ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor (Please fill-out completely)

A. RESEARCH INFORMATION
RESEARCH TITLE (Done/Already conducted study is not allowed for funding under
BERF)

Development of Strategic Intervention Materials: An Instructional Tool In Addressing

Least Learned Skills In English

SHORT DESCRIPTION OF THE RESEARCH/STUDY

Pupils in Amontay Elementary School has been in a struggle when it comes
to acquisition of essential competencies, most especially in the English subject. For
the past three school years, English has always been one of the subjects that has
low mean and percentage (MPS) rate. In the school year 2018-2019, it has only
64.86%, 71.29% in the school year 2019-2020, and in the previous school year,
74.18 which is the lowest among other subjects. Addressing the least learned skills
of the pupils has been a challenge to us as teachers. We must think of ways and
strategies on how to give appropriate intervention. How do teachers cope with this
change? The answer is “innovation.” Innovation develops the creativity of classroom
facilitators. This made the researcher to create and craft strategic intervention
materials to respond to the needs of the learners when it comes to improving their
skills in English.
RESEARCH CATEGORY RESEARCH AGENDA CATEGORY/THEME
(check only one main research theme)
(check only one) o Teaching and Learning
o Child Protection
o National o Human Resource Development
o Region o Governance
o Schools Division (check up to one cross-cutting theme, if
o District applicable)
o School o DRRM
o Gender and Development
o Inclusive Education
(check only one) o Others (please specify): ____________

o Action Research RESEARCH AGENDA/TOPIC (source:

o Basic Research
National and Regional Research Agenda,
please indicate)
o _Teaching and Learning____
_______________________________
_____________________________________

FUND SOURCE (e.g. BERF, AMOUNT

SEF, others)* (Note: Action Research-Maximum of 30,000.00
Pesos regardless of level)
BERF 7, 575.00
 TOTAL AMOUNT 7, 575.00
*indicate also if proponent will use personal funds

*amount requested should be proportionate to the study being conducted, subject to liquidation process
as per government accounting rules and regulations.

B. PROPONENT/S INFORMATION (Maximum of 3 Proponents per Study and 1 Study

Only per Year should be submitted)
Note: Previous researcher/s with unfinished study/research will not be accepted/
recommended for further evaluation by the RRC and TWC

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

SANIER MARNELLE ALARCON

BIRTHDATE SEX: POSITION / DESIGNATION:

(MM/DD/YYYY) FEMALE TEACHER I
04/11/1996
REGION / DIVISION / SCHOOL (whichever is applicable)
AMONTAY ELEMENTARY SCHOOL, DISTRICT OF BINALBAGAN I

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09051968063 09503474369 marnelle.sanier@deped.gov.ph
EDUCATIONAL TITLE OF THESIS / RELATED RESEARCH PROJECT
ATTAINMENT (DEGREE
TITLE)
enumerate from
bachelor’s degree up to
doctorate degree

Bachelor in Elementary Development of Strategic Intervention Materials: An

Education Instructional Tool In Addressing Least Learned Skills In
English

Master of Arts in Education,

Educational Management -
CAR

SIGNATURE OF PROPONENT:
 IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

________MA. DONA C. DEGILLO_________

Name and Signature of Immediate Supervisor
Position / Designation : TEACHER III/TIC
Date: September 13, 2021
ANNEX 2: Declaration of Anti-Plagiarism

DECLARATION OF ANTI-PLAGIARISM

1. I, MARNELLE A. SANIER, 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. I hereby attest to the originality of this research proposal and has cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. I shall
use appropriate citations in referencing other works from various sources.

3. I 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 1 Printed Name: __MARNELLE A. SANIER__

Signature:________________________

Date Signed: September 13, 2021

ANNEX 3: Declaration of Absence of Conflict of Interest

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, MARNELLE A. SANIER, understand that conflict of interest refers to situations

in which financial or other personal considerations may compromise my judgment in
evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that my
research proposal may be returned to me if found out that there is 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 my research, I will duly report it to the
research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which I have intentionally concealed.

Proponent 1 Printed Name: __MARNELLE A. SANIER__

Signature:________________________

Date Signed: September 13, 2021

 DATA PRIVACY CONSENT FORM

I, MARNELLE A. SANIER allows the DepEd RO VI to collect and process my/our

personal information such as birth date, sex, school address, education, contact
number, and place of work to be used as reference upon the submission of research
proposals to be funded by Basic Education Research Fund (BERF) grant.

I further gave consent to DepEd RO VI to disclose my personal information to Central

Office in case of the approval of my/our research as well as publication of the
manuscript in print and online.

