ICT INFORMATION COMMUNICATION TECHNOLOGY

APPROACH IN TEACHING SOLAR SYSTEM

College of Education
St. Peters College
Iligan City, Philippines

LOVERN JANE B. BOLAY-OG

JACHEL P. NABONG
CLIENT EDCEL L. OGA
MAURENE O. RIVERA
August 2016

ICT INFORMATION COMMUNICATION TECHNOLOGY

APPROACH IN TEACHING SOLAR SYSTEM

A
Thesis Proposal
Presented to
The Faculty of the College of Education
St. Peters College
Iligan City, Philippines

In Partial Fulfillment
of the Requirements for the Degree
Bachelor in Elementary and Secondary Education
Major in General Education and English

By
LOVERN JANE B. BOLAY-OG
JACHEL P. NABONG
CLIENT EDCEL L. OGA
MAURENE O. RIVERA
August 2016

St. Peters College

Sabayle Street, Iligan City 9200 PHILIPPINES
APPROVAL

SHEET

In partial fulfilment of the requirements for the degree Bachelor in

Elementary Education major in General Education and Bachelor in Secondary
Education major in English, this thesis proposal entitled ICT INFORMATION
COMMUNICATION TECHNOLOGY APPROACH IN TEACHING SOLAR
SYSTEM prepared and submitted by Lovern Jane B. Bolay-og, Jachel P.
Nabong, Client Edcel L. Oga and Maurene O. Rivera, has been examined and is
recommended for acceptance and approval for oral examinations.

CIRIACO M. GILLERA, PhD

Adviser
_________________________________________________________________________
_

Approved in partial fulfilment of the requirements of Educational

Research with grade of ____.

PANEL EXAMINERS
FLORDELINE A. CADELINA, DTE
Chairman
JULIETCHAVES BOLOCON
Member

ROLIZA MARIE P. JUNTILLA

Member

Accepted in partial fulfilment of the requirements for the degree Bachelor

in Elementary and Secondary Education major in General Education and
English.

MARIETTA F. ENDOMA, Ed.D

Dean, College of Education

DEDICATION
This research is lovingly dedicated to our families and friends, a special
feeling of gratitude to our loving parents whos giving us words of
encouragement and push the tenacity ring in our
ears and constant source of inspiration;
The researcher would also like to extend their sincerest thanks and deep
gratitude to those people who help and contributed
a lot to make the research possible;
Researcher fellow students and friends for their consistent
encouragement;
To the readers who learned and appreciate the efforts of the researcher;
Lastly, to the Almighty God, for His grace, guidance,
and Divine protection.

ACKNOWLEDGMENT
This research would not be possible without the support of many
people. Apart from the efforts of the researcher, the success of any
research depends largely on the encouragement and guidelines of many
others.
Most of all, the researchers would express never-ending gratitude to
our Almighty God for the wisdom bestowed upon the researcher, the
strength, the peace of mind and good health in order to finish this
research.
The researchers would like also to express heartfelt gratitude to the
following persons who helped to ;ulfil this requirement:
Researcher families, friends and others who are many to mention for
their beliefs and support in completing this research;
Dr.Ciriaco M. Gillera who was abundantly helpful and offered
invaluable assistance, support and guidance;
Mr. Jayson and Ivy Vanessa Anduyan for allowing us to use their Wi-Fi for
free as well as the food and time;
Lastly, the pupils of Villaverde Elementary School for their cooperation
during the conduct of study.

