Balligui High School - Maritess D. Santos

Republic Of The Philippines
Department of Education
Region 02
Schools Division of Quirino
BALLIGUI HIGH SCHOOL
May 31, 2022
FLORDELIZA C. GECOBE PhD, CESO V

Schools Division Superintendent
Cabarroguis
Through: Schools Division Research Committee
Madam:
This is to submit my action research proposal entitled PERFORMANCE OF
GRADE 10 STUDENTS OF BALLIGUI HIGH SCHOOL IN MEASURES OF
POSITION USING SPA-LAS under Non-BERF for your approval and
acceptance.
Thank you.
Very truly yours,
MARITESS S. SANTOS
Research Proponent
NOTED:
FERDIE B. MAXIMO LIWLIWA B. BARENG, Ph.D.
School Head Public School District Supervisor -Maddela II
Date: _____________________ Date: _____________________________

Region 02
PERFORMANCE OF GRADE 10 STUDENTS OF BALLIGUI HIGH SCHOOL IN
MEASURES OF POSITION USING SPA-LAS
An
ACTION RESEARCH PROPOSAL
Presented to the
SCHOOLS DIVISION RESEARCH COMMITTEE

Cabarroguis
MARITESS T. DANGKEO
Researcher
Balligui High School
S.Y. 2021-2022
Region 02
PERFORMANCE OF GRADE 10 STUDENTS OF BALLIGUI HIGH SCHOOL IN

