Cueto Research

Republic of the Philippines
DEPARTMENT OF EDUCATION
MIMAROPA REGION
Meralco Ave. cor. St. Paul Road
Pasig City
IMPROVING STUDENTS’ UNDERSTANDING AND CONCEPT RETENTION IN

KASAYSAYAN NG DAIGDIG- ARALING PANLIPUNAN 8
AN ACTION RESEARCH PROPOSAL
JOHNDEL LAGAN CUETO

Teacher I
Manamoc National High School
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INTRODUCTION AND RATIONALE
Student Retention has been one of the most critical issues in Secondary
education for long time. Low student concept retention rates in every subject might
affect their overall academic performances and future plans. In today’s classrooms,
one of the most important factors is retention of the concepts that are taught to our
students. Without concept retention there can’t be a successful transfer of
knowledge from one subject area to another. If retention is not a top priority in the
classroom, we as teachers spend most of our time reviewing and re-teaching
concepts and it is very time consuming.
Moreover, the Department of Education keeps on creating and upgrading
programs wherein student’s welfare is the core of every program introduced and
innovated. These programs come up with different ideas to elevate student’s interest
and performance. Teachers were given opportunity to attend different seminars
concerning the enhancement of the student’s performance and teaching strategies
that could really help them to deliver well the topic during the teaching and learning
process. However, most of the students nowadays are facing difficulties in retaining
concept being taught by the teachers that all of the concept or information could not
possibly be stored and remembered because of some certain causes.
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Conceptual understandings are what learners know and understand about a
concept, that is; the generalizations learners can develop about the nature or
properties of that concept. Some people refer to them as “big ideas”.
A range of conceptual understandings can be associated with any one
concept. By selecting particular bundles of concepts as the focus of social studies
learning, you can help your students to develop networks of connected knowledge
structured around those concepts.
The four conceptual strands in the social sciences curriculum are:
• Identity, Culture, and Organisation;
• Place and Environment;
• Continuity and Change;
• The Economic World.
History is made every day and so the historical record is displayed anew on
every newscast, front page, online video, cartoon, and blog; we need to be able to
read the meanings of those productions with a critical eye to live responsibly (Ayers,
2010). Lepore (2010) explained that the study of the past is at its best when it takes
people out of their own time, and into another one. Studying history is like time
travel, that way. It brings you someplace else, sometime else.
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Social studies offer us important opportunities to know what is happen in,
where, when and how, making our understanding positive value, social studies help
in promoting, travelling experience and clearly show the inter-relationship and
interdependence between man and places above all, it is clearly shown the world is
dynamic rather than a static, social studies as a subject seek to solve the problems
of the society and give clear insight into the problems of man and his environment
(Goldberg, 2010).
Effective teachers can acclimatize instructions in their modules to meet the
needs of each student. Teachers are encouraged to make adjustments to the
curriculum, modify ways of approaching various problems associated with the topic,
and fine-tune the product based on the levels of readiness. They’re also required to
discern a student’s interest in a particular subject and the learning curve of every
schoolchild. Effective teaching of social studies involves the incorporation of a variety
of techniques in the instructions given to students, the way they are grouped and the
assessment method used since not all students learn the same thing at the same
time using a similar approach (Lewis & Thompson, 2012).
To teach history is to convey the fragile and ever-changing outcome of the
effort to understand the past. It is both a scientific and an ethical responsibility.
Method and rigor serve as guidelines for the writing of history, and should also serve
as guidelines for teaching it. The task of writing and teaching history and devising the
curriculum has become infinitely more difficult (Beauchemin, 2014).
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The K-12 Araling Panlipunan made use of the objective of the “Education for
All 2015” and K-12 Philippine Basic Curriculum framework as its guideline in the
curriculum. The curriculum aims to have competencies necessary for 21st century so
that they will be able to produce a “functionally literate and developed Filipino”. To