TABLE OF CONTENTS
Pages
TITLE PAGE
APPROVAL SHEET
DEDICATION
ACKNOWLEDGMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES

CHAPTER
1 THE PROBLEM AND ITS SCOPE
Theoretical Framework
Conceptual Framework
Statement of the Problem
Hypotheses
Scope and Limitations
Significance of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE
Related Literature
Insights Learned from the Related Literature
Related Studies

Insights Learned from the Related Studies

3 RESEARCH METHODS
Research Design
Research Environment
Subjects and Sampling Procedures
Research Instruments and Their Validity
Data Gathering Procedures
Statistical Treatment
4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA
5 SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
List of Tables
List of Figures
References
Appendices
A. Letters
B. Lesson Plans
C. Pretest&Posttest
D. Sample Table of Specifications (TOS)
E. Sample Item Analysis
F. Readability Test
G. Validation of the 30-item test
H. Tables to be used for the Data Gathered

Chapter 1

THE PROBLEM AND ITS SCOPE

The study is intended for the learners to explore the expanse of
solar system, recognize the heavenly bodies and its description. The study
will focus on the theories, concepts and features of the solar system.
Learners will virtually explore the solar system using the information
communication technology or ICT.
In this study learners may develop their skills, unlocked the
misconception in their mind especially how the solar system was formed or
created. What are the objects in the solar system, elements present in
other planets as well as the movements of the planets while orbiting
around the sun. The researchers will use the recent reliable sources of
information about the Solar System to enlighten the mind of the learners.
In our modern time, technological advancement is rapidly affecting
even the educational process. As a matter of fact in the Philippine
educational set up, technology is considered to be one of the tools that can
improve the teaching and learning process especially in this study by
sighting examples like photos and videos. Technology will be a good aid in
teaching in order to be more realistic and comprehensive with the help also
of those strategies and methodologies that help to achieve the learning
desire for the learners. Finally with the implementation of the k-12
curriculum, teachers are tasked to incorporate in their teaching the ICT.

THEORETICAL FRAMEWORK
This study will be supported by several theories and concepts
dealing with change innovative, anchored instruction which are related to
active learning, cognitive, positive self-direction, teaching and learning
approaches, contextual teaching and learning, and making science
instruction more exciting, interesting, attractive and hopefully effective
aided with technology. The following are the theories to be employed:
Theory of Constructivism
Constructivism theory of Jean Piaget helps learners develop their
thinking through adaptation. In this theory learners become active at
making meaning and trying to make sense out of the world and
themselves. It is student centered theory that focuses on the knowledge of
interpretation and experienced-based activities. Piaget's theory of cognitive
development proposes that humans cannot be given information which
they immediately understand and use. Instead, humans must construct
their own knowledge. Let learners discover the answers or solutions. In
addition to this theory, teachers shall provide a rich environment for the
spontaneous exploration of the child.This theory believes if the learners
involves more, the more learnings they have. According to LevVygotsky
(1896-1934), learning and development is a collaborative activity and that
children are cognitively developed in the context of socialization and

education. The perceptual, attention, and memory capacities of children

are transformed by vital cognitive tools provided by culture, such as history,
social context, traditions, language, and religion.Vygotskian classroom
stresses assisted discovery through teacher-student and student-student
interaction. The more interaction the more learning will be.
Cone of Experience
The Cone of Experience by Edgar Dale (1969) is not based on its
difficulty but rather based on abstraction and on the number of senses
involved. The more senses involved the more and better the learning will
be.

In the levels of the cone, the most effective is direct- purposeful

learning. This experience is done when learners perform what is taught to

them. However at the moment that the skill is taught abstract simulation or
modeling is also effective for it provide learners with near to reality
experience. Since the researcher aims to study Solar System and this
knowledge is all abstract. So the researcher must provide his learners with
experiences which are near to reality. And this can only be possible with
the aid of ICT.

Information Processing Theory

Information Processing Theory by George Miller (1956) is useful in

this study. This believes that the human brain is like computer. It processes
information and stores as memory. Information processing theories equate
these mechanisms to that of a computer, in that it receives input,
processes, and delivers output. Information gathered from the senses
(input), is stored and processed by the brain, and finally brings about a
behavioral response (output). There are processes in storing memories in
the human brain the sensory registry where inputs come in and this will be
process by the short term memory. At this level, the inputs may lost,
depending on its importance to the person processing idea or retained and
forwarded to the long term memory, where it will be stored permanently
because it well - defined , well perceived and has mental imagery. (Miller,
1056)

CONCEPTUAL FRAMEWORK
In order to show the interaction of the independent and the
dependent variables, the researchers have made a conceptual model
which will outline the direction of this study.
In this study, there will be two (2) groups, the Traditional group and
the ICT group. Both groups of subjects will be taught with the same
lessons in Solar System. Before the lessons will be taught both groups will

be given a pre-test. This will be followed by the treatment which will be

given to the experimental group. A post-test will be given to both groups
after giving the treatment to the experimental group.
Figure A below shows the interplay of variables in the study.

