CONTEXTUALIZED CAREER GUIDANCE COUNSELING PROGRAM for SENIOR

HIGH SCHOOL STUDENTS

Iren P. Bertiz, Teacher I

I. Abstract

This action research aimed to determine the students’ perceptions towards choosing

senior high school track. Specifically, it aims to answer the following sub-problems 1.) What is

the profile of Grade 11 students’ SHS track in San Miguel National High School along a.)

academic performance and b.) interest inventory, 2.) What are the factors that affect their

decision-making towards choosing senior high school track, 3.) What are the changes in the

preferred track of Grade 11 students after the interventions?

The researcher found out that the average performance of the one hundred fifty-five

(155) Grade 11 students is 85% which can be interpreted as Very Satisfactory which is 85% in

its numerical value based from the grading scale. On the interest inventory, it can be inferred

that there is a big difference between the number of students who enrolled in the current strand

offered by the school than strand or track after taking the RIASEC test. It can be concluded that

some students opted to enroll in the strand or course even though their interests do not jive

because of the limited courses offered by the school.

It was also revealed in the study that there were fifteen (15) identified factors affecting

the decision-making of the Grade 11 students in choosing senior high school track and strands.

After the intervention conducted, there are changes were noted. Out of the one hundred

fifty-five (155) students in senior high school, nine (9) shifted after the interventions conducted.
 PROJECT CEL (Collaborative Efforts in Learning )

AN INTERVENTION TO RESCUE STUDENTS

AT RISK OF FAILING

MARICEL B. GATACELO
Master Teacher I

A famous quote by Helen Keller, “Alone we can do so little, together we can do so

much”, was an inspiration in crafting a research study for students who were homogenously
grouped with the lowest grades, Balik - Aral, and those who had more than 5 absences during
the previous year. They were the cradled as the Grade 10- Generosity students of San Lorenzo
National High School SY 2018-2019.

Collaboration not only helped students learn the course material better, but it also provided
opportunities to develop additional skills. While working in groups, students harnessed group
members' strengths, addressed group learning needs, managed time, turned macro tasks into
micro-tasks, cooperated, negotiated, resolved conflicts, and reached consensus. These were
useful skills that the students learned that made them a contributor and a team player.

Project CEL was conceptualized, launched, and implemented to examine the

effectiveness of working collaboratively to ensure that everyone in the class had the chance to
advance to the next quarter bypassing the current quarter through varied interventions offered
by the said project. Different strategies were used to meet the optimum result.

The researcher made use of the Grading Sheets/form 138 as the basis of the grades of
the respondents. Mean was used to interpret the data for problem number 1 which was the
performance of the respondents during the first and last quarters. T-Test was used to determine
the significant difference.

After the intervention, the grades of the students were evaluated. The mean difference of
their grades was 3.90 having a total square difference of 211.22. The data arrived at an at-
value of 4.81 which is greater than the t- a critical value of 1.83 at 0.05 level of significance with
9 degrees of freedom and the null hypothesis is rejected. This means that there is a significant
difference in the performance of the students before and after the interventions. The intervention
was somehow effective for this group of learners.

Project CEL showed an improvement in the performance of the students so it is

recommended that this should be further enhanced and be fully implemented in different
secondary schools. Also, a parallel study may be conducted in other areas and another setting.
 PROJECT CEL (Collaborative Efforts in Learning )

AN INTERVENTION TO RESCUE STUDENTS

AT RISK OF FAILING

MARICEL B. GATACELO

Master Teacher I

A famous quote by Helen Keller, “Alone we can do so little, together we can do so

much”, was an inspiration in crafting a research study for students who were homogenously

grouped with the lowest grades, Balik - Aral, and those who had more than 5 absences during

the previous year. They were the cradled as the Grade 10- Generosity students of San Lorenzo

National High School SY 2018-2019.

Collaboration not only helped students learn the course material better, but it also provided

opportunities to develop additional skills. While working in groups, students harnessed group

members' strengths, addressed group learning needs, managed time, turned macro tasks into

micro-tasks, cooperated, negotiated, resolved conflicts, and reached consensus. These were

useful skills that the students learned that made them a contributor and a team player.

Project CEL was conceptualized, launched, and implemented to examine the

effectiveness of working collaboratively to ensure that everyone in the class had the chance to

advance to the next quarter bypassing the current quarter through varied interventions offered

by the said project. Different strategies were used to meet the optimum result.
 The researcher made use of the Grading Sheets/form 138 as the basis of the grades of

the respondents. Mean was used to interpret the data for problem number 1 which was the

performance of the respondents during the first and last quarters. T-Test was used to determine

the significant difference.

After the intervention, the grades of the students were evaluated. The mean difference of

their grades was 3.90 having a total square difference of 211.22. The data arrived at an at-

value of 4.81 which is greater than the t- a critical value of 1.83 at 0.05 level of significance with

9 degrees of freedom and the null hypothesis is rejected. This means that there is a significant

difference in the performance of the students before and after the interventions. The intervention

was somehow effective for this group of learners.

Project CEL showed an improvement in the performance of the students so it is

recommended that this should be further enhanced and be fully implemented in different

secondary schools. Also, a parallel study may be conducted in other areas and another setting.
 ENHANCING LEAST MASTERED COMPETENCIES IN CHEMISTRY THROUGH BLENDED

LEARNING APPROACH

GINA G. VARGAS
Teacher I

To enhance the least mastered competencies in General Chemistry 1 among grade 12

students, this study explored and investigated the pedagogical potentials of blended learning

approach in facilitating discussions and activities in San Miguel National High School, during the

first semester of the academic year 2019-2020. Students were first assessed by a teacher-

made pre-test; then exposed in a blended learning environment for a total of five weeks.