be able for the goals to be achieved, the K-12 curriculum of Araling Panlipunan
intend to mould an individual that is ‘mapanuri, mapagmuni, produktibo,
makakalikasan, makabansa, at makatao na may pambansa at pandaigdigang
pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan’.
The objective of teaching K-12 Araling Panlipunan is to develop students
understanding in primary knowledge on aspects of historical, geographic, political,
and economics issues together with other social disciplines in order for them to put
into practice the pillars of learning such as the learning to know, learning to do,
learning to be and learning to live together. The curriculum gives more emphasis in
the understanding of the course rather than in memorizing concepts and
terminologies (DepEd, 2013).
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LITERATURE REVIEW
According to Mgina (2014) concluded that teaching of Social Studies has
been faced with multi-dimensional problems. History teachers face a number of
challenges while simultaneously holding particular goals for history teaching.
Ergina et.al, Concepts are embedded in all the social studies achievement
objectives across the four conceptual strands and are an essential part of teaching
and learning in social studies. Moreover, many of the same concepts form the
building blocks for learning in the senior social sciences, so understanding them is
crucial for these students. Teaching for conceptual understandings in social studies
enables teachers to select and structure learning around important concepts. This
process also provides students with conceptual frameworks for them to develop their
own way of structuring their understandings.
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CONCEPTUAL FRAMEWORK
The system approach (Input- Process- Output system) was used in describing
the conceptual framework of the study. As shown in Figure 2, the INPUT consists the
different 21st Century literary pieces coming from Mindoro, Marinduque, Romblon,
and Palawan.
INPUT PROCESS
PROCESS OUTPUT
OUTPUT
INPUT
21st Century
1. Focused
1. Literary Pieces Literature of the
Group
Culled from Philippines
the different Discussion Module for
provinces of among MIMAROPA
MIMAROPA teachers. Region
Region. 2. Interview
authors of the
literary pieces
FEEDBACK
FEEDBACK
Figure 2 CONCEPTUAL PARADIGM
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The PROCESS of system approach focused on conducting the Focused
Group Discussion (FGD) among teachers teaching the subject and direct interview
on authors of the different Literary pieces that will be used in the module.
The OUTPUT of the research process will be a module for the subject that will
be used by the teachers teaching the subject across the region.
ACTION RESEARCH QUESTIONS
While handling the Araling Panlipunan, the teacher researcher observed that
students faced difficulties in attaining the objectives specified above (Those in
highlighted text). While many students were found to attain ‘below the standards’, a
few fell under ‘unacceptable’ category. While observing the difficulties faced by
majority of those students, the teacher-researcher tried to find answers to the
following questions:
• Why do the students find it difficult to understand historical knowledge and
concepts?
• Why do they fail to retain concepts and knowledge in a very short period of time?
• Why do they fail to apply concepts and knowledge learned in the real-life situation?
• How can the teacher-researcher bring about improvements in the understanding
and concept retention of the students in Araling Panlipunan Subject?
• Are these issues similar to the ones faced by fellow teachers of Araling Panlipunan
subject with their students?
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PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
1.) Many studies show that ACTIVE LEARNING can be effective in promoting
student learning. The traits of teachers employing effective learning include clarity,
task orientation, enthusiasm and flexibility. Active learning is an umbrella term that
refers to several modes of instruction that focus the responsibility of learning on
learners. It includes the following modes of instruction:
THINK – PAIR -SHARE
Teacher poses questions, observation, or a challenge. The students will think and
write out answers individually. They will pair up and combine their best answers and
at the end, students share their new improved answer with the class.
In general description, learners take a short amount of time (e.g. one minute) to
ponder the previous lesson. Then they discuss it with one or more of their peers and
finally to share it with the class as part of the formal discussion.
FACT ROUNDING
The fact rounding technique works as follows, towards the end of the lesson the
students are asked to recall one fact from the material or topic covered. Another
student should not repeat a fact already mentioned and the activity should continue