GRAD
E
5
P
R
E
T
E
S
T

EXPERIMENTAL

TRADITION
AL

ICT

PO

P
L
A

N
Figure A. Schematic Diagram showing the interplay of variables in
the study.

PP
OO
SS
TT
TT
EE
STATEMENT OF THE PROBLEM

SS
TT

The main aim of this study is to determine the contribution of ICT

approach in teaching solar system to Grade five pupils of Villaverde
Elementary School in Iligan City.
Specifically, this study will answer the following questions:
1. What are the pretest scores of the traditional teaching and the
ICT approach of teaching?
2. What are the posttest scores of the traditional teaching and the
ICT approach of teaching?
3. What are the pretest and posttest scores of the traditional and the
ICT approach of teaching?
4. Is there significant difference between the pretest scores of the
traditional teaching and ICT approach of teaching?
5. Is there significant difference between the posttest scores of the
traditional teaching and the ICT approach of teaching?
6. Is there significant difference between the pretest and the
posttest scores of the traditional teaching and the ICT approach of
teaching?
7. What action plan can be derived from the result of the study?

HYPOTHESES

The following null hypothesis will be formulated and tested

empirically at 0.05 level of significance:
H01: There is no significant difference between the pretest scores of
the traditional teaching and ICT approach of teaching.
H02: There is no significant difference between the posttest scores of
the traditional teaching and ICT approach of teaching.
Ho3. There is no significant difference between the pretest and the
posttest scores of the traditional teaching and ICT approach of teaching.

SCOPE AND LIMITATIONS

The study will be limited to the contribution of the ICT in teaching
Solar System to the two sections of

Grade five pupils in Villaverde

Elementary School for school year 2016-2017. The two groups of subjects
will be taught using the Traditional approach and the other group with the
ICT approach. Both groups will be taught with the same topics in Solar
System.

SIGNIFICANCE OF THE STUDY

This study will benefit the following:

School Administrators. This will be beneficial for the school
administrators for them to empower teachers through ICT training and
encourage ICT integration into their lessons.
Teachers. The result of this study will help teachers appreciate
integration of ICT unto their teaching. Teachers will also understand that
ICT integration is not a burden but rather a help to create an avenue that
suits to the different kinds of learners with different learning styles.
Learners.This study will help the learners realize the learning is a
fun and meaning process of development. And at the same time learners
will also recognize that technologies are not just for online games but also
for their learning.
Future Researchers.This study will serve as a reference for to
come up with the deeper and wider scope of study.
DEFINITION OF TERMS
Some

important

terms used

in

this

research

are

defined

conceptually or operationally. These terms are

ICT. An acronym for Information and Communication Technology

ICT Integration. This term refers to employment of ICT equipment

such as, computer, internet, radio, recorder, cellphone, laptop, projector
which are available in the school by teacher in their teaching.
ICT Group. This term refers to the respondents who will be taught
using the ICT method; where in teaching using of chalk and board and
other needed instructional materials and integration of any form of ICT in
teaching is practiced.
Posttest Score. This term refers to the raw score of the pupil on the
test given after the topic is taught
Pretest Score. This term refers to the score of the pupil on the test
given before a topic is taught.
Teaching Solar System. This term refers to the teaching on the
Solar System about all the planets that orbit around the sun and its
composition.
Traditional Group. This term refers to the pupils who will be taught
and other needed instructional materials are used but any form ICT is not
used.

