Republic of the Philippines

Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

TEMPLATE FOR AN ACTION RESEARCH PROPOSAL

PARTS OF AN ACTION GUIDE POINTS FOR MAKING AN ACTION RESEARCH

RESEARCH PROPOSAL PROPOSAL

TITLE OF ACTION RESEARCH IMPROVING THE MASTERY LEVEL IN ALL LEARNING AREAS OF
GRADE 2 AT PINAGPALAPALAHAN ELEMENTARY SCHOOL
THROUGH THE UTILIZATION OF PROJECT SAM

I. INTRODUCTION Mastery learning was first proposed in the 1960s. The learning outcomes
are kept constant in the early concept of mastery learning, but the time
required for pupils to become proficient or competent at these tasks
varies. The subject is divided into blocks or units with preset objectives
and outcomes. Before moving on to new subject, learners must
demonstrate mastery on unit examinations, often at an 80 percent level.
Students who do not gain mastery receive further help through a variety of
instructional modalities such as more focused teaching, tutoring, peer-
assisted learning, small group discussions, or extra homework. Learners
will continue to study and test until the mastery standards are reached
(Blanco, 2018).

Recent mastery systems may not necessarily include all of these mastery
learning qualities. When the instructor determines that the majority of
pupils have mastered the unit, some techniques without a threshold often
include the class moving on to new content. Curriculum time is adjusted
based on the success of the class. Other techniques require students to
demonstrate mastery on a test before moving on to new content, but there
is no set criterion of at least 75%.

On the other hand, many children are taught and tested in languages they
do not speak at home, impeding the early development of critical reading
and writing abilities. Being educated in a language different than one's
mother tongue might limit how much youngsters gain from school and
reach their full potential (Benson, 2016). Language barriers have a
significant impact on learners' mastery levels since language aids in
understanding the topics taught in the session.

Martinez (2015) emphasized that parental involvement in education helps

to increase the performance of the learners. In addition, Agudo &
Agupitan (2020) noted in the study that the parental involvement to
educative process significantly help to increase the mastery level in all
subject area. Also, when parents and children participate in learning
activities together, bonding between parents and children improves since

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Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
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 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

they may spend more time together. In such cases, parents may become
a source of comfort in lessening pain and stress, as well as participate in
dialogues with their children to help them cope with their anxieties. It has
been suggested that parents be educated how to offer emotional support
to their children during times of uncertainty.

Thus, the lowest performing grade level at Pinagpalapalahan Elementary

School's continuous improvement plan was grade 2, with only 32.56
percent. The majority of learners at this level had poor mastery in all
subject areas (Rodil, etal., 2021). With a difference of 42.44 percent, it is
far from the division target of 75 percent. The school conducted a survey.
It was shown that the most prevalent causes of inadequate mastery
include a language barrier, a lack of parental time to supervise the
learners at home, and an overload of activities in the learning modules.

With this the researcher will measure the effectiveness of Project SAM or
Sana All Master in improving the mastery level in all subjects of Grade 2
pupils at Pinagpalapalahan Elementary School.

A. Research Questions This study aims to measure the effectiveness of Project SAM or Sana All
Master in improving the mastery level in all subjects of Grade 2 pupils at
Pinagpalapalahan Elementary School.

1. What is the mastery level of Grade 2 pupils in all subject area

before and after the implementation of Project SAM?
2. Is there a significant difference in the mastery level of Grade 2
pupils in all subject area before and after the implementation of
Project SAM?
3. What school policy could be made from the result of the study?
B. Hypothesis There is no significant difference in the mastery level of Grade 2
pupils in all subject area before and after the implementation of
Project SAM.

II. BRIEF REVIEW OF Many factors influence academic performance in the classroom. Each kid
RELATED LITERATURE brings distinct abilities, experiences, and various degrees of family and
AND STUDIES community support. All of these factors have an influence on student
learning. However, teacher quality has a significant impact on student
learning. Learning occurs when students connect with one another and with
material in relevant circumstances. Teachers have the ability to offer these
meaningful learning experiences while also cultivating relationships with
their pupils. When healthy relationships are built in the classroom, everyone
benefits.

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Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
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Email Address: [email protected]
Website: www.depedquezon.com.ph
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

According to Johnson (2014) the actions of the principal in planning,

development, and assessment begin with determining the school's key
needs. These are typically the school's performance levels (typically test
scores) and culture (evidenced by the three levels of culture) the physical
and social surface environment that is easily discernible (artifacts);
espoused values and beliefs that are conscious strategies, goals, and
philosophies; and traditions, ceremonies, and underlying values that
reinforce the school's values but exist at a largely unconscious level.
Schools with dysfunctional cultures and low-test results are likely to have
systemic issues that reflect a failure at the top levels of school
administration. The explicit purpose is to use the schoolwork culture model
to develop priorities (improvement plans).

This indicates that the principal or school head has the power to motivate
the institution to achieve the desired results. Low mastery subjects can be
surmounted with the use of intervention and continuous improvement plans
(CIP) such as Project SAM. The proper implementation of such initiatives
will yield results and success for the learners.

