PROJECT BITS - Proposal

PROJECT BITS (BRAINTEASERS IN TEACHING SCIENCE):
INTERVENTION TOWARDS LEARNERS'

ACADEMIC ACHIEVEMENT
A Research Proposal
Submitted to
DR. KATHRYN M. CARLS
Division Planning and Research Unit
MARY JANE L. DAVE

I. CONTEXT AND RATIONALE
In order to stay abreast of scientific advances, learners, particularly
grade seven pupils, must be taught fundamental, intermediate, and
advanced concepts correctly and effectively. These learners will later be
confronted with competency challenges in the higher years. Teaching
strategies that address various gaps and problems in the classroom must go
hand in hand with scientific advancement. (Ruday & Jacobson, 2021)
The motivational gap, for instance, is an illustration of this. Students,
according to the researcher, find Science a challenging subject to learn and
comprehend. Grade five pupils, according to the researcher, have a short
attention span and are unable to sit passively for an extended period of time
due to their difficulty remembering scientific concepts. As can be seen from
the assessment results in Science, this has a significant impact on students'
academic achievement. A harsh reality confronts Salitran Elementary
teachers.
If the problem is not addressed promptly, the researcher, who also
happens to be a subject-teacher, is quite concerned that the gap will place
students at a competitive disadvantage. The achievement gap, as measured
by the Mean Percentage Score (MPS), must be closed by any means
necessary in order to enhance students' academic performance. It will also
provide guidance to teachers on how to pique kids' interests and engage
them in a variety of engaging activities.
To close the gap, researchers will attempt to close it by incorporating
meaningful and productive fun-filled mind games such as brainteasers into
the lesson, which will aid in the improvement of learning while also
increasing student engagement and, ultimately, improving learners'
academic achievement.
II. RELATED LITERARTURE
In order to provide pupils with a positive learning experience, new
teaching methods and strategies are required. Teachers must find ways to
increase their students' enthusiasm for learning while also decreasing their
own boredom. (Blakemore, 2021)
Educators seek ways to meet the demands put upon the educational
system in today's world of rapid changes. Educators should adopt changes
in teaching by applying varieties of teaching methodologies and strategies
that will guide in planning a smooth operation and management of all the
elements contributory to students' learning and to improve the quality of
education (Pham, 2020)
Games and simulations have established themselves as an
established educational approach and a popular teaching tool. "Games and
simulations can be used as motivational aids to encourage students to
participate in educational courses. Simulations and games are teaching and
learning approaches in which students make decisions and then learn from
the consequences of their decisions. (Demirbilek, 2021)

When games are incorporated in a science lesson, learning becomes
more meaningful and productive while still being pleasant. It has been found
that incorporating activities that teach and increase critical thinking skills,
such as word games, puzzles, problem-solving, or even the popular
Brainteasers, into the curriculum is one of the most effective approaches to
address the issue. (Bowkett, 2014)
III. RESEARCH QUESTION
This research study aimed to determine the effectiveness of
brainteasers in the academic achievement of Grade 5 pupils ODL Pupils of
Salitran Elementary School, Cluster VI of City Schools Division of
Dasmariñas for S.Y. 2021-2022.
Specifically, this study sought answers to the following:
1. What was the Mean Percentage Score (MPS) of the participants before
the brainteasers was incorporated in their Science class?
2. What is the Mean Percentage Score (MPS) of the participants after the
brainteasers were incorporated in their Science class?
3. Is there a significant difference in the participants' MPS after the
brainteasers were incorporated in their Science class?

IV. SCOPE AND LIMITATION
This study will be limited only to the Grade 5 ODL pupils of Salitran
Elementary School belonging to Cluter VI of City Schools Division of
Dsamriñas where the researcher is teaching. The focus of this study :
PROJECT BITS (BRAINTEASERS IN TEACHING SCIENCE):
INTERVENTION TOWARDS LEARNERS' ACADEMIC ACHIEVEMENT .
V. RESEARCH METHODOLOGY
Action Research Design
A. Participants and other sources of data and information
The study participants shall be 40 non- randomly selected Grade 5
bonafide learners of Salitran Elementary School, Cluster VI, officially
enrolled in the Learner Information System for School Year (S.Y.) 2021-
2022.
The researchers anchor the study in Pre Experimental research
design, particularly the one-group pretest-posttest design. This research
design is pre-experimental, whereby a single case is observed two times
before and after. It further adds that changes in the outcome of Interest are
presumed to result from the intervention or treatment where no control or
comparison group is employed. (Administration for Children and Families
(ACF) of the United States Department of Health and Human Services
(HHS), 2021)
Pretest MPS will be used to measure the participants' mastery level in
the competencies and the post-test MPS was used to measure their mastery
level after the approach was implemented.