Chapter 2
RELATED LITERATURE
This chapter serves as a link between the readers and the studies
that has already been done. Its content tells about the aspects that have
been already established or concluded by other authors and appreciate the
evidence that have already been collected by previous researches and the
current research work in the proper perspective.
RELATED LITERATURE
Literacy with ICT
Today, technology is a part of almost every aspect of life and
learning. Technology enables work and communication for business and
pleasure often with a strong emphasis on hardware, software, portable
devices, and "apps." However, it is not enough for students to be merely
"ICT literate". 21st Century citizens need a broader literacy that guides the
use of these tools and applications. This "literacy with ICT" includes
learning about and choosing ICT to critically, creatively, and ethically use,
produce, and communicate meaning. ICT is best infused into inquiry
processes across the K to 12 curriculum such as planning and questioning,
gathering and making sense, producing to show understanding, and
communicating and reflecting.

These critical and creative acts will be strongly influenced by

affective considerations of ethical and responsible use, implications for
society, collaboration, and personal metacognition, motivation, and
confidence.
While this K-12 perspective of ICT-supported inquiry deemphasizes
the teaching of ICT merely as a set of skills, it does not in any way
minimize the need for more technically oriented CTS courses at the high
school level. Neither does this perspective minimize the need for "good
technique" and facility that yields greater clarity and artistry.
Teaching Solar System
Student learning about the Solar System can be enhanced through a
focus on models and their use in science. A model of something is a
simplified imitation of it that we hope can help us understand it better.
Because of its size and distance from us and the expense and sometimes
danger of observing phenomena in space first hand, our understandings of
the Solar System are often represented through models.
Activities provide opportunities for students to develop science
knowledge and understandings about the Earth as part of a relatively
simple planet-moon system operating within a larger solar system.
Students use a range of resources to investigate relationships between

components of the systems in terms of their size, distance from each other
and location in space. Students investigate the effect of changes in such
relationships on the Earth.
Students collect and record data systematically on planets and other
features of the Solar System and construct representational or physical
models of aspects of their investigation. They communicate their findings
using models in a medium appropriate to their audience and purpose.
Knowledge Integration Environment
The knowledge integration environments develop to engage
students to sustain investigation providing them with cognitive and
procedural supports as they make use of the Internet in their science
classroom. Students work collaboratively in KIE, performing design,
critique, or theory comparison projects that involve scientific evidence from
World Wide Web. Students working within the KIE can take advantage of
cognitive, social and procedural supports including checklist to help
monitor progress and tools to help organize thoughts and evidence. The
ultimate goal is to scaffold outcomes learning which includes the abilities to
integrate diverse sources of information.

INSIGHTS LEARNED FROM RELATED LITERATURE

The researcher notices from the related literature of this research is
to have abstract foundation of knowledge about Solar system with the
used of course of ICT as an aid in teaching. Therefore teacher may be able
to develop the learners different skills and teacher shall look into teaching
other subject areas.
RELATED STUDIES
A qualitative case study research method was conducted among
teachers who used ICT. The semi-structured interviews lasted from 45
minutes to one hour. All interviews were transcribed verbatim by the
researcher, then coded by categories used in the interview protocols and
other categories.
These are the following findings:
Teachers gave many different and specific examples of how
technology had changed their work. A number of things were being done
with Web sites, from giving students notes which one teacher described as
a "low end thing," to getting students to create their own Web pages. One
teacher was using a Web site to enhance an actual field trip. The Web site
introduces students to the animals and tells them what they are going to be
doing while on the field trip. It shows them techniques they can use to

analyze the ecosystem and record the data. The prior preparation through
the Web site helps students benefit from the actual field trip.
Several teachers mentioned that they used Power Point and other
computer programs to improve their presentation of material to class.
Teachers explained that technology enabled teachers to deliver more
material to students and it also eliminated several basic problems such as;
poor hand writing, poor artistic skill, contrast, lighting, and visibility. Another
teacher makes extensive use of software programs to help teach physics.
The students go into the laboratory and collect their data using the
computer. Then they use word processing programs along with Excel to do
graphs and presentations. The software allows the students to collect
different kinds of data using various attachments that are plugged into the
computer. Using computer technology, students have more time to explore
beyond the mechanics of counting dots and setting up the experiment. It
actually lets them look at it and understand the concepts better. Another
teacher made the point that resource-based teaching or resource-based
learning is almost becoming "seamless, almost natural" in everything that
teachers do because information is becoming easier to access.
Teachers reported that the relationship between teacher and learner
is sometimes reversed with regards to information technology. Many
teachers mentioned that they had students show them how to use

