ACTION RESEARCH PROPOSAL

DOCUMENT NO. VERSION REVISION DATE: Page 1 of 10

NO. 1 NO. 17 DECEMBER 2022

RESEARCHERS MANRIQUE, JEROME P.

MEJIA, JOHN CHRISTIAN G.

TITLE OF
RESEARCH

DIVISION TARLAC

Context and Rationale

Mathematics subject are often said to be the difficult subject. Teachers most of the times heard
conversations between learners that they really find difficult times towards the subject. Seldom of
those learners saying they enjoyed doing activities during classes’ time. In this situation, it seems like
Mathematics subject made their student’s life restricted. According to Tambychik et al., (2010),
learners can be seen struggling especially when numbers are being shuffled with different steps. Thus,
Mathematics is not a topic but a process.
In that, there are plenty to consider towards reaching the total mastery of the learners towards
the subject. As facilitators of learning, teachers must take step by step process in order that learners
may not feel uncertainty but instead learning while enjoying.
Learning is best conceived as a process, not in terms of outcomes. To improve learning in
higher education, the primary focus should be on engaging students in a process that best enhances
their learning- a process that includes feedback on the effectiveness of their learning effort ( Kolb, A.
Y., and Kolb, D. A. (2009).

Learners feel confidence to do things mostly if there are someone who cares and believe in
their own capabilities. Being a teacher is not only mean for feeding

DATA PRIVACY NOTICE: Data and information in this form are intended exclusively for the purpose of this activity. This will be kept by
the process owner for the purpose of verifying and authenticating identity of the participants. Serving other purposes not intended by
the process owner is a violation of Data Privacy Act of 2012. Data subjects voluntarily provided these data and information explicitly
consenting the process owner to serve its purpose.

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them knowledge. The teacher inner passion in which seen by them plays a lot. And that is a big factor
of gaining confidence and trust to what they could do. Giving them chance to experience doing thing
in their own idea mean a lot in everybody’s growth. Moreover, providing constant feedback to them
help them lead on building step by step process of growing to improve their skills and capabilities in
their own means. In that, slowly, you are building a self-reliant learner.

On other point of view, according to Tam, M. (2000), Distance learning provides a unique
context in which to infuse constructivist principles where learners are expected to function as self-
motivated, self-directed, interactive, collaborative participants in their learning experiences by virtue
of their physical location.
Distance learning could be very beneficial mostly to those learners who take education for
granted in the sense that they did not take it seriously. This new style of learning wherein there is no
teacher facing the learners teaches them to learn. All the teachers can best do is to spend time to
communicate them to assist them in some way or another to poster care to them during this time of
new normal.
Furthermore, the first institution of a child where he learns is his home. A child passes most of
his time with his parents and learns from his parents and the environment provided to him by his
parents in home. Parents play a vital role in the education of their child, whatever child’s age is,
(either he read in college or in school). If parents pay attention to their children; they make more
scholastic achievements than those who are ignored. If parents take care of following things, they can
improve the education of their children. Parental involvement in children’s learning is a key factor in
improving children’s academic attainment and achievements, as well as their overall behavior and
attendance (Carbonel, 2013).

Parent’s role in the entire journey of their child’s education is one biggest attribute and
contributory factors in their success. Good quality home learning contributes more to children’s
intellectual and social development than parental occupation, education, or income. A parent’s
attitudes, aspirations and behavior are all important, as is their ability to understand their child’s day-
to-day progress, undertake family learning together, and talk regularly with their child about their
learning. It is very important that all parents know their role in the learning process of the learners in
order that continuity of learner are secured in whatever situation may arises.

Lastly, according to Santiago (2010), one of the primary tasks of a teacher is to determine how
best to approach and reach class members and make appeals that
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will be lasting. From this it can be drawn that teaching must always be integrating for children. The
teacher must ensure that every child would not want to miss his/her class and he/she becomes very
eager to attend school because of the learning experiences he/she will gain. Likewise, each lesson
must be clear to help the child understand the concept and principles presented.

The said approaches mentioned must be given more emphasis by the educators to ensure the
use of effective methods of teaching that will help a lot in achieving retention of learning. Teaching
with variety suggests presenting the lessons or topics in different ways. Teachers should avoid
monotonous patterns of presenting the same kind of lesson a day after day.

