IMPROVING STUDENTS' PERFORMANCE IN NEW NORMAL EDUCATION

THROUGH DYNAMIC LEARNING PROGRAM - LEARNING ACTIVITY SHEETS IN

ENGLISH, MATHEMATICS, AND SCIENCE
Jonhrey G. Canate1 , LP Sheena S. Sinda2 & Carmela Mia P. Dacalus3
Southern Davao National High School

ABSTRACT
This Action research aimed to investigate the effect of Central Visayas Institute Foundation
Dynamic Learning Program Learning Activity Sheet (CVIF-DLP-LAS) in improving students’
performance in English, Science and, Mathematics in the new normal. The 50 respondents
consisting 25 used DepEd modules (Control Group) and 25 used CVIF-DLP-LAS
(Experimental Group) were selected through purposive sampling. Empirical results revealed that
there were significant increase in performances of students after using the CVIF-DLP-LAS in
English (UTest= 32 < UCritical =89); in Science (UTest = 1< UCritical =89); and in Mathematics (UTest
= 21< UCritical =89). Additionally, students who used CVIF-DLP-LAS achieved better compared
to students who used DepEd modules in English (UTest = 113 < UCritical =163); in Science (UTest =
12.5< UCritical =163); and in Mathematics (UTest = 115< UCritical =163). Based on the results and
findings, it is recommended that teachers should use CVIF-DLP-LAS to reinforce the
performance of students in improving their mastery level in learning English, Science, and
Mathematics; teachers may also consider integrating CVIF-DLP-LAS in any other subjects; and
further study on the effectiveness of CVIF-DLP-LAS in modular education using a larger sample
size to validate the further results of the present study.

Keywords: CVIF-DLP-LAS, Performance, DepEd Modules, Modular

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 CONTEXT AND RATIONALE
The covid-19 pandemic continues to affect the lives of the population from different
sectors of the society. Even after the second year of its detection, everyone still lives in the new
normal since from time to time a new variant of the virus emerges.

In the educational sector, several changes have been adapted to make sure that delivering
quality education will be sustained during these trying times like implementing alternative work
arrangements, the birth of webinars, adoption of basic education learning continuity plan, and
etc.

The Department of Education (DepEd) remains to be grounded on its vision and mission
to holistically developing learners despite the circumstances as DepEd emphasized that
education must continue. In order to support the mandate of the department not to halt the
learning of the students, schools have chosen different learning modalities and maximized
different platforms to support the teaching-learning process. This modality has three types:
Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction. However, there are so many challenges that are currently being faced by the teachers
and students in these new learning modalities.

Assessment in distance learning is important for credibility and quality but it has been
observed that there is an inconsistency when it comes to the results of the formative assessment
passed by students every week from the released modules and the parallel assessment given
every quarter based on the targeted competency per grading in a form of summative tests,
especially in English, Math, and Science subjects.

Southern Davao National High School chose the blended learning as a modality, a
combination of online and modular learning modalities. Through this modality, the modules
from central office are released per week and online platforms like Messenger, Facebook pages,
and Google Meet are maximized for updating and feedbacking of learners. However, in the New
Malitbog Extension, one of the extension campuses of Southern Davao National High School
(SDNHS), students mostly rely on the self-learning materials as a mode of learning since there
are only few students who have mobile phones, laptops or personal computer, and access to
internet is very limited. In this viewpoint, Magsambol (2020) mentioned that there is a clear

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divide between those who can afford to use advance resources for the new educational platform
and those who cannot considering the poor living conditions of the learners in the Philippines.

Most importantly, it has been found out that students tend to get high scores during their
weekly formative assessment based on the activities found in the modules but performs poorly
during the parallel assessment given every quarter especially in the major subjects English,
Mathematics, and Science. When parents were interviewed about the output of the students when
returning their modules, they honestly replied that most of the time, their children are just
copying the answer key provided at the back portion of the modules.

Problems experienced regarding the self-learning modules in SDNHS-New Malitbog

Extension reflected the study of Gueta and Janer (2021) which revealed that teachers, students,
and parents experience challenges in the use of self-learning modules. In their study entitled
Distance Learning Challenges on the Use of Self Learning Module, teachers find validity and
reliability of answered tests a problem. This problem led to discovering the sentiments of
students and parents who stressed that modules’ contents are hard to understand and are very
lengthy, and parents find it hard to explain the lesson to their children as they are the one guiding
their students at home. Most of the parents are also struggling in assisting their children in
answering their modules due to time constraints because of work. It was also noted that
independent learning is not developed among students since they would need ample
encouragement to finish their modules. In return, students do not do their modules passionately
because most of them are simply copying answers without reading what is in the modules since
the modules have answer keys at the back portions.