technology. One teacher commented that when students could help

teachers, it gave the students a big confidence boost. Some teachers went
as far as to use terms like "co-learners" to describe the new relationship
between teacher and student. Teachers also saw the potential for
technology to be isolating and realized that classroom and other activities
had to be arranged in a way that reduces the likelihood of isolation.
Another point made, was that in some ways the use of new technology
may be increasing socialization in some ways. People may be able to find
someone who has interests similar to their own to converse with, through
the Internet. One teacher put forth the idea that the use of technology in
the classroom will mean the Arts and Music as areas where students
interact, will increase in importance to increase socialization.
The

use

of

information

technology

has

changed

school

administration in several ways. One teacher explained that when she

started teaching six years ago, it was not expected that teachers know how
to type their own test. Now teachers are expected to know how to use
word processors and have their tests done in a proper format. Several
teachers noted that there is a move toward recording grades and
attendance electronically. Teachers are expected to check their e-mail, and
a lot of things that used to be done at a staff meeting are now done via email. Also, e-mail is becoming an important communication tool between

parents and teachers. In addition most of the teachers use e-mail to keep
in touch with other teachers and friends.
While recognizing that there were some concerns and problems with
integrating the use of information and communication technology, teachers
thought it was beneficial to the educational process and should be
continued. Several concerns emerged from the interviews.
The problem most often noted by teachers was the maintenance of
the equipment needed to operate a technologically enhanced school.
Another frequently mentioned problem was the disparities between
students who have access to computers at home and those who do not.
Teachers provided evidence of the importance of the efforts inschool to promote professional development in integrating information
technology into classroom teaching. The professional development days
held and the flexible mentor type training available at the school was
viewed as being very important by the teachers interviewed.
Teachers recognized that sometimes students are overwhelmed with
the amount of information available and with the task of filtering through
the information.

Teachers have a hard time keeping up with the pace of change. One
teacher said, "People are stressed. Families are stressed. And she felt
this level of stress is being transferred to young students.
One teacher raised the problem of increased plagiarism because
technology was making it easy to reproduce and revise someone else's
work. She said, "There is a lot of cutting and pasting going on."
Another emerging issue, is the possible loss of control of the
education process to business partners. Balancing the interests of these
partners and that of the students might be an increasingly challenging role
for administrators as business involvement in education becomes more
common.
Teachers stated that information technology was placing more
demands on their time. Teachers noted that extra time was needed to learn
new software and also to create new things for teaching because greater
expectations were being placed on them.
The use of ICT is changing teaching in several ways. With ICT,
teachers are able to create their own material and thus have more control
over the material used in the classroom than they have had in the past.
Rather than deskilling teachers as some scholars claim, it seems that
technology is requiring teachers to be more creative in customizing their

own material. Also, using Web pages to enhance an activity demonstrates

that technology can be used to complement other aspects of good
teaching rather than replace them. It is evident that involving students in
the creation of useful material as a part of a learning exercise is a way to
make school more meaningful for students. While the use of Power Point
presentations has been criticized by some, teachers at this school provide
examples of how it helps them with their teaching. The use of peripheral
devices on computers to help with physics experiments again shows how
ICT can be used to aid the learning process and help students focus on
higher level concepts rather than less meaningful tasks.
The changes caused by the introduction of information technology
into learning environments, are not without some potential problems which
must be considered by administrators. The information from this school
indicates that some fundamental rethinking of the education process may
be necessary because of the use of ICT. This will also put pressure on the
school system to restructure the way education is organized.
INSIGHTS LEARNED FROM THE REVIEW OF RELATED STUDIES
The researcher notices from the related studies of this research that
learners cannot actually grasp the subject matter easily. It is found to be a
problem in all the levels of learning. Reading and comprehension is the
basic tool in learning when one lacks the ability read and comprehend,

he/she lacks the most significant tool to learn. Thus, teacher should take
advantage of interactivity provided by computer technology to help
struggling learners. Therefore, technology is an essential tool for learning
and all schools must ensure that all their pupils have access to technology
so there will be no pupils who will leave behind.