The researchers aim high to promote equality on teaching and learning of the school even
facing the present condition due to pandemic. The project implementation wherein this research
anchored mainly focus on tutorial programs in order to reach-out those learners who has no capability
of coping-up and has no one to hold on during this situation of education system. All teachers of the
school acted as the tutors for their own advisory class that is in need help to cope up with others. In
that constant monitoring on the target respondents are hereby monitored until the end of the conduct
of this project. This just show that the heart of all teachers aspire high in promoting high quality
education in the school towards attaining the set goals and that is ensuring that no learners will be left
behind in receiving equal and quality education that the Department of Education mandated.

Action Research Questions

This study aims to determine the effect of the Project SIPA that focus on mobile tutorials to the
learners that are lag behind of Baras Pinugay Elementary School toward the improvement of
performance, School Year 2020-2021. Specifically, the study aims to answer the following questions:
1. What is the level of performance of the pupils that are lag behind per grade level in terms of:
1.1. numeracy skills; and
1.2. comprehension skills?
2. What is the level of performance of the pupils that are lag behind per grade level after Project
SIPAG implementation in terms of:
2.1. numeracy skills; and
2.2. comprehension skills?

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3. Is there a significant difference on the level of performance of the pupils that are lag behind
per grade level as compared to after Project SIPAG implementation?

Proposed Innovation, Intervention and Strategy

Baras Pinugay Elementary School aims high on promoting and helping those learners who feels
bad times towards learning Mathematics mostly during this time of pandemic. The school continues
find any means exerting too many efforts to reach out those individuals in need to ensure that the
learners may take place in some way or another.

Common problems and issues of the school even before the pandemic are the low performances
of the pupils in some major areas mostly mathematics. During this new normal, the concern arises
having the fact that only parents and elders are now the acting teachers to them. The concerns on
finding solutions to the low performing pupils are seems more complicated to address due to the
situations.

With that, the Project SIPA which means Spike of Intervention Program Administration,
which is a mobile community tutorial that aim to uplift Mathematics competencies among learners of
the school was established. This project was proposed by the Mathematics team of the school since
December 2020 to poster academic ease among learners who are facing the new normal of education
set-up of today’s situation. This is a tutorial-based program wherein all the respective advisers are the
tutors to the identified learners who fall short towards the mastery of the lessons, who did not able or
late to submit their outputs weekly or as determined by teachers.

The tutorial session offers are categorize according to the extent of the needed assistance by
every learners such as:

Category for Tutorial Strategies Utilize

1. Numeracy Skills ∙ Systematic and explicit instruction ∙ Visual

representation of functions and relationships,
such as manipulative, pictures and graphs
∙ Peer-assisted instruction
∙ Ongoing, formative assessment

2. Comprehension Skills (Problem ∙ Improving Problem Solving by Improving

Solving related activities) Reading Skills

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To ensure the smooth and continues flow of the entire project, step by step process are being
considered like the following:

1. The school mathematics team headed by the school math coordinator conducted series of
meeting physically following the health protocols and even virtually or in chat group
massaging.
2. Presentation of project proposal, Gantt Chart of Activities to the School Principal by the
school coordinators.
3. Determination of identified respondents by all advisers after a week answering the activities
given. Constant communication with them or even parents were all undertaken.
4. Home visitation of target client/s by every adviser in order that the project will be explained
properly to the parents for the important role they must portray in the entire project
implementation. Parents and School Agreement were also presented and signed by them as
proof that they understand the entire process and that they are willing to help for the
benefits of their children.
5. Conduct of the mobile or community learning center tutorial. 6. Regular feedbacking and
“Kamustahan” with parents of the respondents.

The team headed by the school Principal also seek help to the Barangay officials to help us find
any volunteer that will help us extend the tutorial to the community that is beyond the limited time of
the teachers.

Ensuring the safety of all the people involve on the project processes, the researchers made sure
to strict follow the safety standard and proper protocol amidst COVID-19 pandemic for proper
mitigation and prevention control.

Action Research Methods

 A. Participants and/or other Sources of Data and Information

The participants of this study are the selected participants of this study are the 211 pupils who

are considered lag behind in Mathematics subject of Baras Pinugay Elementary School-Main for the

School Year 2020-2021.They are the learners that needs assistance in order to cope up with the

lessons in which they fall short to follow and understand as base on the assessment of teachers to the

performances of learners during the first quarter period. The study utilized purposive sampling since

the

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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 period that are considered as lag behind in mathematics subject. The

participants are subject to involve in project SIPA in the prescribe time in order to uplift their level of

performance as aimed in this project.

B. Data Gathering Methods

This study will utilize the descriptive comparative design. Descriptive design is used to collect

information about variables without changing the environment. According to Gray et al., (2013),

descriptive designs may be used to identify problems in current practice, make judgments, or even

develop theories. Since the study compared variables from the performances from the previous

activities and the current performances without manipulating the independent variable, the

researchers adopted the comparative design within descriptive research.