MEASURES OF POSITION USING SPA-LAS
NAME: MARITESS T. DANGKEO

SCHOOL: BALLIGUI HIGH SCHOOL
DISTRICT: MADDELA II DISTRICT
I. CONTEXT AND RATIONALE
Today’s closures of the educational institution due to the outbreak of COVID-
19 led to an unprecedented impact on education. During the lockdown, teachers are instructed
to teach through online learning platforms (Abidah, Hidaayatullaah, Simamora, Fehabutar, &
Mutakinati, 2020). Raju (2020) argued that there is a need to adopt innovative teaching for
continuing education and to overcome mental stress and anxieties during the lockdown. The
outbreak of COVID-19 results in the digital revolution in the education system through
online lectures, teleconferencing, digital open books, online examination, and interaction at
virtual environments (Strielkowski, 2020,, Kumar, 2020). A significant positive impact of
COVID-19 also reported learning efficiency and performances by adopting online learning
strategies (Gonzalez et al. 2020). The online mode of the teaching-learning process is often
discriminatory to poor and marginalized students. It is identified that hearing-impaired
students face challenges in online learning (Manzoor, 2020). During this lockdown period,
the closing of educational institutions hampered the education system and the teaching-
learning process. Understanding the teaching-learning process in this crisis period is
imperative to design effective interventions for the smooth running of teaching and learning
(India Today, 2020).
Learning is taking place its new normal process. School opening will not necessarily
mean traditional face-to-face learning in the classroom (DepEd Order No. 012 s. 2020). The
Region 02
physical opening for the school year 2020-2021 depends on the risk severity grading or
classification of a certain community pursuant to guidelines from the Department of Health
(DOH), the Inter-Agency Task Force (IATF) for the Management of Emerging Infectious
Diseases in the Philippines and the Office of the President (OP). In order that learning and
teaching will still take place modular distance learning is advice to be used for this school
year specially to the areas where internet connection is limited. Modular Distance learning
involves individualized instructions that allows learners to use self-learning modules (SLMs)
in print or digital format/ electronic copy, whichever is applicable in the context of the
learner, and other learning resources like Learners materials, textbooks, activity sheets, study
guides and other study materials. Learners access electronic copies of learning materials on a
computer, tablet PC or smartphone. CDs, DVDs, USB storage and computer-based
applications can all be used to deliver e-learning materials, including off E-books. The
teacher takes the responsibility of monitoring the progress of the learners. The learner may
ask assistance from the teacher via-email, telephone, text message, etc. Where possible, the
teacher shall do home visits to learners needing remediation or assistance. Any member of
the family or other stakeholder in the community needs to serve as para teachers. (DepEd
Learning Delivery Modalities for School Year 2020-2021, D.O. No. 32, s. 2020).
Nowadays, in the secondary school setting, there are some challenges being
encountered by the teachers especially in teaching Mathematics. It is not an easy task to
encourage learners to love numbers. It is evident that there are some of the junior high school
students who experience difficulties in learning Mathematics. This is evident in the latest
survey conducted by PISA (Programme for International Student Assessment) where
Philippines was rank the lowest in reading comprehension and second lowest in science and
Region 02
mathematics among 79 countries. This is a challenge which requires an immediate action.
Learners as clienteles in school are the focus in the classroom scenario. In order to motivate
learners in attaining successful learning, it is necessary for the teachers to be creative in
teaching. Producing a learning enhancement activity that is new to the learners is one
effective way. Orient the learners that learning Mathematics is fun. Integration of exciting
games and electronic – based learning can increase the students’ participation in problem –
solving.
It is in the hands of the teachers to improve the learners’ capability in learning this
subject. One of the effective methods is the remediation or enrichment activities that are
suited to the students’ learning style. This can be applied through the implementation of
differentiated instruction. Every learner has his/her own way of learning. Adaptability to
change is an efficient and effective trait of the teachers which can be utilized to increase the
interest of the learners in learning Mathematics. This happens when teachers produce
learning innovation that could definitely decrease the number of non – numerates.
Despite the challenges in teaching Mathematics, teachers still need to embrace their
responsibility and exhibit commitment towards the improvement of the learners. It is the
mission of every teacher to help learners to become successful and productive citizen of the
country. Teachers can transform challenges into solutions. Finally, learning goals will be
attainable when there is creativity in teaching.
During the COVID-19 Pandemic, students’ self-regulated learning became the main
learning method, but whether this learning method is effective remains to be tested. Teachers
should guide students to carry out self-regulated learning according to the characteristics of
Region 02
the discipline. Teachers should choose self-regulated learning materials and methods suitable
for students according to their academic conditions.
With these different changes in our environment the transferring of learning to the
students must also adopt to the new normal. Teaching mathematics is more challenging in
this new normal, discussions face to face will be limited or not even possible because of the
fear of parents on the COVID-19. Students tempted to just copy the answer key on the
modules if they cannot understand the discussion on the topic. Today’s mathematics
teachers are experiencing major changes not only in the content they teach but also in the way
they teach. Nearly all of these teachers came through school when mathematics consisted of a
collection of facts and skills to be memorized or mastered by a relatively homogenous group
of students taught using a lecture approach. Now teachers are called to teach new more
challenging mathematics to a different audience using a different technique that is appropriate
in the area.
In view of the above settings of education the present study aims to identify the
effectiveness of modular distance learning with the use of SPA-LAS in the academic
performance of the grade 10 students in Mathematics. SPA-LAS (Small Group-Pair-Alone _
Learning Activity Sheets) is a strategy that will consider the geographical locations of
students. Students will be grouped in the different drop point. Small group will be students
that are neighborhood, pair will be students that are in one house and alone will be students
that are in far flung areas that is impossible for them to group with their classmates. Each
group will be given the Learning Activity Sheets that is being provided by the Department of
Education. They will be monitored through online with those have internet connectivity and
Region 02
face to face following strictly the IATF protocols with the students who have no internet
connectivity in their area.
Furthermore, the researcher needs to find out the effective strategy SPA (Small
Group-Pair and Alone) on the modular learning to improve the learning ability of the students
using the LAS (Learning Activity Sheets) as support during the implementation
II. ACTION RESEARCH QUESTIONS
This study aims to determine the effect of SPA-LAS (Small Group-Pair-Alone-
Learning Activity Sheets) in the academic performance of grade 10 students in measures of
position. The SPA (small group-pair-alone) is the strategy to be used. Students will be
grouped in to three, the small group which consist of 3to 4 members in one drop point, in pair
they are students that are living in one house while the individual are students that is located
in far flung areas . This is to determine which of the best among the three strategies will
really improve the performance of the grade 10 students. The instructional materials to be
used is the LAS (Learning Activity Sheets) that is provided by the department to be used in
modular class. This will cover the six competencies for the fourth quarter.
Specifically, it will seek answer to the following questions:
1. What is the mean of the scores in the pre-test of the respondents?
2. What is the mean of the scores in the post-test of the respondents?
3. Is there a significant difference between the scores of the participants using the SPA?
4. What is the effect size of SPA-LAS in improving the performance of grade 10
students in measures of position?

