LYCEUM-NORTHWESTERN UNIVERSITY

URDANETA CAMPUS
Formerly Lyceum-Northwestern Florence T. Duque College, Inc.
Nancayasan, Urdaneta City, Pangasinan

ACTION RESEARCH

“LEARNING DIFFICULTIES OF
GRADE 10 LEARNERS IN
ARALING PANLIPUNAN”

SUBMITTED By:

JOHNSON M. FERNANDEZ

SHER-ANNE F. BELMORO

SUBMITTED To:

Dr. DOROTHY G. PANEDA

 I. CONTEXT and RATIONALE

The world is now in its 21st century. Almost everyone is globally

competitive because of the recent trend on technology.

The new global economic environment places greater demands on human

resources. To succeed in such an environment, education has to produce

manpower that are globally competitive, whose knowledge and skills are

comparable to those in the rest of the world in a test of world competitiveness.

In order to become globally competitive, there is a need to embrace change

especially now that we live in a digital world.

Our Learners are growing up in the digital age. Education in the 21 st

century needs a technology strategy that enables teachers to engage learners

in new ways and to exhibit display of knowledge; Filipino learners must be

receptive to the current needs which will enable them to become prolific and

knowledgeable in learning when they are left to themselves. Specifically, this

is a condition to be considered the most at this time of the pandemic where

teachers and learners do not personally meet and learners are left alone by

themselves.

Digital instruction or the use of digital materials in teaching is one of the

best interventions in the teaching-learning process and in the delivery of

quality education. A digital works best when it accompanies a lesson of sort.

Digital tools are the best instructional intervention in teaching learners in the

classrooms as these tools are full of vivid colors to engage the eye and

intriguing as well as lively sceneries that depicts reality.

 Moreover, the interactive activities packaged with these materials are

engage learners making them more participative and reactive. Inserting

snippets of digital materials is of great assistance particularly in showing what

cannot be shown in person.

Digital materials blend different learning strategies into one cohesive

approach. The audio and visual aspect of these materials enhances the ability

of the learners to learn by the tapping into more than one sense. Our senses

are essentially what guide us through learning, and when more than one

sense can be drawn into use, the results should prove positive. Digital

materials combine sounds, colors and other themes to help learners learn

about a certain topic or subject.

One of the advantages of using digital is to convey information quickly

and effectively to all learners and keep them interested in learning (Savage

and Vogel, 1996). The digital materials provide the learners with an

encouraging, interesting, and engaging atmosphere for learning the different

activities and inspire them to share actively in the learning process. Learner’s

difficulty in understanding Music concepts or ideas associated with the

activities given which are impossible to think will be possible and be brought

to life through the use of digital instructional materials.

The Philippine Basic Education System is a system in crisis. The poor

performance of learners across the country in national and international

achievement test, and the consistently high dropout rates among secondary

learners underscore the deterioration of the quality of education in the

Philippines.
 It is in this context that the teacher’s role in facilitating learning is

significantly desirable because a teacher who is aware of his role in the

teaching-learning process does not only depend on the printed words in

books. Rather, he designs his own activities and supplementary materials. He

is expected to equip his students with instructional materials that contain the

most effective and constructive ways to develop skills and enrich their

learning (Bautista, 2008).

Bruner’s theory is very appropriate as support of this action research

because the learners will be exposed to some strategic intervention materials

in Social Studies 10.

Skinner’s Operant Conditioning Theory (2010) as basis in this

investigation. This theory is based on the idea that learning is a function of

change in overt behavior. Change in behavior is the results of learner’s

response to stimuli that occur in the environment. And when a particular

stimulus-response is rewarded or reinforced, the individual is conditioned to

response. And reinforcement is the key element in this particular theory.

Reinforcement is anything that strengthens the desired response.

Inside the classroom, best reinforce is the teacher himself. Learners’ behavior

and interest are aroused through the teacher’s praises, rewards, gestures,

smile and others. In a typical classroom setting, a teacher cannot give

reinforcement quickly enough or often enough that is why Skinner proposed

this type of learning.

This Operant Conditioning Theory of Skinner is very appropriate as

another basis of this study because the researcher wanted to develop

instructional materials in Araling Panlipunan. The researcher believed that

these proposed strategic intervention materials could be used as reinforce in

enhancing the performance of the learners in Araling Panlipunan 10.

