Republic of the Philippines

DEPARTMENT OF EDUCATION
Division of Camarines Sur
VILLAFUERTE-PEÑA HIGH SCHOOL
Ponglon, San Jose, Camarines Sur
School I.D.: 309771
_____________________________________________________________________________________

ACTION RESEARCH PROPOSAL

IMPROVING STUDENTS’ ACADEMIC PERFORMANCE THROUGH INQUIRY-BASED

LEARNING (I-BL) IN VILLAFUERTE-PEŇA HIGH SCHOOL

I. PROPONENT:
Christopher J. Bayrante,
Teacher I
Villafuerte-Peña High School, Ponglon, San Jose, Camarines Sur
christopherbayrante@yahoo.com
+639071691671/ +639499906893

II. BACKGROUND OF THE STUDY:

Inquiry-based learning is an approach to teaching and learning that places students’ questions,

ideas and observations at the center of the learning experience. Educators play an active role throughout

the process by establishing a culture of learning where ideas are respectfully challenged, tested, redefined

and viewed as improvable, moving children from a position of wondering to a position of enacted

understanding and further questioning (Scardamalia, 2002).

The Villafuerte-Pena High School students’ academic performance for the academic year 2015-

2016 is recognized to be 83.16% from the general average rating in all subject areas in the Junior High

School. This study generally aims to improve students’ academic performance by employing Inquiry-

based learning as the key teaching approach and be intertwined with effective, efficient and innovative

teaching strategies and techniques in all learning areas in the school.

III. STATEMENT OF THE PROBLEM:

This action research will be conducted to enhance students’ academic performance of the students

of Villafuerte-Peňa high school through inquiry-based learning. Specifically, the study seeks to answer

the following questions:

1. What is the level of academic performance of the students in Villafuerte-Pena High School in

the 1st to 3rd quarter this school year 2016-2017?

2. What is the teachers’ level of implementation of Inquiry-Based learning in the teaching-

learning process of all the subject areas this school year 2016-2017?

3. Is there a significant difference between the levels of the academic performance of the students

after the implementation of Inquiry-based learning?

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Christopher J. BayrantePage 1
IV. SIGNIFICANCE OF THE STUDY:
The result of this action research is deemed beneficial to the following:

Department of Education. The results of this study will yield salient information to the

curriculum planners and developers in the Department on strengthening and enhancing the development

and implementation of the curriculum in craving for quality, holistic and sustainable learning process

through higher-order/critical thinking skills.

School Administration. The outcomes of this study will give wider avenue for the

administration to address effective and meaningful learning gaps in enhancing teaching strategies

intertwined with inquiry-based process.

Teachers. Implementing the results and findings of this study will help teachers to effectively

educate and train students on all learning areas promoting critical thinking skill development.

Students. The findings of the study are imperative on deepening their learning achievement

through intellectual criticism that combines knowledge of historical context and balanced judgment both

important in the development of Higher-order thinking skill.

Other researchers. This study may serve as basis for conducting and developing related

researches on improving academic performance and inquiry-based learning.

Expected Output:

1. An increase of 10% in the over-all general average rating of the students in all

learning areas.

2. An improvement in the teachers’ implementation of Inquiry-Based learning.

V. SCOPE OF THE STUDY:

The study will be conducted among 236 students of Villafuerte-Peña High School, Ponglon, San

Jose, Camarines Sur this school year 2016-2017. Academic performance includes the general average

rating of the students in all subjects in Junior High School.

VI. RESEARCH DESIGN:

● Methodology- This action research will be employing descriptive method. The research

will describe the level of academic performance of the students expressed in mean

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 average rating and the level of implementation of the teachers in their teaching process as

perceived by the students and teachers expressed in average weighted mean.

● Statistical Sampling- Complete enumeration among 236 students of Villafuerte-Peña

High School will be utilized in determining the respondents, thus, no sampling technique

will be used.

● Description of Instrument / Data Gathering Focus– A questionnaire will be utilized to

determine the level of the academic performance of the students and the level of

implementation of the Inquiry-Based learning in the teaching and learning process. The

questionnaire will be administered before and after the implementation of Inquiry-Based

learning.