until all the lesson material has been covered.
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LEARNING CELL
A learning cell is a process of learning where two students alternate asking and
answering questions on commonly read materials. To prepare for the assignment,
the students will read the assignment and write down questions that they have about
the reading. At the next class meeting, the teacher will randomly put the student in
pairs (USING SPIN THE WHEEL MOBILE APP). The process begins by designing
one student from each group to begin by asking one of their questions to other. The
other student will ask a question and they will alternate accordingly. During this time,
teacher is going around the class from group to group giving feedback and
answering questions.
ACTIVE WRITING
At the end of the lesson, students are asked to submit questions based on the
materials covered. These questions are used as an introduction to the next topic.
The purpose of this activity is to ensure that the students will have their questions
answered and to reflect on the material that can be used to gauge student’s
understanding of the subject.
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2. MEASUREMENT-DRIVEN INSTRUCTION (MDI) occurs when a high-stakes test
of educational achievement influences the instructional program that prepares
students for the test. There are two major types of high-stakes tests. One category
consists of examinations that are associated with important consequences for
examinees. Tests of this sort include those that qualify students for promotion to the
next grade or for receipt of a high school diploma. The chief virtue of MDI stems from
the clarity with which instructional targets – that is skills and knowledge being tested
– are described. Even skillful teachers cannot target their instruction if they are
unaware of what the assessment targets are. Properly conceived and implemented,
measurement-driven instruction can constitute a potent force for educational
development. MDI can be used to accommodate or even assess the four pillars of
education.
ACTION RESEARCH METHOD
PARTICIPANTS AND OTHER SOURCES OF DATA AND INFORMATION
The nature of this research is a Descriptive Qualitative Research. The main
participants for this action research will be the teachers teaching the subject, 21 st
Century Literature of the Philippines and the World. Secondary participants will be
the budding published writers and authors from the region. The researchers will also
use Primary and Secondary sources in the conduct of the research.
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DATA GATHERING METHOD
With the following steps, the researchers will hope to gather data for this research:
STEP 1: Teacher-respondents will be identified through a random sampling of
schools across the MIMAROPA Region.
STEP 2: Actual visit on the different provinces of the MIMAROPA Region will be
conducted in hopes to gather literary pieces and interview writers from the region.
STEP 3: Focused Group Discussion, actual visits, and class observations will be
conducted to further enhance the data that will be collected.
STEP 4: With the data gathered, the researchers will create the module for the
subject. It will be based from the collected data made from the visit.
STEP 5: With the creation of the module, this will be presented to the different
teachers for further evaluation and critiquing.
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DATA ANALYSIS PLAN
This study is a Qualitative Research study aimed at addressing the current
situation of teachers teaching the subject, 21 st Century Literature of the Philippines
and the World in the Senior High School.
Through actual visits and conduct of Focused Group Discussions from the
different provinces of the MIMAROPA Region, the researchers will hope to gather
data such as:
a. existing literary pieces and tradition of every province,
b. existing practices of the teachers teaching the target subject,
From these, researchers will hope to create a module that will be usable for
the teachers teaching the subject in the MIMAROPA Region. The module will then be
presented to the Teacher-respondents for evaluation.
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SUBJECTS OF THE STUDY
This action research will be conducted on a sample of Grade 8 Junior High School
students of Manamoc National High School and the teacher who is currently
teaching such subject as well.
DATA GATHERING METHODS
In order to define the ‘problem’, the researcher will use the following tools for
preliminary data collection: (i) Focus Group Discussion with peer-teachers of Araling
Panlipunan Subject; (ii) Interview with the students; (iii) Students’ Test Papers; and
(iv) Preliminary Tests (Pre-test).
DATA ANALYSIS PLAN
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ACTION RESEARCH WORK PLAN AND TIMELINE
Work Plan Timeline