Region 02
5. How is the experience of the respondents on the implementation of SPA-LAS in
learning the measures of position?
6. What are the challenges met by the researcher in the implementation of SPA-LAS in
learning the measures of position?
III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGIES
An activity sheet is commonly a piece of paper with questions or activities. Students
can either place their answers or perform the specific activity. In addition to that, the activity
sheet is also used to record the activities done by a person, a group of people, a family, or an
organization. The LAS that will be used in this research is the LAS that is from the
Department of Education and it is being quality assured by the different supervisors. This
LAS will serve as the instrument in implementing the SPA in teaching mathematics.
Students will be grouped into three, the small group, pair and the individual learner.
Small groups are students that are located in one drop point this is because of the community
quarantine that is happening in our country it consists of 3 to 4 members following the IATF
protocols. In pair learning they are students that are staying in one house or neighborhood
students while in individual are students that are located in far flung areas that it is not
possible for them to be in pair or in small group. This three group of students will be
provided by the Learning Activity Sheets that was given by the Department of Education to
be used in their modular class.
The pre and post-test that will be used was adopted from the students’ learner’s
manual which was quality assured by the experts in the Department.
IV. ACTION RESEARCH METHOD

Region 02
Pre-test and post-test design will be used. The proponent decides to use this design
because of the nature of the problem presented. Since the strategy is meant to be used in
teaching all students were selected as a respondent. The pre-test and post-test will be taken
and compared to determine what strategy will improved the performance of grade 10 students
on measures of position. There will be three groups of respondents, the small group, pair
and the individual learner. They will all receive the same learning activity sheets and will go
with the learning process in the modular way.
a. Participants and/or other Sources of Data and information
This study will be conducted at Balligui High School, Maddela, Division of Quirino.
The respondents of this study will be the seventy-four (74) grade 10 students of Balligui High
School for school year 2021-2022 compose of 2 sections and each section has 37 students
divided heterogeneous. (Eagle and Dove). The students will be grouped into three according
to their drop point area (drop point area is the nearest area where the students can claim his
/her modules) for the reason that it is easy for them to communicate if they are located in one
area, purposive sampling was the process used in selecting the participants.
b. Data Gathering Method
The study will follow the three major steps; pre-implementation, implementation and
post-implementation, during the pre-implementation the researcher will prepare the pretest
and post and LAS, print pretest and post-test in booklet type, seek recommendation from the
Schools Research Committee for the research proposal and submit research proposal to the
Schools Division Research Committee. In the implementation the researcher conduct
orientation to students and parents through messenger text and call, administer the pre-test to
the respondents, tabulate the result of pre-tests and analyze the result, implement the
Region 02
intervention, after the implementation conduct the post-test after two weeks, tabulate and
analyzed the results, conduct a focus group discussion. In the post - implementation, the
researcher will finalize the result of the study, disseminate the result and seek
recommendation from the School Research Committee and submit the completed action
research to SDRC for acceptance.
c. Ethical Issues
The researcher will follow the research standards and ethics in the implementation
of the research. Permission and approval of top management and authorities in the will done
with proper communication letters from the start to the end. Data of respondents shall only be
used in this research and will be subjected for confidentiality and privacy.
d. Plan for Data Analysis
To analyze the gathered data, the following statistical tools will be used.
1. Mean will be used to determine the mean of the pre-test and post-test scores of the
respondents
2. . One Way ANOVA will be used to determine if there is a significant difference
between the participants as small group, pair, alone.
3. Eta-squared will be used to determine the effect size of SPA-LAS in the
performance of the participants in learning the measures of variability.
4. Thematic analysis will be used to analyze students’ responses as to their
experiences with the intervention.
5. Reflective analysis will be employed to present the challenges met by the
researcher.
Region 02
Data will be analyzed through the help of Microsoft Excel application and the
Statistical Package for Social Sciences (SPSS) student version.
V. WORKPLAN/ GANTT CHART
MARCH 2022 APRIL 2022 MAY 2022 JUNE 2022