Students’ performance in the subjects English, Mathematics, and Science have been
alarming even before the pandemic. In a recent study conducted by the Organization for
Economic Cooperation and Development (OECD), the Philippines ranked last in reading in the
2018 Programme for International Student Assessment (PISA), a student assessment of 15-year-
old learners across 79 countries (Paris, 2019). The survey revealed the shocking position of the
country at the 79th spot in reading comprehension and near last in science and mathematics.
Moreover, Capuno et al. (2019) suggested that Filipino students’ performance in Math needs to
be enhanced as revealed in the 2016-2017 Global Competitiveness Report; in this, the
Philippines ranked 79th out of the 138 participating countries in terms of the quality of Science

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and Math education. This report is consistent with the Department of Education’s (DepEd)
National Achievement Test (NAT 2018) grade 10 results, in which the Mean Percentage Score in
Mathematics was 35.34%, a score below the 75% minimum requirement of DepEd.

The Central Visayas Institute Foundation (CVIF) created the Dynamic Learning Program
(DLP), which salient features includes developing independent learners through process-induced
learning. The DLP uses Learning Activity Sheets (LAS) as the main tool for learning without
needed or least intervention form the teacher which would be perfect for the distance learning
program. Since the implementation of the DLP from 2002 to present, there has been evolution of
the students’ performance who have undergone the program on standardized test (NSAT,
NCAE) which shows a skewed distributions shifting towards higher performance scores (Carpio-
Bernido & Bernido, 2019).

With these in mind, the researchers are looking forward that this proposed study will
positively contribute to the learning persuasion of the students. It is vital to develop learning
activity sheets following the principle of DLP which would be suited for the new normal
education, develop autonomy through simplifying lessons so learners would no longer need
assistance from busy parents, and design a material that focuses more on process-induced learner
rather than the outcome that will improve students’ performance.

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 RESEARCH QUESTIONS

This study aimed to investigate the effect of Central Visayas Institute Foundation
Dynamic Learning Program Learning Activity Sheet (CVIF-DLP-LAS) in improving students’
performance in English, Science and, Mathematics in the new normal. Specifically, this research
sought answers to the following questions:

1. What is the Mean Percentage Scores of students before and after using DepEd modules and
CVIF-DLP-LAS in terms of their mastery level?

2. Is there a significant difference in the mean scores of students before and after using the
DepEd modules?

3. Is there a significant difference in the mean scores of students before and after using the
CVIF-DLP-LAS?

4. Is there a significant difference between the mean scores of students after using the DepEd
modules and CVIF-DLP-LAS?

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 PROPOSED INTERVENTION

This action research utilized Learning Activity Sheet (LAS) written and contextualized
by the subject teachers teaching English, Math, and Science in SDNHS – New Malitbog
Extension. The LAS was anchored on the principle and format from the Central Visayas Institute
Foundation – Dynamic Learning Program.

According to Carpio-Bernido & Bernido (2019), Dynamic Learning Program was

designed specifically to help students establish a mindset for self-directed learning, with built-in
elements to help them acquire discipline, stamina, and collaborative skills to reach a goal.
Learners in the CVIF DLP are also exposed to how ideas are communicated in a brief yet
intelligible manner not only in STEM courses, but also across the learning spectrum, including
the humanities and values education

The CVIF-DLP activities are designed to appeal to a wide range of learners. Because
writing, usually in cursive, stimulates information retention, also known as 'dynamism' in the
brain, from which the name of the approach was derived, multi-domain learning refers to
learners' writing activities. Individual learning activity sheets are given to the students (LAS).
Regardless of the type of action, each LAS is equivalent to one activity (i.e., notes, seatwork,
quiz). Each activity has its own set of small learning objectives that lead to a more advanced
skill. The learner can focus on the tiny pieces of knowledge that he or she needs to be able to do
before moving on to a more difficult learning goal by using the LAS (Carpio-Bernido & Bernido,
2019).

The CVIF-DLP-LAS format is simple. It is composed of 3 parts: a) Basic Information; b)

Concept Notes/Digest, and c) Activity.

In the Basic Information part, students write their name, subject, date. This part is also
where you can find the type of activity, activity title, the learning target based on the MELC, and
references. In the concept notes/digest, you can find the bite-sized definition of the lesson, the
very essence of the lesson. In the last part, is the activity based on the concept notes. It is advised
that there would only be 2-3 questions in the activity.

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 What makes this format of LAS different from the format given by the DepEd is its
simple nature, and it is supposed to written by students in a long bond paper. The designed
activities is 1 page per activity with a font size of 14 and a font style of Arial. The large font is
purposely done to make sure that the lessons are not lengthy, and the designers and writers of the
LAS make sure that what is included is the most important facts or the bite-size lessons.