May June July August September October
Approval of Action
Research
Writing of the Chapters 1
and 2
Actual visit of the
provinces for Data
Gathering
Creation of the Module
Presentation of the Module
to the different teachers
Finalization of action
research, submission and
presentation of the final
product
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COST ESTIMATE
Quantity Description Amount

10 reams Bond paper (200/ream) Php 2,000.00
3 sets Epson ink (Black, Magenta, Yellow, Cyan) Php 3,000.00
750/set
1 set Tarpaulin (for research summit) Php 800.00
Binding of Final Paper for division Php. 3,000.00
critiquing, division and regional summit
10 copies Printing of actual final module Php 5,000.00
1 set Tarpaulin stand Php. 500.00
1 pax Registration fee Division Research Summit Php. 500.00
Registration fee Regional Summit Php. 5,0000
200 pcs Flyers for the division and regional summit Php. 800.00
(4 pesos/ pc.)
Courier fee for MOA, liquidation and other Php. 500.00
pertinent document for action research
Final copy of the paper, module and cd Php. 2,000.00
TOTAL Php. 23,100.00
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PLANS FOR DISSEMINATION AND UTILIZATION
The result of this action research will be utilized in the following manners:
1. The creation of the module that will include:

a. 21st Century Literary Pieces culled from the data gathered.
b. Lesson Exemplar of every literary pieces.
c. Subject integration of the different literary pieces used.
2. Presented to a body of Teacher-respondents for evaluation and critiquing.
3. The module can be used in the actual teaching of the subject, 21st
Century Literature of the Philippines and the World, good for 5 sessions of
the First Grading Period.
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REFERENCES
Bañez, R. M. (2016). Recency or Relevance: A Quest for Pedagogical Framework in

Teaching Philippine and World Literature in Senior High School. Asia Pacific
Journal of Multidisciplinary Research,Vol. 4(No. 4), 78-86. Retrieved April 15,
2018, from http://www.apjmr.com/wp-content/uploads/2016/11/APJMR-
2016.4.4.2.11.pdf.
Cruz, I. (2013, October 24). 21st Century Literature. The Philippine Star. Retrieved
from https://www.pressreader.com/philippines/the-philippine-
star/20131024/281582353369798.
Fontanilla, G. (2015, May 20). SunStar Baguio. Retrieved April 15, 2018, from
http://www.sunstar.com.ph/baguio/local-news/2015/05/20/literature-k-12-
more-just-text-408455.
Lolarga, E. (2017, November 19). Teaching Philippine literature with aplomb.

Retrieved April 15, 2018, from http://verafiles.org/articles/teaching-philippine-
literature-aplomb.
Lumbera, B. (n.d.). Harnessing Regional Literature for National Literature. Retrieved

April 15, 2018, from http://salcedofrancis.weebly.com/bienvenido-lumberas-
harnessing-regional-literature.html.
Mojares, R. B. (2015). Teaching World Literature Through Philippine

Literature. Kritika Kultura,24, 228-239. Retrieved April 15, 2018, from
https://journals.ateneo.edu/index.php/kk/article/download/KK2015.02408/2044
.
Santos, C. (2016, August 6). It’s official: ‘MIMAROPA Region’ replaces ‘Region IV-
B’; Cong. Acosta lauds law enactment. Palawan News. Retrieved April 15,
2018, from http://palawan-news.com/official-mimaropa-region-replaces-
region-iv-b-cong-acosta-lauds-law-enactment/
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ANNEX 1: Research Proposal Application Form and Endorsement of Immediate
Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE
A LITERATURE OF OUR OWN: INTEGRATED MIMAROPA LITERATURE
MODULE FOR 21ST CENTURY LITERATURE OF THE PHILIPPINES
SHORT DESCRIPTION OF THE RESEARCH
The main goal of the research, to fully establish and to include in the canon, the
21st Century Literary works coming from MIMAROPA Region to be used for Regional
Literature in the Senior High School Set up. Further, the researcher, using the
gathered literary works, aims to create a modular approach with approaches on the
integration on thematic and subject learning areas.
RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY
only one) (check only one main research theme)
o Teaching and Learning
o National o Child Protection
o Regional o Human Resource Development
o Schools Division o Governance
o District (check up to one cross-cutting theme, if
o School applicable)
o DRRM
(check only one) o Gender and Development
o Action Research o Inclusive Education
o Basic Research Others (please specify):
__________
FUND SOURCE AMOUNT

(e.g. BERF, SEF, others)*
BERF Php 23,100.00
*indicate also the proponent will use personal fund
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B. PROPONENT INFORMATION
LEAD PROPONENT/INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
MARAVILLA JAY MEGUE