Blended learning approach activities ranged from web-based activities, e-viewing, traditional

lecture methods, the collaborative group works, and individual worksheets.

A quasi-experimental design method was used for this study in which one group of

research participants is pretested, subjected to an intervention, and then post-tested. The data

obtained from the pre-test and post-test were analyzed using a descriptive statistical method,

while in testing the null hypothesis, the inferential statistical method: specifically t-test, was

used.

The findings of the study showed that the pre-test has a mean of 11.73 and a

Performance Level (PL) of 23%. After utilizing the Chemistry blended classroom approach post-

test was given to the respondents. The results were: 33.36 mean and 67% PL. The results

indicate that the scores have improved; the post-test scores of the students are significantly

higher than their pre-test scores. The t-test (t) computed value is -18.747 which is beyond the t-

test (t) tabular value of -2.228 at 0.05 level of significance with 10 degrees of freedom, the null

hypothesis is rejected.
 The results showed that a blended learning approach enhanced the least mastered

competencies in General Chemistry 1 among grade 12 students; making it a potential learning

modality especially in today’s situation, wherein distance education is highly necessary.

ENHANCING THE BOOKKEEPING COMPETENCIES OF GRADE 12 ABM STUDENTS

Alexander Bragais Colar

Teacher II

The additional two years or Senior High School in secondary education has been

implemented by the Department of Education here in the Philippines since 2012 – namely,

grades 11 and 12, to equip students with knowledge and skills on one of the four senior high

strands or tracks of their choice. It enables them to take relevant Technical Education and Skills

Development Authority (TESDA) training, Certificate of Competence, and National Certificate.

These are consistent with the Department of Education’s objective of providing opportunities for

students to meet success in their chosen career path.

The purpose of this research was to investigate the effectiveness of providing

bookkeeping intervention to enhance the bookkeeping skills and knowledge of Grade 12

Accountancy and Business Management (ABM) students before the actual assessment to

increase their chances of passing it. Out of the 21 students tested during the pre-test, only 16 of

the same students were able to finish the 5-month intensive bookkeeping intervention and took

the post-test.

The researcher used the descriptive method of gathering data to answer the research

questions. Tables were used to present the pre-test and post-test results that indicate the

bookkeeping competencies of the students. To test the bookkeeping core competencies, the

researcher used the constructed periodic merchandising business transactions for each month.

The study showed a significant improvement in the bookkeeping competencies of the

students. Based on the results of the post-tests, all sixteen (16) respondents were competent in

Journalizing; fifteen (15) in Posting to Ledger, Preparation of Trial Balance, Making Financial

Statements, and Closing Entries; and fourteen (14) in Post-Closing Trial Balance . The

bookkeeping interventions to students using different strategies and the extra attention given
improved their future assessment performance. With the current demand for competence, the

pressure is great for both teachers and students to meet competencies; thus going the extra

mile for students would be of great help, if not vital.

 IMPLEMENTATION OF MODULAR DISTANCE LEARNING IN SENIOR HIGH SCHOOL

(11 ABM-ARISTOTLE)

Erica L. Canon

Teacher I

Different educational institutions all over the globe have been suspended due to the

effects brought about by this pandemic. In response for the continuity of education, the

Department of Education formulated the Basic Education Learning Continuity Plan (BE-LCP), to

ensure that learning continues while guaranteeing the health, safety and well-being of all

learners, teachers and other DepEd employees. Different learning modalities were being

adopted as part of the program to reach out learners from different parts of the globe and to give

access to quality education. The three (3) learning modalities implemented are: (a) Distance

Learning (b) Blended Learning, and (c) Home Schooling. Among these three (3) learning

modalities, Distance Learning, specifically, Modular Distance Learning, has been widely used

according to the survey conducted by the Department of Education. However, the researcher

sought to know in what level of implementation is the MDL approach in Senior High School,

Grade 11 ABM-Aristotle at San Antonio National High School. The researcher utilized the self-

learning modules in the second quarter made by the Department of Education.

This study has the following three (3) problems answered:

1. What is the level of implementation of Modular Distance Learning (MDL) in

Senior High School (ABM) students this School Year 2020-2021 at San Antonio

National High School?

2. What are the challenges encountered by teachers, parents, and students in the

implementation of Modular Distance Learning (MDL)?

 3. What plan of action may be proposed to further improve the implementation of

Modular Distance Learning (MDL) at Senior High School ABM class?

In order to evaluate the level of implementation in the school, survey questionnaires

through a Likert Scale, have been disseminated to students, teachers and parents, as well.

Orientation to students and parents was made in order for instructions and understanding of the

process be attained. Survey questionnaires were given at the end of the quarter along with the

distribution and retrieval of modules. Retrieval of the questionnaires were made in the same

process. Results were gathered and analyzed. Interpretation of data used the weighted mean

and a legend where descriptive evaluation originated. Responses show that Modular Distance

Learning was implemented in the school having an average of 2.61 from students, 4.13 from

parents and 3. 8 from subject teachers. The overall weighted mean of 3.17, which corresponds

to partially implemented implies the following:

a. Teachers are meeting challenges with MDL Modality;

b. Parents take the responsibility of letting their children answer the

modules; and

c. Students do not seriously answer the modules.

Challenges encountered by students, parents and teachers comprise of the following: (1)

content of the modules does not guarantee effective comprehension due to lack of examples

and resources; (2) great number of activities to be answered in the SLMs; and (3) Students do

not have enough time to answer the SLMs within the week.

An intervention was made which is titled. “Project BECS (Building Excellent and Capable

Students)”, which help students be motivated and encouraged the learners to prepare and

comply with the necessary outputs for every desired learning outcomes in their strand.