Chapter 3
RESEARCH METHODS
This chapter presents the research method used in study. It also
discusses the research design, research environment, subjects and
sampling procedures, research instrument and statistical treatment of data.
RESEARCH DESIGN
The study will use the quasi-experimental design. Pretest will be
given to the two sections of Grade five classes of Villaverde Elementary
School. After the pretest, one section will undergo treatment which will be
the ICT approach in teaching solar system while the other section will be
taught using the Traditional method of teaching. At the end of the
experiment, both groups will be given the posttest.
RESEARCH ENVIRONMENT
This study will be conducted in Villaverde Elementary School in
Iligan City, a public school that offers complete elementary education.
The next page shows the locale of the study.

SUBJECTS AND SAMPLING PROCEDURE

The two non-equivalent sections of Grade five pupils in
Villaverde Elementary School will be used in drawing lot to determine the
Traditional and the Experimental groups.

The experimental group will

receive the treatment which is the ICT approach of teaching solar system.

RESEARCH INSTRUMENT
The research instrument of this study
will be the 30-item researcher-made test.
The development of this test will undergo
the following steps: (1) The Table of
Specification will be made based on the
textbook for Science which will be used for sections A and B. (2) fortymultiple type test questions in solar system will be made. (3) This test will
be given to Grade V pupils of another elementary school in Iligan City. 4)
The results of the test will be used in the item analysis. (5) Revision,
acceptance and rejection of items will be done until the 30-item test will be
perfected; (6) This 30-item test will undergo Readability Test to determine
whether the items are readable for Grade five pupils. And (7) Validate the
instrument using the Good and Scates (1972) method. (See Appendix F)

DATA GATHERING PROCEDURE

To facilitate the gathering of data, permission to conduct the study
will be obtained from the Superintendent of City Schools in Iligan City
through the principal of Villaverde Elementary School.
The researchers will personally teach the subjects of both groups.
The conduct of the pretest and the posttest will be done by the researchers
in a manner to avoid cheating.

STATISTICAL TREATMENT
The following statistical treatments are shown below by problems:
For problem 1. What are the pretest scores of the traditional
teaching and the ICT approach of teaching? Tabulate the pretests score in
one table and describe the pretest using the mean.
Problem 2. What are the posttest scores of the traditional teaching
and the ICT approach of teaching? Tabulate the posttests score in one
table and describe the posttest using the mean.

Problem 3.

What are the pretest and posttest scores of the

traditional and the ICT approach of teaching? Tabulate the pretest and
posttest score and describe the pretest and posttest using their mean.
Problem 4. Is there significant difference between the pretest scores
of the traditional teaching and ICT approach of teaching? Tabulate the
pretest scores and use paired test to determine the significant difference
between the two sets of scores.
Problem 5.

Is there significant difference between the posttest

scores of the traditional teaching and the ICT approach of teaching?

Tabulate the posttest scores and use paired t test to determine the
significant difference between the two sets of scores.
Problem 6. Is there significant difference between the pretest and
the posttest scores of the traditional teaching and the ICT approach of
teaching? Tabulate the pretest and the posttest scores and use paired t
test to determine the significant difference between the two sets of scores.
Problem 7.

What action plan can be derived from the result of the

study? The plan will be made after analysis of data.