BIRTHDAY SEX: POSITION / DESIGNATION:
(MM/DD/YYYY) MALE TEACHER I
08/25/1979
REGION / DIVISION / SCHOOL ( whichever is applicable):
MIMAROPA REGION / PUERTO PRINCESA CITY /
PUERTO PRINCESA CITY NATIONAL SCIENCE HIGH SCHOOL
CONTACT NO. 1: CONTACT N0. 2: EMAIL ADDRESS:
09177062444 jaymaravilla0702@yahoo.com
EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH
(DEGREE TITLE) Enumerate from PROJECT
Bachelor’s Degree up to Doctorate
BACHELOR OF SECONDARY
EDUCATION Major in ENGLISH
Emancipation Of The Suspended Women:
MASTER OF ARTS IN EDUCATION
Black Feminist Thoughts In Selected Afro-
MAJOR IN LITERATURE (CAR)
American Women Novels
SIGNATURE OF PROPONENT:
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IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement the research study without compromising his/her
office functions.
ELEAZER B. ARELLANO, Ph.D.

Name and Signature of Immediate Supervisor
Position / Designation: Chief Education

Program Supervisor (SGOD)
OIC – Office of the School
Principal
Date:
_____________________________
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PUERTO PRINCESA CITY NATIONAL SCIENCE HIGH SCHOOL
P.O Box 345, Puerto Princesa City
Tel. No. (048) 434-0977, Email: ppcnshs@yahoo.com
April 13, 2018
ELSIE T. BARRIOS, Ph.D.

Officer-In-Charge
Office of the Schools Division Superintendent
Ma’am:
Endorsing herewith is the Action Research Proposal entitled “A LITERATURE OF

OUR OWN: INTEGRATED MIMAROPA LITERATURE MODULE FOR 21ST
CENTURY LITERATURE OF THE PHILIPPINES” by proponents JAY M.
MARAVILLA (Teacher 1) and ANTONIETA C. MIGUEL (Master Teacher II) of this
school for your approval for funding under the Basic Education Research Fund.
The said action research findings would be very timely in molding the school towards
the mission and vision of the Department of Education. This would guide the school
in the formulation its programs and projects for the next school years.
Anticipating your attention would merit our request. Enclosed are the proposal paper
and annexes for screening and critiquing.
Respectfully yours,
ELEAZER B. ARELLANO, Ph.D.

Chief, Education Program Supervisor
School Governance and Operation Division
OIC – School Principal
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ANNEX 2 : Minimum Requirements of the Research Proposal
A. BASIC RESEARCH PROPOSAL TEMPLATE

I. Introduction and Rationale
II. Literature Review
III. Research Questions
IV. Scope and Limitation
V. Research Methodology
a. Sampling
b. Data Collection
c. Ethical Issues
d. Plan for Data Analysis
VI. Timetable/ Gantt Chart
VII. Cost Estimates
VIII. Plans for Dissemination and Advocacy
X. References
B. ACTION RESEARCH TEMPLATE

I. Context and Rationale
II. Action Research Questions
III. Proposed Innovation, Intervention and Strategy
IV. Action Research Methods
a. Participants and other Sources of Data and Information
b. Data Gathering Methods
c. Data Analysis Plan
VI. Action Research Work Plan and Timelines
VII. Cost Estimates
VIII. Plans for Dissemination and Utilization
X. Reference
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ANNEX 3: Declaration Of Anti-Plagiarism And Absence Of Conflict Interest.
DECLARATION OF ANTI-PLAGIARISM
1. We, JAY M. MARAVILLA (Teacher 1) and ANTONIETA C. MIGUEL (Master

Teacher II), Understand that plagiarism is the act of taking and using another’s ideas
and works and passing them off as one’s own. This includes explicitly copying the
whole work of another person and/or using some parts of their work without proper
acknowledgment and referencing.
2. 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 finals
research study emanating from this proposal shall be of original contest. We shall
use appropriate citations in referencing other works from other sources.
3. We understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).
PROPONENT: JAY M. MARAVILLA _
SIGNATURE : ___________________________
DATE: ____________________ _
PROPONENT: ANTONIETA C. MIGUEL ___ _
SIGNATURE: ____________________________
DATE:_______________________
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DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. We, JAY M. MARAVILLA (Teacher 1) and ANTONIETA C. MIGUEL (Master