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
PRE-IMPLEMENTATION
1.Craft the action
research proposal
2.Prepare the pretest
and post-test
3.Prepare all the
materials needed
4.Prepare lesson
plans where
intervention will be
applied
5.Seek
recommendation
from the School
Research Committee
6.Submit to the
Schools Division
Research Committee
the prepared action
research proposal
IMPLEMENTATION
1.Conduct pretest
2.Tabulate and
analyze the result of
the pretest
3.Implement the
intervention
4.Conduct post-test
Region 02
two weeks after the
last day of the
implementation of
the intervention
5. Tabulate and
analyze the result of
the post test
6.Conduct interview
/FGD with select
respondents
POST – IMPLEMENTATION
1.Finalize the result
of the study for
analysis
2.Seek
recommendation
from the School
Research Committee
3.Submit complete
action research to
the Schools Division
Research Committee
VI. COST ESTIMATES
Activities Item Description/ Quantity Unit Unit Total Amount

Particulars Cost
Load allowance 500
To craft the Bond paper 1 Ream 195 195

research
proposal Ink 1 Set 1350 1350
Folders 5 Pc 50 50
To
implement Load allowance 5 session 300 500
the
intervention
To analyze
gathered data Bond paper 1 ream 195 195
and submit to
higher Hard bound 1 set 450 450
authorities
Region 02
Disseminate
and utilize the
Tarpaulin 1 pc 500 500
results of the
study
GRAND TOTAL: Php 3,740.00
VII. PLANS FOR DISSEMINATION AND ADVOCACY AND UTILIZATION

Resources Timelin
e
Strategies Program Activities Tasks
Physical Materials Financ
ial
To
improve Conduct Flyers 400 June
the Dissemina LAC snacks 2500 2022
Performan te and Session in
School
ce of utilize the the school
Basic head
students results of
Education Proponent
in the study
Research All
learning
Program Teachers
measures
of
variability
using
SPA-LAS
Region 02
VIII. REFERENCES
Abidah, A. Hidaayatullaah, H., Simamora, R. Fehabutar, D., Mutakinati, L. (2020).

The
impact of COVID-19 to Indonesian education and its relation to the
philosophy of “Merdeke Belajar”. Journal of Studies in Philisopy of Science
and Education.
Alabekee, E. C, Samuel, A. & Osaat, S.D. (2016). Effect of cooperative learning

strategy on students learning experience and achievements in
Mathematics.International Journal of Education Learning and
Development, 3, 7-75.
and higher education.
Karadeniz, H. (2015) A Case Study on Online Mathematics Teaching with Pen-based

Technology: CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2015,
6(4), 319-337 319:
Cortez, R. A., Cuevas, A. G. & Castillo, D. I. (2019) Riddles: Setting for the
development of logical and mathematical thinking in high school education.
Miami, USA. L.D. Books Inc.
Department of Education [DepEd]. (2019). Deped Order 021, s. 2019. Policy

guidelines on the k to 12 basic education program.
Department of Education (2020). Deped Order No. 12 s. 2020. Basic Learning

Continuity Plan in time of pandemic.
Dhana, J., (2017). Effectiveness of Instructional Materials in Teaching Mathematics,

URI: http://hdl.handle.net/123456789/940.
Region 02
Koparan, T. (2017). Analysis of Teaching Materials Developed by Prospective
Mathematics Teachers Their Views on Material Development, , Malaysian
Online Journal of Educational Technology 2017 (Volume 5 - Issue 4 )
Raju, H. (2020). COVID-19 Lockdown-challenges to higher education.
Razak, F. (2016). The effect of cooperative learning on mathematics learning