REFERENCES
Corpuz, B., &Lucido, P. (2008).Educational technology 1. Quezon City:
Lorimar Publishing, Inc.
Corpuz, B., &Salandanan, G. (2011).Principles of Teaching 1. Quezon
City: Lorimar Publishing, Inc.University of California at Berkeley
In K. Sheingold, L. G. Roberts, and S. M. Malcolm (Eds.), Technology for
Teaching and Learning. Washington, DC: American Association for
the Advancement of Science.Learning Environments.
Linn, M. C., Bell, P., &Hsi, S. (in press). Lifelong science learning on the
Internet: The Knowledge Integration Environment. Interactive
Linn, M. C. (1992). The Computer as Learning Partner: Can Computer
Tools Teach Science?
Miller, G.A. (1956). The magical number seven, plus or minus two: Some
limits on our capacity for processing information. Psychological
Review, 63, 81-97.
Ozgur, O. (October- December 2004) Constructivism in Piaget and
Vygotsky.Issue 48. Retrieved from
http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVIS
Min-Piaget-and-Vygotsky

CURRICULUM VITAE
As of August 29, 2016

PERSONAL DATA
Name

Lovern Jane B. Bolay-og

Date of Birth

October 7, 1988

Place of Birth

Iligan City

Sex

Female

Address

Saray-Tibanga, Iligan City

Civil Status

Married

Contact Number

09057042746

EDUCATIONAL ATTAINMENT
Tertiary

Undergraduate
Bachelor of Elementary Education (BEEd)
St. Peters College, Sabayle Street, Iligan City
SY: 2013-2016

Secondary

Iligan City National High School

Mahayahay, Iligan City
SY: 2001-2005

Elementary

Iligan City Central School

Mahayahay, Iligan City
SY: 1995-2001

CURRICULUM VITAE
As of August 29, 2016

PERSONAL DATA
Name

Jachel P. Nabong

Date of Birth

September 11, 1991

Place of Birth

Iligan City

Sex

Female

Address

Kiwalan, Iligan City

Civil Status

Single

Contact Number

0916-934-0662

EDUCATIONAL ATTAINMENT
Tertiary

Undergraduate
Bachelor of Elementary Education (BEEd)
St. Peters College, Sabayle Street, Iligan City
SY: 2013-2016

Secondary

Iligan City East High School Kiwalan Annex

Kiwalan, Iligan City
SY: 2003-2007

Elementary

Kiwalan Elementary School

Kiwalan, Iligan City
SY: 1997-2003

CURRICULUM VITAE
As of August 29, 2016

PERSONAL DATA
Name

Client Edcel L. Oga

Date of Birth

May 13, 1997

Place of Birth

Iligan City

Sex

Male

Address

Villaverde, Iligan City

Civil Status

Single

Contact Number

09179175065

EDUCATIONAL ATTAINMENT
Tertiary

Undergraduate
Bachelor of Seconday Education (BSEd)
St. Peters College, Sabayle Street, Iligan City
SY: 2013-2016

Secondary

Kanim National High School Kanim, Sibutad,

ZamboangadelNorte
SY: 2009-2013

Elementary

LobayElementary School
Libay,Sibutad, ZamboangadelNorte

SY: 2004-2009

APPENDICES
A. Letters
B. Lesson Plans
C. Pretest & Posttest

Appendix D

Table of Specifications for Multiple Choice Items

1. Assign the percentage per topic based on the course requirement.
2. Decide on how many items the test should be.
3. Present your data in a TOS for clarity.
Table of Specifications
Blooms Taxonomy

Subje
ct

English

Grad
e
Exam

Seven

Knowledge

2nd
Periodic
Items

Rememberi
ng
Easy(IE)

Topic
s
1

Comprehension/Applicati
on
(Understanding)

Analysis/Synthesis/E
val
(Thinking)

Average (MC)

Difficult(RC)

Total
Item
s

10%(40)=0
4

10

15%(40)=0
6

15

25%(40)=1
0

11

25

25%(40)=1
0
25%(40)=1
0
40

11

25

12

25

6=15%(40)

40

10

5
Total

8=20%(40)

26=65%(40)

Type of
Tests

IE
=
Identifyin
g Errors
MC
=
Multiple
Choice
RC
=
Reading
Compre.

4. The average questions should be at least 65% of your exams, while the
easy at least 20% and the difficult at 15%.
5. You should be able to determine which questions are Easy, Average
and Difficult based on an item analysis that you have done in previous
exams.