Teacher II), understand that the conflict of interest refers to situations in which
financial or other personal considerations may comprise our judgment in evaluating,
conducting, or reporting research.
2. 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 maybe returned to us if found out that there conflict of
interest during the initial screening as per (insert RMG provision).
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of our research, We will duly report it to the
research committee for immediate action.
4. 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: JAY M. MARAVILLA _
SIGNATURE : ___________________________
DATE: ____________________ _
PROPONENT: ANTONIETA C. MIGUEL ___ _
SIGNATURE: ____________________________
DATE:_______________________
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Republic of the Philippines

IMPROVING STUDENTS’ UNDERSTANDING AND CONCEPT RETENTION IN

AN ACTION RESEARCH PROPOSAL

JOHNDEL LAGAN CUETO

INTRODUCTION AND RATIONALE

students. Without concept retention there can’t be a successful transfer of

classroom, we as teachers spend most of our time reviewing and re-teaching

concepts and it is very time consuming.

Moreover, the Department of Education keeps on creating and upgrading

and performance. Teachers were given opportunity to attend different seminars

concerning the enhancement of the student’s performance and teaching strategies

possibly be stored and remembered because of some certain causes.

Conceptual understandings are what learners know and understand about a

properties of that concept. Some people refer to them as “big ideas”.

A range of conceptual understandings can be associated with any one

concept. By selecting particular bundles of concepts as the focus of social studies

structured around those concepts.

The four conceptual strands in the social sciences curriculum are:

• Identity, Culture, and Organisation;

• Place and Environment;

• Continuity and Change;

• The Economic World.

travel, that way. It brings you someplace else, sometime else.

Social studies offer us important opportunities to know what is happen in,

in promoting, travelling experience and clearly show the inter-relationship and

Effective teachers can acclimatize instructions in their modules to meet the

needs of each student. Teachers are encouraged to make adjustments to the

schoolchild. Effective teaching of social studies involves the incorporation of a variety

time using a similar approach (Lewis & Thompson, 2012).

To teach history is to convey the fragile and ever-changing outcome of the

effort to understand the past. It is both a scientific and an ethical responsibility.

curriculum has become infinitely more difficult (Beauchemin, 2014).

intend to mould an individual that is ‘mapanuri, mapagmuni, produktibo,

makakalikasan, makabansa, at makatao na may pambansa at pandaigdigang

pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan’.

The objective of teaching K-12 Araling Panlipunan is to develop students

understanding in primary knowledge on aspects of historical, geographic, political,

the understanding of the course rather than in memorizing concepts and

terminologies (DepEd, 2013).

According to Mgina (2014) concluded that teaching of Social Studies has

been faced with multi-dimensional problems. History teachers face a number of

challenges while simultaneously holding particular goals for history teaching.

own way of structuring their understandings.

Figure 2 CONCEPTUAL PARADIGM

The PROCESS of system approach focused on conducting the Focused

be used by the teachers teaching the subject across the region.

ACTION RESEARCH QUESTIONS

students faced difficulties in attaining the objectives specified above (Those in

majority of those students, the teacher-researcher tried to find answers to the

• Why do the students find it difficult to understand historical knowledge and

• How can the teacher-researcher bring about improvements in the understanding

and concept retention of the students in Araling Panlipunan Subject?

subject with their students?

PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

refers to several modes of instruction that focus the responsibility of learning on

learners. It includes the following modes of instruction:

THINK – PAIR -SHARE

finally to share it with the class as part of the formal discussion.

until all the lesson material has been covered.

answering questions on commonly read materials. To prepare for the assignment,

understanding of the subject.

2. MEASUREMENT-DRIVEN INSTRUCTION (MDI) occurs when a high-stakes test