VII. WORK AND FINACIAL PLAN:

Resources
Person/s Means of
Activities Time Frame Requirements
Involved Verification
Source of Fund

PRE-IMPLEMENTATION

Conceptualization, consultation and P 20 for printing,

Proponent,
Planning meeting with the School
September School Head P200 for the
Head and other individuals with AR proposal
2016 and other snack
technical-know-how to the subject
indicivudlas (solicitation)
matter

Preparation, finalization and October-

Approved AR
submission of Action Research November Proponent P 20 for printing
Proposal
Proposal 2016

Communicating the approved action Attendance Approved Action

research proposal to the respondents Research
Sheet
February Proposal, Signed
Proponent
2017 P 100 for snack commitment of
stakeholders’
(PTA Fund) support

IMPLEMENTATION PLAN

Determine and analyze the level of

Proponent
academic performance of the February Summary of
and class Instruments
students from 1st quarter to 3rd 2017 Grading sheets
advisers
quarter in all learning areas.

Administer Pre-test in determing the P1,860 for the

level of implemetation prior to the February Proponent & multiplication of Collated and
tabulated Pre-
operation of Inquiry-Based learning. 2017 Respondents the tool, (PTA test result
Fund)

Conduct Seminar-wrokshop on the February Proponent, P2,000 for the Participant

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 implementation of Inquiry-Based resource
over-all output, tarining
learning among the teachers speaker and
2017 expenditures of tools and
teacher
the training handout
participants

Conduct twice a week mentoring Observation Conducted

among 8 teachers on the February Proponent sheet and mentoring with
implementation of the I-BL 2017-March mentoring form Observation
2017 Teachers sheet and
P200 (PTA Fund) mentoring form

Progress monitoring and evaluation Monitoring

of all planned activities monitoring Reports &
Twice a week Proponent
notebook Attendance
sheet

Brainstorming of the teaching Once a week-

Proponent
practices implementing Inquiry based February
and Journal Journal
learning 2017-March
Teachers
2017

Administer Post-test using the

P1,860 for the
questionnaire to determine the level Collated and
Proponent & multiplication of
of implementation of inquiry-based March 2017 tabulated results
respondents the tool, (PTA
learning as percieved by the students of Post-test
Fund)
and the teachers.

POST IMPLEMENTATION

Preparation and submission of Action P1,000 for the

Research Write-up printing of the Action Research
April 2017 Proponent
write-up Write up
(Personal)

a. Evaluate the project

b. Gather recommendation and Proponent,

Bond Paper Documentation
feedback teachers,
of the activity
May 2017 parents and Folder and copy
c.Submmision of action research and activity write
other of the materials
write up – up
stakeholders

d.Reimplement if found effective

Communication of Research results Computer

Action Research
May 2017 Proponent Printer
Write up
Bond paper

Reimplementation if found effective S/Y 2017 – Proponent Computer Action Research

with revisions 2018
Printer Proposal

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Christopher J. BayrantePage 4
 Bond paper

Submitted by:

CHRISTOPHER J. BAYRANTE
Proponent

Reviewed by:

JOSEPHINE C. DOROIN
SEPS, Planning and Research

Recommending Approval:

LITA T. MIJARES, Ph.D.

Chief, Curriculum and Implementation

Approved: By authority of Schools Division Superintendent

SUSAN S. COLLANO, Ph.D.

Assistant Division Schools Superintendent

I. Level of academic performance of the students in Villafuerte-Pena High School in the 1 st to 3rd
quarter this school year 2016-2017.
SUBJECTS 1st Quarter 2nd Quarter 3rd Quarter AVERAGE RATING
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING

II. Teachers’ level of implementation of Inquiry-Based learning in the teaching-learning process of

all the subject areas this school year 2016-2017.

Dear Respondent,

Please feel free to fill-out the said questionnaire. We are hoping that you will answer the
following questions honestly and with all your effort. Rest assured that all data are highly appreciated and
will be treated with utmost confidentiality.

Thank you very much and God bless.

