Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF CAVITE PROVINCE
DAINE ELEMENTARY SCHOOL
Daine, Indang, Cavite

ACTION RESEARCH PROPOSAL

Proponent:

MALEN B. DEL ROSARIO

Noted:

ODILON B. OCAMPO
Principal II
Title: Teaching Least Matered Skills in Edukasyon sa Pagpapakatao 4 Using
Differentiated Instruction

by:
Marlen B. del Rosario

I. Context and Rationale

A major issue for all teachers today is making learning engaging

and participatory. Teachers must think beyond the box. simply to ensure that all

students have the knowledge and information they require. Differentiated

education, a curriculum that offers many learning options in the classroom

depending on the learner's interests, abilities, and requirements, is one of the

greatest strategies. According to Alexandria (2017), teaching using differentiated

instruction is innovative and holistic. Additionally, this method of instruction

needs to provide each student with more efficient learning chances. Teachers

and students must work together to develop activities that are appropriate for

each student's talents, interests, and requirements. Tomlinson (1999) also

stated that differentiation of content refers to a change in the material being

learned by a student. The term "differentiation of process" describes how a

learner accesses the material. While another student searches the internet for

information, one student may explore a learning facility. The term "differentiation

of product" describes how a learner demonstrates what he or she has learnt. To

present this option to students, the teacher must first assess their learning.

Teaching Edukasyon sa Pagpapakatao affects pupils' minds as

well as their hearts. EsP was taught via spiral progression in K12. With spiral
 progression, fundamental ideas, major concepts, and significant tasks are

reviewed at every grade level as part of an ongoing investigation that deepens

and becomes more sophisticated as a result of interesting challenges and

application.

The purpose of this action research is to use pupils performance

as a basis for differentiated instruction in the Edukasyon sa Pagpapakatao's

least-mastered abilities. Kids with learning impairments and students who are

regarded as having high ability will both gain from this endeavor. The student's

academic performance can be raised with the use of differentiated instruction.

The goal of this action research is to improve the academic

performance of randomly chosen Grade 4 pupils of Daine Elementary School by

concentrating on the least-mastered skills.

II. Action Research Questions

The primary goal of this action research is to use tailored

instruction to raise Grade 4 pupils' academic performance in the least-mastered

Edukasyon sa Pagpapakatao skills.

Specifically, it will seek the answers to the following questions:

1. What is the level of academic performance in the least mastered

skills of selected Grade 4 pupils in the before and after the use of

differentiated instruction?

2. Is there a significant difference on the level of academic performance

in the least mastered skills of selected Grade 4 pupils before and

after the use of differentiated instruction?

 3. What are the implications of the findings of this action research for

the improvement of academic performance in the least mastered

skills in Edukasyon sa Pagpapakatao 4?

III. Proposed Innovation, Intervention and Strategy

A project to improve pupils performance was developed as a

differentiated instruction that will aid students in Edukasyon sa

Pagpapakatao in improving their comprehension of the subject's least-

mastered abilities. The project's main goal is to use differentiated

instruction to help students learn more effectively. It will concentrate on

material analysis and later assist students in understanding the skills they

haven't yet acquired. The research will concentrate on the Edukasyon sa

Pagpapakatao's least developed talents.

The third week of October 2022, the researchers will perform a

pre-test on the least-mastered abilities in Edukasyon sa Pagpapakatao,

and the second week of November 2022, the researchers will conduct a

post-test.

IV. Action Research Method

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

Thirty (30) high-risk Grade 4 pupils who will benefit from the

intervention will be the class being used. The parents' consent will be

obtained before informing them that their child will participate in the

aforementioned action research.

b. Data Gathering Methods

 In gathering data for this study, the following step will be

undertaken:

1. Validation of the research instrument.

2. Administration of the pre-test in the least mastered skills in second

grading of Edukasyon sa Pagpapakatao 4

3. The use of Differentiated Instruction in teaching the least mastered

skills in second grading of Edukasyon sa Pagpapakatao 4.

4. Administer post- test in selected Grade 4 pupils.

c. Data Analysis Plan

Problem 1: Weighted mean and paired t-test of pre-test, post-test and

gain score of the pupils in the test will be used to answer the problem

no 1.

Problem 2: Paired t-test of mean performance of the pupils before and

after the use of Differentiated Instruction will be used to answer

problem no 2.

Problem 3: Qualitative means of analyzing data through observation

and interview will be utilized to answer problem no 3.

V. Action Research Work Plan and Timeline

Activity Estimated Timeframe

Validation of research instrument First week of September 2022

Administration of pre-test Third week of October 2022

Implementation of Differentaiated Last week of October to first

Instruction week of November

Administration of post-test Second week of November

Analysis of results and finalization

 of full paper Third week of December-

January 2023

VI. Cost Estimate

Resources Amount

School Supplies (ink, bond paper P1500

and folder)

VII. Plans for Dissemination and Utilization

Dissemination plan includes sharing the result in our School and

hopefully present the paper in our District.

VIII. Reference

Alexandria, V. (2007). The Learning Environment in Differentiated Instruction.

Retrieved on June 30, 2019 from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/HowtoDifferentiat
eInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf

Tomlison, (1999). Differentiated Instruction. Retrieved on June 30, 2019 from

https://www.readingrockets.org/article/differentiated-instruction-reading