Proponent 1 Printed Name: __MARNELLE A. SANIER__

Signature:________________________

Date Signed: September 13, 2021

DEVELOPMENT OF STRATEGIC INTERVENTION MATERIALS:
AN INSTRUCTIONAL TOOL IN ADDRESSING
LEAST LEARNED SKILLS IN ENGLISH

An Action Research
Proposed by
Marnelle A. Sanier
Amontay Elementary School, District of Binalbagan I
Division of Negros Occidental

Through the Financial Support Funded by the

Basic Education Research Fund (BERF)
of the Department of Education
Region VI - Western Visayas

September 2021
 I. Content and Rationale

In a world where change is inevitable, the only constant is modification. In every aspect

of life, people modify things to cope with some changes. These quick changes and increased

complication of today’s world show new challenges and put new strains in the education system

(Bar-Yam, Rhoades, Sweeney, Kaput, & Bar-Yam, 2002). To cope with the changes brought by

this new normal of education, teachers tend to modify things to hook students’ interest which is

so limited nowadays. Learners’ focus is more on gadgets that could distract them in their studies.

In the field of pedagogy, the kind of learners changes as time goes by. These deviations and

improvements in technology have led many educationalists to re-evaluate outdated, uniform

teaching methods and stress the significance of seeing student’s learning styles in the design

and provision of course content (Romanelli, Bird & Ryan, 2009).

Teachers should look for ways to develop and provide instructional materials which may

be used as alternative materials to aid the pupils’ understanding of the lesson. The materials

should also be attractive, interesting, and available to pupils for use in classes. The use of

sufficient, and strategically designed instructional materials suited to the different learning styles

of the learners is greatly encouraged for learning materials in teaching especially English play

an integral role in the teaching – learning process. Its use greatly affects student’s academic

performance particularly in the English subject as mentioned in Dahar, (2011 as cited in Salviejo,

2014). Moreover, instructional materials (IMs) such as textbooks, workbooks, modules, et cetera

are essential learning tools for they allow learners to interact with words, images and ideas in

ways that develop their abilities in multiple skills such as reading, listening, speaking, writing

and viewing.

In the teaching of language, IMs are thought to be useful as the primary source of

convenience and confidence for English language teachers. They find it easy to impart

knowledge to pupils if there are IMs available for them to use. This is basically the reason why
the accessibility and availability of IMs is a necessity in every classroom (National Council of

Teachers of English, 2014). The development of SIMs and their use in teaching elementary

English is then encouraged. SIMs are instructional materials which may be used to aid the

pupils in understanding the lesson. They are usually intended for pupils who failed to master the

competencies. They may also be utilized for remediation purposes.

Pupils in Amontay Elementary School has been in a struggle when it comes to

acquisition of essential competencies, most especially in the English subject. For the past three

school years, English has always been one of the subjects that has low mean and percentage

(MPS) rate. In the school year 2018-2019, it has only 64.86%, 71.29% in the school year 2019-

2020, and in the previous school year, 74.18 which is the lowest among other subjects.

Addressing the least learned skills of the pupils has been a challenge to us as teachers. We

must think of ways and strategies on how to give appropriate intervention. How do teachers

cope with this change? The answer is “innovation.” Innovation develops the creativity of

classroom facilitators. This made the researcher to create and craft strategic intervention

materials to respond to the needs of the learners when it comes to improving their skills in

English.

II. Proposed Intervention, Innovation, Strategy

To cope with the new normal learners with different learning styles in English, the

researcher will conduct the study, “Development of Strategic Intervention Material (SIM): An

Instructional Tool in Addressing Least Learned Skills in English.” Strategic Innovation Material is

an instructional tool that aims to increase the proficiency level in the least learned skills of

Grades 4 pupils of Amontay Elementary School, school year 2021-2022. The researcher will

create and prepare an intervention material which is equipped with varied activities and
innovative materials in English based on the least learned skills in English 4 from school year

2018-2019, 2019-2020 and 2020-2021. Strategic Intervention Material (SIM) is an instructional

tool or material that would aid pupils in learning English topics the easiest way. The intervention

will be implemented from October 2021 - April 2022.

III. Action Research Questions

This action research aims to develop a strategic intervention material to address the

least learned skills of Grade 4 pupils and improve their proficiency level in English. Specifically,

this action research seeks answers to the following questions:

1. What is the level of proficiency in the least learned skills of the Grade 4 pupils in English

before the implementation of the intervention?

2. What is the level of proficiency in the least learned skills of the Grade 4 pupils in English

after the implementation of the intervention?

3. What is the percentage increase in the level of proficiency in the least learned skills of the

Grade 4 pupils in English after the implementation of the intervention?

4. Is there a significant difference in the level of proficiency in the least learned skills of the

Grade 4 pupils in English before and after the implementation of the intervention?

Hypothesis:

1. There is no significant difference in the level of proficiency in the least learned skills of

the Grade 4 pupils in English before and after the implementation of the intervention.
 IV. Action Research Methods

Participants

The participants of the study will be the Grade 4 pupils of Amontay Elementary School in

the school year 2021-2022. The researcher will utilize the entire population of Grade 4 which is

32 pupils. Thus, sample size will be no longer computed and there will be no sampling

technique used. The participants will be administered with 2-3 strategic intervention materials

based on the least learned skills for three school years.