outcomes viewed from students’ learning motivation. Journal of Research
and Advances in Mathematics Education, 1, 49-55.
Salam, A. Hossain, A. & Rahma, S. (2016). Effects of using team games tournament
(TGT) Cooperative technique for learning mathematics in secondary
schools of Bangladesh. Malaysian Online Journal of Educational
Technology, 3.
She, H. C., Stacey, K. & Schmedt, W. H. ( 2018). Science and mathematics literacy:
PISA for better education. International Journal of Science and
Mathematics, 16,
Strielkowski, W., 2020. COVID-19 pandemic and the digital revolution in academia
Tanuzaya, B. & Mumu, J. (2019). Implementation of think-pair-share to

mathematics instruction. Journal of Education and Learning, 13, 510-517.
Training the trainer Resource Pack, (n.d.). Retrieved on December 19, 2020
from www.ica-sae.org
Region 02
PRE-TEST AND POST-TEST

Select from the given choices the one that best/correctly answers the question or
completes the statement then, encircle the letter of your answer . In case you want to change
your answer, erase it neatly, and then write your final answer. ERASURES MEANS
WRONG.
1. The median score is also the .
A. 75th percentile C. 3rd decile
B. 5th decile D. 1st quartile
2. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called a .
A. percentile C. quartile
B. decile D. median
3. The lower quartile is equal to .
A. 50th percentile C. 2nd decile
B. 25th percentile D. 3rd quartile
4. Rochelle got a score of 55 which is equivalent to 70th percentile in a mathematics
test. Which of the following is NOT true?
A. She scored above 70% of her classmates.
B. Thirty percent of the class got scores of 55 and above.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile.
5. In the set of scores: 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median score is .
A. 17 C. 15
B. 16 D. 13
6. In a 70-item test, Melody got a score of 50 which is the third quartile. This means
that:
A. she got the highest score.
B. her score is higher than 25% of her classmates.
Region 02
C. she surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.
7. The 1st quartile of the ages of 250 fourth year students is 16 years old. Which of the
following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.
8. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.
9. In a group of 55 examinees taking the 50-item test, Rachel obtained a score of 38.
This implies that her score is .
A. below the 50th percentile C. the 55th percentile
B. at the upper quartile D. below the 3rd decile
10. Consider the score distribution of 15 students given below:
83 72 87 79 82
77 80 73 86 81
79 82 79 74 74
The mean in the given score distribution of 15 students can also be interpreted as .
A. seven students scored higher than 79.
B. seven students scored lower than 79.
C. seven students scored lower than 79 and seven students scored higher
than 79.
D. fourteen students scored lower than 79.
For items 11 to 14, refer to table A below.
Table A
Score Frequency Cumulative Frequency Cumulative Percentage (%)
40-45 6 18 100.00
35-39 5 12 66.67
30-34 3 7 38.89
25-29 4 4 22.22
11. In solving for the 60th percentile, the lower boundary is .

A. 34 C. 34.5
B. 39 D. 39.5
12. What cumulative frequency should be used in solving the 35th percentile?
Region 02
A. 4 C. 12
B. 7 D. 18
13. The 45th percentile is_______.
A. 33.4 C. 30.8
B. 32.7 D. 35.6
14. The 50th percentile is___________ .
A. 36.0 C. 36.5
B. 37.0 D. 37.5
15. If your score in a 50 item test is 30 and 30 is the 3rd quartile, what does this mean?
A. - you got the highest score
B. - 75% of the class did not pass the test
C. - you surpassed 75% of your classmates
D. - your score is higher than 25% of your classmates
16. In a 40 – item test, the passing mark is the 3rd quartile. What does this imply?
A. - one should answer at least 10 items correctly to pass
B. - one should answer at least 20 items correctly to pass
C. - one should answer at least 30 items correctly to pass
D. - one should answer at least 40 items correctly to pass
17. Leigh got a score of 45 which is equivalent to a 75th percentile rank in a Mathematics
test. Which of the following is NOT true?
A. - Her score is below the 5th decile
B. - If the passing mark is the first quartile, she passed the test.
C. - 25% of the class got scores of 45 and above
D. - She scored above 75% of her classmates
18. The 1st quartile of the ages of grade 10 students is 16 years. Which of the following
statements is true?
A. - most of the students are below 16 years old
B. - 25% of the students are 16 years old
C. - grade 10 students are younger than 16 years
D. - 75% of the students are 16 years old and above
18. In a flag ceremony, students per class are arranged in ascending order of heights. If
you are the median, what does this mean?
A - you are the tallest among your classmates
B. - you are taller than half of the class
C. - you are the shortest among your classmates
D. - cannot be determined
19. The median of a score distribution of 15 test takers is 79. This can be interpreted
as_____.
A. - 7 test takers scored above 79
B. - 7 test takers scored below 79
C. - 7 test takers scored below 79 and 7 test takers scored above 79
D. - 14 students scored below 79.
Region 02
20. Lalisa got a score of 55 which is equivalent to 70th percentile in a mathematics test.
Which of the following is NOT true?
A. Her score is below the 5th decile.
B. She scored above 70% of her classmates.
C. Thirty percent of the class got scores of 55 and above.
D. If the passing mark is the first quartile, she passed the test.