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 -The Researcher

Name (optional): ________________________________________ Year & Sec.:__________________

INSTRUCTIONS: Check the appropriate column corresponding to how you describe your teacher’s
teaching process focusing to the implementation of Inquiry-Based Learning.
1- Not Implemented Teachers do not employ IBL in a class
2- Slightly Implemented Teachers employ 1-2 times a week in class
3- Moderately Implemented Teachers employ 3-5 times a week in class
4- Highly Implemented Teachers employ every day in class
Descriptions of Inquiry-Based Learning 4 3 2 1

1. The lesson is presented by paying attention to distinct but

related details that lead to the formation of a conclusion.
2. Teacher asks questions that applies the concepts in a real life
situation.
3. The lesson is done by using specific cases that ends with the
generalization that is applied to specific cases.
4. The lesson is done by studying the typical case thoroughly and
in detail so as to make the concepts gathered as basis for
comparison in studying similar cases.
5. Learning activity is done by using experimentation with
apparatus and materials to discover or verify facts.
6. Learning activity is done with the teacher who does the
experiment before the class.

7. The lesson is done and performs without leading the students

to conclusion or generalization.
8. Students are free to ask questions that lead to deepen
understanding.
9. Teacher asks questions that elicits analysis of the concepts.

10. Students are introduced to spontaneous and self-directed

explorations. They continuously observe, interact and search
for more information.
11. Students are led to learn by constructing their own meaning
based on their past experiences, they involved themselves to
continue creation of rules to explain and observation.
12. Students are led to learn from experiences through actual
observation of natural occurrences.
13. Students are assisted to synthesize and evaluate information
to gain deep understanding and develop critical thinking and
ability to scientifically process information.

14. There is a collaborative learning activity undertaken by

teacher and specific class and with specific topic.
15. Use apparatuses or tools on their teaching to meet the
needs of the greatest number of students and provide
greater range of students’ participation in learning
experience.
16. Give lectures, explains and demonstrates topics and answers
questions in front of the whole class.
17. Divides the students to provide an opportunity for them to
become more actively and effectively engage in learning, for
the teachers to monitor the students’ progress better.
18. Prepares for every student an individual plan for each skill or
subject based on diagnosis of the students’ proficiency level.
19. Uses activities to make learners more explicit about what
they are doing, seeing or learning and interpret their

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 activities in terms of principles and concepts.
20. Uses self-learning kit which usually consists of a package of
learning activities, papers, which have to be accomplished by
his/her student.
21. Attempt to get away from the traditional classroom
procedure of the question and answer and recitation style,
uses discussion and group classroom activities in which
teacher and students cooperatively consider certain topics
or problems.
22. Invites small group of expert or well informed lay person to
discuss of a problem for the benefits of an audience.
23. Conduct symposium to give an audience pertinent
information about a topic or to consider the relative merits
of various solutions to a controversial problem.
24. Let the students have a debate forum whose students have
different beliefs, study the same problem and arrive at
different conclusions.
25. Let students have small discussion, through group seated
face to face around a table without a large audience.
26. The lesson is done with the students seeing things from the
point of view of others.
27. The lesson is done through the purposive solving or
attempting to solve the problem.
28. The lesson is done by using a technique in service education
and group thinking and planning and it also involves the use
of the group process in attacking and solving educational
problem.
29. The lesson is done through presenting specific situations or
problems to stimulate discussion.
30. The lesson is done by achieving both personal and social
integration of the individual. Uses dynamic experience which
serves as the bases of unity.

III. Significant difference between the levels of the academic performance of the students after the
implementation Inquiry-based learning.

SUBJECT AREAS Average 4th Difference Interpretation

1st-3rd Quarter
Quarter Rating
Rating
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
Legend:
Difference Description
10 or above - Highly significant HS
6.67-9.99 - Moderately Significant MS
3.34-6.66 - Significant S
0.10-3.33 - Slightly Different SS
0 or below - Not Different NS

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Action research is very important because it is a kind of research that somewhat investigate a
phenomena or solve a problem in order to improve his working conditions. Most of the time, the
initial research question might be developed by the researcher himself from the colleagues to hone
his question and to develop a methodology for investigation (Action Based Research). Thus, it is the
beginning of identifying deeper questions that sustain practitioners all throughout their careers rather
than solving a discreet problem and then coming to conclusion.

Thus, the following are very useful templates for your action research proposal and complete action
research.

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