.
B. Sampling Design
The Grade 5 ODL enrollees for S.Y. 2021-2022 are selected because
they are the Grade level and modality that was found to have low academic
performance as evidenced by their MPS in Science, based on presumption
and observation. With these reasons aforementioned, the chosen
population is considered fit for the study.
Due to a large population, researchers opted to use the purposive
sampling method to narrow down the number of participants but still develop
the minimum sample size necessary to achieve an acceptable level of
statistical power. (AI-Therapy | Statistics for Psychologists | Sample Size
Calculator, 2021)
C. Description of Instrument, Data Gathering Focus
Researchers will use data collection instruments such as a teacher-
made Mean Percentage Score pretest and post-test, composed of 20-item
multiple-choice types of test, based on the Most Essential Competencies off
Science Grade Five, First quarter, crafted with Table of Specification( TOS)
subjects for validity, and reliability tests.
Three professionals, whose experts in Science and
Research/Educational Management shall validate the instrument mentioned
above. The instrument's reliability shall be tested using the test-retest
method to lessen errors caused by specific changes over time

D. Data Analysis Plan
The researchers will use different methods of data analysis that
include descriptive statistics and tests of significance.
VI. TIME TABLE
WORK AND FINANCIAL PLAN
The action research work plan and timelines are shown below during
this study's pre-implementation, implementation, and post-implementation
phases.
Plan of Action
Objectives Strategies/ Time Persons Resource Means of

Activities Frame Involved Requiremen Verification
ts/ Source of
funds
Pre-Implementation Phase
Secure Securing 2nd Researcher Letter of Approved
permissio permission week of permission letter of
n to to conduct ______ School permission
conduct the study 2022 Head
the study
Draft a Drafting a 2nd Researcher Research The
researcher researcher- week of instrument research
-made made ______ Panel of validation instrument
instrument instrument 2022 experts result was
to be to be validated
validated validated by and
by Master Master obtained
Teachers Teachers
Submit the Administer 3rd week Researcher Established The
instrument the of reliability research
for instrument ______ index of the instrument
reliability to a group 2022 Sample instrument obtained a
test of participants high-
participants reliability
to obtain the index
reliability of
the
instrument
Reproduc Reproducin 3rd week Researcher Reproduced Researcher
e the g the of researcher- -made
instrument researcher- ______ made instrument
made 2022 questionnair
questionnair e
e
Implementation Phase
Conduct Conducting 4th week Researcher An Pre-
pre- the pre- of accomplishe assessment
assessme assessment ______ Students d conducted
nt to to identified 2022 researcher-
identified participants made
participant instrument
s with scores
Gather, Gathering, 4th week Researcher Recorded Pretest
record, recording, of data result was
and and ______ gathered
interpret interpreting 2022 and
the data the data recorded
Orient Conducting 2nd Researcher Gathered Written
parents parents’ week of parents’ consent
and orientation ______ Parents consent from each
secure and 2022 parent was
informed securing gathered
consent informed
consent
Prepare or Preparing or 2nd Researcher Intervention Prepared
obtain obtaining week of materials intervention
interventio intervention ______ Stakeholder materials
n materials 2022 – s
the third
materials
week of
______
2022
Administer Administerin 3rd Researcher Successful The
the g the week of administratio
intervention
interventio intervention ______ Students n of the program
n program program 2022 – program was
the second
administere
week of d
______ successfully
2022 .
Conduct Conducting 3rd week Researcher Accomplishe Post-
post- post- of d post- assessment
assessme assessment ______ Students assessment was
nt 2022 conducted
Collect Collecting 3rd week Researcher Recorded Post-
and record and of data assessment
results of recording ______ results were
the post- results of 2022 gathered
assessme the post- and
nt assessment recorded
Analyze Analysis 3rd week Researcher Analyzed Results
and and of and were
interpret interpretatio ______ interpreted analyzed
the data n of data 2022 data and
interpreted
Post-Implementation Phase
Finalize Finalization 4th week Researcher Final paper Bounded
the paper of the paper of ready for action
for binding for binding ______ binding paper
2022
Dissemina Disseminati 4th week Researcher Disseminate Results
te results ng the of Teacher d research were
results ______ School results disseminate
2022 Head d
VII. COST ESTIMATE