Balligui High School - Maritess D. Santos

Uploaded by

Copyright:

Available Formats

You might also like

Balligui High School - Maritess D. Santos

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Balligui High School - Maritess D. Santos

Uploaded by

Copyright:

Available Formats

Republic Of The Philippines

May 31, 2022

FLORDELIZA C. GECOBE PhD, CESO V

GRADE 10 STUDENTS OF BALLIGUI HIGH SCHOOL IN MEASURES OF

POSITION USING SPA-LAS under Non-BERF for your approval and

Very truly yours,

Date: _____________________ Date: _____________________________

ACTION RESEARCH PROPOSAL

SCHOOLS DIVISION RESEARCH COMMITTEE

PERFORMANCE OF GRADE 10 STUDENTS OF BALLIGUI HIGH SCHOOL IN

NAME: MARITESS T. DANGKEO

I. CONTEXT AND RATIONALE

Today’s closures of the educational institution due to the outbreak of COVID-

virtual environments (Strielkowski, 2020,, Kumar, 2020). A significant positive impact of

discriminatory to poor and marginalized students. It is identified that hearing-impaired

learning process. Understanding the teaching-learning process in this crisis period is

(India Today, 2020).

classification of a certain community pursuant to guidelines from the Department of Health

computer, tablet PC or smartphone. CDs, DVDs, USB storage and computer-based

encountered by the teachers especially in teaching Mathematics. It is not an easy task to

survey conducted by PISA (Programme for International Student Assessment) where

learners in attaining successful learning, it is necessary for the teachers to be creative in

attainable when there is creativity in teaching.

for students according to their academic conditions.

collection of facts and skills to be memorized or mastered by a relatively homogenous group

challenging mathematics to a different audience using a different technique that is appropriate

performance of the grade 10 students in Mathematics. SPA-LAS (Small Group-Pair-Alone _

connectivity in their area.

II. ACTION RESEARCH QUESTIONS

This study aims to determine the effect of SPA-LAS (Small Group-Pair-Alone-

Learning Activity Sheets) in the academic performance of grade 10 students in measures of

Specifically, it will seek answer to the following questions:

1. What is the mean of the scores in the pre-test of the respondents?

2. What is the mean of the scores in the post-test of the respondents?

4. What is the effect size of SPA-LAS in improving the performance of grade 10

students in measures of position?

learning the measures of position?

learning the measures of position?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGIES

An activity sheet is commonly a piece of paper with questions or activities. Students

be used in their modular class.

manual which was quality assured by the experts in the Department.

IV. ACTION RESEARCH METHOD

with the learning process in the modular way.

a. Participants and/or other Sources of Data and information

b. Data Gathering Method

Schools Division Research Committee. In the implementation the researcher conduct

research to SDRC for acceptance.

d. Plan for Data Analysis

2. . One Way ANOVA will be used to determine if there is a significant difference

between the participants as small group, pair, alone.

3. Eta-squared will be used to determine the effect size of SPA-LAS in the

performance of the participants in learning the measures of variability.

4. Thematic analysis will be used to analyze students’ responses as to their

experiences with the intervention.

5. Reflective analysis will be employed to present the challenges met by the

Statistical Package for Social Sciences (SPSS) student version.

Date: _ Date: _________