result in the pre-test and post – tense. T- test will determine
whether there is a significant effect in the use of Activity Centers to the academic
performance of the learners in Statistics and Probability. The data will be
processed through the use of Microsoft Excel.
VI. ACTION RESEARCH WORK PLAN AND TIMELINES
TASK DECEMBER JANUARY FEBRUARY MARCH APRIL
Pre Implementation W W W W W W W W W W W W W W W W W W W W
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
a. Preparation of
the research
proposal
b. Preparation and
conduct of the
pre-test
Implementation
a. Innovation,
Intervention and
Strategy
Post Implementation
a. Preparation and
conduct of Post
Test
b. Data Analysis
c. Preparation of
the Research
Report
d. Dissemination
of Findings
ELIGIBLE ITEMS PARTICULARS QUALITY UNIT COST UNIT COST
Supplies and Bond Paper 5 reams 1,425.00 1,425.00
Materials Printer 1 pc 7,500.00 7,500.00
Ink 5 sets 1,000/set 5,000.00
Fastener 1 box 50.00 50.00
Stapler 1 pc 100.00 100.00
Ring Binder 5 meters 80/meter 400.00
Domestic Travel 5,000.00
Expenses
Communication Load 1,000.00
Expenses Wi fi 1 pc 1,000.00 1,000.00
Reproduction, 3,000.00 3,000.00
printing and
binding cost
Food and other 3,000.00 3,000.00
incurred expenses
during the conduct
of research
Other expenses Misc. 5,000.00 5,000.00
related to
research
dissemination
(registration Fee,
tarpaulin, stand,
notarial fee, etc.)
GRAND TOTAL 27, 475.00
VII. COST ESTIMATES
VIII. PLANS FOR DISSEMINATION AND ADVOCACY
Results of this study will give significance to different groups of people who are
involved in the teaching-learning process of the K-12 program. The results of this
research will be disseminated in Salvacion National High School and Busuanga District
through District Conferences and LAC Sessions.
The study will benefit the learners and educators of DepEd, the result of the study
will give idea for designing intervention program or teaching and learning process with
right expectations, pacing, organization, grouping strategies, and accountability, we can
optimized learning through the use of this study.
IX. REFERENCES
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., &
Wenderoth, M.P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences 111
(23) 8410-8415.
https://doi.org/10.1073/pnas.1319030111
Prince, M. (2004) Does active learning work? A review of the research. Journal of
Engineering Education 93 (3) 223-231. https://doi.org/10.1002/j.2168-
9830.2004.tb00809.x
Hilberg, R. et al. (2003). Designing Effective Activity Centers for Diverse Learners.
Center for Research on Education, Diversity and Excellence
Online Materials
LA 2.4 Designing Activity Center 1-- the Teacher Center - Integrating Content and
Language Instruction (edtechbooks.org)
5 Types of Learning Stations You Might Want in Your Classroom | Education World
LiteracyLrngCentrs_DiverseStudents_Vol2_eBook.pdf (engaginglearners.com)
Learning Centers, Part 1: Why they’re Important | Scholastic
A New Approach to Learning Centers | Scholastic
Finding Center: How Learning Centers Evolved in a Secondary, Student-Centered
Classroom on JSTOR
https://www.classcraft.ccom/blog/creative-ways-to-teach-diverse-learners/
https://teach.com/blog/how-to-engage-a-classroom-of-diverse-learners/