To sustain the research expenditure the researchers estimated to
allot 5,000 pesos for this research.
VIII. PLANS FOR DISSEMINATION AND ADVOCACY
The researcher be certain of that this research work will raise the
intellectual achievement of pupils. Results and recommendations of this will
proposed innovation, intervention, and approach, particularly during the New
Normal set-up. It will also encourage teachers to create engaging and game-
based activities that will improve student’s critical thinking skills and shall
elicit attention at the beginning and middle of the class. If printed modular
approach, the motivation brainteasers must be imprinted before the activity

and discussion and within the discussion to follow the principle of Project
BITS.
IX. REFERENCES
Administration for Children and Families (ACF) of the United States
Department of Health and Human Services (HHS). (2021). Pre-
Experimental Designs. Researchconnections.Org. Retrieved October
20, 2021, from
https://www.researchconnections.org/research-tools/study-design-
and-analysis/pre-experimental-designs
AI-Therapy | Statistics for Psychologists | Sample size calculator. (2021). Ai-
Theraphy.Com. Retrieved October 21, 2021, from https://www.ai-
therapy.com/psychology-statistics/sample-size-calculator
Blakemore, S. (2021). When the pandemic ends we will need to find ways to
improve staff morale. Nursing Management, 28(3), 5.
https://doi.org/10.7748/nm.28.3.5.s1
Bowkett, S. (2014). Jumpstart thinking and problem solving in science (1st
edition). Routledge. https://doi.org/10.4324/9781315768731-9
Demirbilek, M. (2021). The Use of Electronic Games in Distance Learning as
a Tool for Teaching and Learning. IGI Global.
https://doi.org/10.4018/978-1-60960-195-9.ch421
Gressick, J., & Langston, J. (2019). CARD GAME TO IMPROVE CRITICAL
THINKING. Journal of Global Engagement and Transformation, 3(1).
https://doi.org/10.52553/30001b
Pham, T. N. (2020). Change the Teaching Methodologies to Improve E-
Learning Quality. MDPI AG.
https://doi.org/10.20944/preprints202008.0380.v1
Ruday, S., & Jacobson, T. (2021). Remote Teaching and Learning in the
Elementary ELA Classroom (1st edition, Vol. 1). Routledge.
https://doi.org/10.4324/97810031563

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PROJECT BITS (BRAINTEASERS IN TEACHING SCIENCE):

INTERVENTION TOWARDS LEARNERS'

MARY JANE L. DAVE

In order to stay abreast of scientific advances, learners, particularly

grade seven pupils, must be taught fundamental, intermediate, and

advanced concepts correctly and effectively. These learners will later be

confronted with competency challenges in the higher years. Teaching

hand in hand with scientific advancement. (Ruday & Jacobson, 2021)

The motivational gap, for instance, is an illustration of this. Students,

according to the researcher, find Science a challenging subject to learn and

comprehend. Grade five pupils, according to the researcher, have a short

due to their difficulty remembering scientific concepts. As can be seen from

the assessment results in Science, this has a significant impact on students'

academic achievement. A harsh reality confronts Salitran Elementary

If the problem is not addressed promptly, the researcher, who also

happens to be a subject-teacher, is quite concerned that the gap will place

students at a competitive disadvantage. The achievement gap, as measured

by the Mean Percentage Score (MPS), must be closed by any means

necessary in order to enhance students' academic performance. It will also

provide guidance to teachers on how to pique kids' interests and engage

them in a variety of engaging activities.

To close the gap, researchers will attempt to close it by incorporating

meaningful and productive fun-filled mind games such as brainteasers into

II. RELATED LITERARTURE

In order to provide pupils with a positive learning experience, new

own boredom. (Blakemore, 2021)

system in today's world of rapid changes. Educators should adopt changes

in teaching by applying varieties of teaching methodologies and strategies

elements contributory to students' learning and to improve the quality of

education (Pham, 2020)

Games and simulations have established themselves as an

established educational approach and a popular teaching tool. "Games and

simulations can be used as motivational aids to encourage students to

participate in educational courses. Simulations and games are teaching and

the consequences of their decisions. (Demirbilek, 2021)

such as word games, puzzles, problem-solving, or even the popular

Brainteasers, into the curriculum is one of the most effective approaches to

address the issue. (Bowkett, 2014)

III. RESEARCH QUESTION

This research study aimed to determine the effectiveness of

brainteasers in the academic achievement of Grade 5 pupils ODL Pupils of

Salitran Elementary School, Cluster VI of City Schools Division of

Dasmariñas for S.Y. 2021-2022.

Specifically, this study sought answers to the following:

the brainteasers was incorporated in their Science class?

brainteasers were incorporated in their Science class?

3. Is there a significant difference in the participants' MPS after the

brainteasers were incorporated in their Science class?

Elementary School belonging to Cluter VI of City Schools Division of

Dsamriñas where the researcher is teaching. The focus of this study :

PROJECT BITS (BRAINTEASERS IN TEACHING SCIENCE):

INTERVENTION TOWARDS LEARNERS' ACADEMIC ACHIEVEMENT .

Action Research Design

A. Participants and other sources of data and information

The study participants shall be 40 non- randomly selected Grade 5

bonafide learners of Salitran Elementary School, Cluster VI, officially

The researchers anchor the study in Pre Experimental research

design, particularly the one-group pretest-posttest design. This research

design is pre-experimental, whereby a single case is observed two times