The Basic Education Curriculum (BEC) is learner-centered. As such,

teachers have to give prior attention to the characteristics of the learners. For

instance, to provide optimum instruction, it is important to know the

appropriate teaching – learning approaches and strategies applicable to a

certain group of learners. This knowledge will help teachers design and tailor

the activities to be conducted in the classroom.

One feature of the RA 10533 or the Enhanced Basic Education Act of

2013 is that subjects are taught from the simplest concepts to more

complicated concepts through grade levels in spiral progression. This means

that they are interconnected and integrated to all subject areas learned. If

however, learners do not understand the lesson, teachers must find means to

simplify and clarify their difficulties.

Quality education is what everyone needs. Many researches and

studies have been conducted in order to find solutions to identified problems.

Education officials administered experimental studies and other forms of

evaluation with the sole purpose of determining the achievement level of

learners in various subject areas.

Another appropriate teaching theory that researchers use as bases of

this study is the e-Learning theory which was discovered and developed in

1993 in States, in Brazil, in Finland, in Asia, and ultimately in the Philippines.

 The explored e-Learning theory has its objectives, benefits and

advantages but it has also some limitations. The history of e – Learning in

foreign lands could be traced in 1963 but now is rapidly being used in all

subject areas in the Philippines.

Chee Khiew and Myint, 2013 pointed out that effective e – learning is

traced by strategies and individual styles by teachers and students. Critical

pedagogy identifies a wide range of e – learning styles which the teacher

helps make the decisions to a student-centered style.

In addition to various techniques there are multiple ways to learning

styles but recently e-learning was found out to be less expensive, self-paced,

moves faster, provides a consistent message, can work from any location and

any time, can be updated easily, can lead to increase retention and easily

managed.

According to (Agabin 2013) e – learning is the most effective teaching

style today. Traditional strategies are no longer in use but the e – learning is

now worldwide and gained the admiration and consent of all in the DepEd

family.

In the Public Education Act in 1998, it mandated that schools shall

incorporate ICT subjects in the curriculum of Secondary Schools; further in

the master plan of basic education, 1996-2005, that DEPED will deploy

computerizing and networking facilities to secondary schools and for its long

term programs it should promote e – learning to established high quality

distance education and learning through ICT.

 Under RA 10533, one of the provisions is that, the curriculum should

be contextualized and global. We need to prepare our learners to be globally

competitive.

DepEd Order No. 55 s. 2016, emphasize the test designs for Grade 6-

12 should include the 21st century skills ( Information, Media, Technology,

Learning and Innovation Skills, Communication Skills, and Life and Career

Skills) using learning areas as content( English, Science, Mathematics,

Filipino and Social Studies).

II. ACTION RESEARCH QUESTIONS

1. What is the level of performance of the learners in Araling Panlipunan 10

based on the analysis of the Diagnostic-test results for school year 2022-

2023?

2. What are the Learning difficulties of Grade 10 learners in Araling

Panlipunan based on the itemized analysis of the Diagnostic test results?

3. What interventions, innovation, and strategy measure can be proposed to

address the learning difficulties of Grade 10 learners in Araling Panlipunan?

III. PROPOSED INNOVATION, INTERVENTION, STRATEGY

1. Construct digitized instructional materials in Araling Panlipunan 10 and

implement based on learning difficulties of learners.

When: During the school year 2022-2023

Where: Lyceum-Northwestern University Urdaneta Campus

Who: Grade 10 learners

 How: Step 1: Conduct Pre-test using diagnostic test

Step 2: Item analysis of the diagnostic test

Step 3: Construct digitize instructional materials based on the

learning difficulties

Step 4: Evaluation of the School Administrator, Education

Program Supervisor in Araling Panlipunan and Teachers in

Araling Panlipunan

Step 5: Implementation of the digitized instructional materials in

Araling Panlipunan 10

Step 6: Conduct Post – test to determine the effectiveness of

digitized instructional materials in Araling Panlipunan

IV. ACTION RESEARCH METHODS

The respondents of this action research are the learners, Araling

Panlipunan teachers, School Administrator and the Education Program

Supervisor in Araling Panlipunan.

The researcher will use two sources of data: The first is the pre-test

results in Araling Panlipunan 10, school year 2022 to 2023; the second is the

teacher – evaluators, School Administrator and Araling Panlipunan

Supervisor.

Instrumentation and Data Collection

The data-gathering instruments to be used in this study will be the

reports of the Property custodian as per the validity of textbooks, other printed
materials and digital materials as well as the reports on the grades of the

Grade 10 learners from School Year 2021-2022 along the Araling Panlipunan

component.