As a student progresses from high school to the more demanding collegiate

setting, his or her efficacy (confidence in one's own ability to face severe
learning tasks) must grow dramatically. Learners' abilities to generate
knowledge in various situations are influenced by their self-image as
learners (Apple & Ellis, 2015). The more their triumphs and
accomplishments in increasingly difficult learning contexts, the greater their
self-efficacy. The frequency of learners' successes, as well as the number
and diversity of others (educators, mentors, family, and friends) who provide
reasoned affirmation of these successes and accomplishments, will both
have a strong influence on the level of mastery; conversely, the enabling
behavior of relatives and friends can have a debilitating effect on learner
efficacy. Learners will strengthen their own efficacy and identification as
learners as they begin to monitor and appraise their own successes and
skills.

Over the last several years, educators have been more familiar with and
exposed to terminology such as customized learning and blended learning.
These are strongly tied to mastery learning and frequently incorporate ideas
such as tailored teaching and efficient real-time data utilization. In different
countries and by different groups, competency-based education and
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“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: [email protected]
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 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

proficiency-based education are frequently used as synonyms for mastery

learning. But the crucial and really transformative ingredient in all of these is
the same allowing pupils to grasp stuff at their own speed. Teachers now
have the potential to expand this paradigm on a national scale because to
advances in technology, tools, and skill. Teachers have advanced to the
point where, for the first time, mastery learning can be implemented across
the whole school system. The needed elements have been identified by
teachers, and all of the parts are present.

Teachers must oversee the execution of various intervention programs in

order to reach these successes. Instruction, on the other hand, is critical to
education since it involves the transmission of knowledge from one person
to another. It is any purposeful effort to promote learning by the planned
arranging of events to assist learners in achieving a desired change in
capacity (Smaldino, et.al 2015).

It has been observed that certain teachers at Pinagpalapalahan Elementary

School adopt the conventional technique of delivering their classes, which
results in a lack of interest, dullness, and low student engagement. He or
she can use Vision Learning's multimedia/video assets on and off the
internet as a teacher. According to Fernandez (2019) teachers can project a
computer screen into their classroom and navigate through text while
clicking on images and animations inside a lesson. They can also work
offline with an overhead projector. The overhead pages are designed to be
printed on transparencies for use in the classroom. Students are kept
attentive and focused by multimedia displays. It would be really beneficial
for pupils to be able to hear and see the topic itself.

The use of Project SAM or Sana All Master will assist learners in improving
their mastery of all subject areas, while teachers acquire new ways for
delivering lessons to pupils, resulting in higher learner achievement.

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“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: [email protected]
Website: www.depedquezon.com.ph
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

Research Paradigm

III. SCOPE AND LIMITATIONS The main purpose of the study is to determine the effectiveness of Project
SAM as intervention program to improve the mastery level of grade 2 pupils
at Pinagpalapalahan Elementary School. This research is quantitative in
nature and uses quasi-experimental design. The researcher uses reading
materials and pre-test and posttest to as data gathering tool. The
respondents of this study are the Grade 2 learners with parental consent.
This study will be implemented for 6 months. And to treat the data, the
research will use mean percentage scores and t-test.

IV. METHODOLOGY The research use quasi-experimental research design in this study. This
DEPEDQUEZON-SGO-PAR-04-003-004

“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: [email protected]
Website: www.depedquezon.com.ph
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

design is suited for classroom-based research because it allows the

research to analyze the test results before and after the implementation of
the intervention program.

The participants of the study are chosen purposively. They are the learners
under Grade 2 level. Only the learners with parental consent will be
involved in this study.

Using the pre-test and posttest, the research will determine the mastery
level of the learners. The test will be validated by master teachers before its
implementation. All suggestions and corrections will consider by the
researcher.

After the posttest, the researcher will summarize the needed data to answer
the research questions. The researcher uses specific statistical tool in each
subproblems mentioned by the researcher.

To determine the performance of the learners before and after the

implementation of Project SAM, the researcher uses mean percentage
scores.

To determine the significant difference in the mastery level of the learners

before and after the utilization of project SAM, the research uses t-test.

V. LIST OF REFERENCES Blanco, C. (2018). Improving pupil’s mastery level in science through
intensive remedial instruction with use of strategic intervention
materials (SIM). Papere presented in Division of Quezon City.

Benson, C. 2016. Addressing language of instruction issues in education:

Recommendations for documenting progress. In background paper
prepared for the 2016 Global Education Monitoring Report.

Martinez, A. (2015). Parental involvement and its effects on student

academic achievement. [Masteral Thesis]. California State University.

Johnson, W. (2014). Strategies for Improving School Performance.

DEPEDQUEZON-SGO-PAR-04-003-004

“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: [email protected]
Website: www.depedquezon.com.ph
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE

Retrieved from https://files.eric.ed.gov/fulltext/ED552919.pdf

Apple, D. & Ellis, W. (2015). Learning How to Learn: Improving the

Performance of Learning. International Journal of Process Education.
Volume 7 (1).

Fernandez, R. (2019). Effectiveness of video-assisted instruction in

teaching grade 6 science. San Carlos College Research Journal,
Volume 1.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2015). Instructional

technology and media for learning (9a. ed.). Pearson Merrill/Prentice
Hall, New Jersey.

VII. APPENDICES

___________________________________________________________

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

Spencer, Kathy (2012) "Reading Comprehension: Five Strategies for Elementry Students with Learning
Disabilities," Michigan Reading Journal: Vol. 45 : Iss. 1 , Article 6. Available at:
https://scholarworks.gvsu.edu/mrj/vol45/iss1/6

DEPEDQUEZON-SGO-PAR-04-003-004

“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: [email protected]
Website: www.depedquezon.com.ph