In gathering the data, the researcher utilizes a pretest and posttest self-made questionnaires that

will be answered by the respondents before and after the tutorial activities catered. After the data has

been gathered, tabulation and analyses are applied using the determined data analyzing tool to

determine the outcomes of the study.

C. Data Analysis Plan

The performance level of the respondents that are lag behind in terms of numeracy and

comprehension skills is identified through computing the use of frequency, percentage distributions

and rank. On the other hand, to compute the significant difference on the level of performance of the

pupils that are lag behind per grade level as compared to after Project SIPA implementation as base on
 the test

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result of the self-made test utilize during pre-test and posttest, the statistical test that the study utilize

is a two-sample t-test since the data are obtained within two groups with different sample sizes. A

two-sample t-test is applicable in the comparison of two (2) mean or percentages of two (2) samples

when the standard deviation is already given. Furthermore, it is commonly used to test if a new

process or treatment is superior to a current process or treatment (Snedecor and Cochran, 1989) which

is suitable in this study.

The study started in December 2020 and ended in May 2021, covering the second and third

quarters.

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Action Research Work Plan and Timelines

Activities Dec Jan Feb Mar April May
2020 2021 2021 2021 2021 2021

1. Research Team Planning of research

proposal

2. Drafting part I-Introduction to

Research Methodology of the
research study

3.Drafting of Pre-test, Post Test and

Questionnaire Checklist

4. Preparation and Validation of

Questionnaire-Checklist

5. Administration of Pre-test to the

selected respondents

6. Presentation of research proposal

7. Administration of the mobile math

tutorial to help improved pupils’
performance who are lag behind

8. Administration of Post-test and the

questionnaire-checklist to the
respondents (Grade V-Section Jupiter)

9. Retrieval of test questionnaire and

Questionnaire-Checklist
 10. Data analysis, calculation and
tabulation of results
-Discussion of Results based on
tabulation

11. Completion of research output

12. Final revision of output

13. Presentation of results of the

conducted research

Note: All the process undertakes mostly in times that needs a face-to-face interactions to anyone
involve in the entire process of the program are strictly adhering the safety and health protocols as
mandated by school policy on DRRM Health and Policy Guidelines that is anchored to the IETF
health and safety standards amidst the Pandemic COVID 19.
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Plans for Dissemination and Utilization

DISSEMINATION ACTIVITIES June, August, Sep, October Nov, Dec,
2021 2021 2021 , 2021 2021 2021

1. Research Proposal to School Head

for school implementation of the
research output

2. School implementation of the output

of the research study

3. Post Evaluation of the research

study Implementation

4. Results of Post evaluation after

school implementation, gone
through series of revisions and
planning for proposal to the district
level for adoption of the study

5. Community proposal through the

Barangay Officials for the possible
extension of the implementation of
the project for wider spread of its
conduct

6. Meeting with possible community

tutors( Barangay Citizen as
volunteer teachers/tutors) with the
cooperation of the Barangay
Officials

7. District proposal of Outputs for

 possible adoption

8. District implementation of the

output of the research study

9. Results of Post evaluation after

district implementation, gone
through series of revisions and
planning for proposal to the district
level for adoption of the study

10. Division proposal of Outputs for

possible adoption

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REFERENCES
Carbonel, L.G.(2013). Parents Role in Enhancing the Academic Performance of Students in the Study of

Mathematics in Tabuc City”, Philippines International Journal of Advanced Research in Management

and Social Science, Vol. 2 No. 8. ISSN 2278-8236.

Gray, D. E. (2013). Doing Research in the Real World. Sage.

Kolb, A. Y., and Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to

management learning, education and development. The SAGE handbook of management

learning, education and development, 42, 68.

Santiago, Everlina G. (June 2010). The Modern Teacher “On Selecting and Preparing

Variety of Teaching Methods.”

Snedecor, George W. and Cochran, William G. (1989). Statistical Methods, Eighth Edition, Lowa

State University Press.

Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming
 distance learning. Journal of Educational Technology & Society, 3(2), 50-60.

Tambychik, T., Meerah, T. S., & Aziz, Z. (2010). Mathematics Skills Difficulties: A Mixture of

Intricacies. Procedia - Social and Behavioral Sciences, 7, 171-180.

doi:10.1016/j.sbspro.2010.10.25

Please acknowledge all the references used in the research…..

SUBMITTED BY:
(Signature over printed MERCEDITA P. DAMPOG
name)

NELIA DL. BALADAD

LEIZEL S. QUIZA

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