A questionnaire will also be used to test the acceptability of the digital

material to be proposed by the researcher as a supplement to the available

materials. This will be provided to the 3 Araling Panlipunan teachers of

Lyceum-Northwestern University, Urdaneta Campus. The questionnaire will

form part of the appendix. Part of the testing of the acceptability of the

proposed digital materials will be its presentation to the Grade 10 learners

enrolled at present.

Prior to the gathering of the data, the researcher will seek permission

from the Managing Director of Lyceum-Northwestern University, Urdaneta

Campus for access on the needed school reports and for floating the

questionnaire. This letter of request shall form part of the appendix. Thus, with

the assistance of the program head, the data from the questionnaire and from

the documents will be collected which the researcher will later present in

tabular form.

Analysis of Data

In order to elicit significant results and findings, appropriate statistical

tools was employed in the analysis of the data.

For sub-problem no. 1

Results of the pre-test in Araling Panlipunan 10 will be determined

using the mean percentage scores.

 Total Score

MPS = x 100

Total No. of Items

Where:

MPS = Mean Percentage Score

For sub-problem no. 2

Learning difficulties of the Grade 10 learners in Araling Panlipunan will

be determine based on the results of the item analysis of the pre-test results.

The itemized analysis results are interpreted using the percentage of correct

response (PCR). The results of the itemized analysis were described using a

4-point scale as shown below:

Scale Percentage of Correct Response Descriptive

Equivalent

4 75% and above Mastered (M)

3 50% - 74% Nearing Mastery (NM)
2 25% - 49% Low Mastery (LM)
1 below 25% No Mastery (NM)

No. of Students with Correct

PCR= x 100
Response Total No. of Items

Where:

PCR = Percentage of correct Response

For sub-problem 3

The researcher will develop digitize instructional materials in Araling

Panlipunan as part of my intervention, innovation, and strategy can be

proposed to address the learning difficulties of Grade 10 learners in Araling

Panlipunan which will be subjected for evaluation.

 This study will use descriptive and developmental method of research

to ascertain the performance level of Grade 10 learners in Araling Panlipunan.

The sources of data were taken from the analysis of the pre-test results,

during the School year 2022-2023.

Based on the analysis of the above results, the researcher will prepare

Digitize Instructional Materials, validated by Araling Panlipunan teachers,

School Administrator and Education Program Supervisor.

V. ACTION RESEARCH WORKPLAN and TIMELINES

July
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb
March
April
May
Submission of proposal
Revision of proposal
Orientation of Grade 10 learners school year
2022-2023
Conduct Pre-test using diagnostic test
Item analysis of the diagnostic test
Construct digitize instructional materials
based on the learning difficulties
Observation stage
Evaluation of the School Administrator,
Education Program Supervisor in Araling
Panlipunan and Teachers in Araling
Panlipunan
Revision of evaluated digitized instructional
materials
Implementation of the digitized instructional
materials in Araling Panlipunan 10
Conduct Post-test
Collection of data
Computation and Interpretation of Results
Initial Draft of Completed Paper
Checking and Revisions
Final Draft and Publication
VI. COST ESTIMATES

Items Quantity Cost

1. A4 coupon bond 5 ream Php. 1, 250.00
Short coupon bond 7 ream Php. 1, 750.00
2. Epson Ink
Black 664 3 bottle Php. 555.00
Cyan 664 3 bottle Php. 555.00
Magenta 664 3 bottle Php. 555.00
Yellow 664 3 bottle Php. 555.00
3. Short Folder 5 Php 50.00
A4 Folder 5 Php 50.00
4. Hard bound 3 Php. 1, 000.00
5. Evaluator’s Fee 6 Php. 6, 000.00
6. Snack’s Php. 3, 000.00
7. Fare Php. 3, 000.00
8. Statistician Fee 1 Php. 2, 000.00
9. Critic Reader Fee 1 Php. 2, 000.00
10. Panel Fee 3 Php. 4, 500.00
11. Other needed
Php. 3, 180.00
materials
TOTAL= Php. 30, 000.00

VII. PLANS FOR DISSEMINATION and UTILIZATION

1. Orient the Grade 10 learners who are officially enrolled at present

for the school year 2022-2023.

2. Conduct Pre-test using diagnostic test

3. Item analysis of the diagnostic test.

4. Construct the digitized instructional materials based on the

learning difficulties of the grade 10 learners.