Appendix E
Form For Item Analysis
Table 1. Test Results of Thirty Students who took the 40-item English Test
St
Scores
Question 1
Question 2
Question 3
u
A B C D
A B C D
A B C D
1
2

Question 4
B C D

Question 5
B C D

40

Table of Difficulty Index

(D)
Quest
Lower Group
.
(Students)
No.

Table of Index of Discrimination (ID)

Upper Group
(Students)

Correct
Answer
s

Group

(L
)

(U
)

Interpretation and Action

Index

Interpre
tation

Actio
n

D I
D

1
2
3
4
5
Score
s

Table of the Measure of Attractiveness: MA = (Al Au) / T2 + T1)

Que
Option A
Option B
Option C
Option D
st.
No. A A M Inte A A M Inte A A M Inte A A M Inte

rp

rp

rp

rp

1
2
3
4
5

Appendix F
Readability Test Calculator
Source:
http://www.onlineutility.org/english/readability_test_and_improve.jsp

This free online software tool calculates readability : Coleman Liau index, Flesch
Kincaid Grade Level, ARI (Automated Readability Index), SMOG. The measure of
readability used here is the indication of number of years of education that a person needs
to be able to understand the text easily on the first reading. Comprehension tests and
skills
training.
This tool is made primarily for English texts but might work also for some other
languages. In general, these tests penalize writers for polysyllabic words and long,
complex sentences. Your writing will score better when you: use simpler diction, write
short
sentences.
It also displays complicated sentences (with many words and syllables) with
suggestions for what you might do to improve its readability.
Basic text statistics are also displayed, including number of characters, words,
sentences, and average number of characters per word, syllables per word, and words per
sentence.
Enter text (copy and paste is fine) here:

Appendix G
Validation of the 30-Item Test
A teacher wishes to validate a test in Math. Good and Scates (1972) suggested
the evidence of the test or questionnaire validity which are as follows:
Questions
Yes No
Is it the question on the subject?
Is the question perfectly clear and unambiguous?
Does the question get at something stable?
Which is typical of the individual or of the situation?
Does the question pull?
Do the responses show a reasonable range of variation?
Is the information obtained consistent?
Is the item sufficiently inclusive?
Is there a possibility of using an external criterion to evaluate the
test?
This requires selected group of experts in line of their forte to validate the content
of the test. If answers of expert are all affirmative, the instrument is valid.

Appendix H
Table 1: Pretest Scores of the Traditional and the Experimental Groups
Students
Traditional
Students
Experimental
1

20

20

Mean

Mean

Table 2: Posttest Scores of the Traditional and the Experimental Groups

Students
Traditional
Students
Experimental

Mean

20

20
Mean

Table 3: Pretest and Posttest Scores of Traditional and Experimental

Traditional

Experimental

Students

Students
Pretest

Posttest

Pretest

20

20

Means

Means

Posttest

Appendix H
Problem 4. Is there significant difference between the pretest scores of the
traditional and the experimental groups?
Table 4: Pretest Scores of the Traditional and the Experimental Group
Students

1
20
Mean
Variance
Std. Dev.
N
Df
t-calculated
t-critical value
H01
Inference

Traditional
Pretest

Students

1
20

Experimental
Pretest

Problem 5. Is there significant difference between the posttest scores of

the traditional teaching and the experimental group?
Table 5: Posttest Scores of the Traditional and the Experimental
Students

Traditional
Posttest

Students

20

20

Mean
Variance
Std. Dev.
N
Df
t-calculated
t-critical value
H01
Inference

Experimental
Posttest

Problem 6. Is there significant difference between the pretest and the

posttest scores of the two groups?
Table 6: Pretest and Posttest Scores of Traditional and Experimental
Traditional
Experimental
Students
Students
Pretest Posttest
Pretest Posttest
1
1
20
20
Means
Means
Variances
Variances
Std. Dev.
Std. Dev.
N
N
Df
Df
t-calculated
t-calculated
t-critical value
t-critical value
Ho3control
H03expt