Data Gathering Methods

The researcher will ask for the least learned skills of Amontay Elementary School in the

Grade 4 level for the school year 2018-2019, 2019-2020, and 2020-2021 from the District

English Coordinator. The researcher will determine the 2-3 least learned skills from those three

school years and use these as basis in crafting the strategic intervention materials to be

developed. The researcher will implement the intervention to the respondents. The Grade 4

pupils will answer the pre-assessment part of the strategic intervention materials, and the

results will serve as their pre-test. Post-test will then be administered after the implementation of

the intervention to determine if there is an increase in the proficiency level in the least learned

skills of the Grade 4 pupils.

Data Analysis Plan

To determine the level of proficiency in the least learned skills of Grade 4 pupils before

the implementation of the strategic intervention materials, mean test will be used.

To determine the level of proficiency in the least learned skills of Grade 4 pupils after the

implementation of the strategic intervention materials, mean test will be used.

 To determine the percentage increase in the level of proficiency in the least learned

skills of the Grade 4 pupils in English after the implementation of the strategic intervention

materials, mean test and standard deviation will be used.

To determine if there is a significant difference in the level of proficiency in the least

learned skills of the Grade 4 pupils in English before and after the implementation of the

strategic intervention materials, Z-test will be used.

Action Research Work Plan and Timelines

Activities Timeline

1. Identification of target learners September 2021

2. Formulation of probable project/ intervention to September 2021

be implemented
3. Meet with the school head, present the idea of September 2021
Development of Interactive Strategic Intervention
Materials
4. Meeting with the parents of the target learners September 2021

5. Conduct orientation on the mechanics of the September 2021

program (target learners, parents and advisers)

6. Program Implementation October 2021

7. Monitoring of learners’ achievement October 2021

8. Consolidation and analysis of data observation January 2022

9. Formulating conclusions and recommendations February 2022

based on results
10. Presentation of conclusions and March 2022
recommendations to higher office
 V. Cost Estimates

A. SUPPLIES AND MATERIALS

Unit Quantity Description Unit Cost Amount

Ream 5 Double A Long Bond paper 270.00 1, 350.00

(Substance 20)
Bottle 8 Epson L3110 (Black, Magenta, Blue, 350.00 2, 800.00
Yellow Genuine Ink)

Piece 35 Ball pen 8.00 280.00

Piece 35 Long Plastic Envelop 10.00 350.00

Piece 35 Long Ordinary Folder 8.00 280.00

Box 1 Paper Fastener 40.00 40.00

Piece 35 Short Mailing Envelop 1.00 35.00

TOTAL 5, 135.00

B. TRAVEL EXPENSES

b.1 Travel for the Submission of Action Research Proposal to the Division’s Office

Purpose of Travel Description Transportation Amount

To submit the Binalbagan to Bacolod City Ceres Bus 145.00

Action Research
Proposal to the Bacolod City Bus Terminal to Taxi 150.00
Division Office Division Office

Division Office to Bacolod City Taxi 150.00

Bus Terminal

Bacolod City Bus Terminal to Ceres Bus 145.00

Binalbagan Bus Terminal

TOTAL 590.00
C. OTHER EXPENSES
Unit Quantity Description Unit Cost Amount

Document MOA Notary Fee (Proposal) 200.00 200.00

Document MOA for Partners 200.00 200.00

Person 35 Snacks for the Participants and 30.00 1, 050.00

Parents

Person 10 Snacks for Teachers 30.00 300.00

Piece 2 Communication Load 50.00 100.00

TOTAL 1, 850.00

SUMMARY OF EXPENSES
a. Supplies and Materials - 5, 135.00
b. Travel Expenses - 590.00
c. Other Expenses - 1, 850.00
7, 575.00

Plans of Dissemination and Advocacy

The implementation of Strategic Intervention Materials will be sustained and continued
whenever there will be a positive result, moreover, this intervention will be introduced to other
schools.
REFERENCES

Bar-Yam, M., Rhoades, K., Sweeney, L. B., Kaput, J., & Bar-Yam, Y. (2002). Changes in the
teaching and learning process in a complex education system. Complex Systems
Perspectives on Education and the Education System, New England Complex Systems
Institute.

Contreras, S.,Utilization of Manipulative and Interactive Strategic Intervention Material (MI-SIM)

in Chemistry 9, Manila Science High School Philippines

Dahar, M. (2011). Effect on the Availability and the Use of Strategic Intervention Material on
Academic Performance of Students in Punuab (Pakistan), Eurojournal Publishing Inc.,
345-347.

National Council of Teachers of English. (2014) Standards on judging instructional materials.

Retrieved December 5, 2014 from www.ncte.org.

Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: a review of theory, application, and
best practices. American journal of pharmaceutical education, 73(1), 9. Retrieved on
October 12, 2018 from https://goo.gl/2Pt7zb

Salviejo, E., Aranes, I., Fidela Q., & Espinosa, A. (2014).Strategic intervention material-
based instruction, learning approach and students‘ performance in chemistry.
International Journal of Learning, Teaching and Educational Research Manila,
Philippines.