5. Evaluation of the constructed digitized instructional materials by the

expert validators intended for Grade 10 learners in Araling Panlipunan.

6. Implementation of the constructed digitized instructional materials

for grade 10 learners in Araling Panlipunan.

7. Conduct Post-test to determine the effectiveness of

digitized instructional materials in Araling Panlipunan.

 VIII. REFERENCES

ACERO, O. ET AL., (2000). “Principles and Strategies of Teaching.” First Edition,

Manila Rex Book Store, INC.

Andres, T. S., 2009. Improving Practice in Education. QC: Phoenix

Publishing Company.

ANTONES, B. (2008).“Development and Validation of an Assessment tool in

Science III in the Division of Albay.”Master’s Thesis, Bicol University, Legaspi
City.

Aquino, G. D., 2012. Principles and Methods of Teaching. Manila, National

Bookstore.

BATOMALAGUE, J. (2009). “Motivating Students to Learn.” United States of

America Mcgraw-Hill Companies, INC. BALL, G. (2000).“Development and
Validation of Laboratory Activities for the Use of Improvised Electrolysis
Apparatus”.Master’s Thesis, Bicol University Legaspi City.

BANCOLITA,M.S.(2018)” Utilization of Multimedia Approach in the teaching of

English to Senior High School Students: An Experimental Study” Lyceum
Nortwestern University,Dagupan City

BEDNAR, C. (2005).“Instructional Technology Past, Present and

Future.”Second Edition Englewood Colorado: Libraries Unlimited, Inc.

Belle, William B., 2009. Strategies for Effective Teaching. New York: New
Life Harvey Collins Publisher.

Benitez, Alex F., 2010. A Synthesis of Teaching Methods. Manila: National

Bookstore.

BINAYUNG, L. (2006).“Development and Validation of a Module in

Mathematics for Third Year High School Students of Las Piñas College.”
Master’s Thesis, Intramuros Manila, 1996.

BINAYUNG, L. (2006).“Development and Validation of a Module in

Mathematics for Third Year High School Students of Las Piñas College.”
Master’s Thesis, Intramuros Manila, 1996

BRETZ, L. (2001).“Journal of Chemical Education Online Symposium.”

JCHEMED, Chem. Wise Educ. August.
BRUCE, ET.AL. (2001). “Executive Summary of the Research Synthesis on
Effective Teaching Principles and the Design of Quality Tools for
Educators.”Published Material.

CACULITAN, E. (2000). “A College Resource Book in Earth Science: Its

Utilization and Effectiveness.” Doctoral Dissertation, University of Saint
Anthony, City of Iriga.

CALDERON, J. (2003). “Methods of Research and Thesis Writing.” Manila

National Book Store.

CATANEO, G. (2005).“Supplementary Exercises in Physics 1 (Mechanics

and Heat).” Master’s Thesis, Naga College Foundation, City of Naga.

Chan, Conrad V., 2010. Integrating Technology in the Classroom. QC:

Philippine Valerio Publishing House.

Chua, Frank G., 2011. Enhancing Higher Order Thinking Skills of Students.
Mideast Publications Incorporated.

CORDIA, H. (2000).“The Effect of Concept Mapping in Enhancing the Level of

Cognitive Development of Freshmen College Students.”Doctoral Dissertation, Bicol
University.

Corpuz, B. et al,(2012) “Educational Technology 1”, Lorimar Publishing Inc.

Corpuz, B. L. 2011. Teaching in the 21st Century. Phoenix Publishing

Company, Manila.

CORTEZ. J. (2005).“A Research-Based Teacher Education Reform for the

Philippines.”Page Journal DepEd Memorandum No.117 S.2005.

DECHSRI, PRECHARN, ET.AL. (2007). “Effect of Laboratory Manual Design

in Corporating Visual Information Processing Aid in Students Learning and
Attitude.”Journal of Research in Science Teaching Vol. 34.No.9,
November,2007.

De Castro, D. T., 2010. Tips on How to Teach Effectively. Manila: Rex

Bookstore.

DE JESUS, B. “Accelerating Research Towards Global Competitiveness.”

Paper Delivered at the Recent APCAS Region III Seminar in M.S. Enverga
University Foundation. Journal Vol. No.2.

DE JONG, K. (2008). “Science Instruction in the Middle and Secondary

School.” New York Macmillan Publishing Company.