LAS accomplished by the students were submitted to the teachers every week. The
submitted LAS confirmed the authenticity of the assessment results since the hand-written of the
learners confirmed for consistency. The LAS were compiled in a portfolio and served as proof of
students’ progress. But before the LAS were implemented, they underwent evaluation by the
school evaluation team for checking of content and language.

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 RESEARCH METHODS

In this page presents the methods and other sources of data and information.

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

The target respondents in this study were the 50 randomly selected Grade 7 students of
Southern Davao National High School-Malitbog Extension for the SY 2021-2022. Respondents
were group into Control group (25) and Experimental group (25). Control group used DepEd
modules and Experimental group used CVIF-DLP-LAS. Purposive sampling technique was used
to select the respondents in this study.

b. Data Gathering Methods

The data were gathered from the result of the pre-assessment through the use of the 60-
item teacher-made Pretests and Posttests in English, Science and Mathematics that underwent
validation by the three (3) experts of each field of specialization. Suggestions and
recommendations were incorporated to improve the instrument. The Grade 8 students of
Southern Davao National High School- New Malitbog Extension were the respondents for the
pilot testing to test its reliability. The computed reliability coefficient in English is 0.755 which
denotes acceptable reliability; in Science is 0.797 which denotes acceptable reliability; and in
Mathematics is 0.879 which denotes good reliability.

Prior to the implementation of the intervention, the researchers asked permission and
approval to conduct the study from the school principal of Southern Davao National High
School. Next, researchers also sent communication letter to the parents and students for the
conduct of the study. After 20 days of implementation and monitoring via online(messenger, text
messaging, & phone calls), post-assessment was administered to analyze if there was a
significant difference in the performance of the students before and after the conduct of the
experiment; and if the CVIF-DLP-LAS was effective and helped improve the performance of the
Grade 7 students in English, Science and Mathematics in the new normal.

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c. Data Analysis Plan

In this study, quasi-experimental research design particularly equivalent control group

design was used to determine the effect of Central Visayas Institute Foundation Dynamic
Learning Program Learning Activity Sheet (CVIF-DLP-LAS) in improving students’
performance in English, Science and, Mathematics in the new normal. The following statistical
tools were used :

1. Mean Percentage Scores (MPS) was used to analyze the pretests and posttests scores of
two groups of respondents in English, Science and Mathematics.
2. Wilcoxon Signed Rank Test was used analyze the significant difference of the pretests
and posttests scores of the two groups.
3. Man-Whitney U Test was used to analyze the significant difference between the posttests
scores between two groups.

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 RESULTS AND DISCUSSIONS

Based on the gathered data, the researchers found out the following:

Students’ MPS and their mastery level before and after the experiment
Figure 1 presents the pretest and posttest Mean Percentage Scores (MPS) and levels of
mastery of students utilized DepEd modules (English: MPS= 26%, Low; MPS= 25%, Low),
(Science: MPS= 28%, Low; MPS= 27%, Low), (Mathematics: MPS=27%, Low, MPS= 26%,
Low) and students utilized CVIF-LAS (English: MPS= 24%, Low; MPS= 35%, Average),
(Science: MPS= 26%, Low; MPS= 38%, Average), (Mathematics: MPS=25%, Low, MPS=
36%, Average).

Figure 1. Mean Percentage Scores of two groups and their mastery levels before and after
the experiment

The results show that the MPS of students using the DepEd Modules have slightly
declined in English, Science and Mathematics; and as they have maintained their mastery level at
low. On the other hand, MPS of students using DLP-LAS have increased and as they have also
improved their mastery level at average. This means that using DLP-LAS improves students’
performance compares to using DepEd modules in learning English, Science, and Mathematics.

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 Trisnaningsih (2005) cited that worksheets were proven to be effective in improving

learning outcomes, learning effort, and instructional time utilization English. Krombab and

Harms (2008) proved that worksheets are effective in helping students to develop knowledge in

biodiversity because they can structure the visit, maintain students’ focus on certain objects, and

serves as homework.

Students’ performance of using DepEd modules in English, Science, and Mathematics

Table 1 shows that there are no significant differences between the mean scores of
students utilizing DepEd modules in three learning areas. In English (Pretest Mean = 16,
Posttest Mean=15, UTest = 138 > UCritical =89). In Science (Pretest Mean = 17, Posttest
Mean=16, UTest = 139 > UCritical =89). Moreover, in Mathematics (Pretest Mean = 16, Posttest
Mean=15, UTest = 121 > UCritical =89).

Table 1. U test results on the significant difference on the mean scores of students using
DepEd modules in three learning areas before and after the experiment

Learning Test Means Test Static Critical

n Decision
Area Pretest Posttest U-value U-value
English 16 15 138 89 Not significant

Science 25 17 16 139 89 Not significant

Mathematic
16 15 121 89 Not significant
s

Results reveal the decrease of scores of students who use DepEd modules. This implies
that students who use DepEd modules are not able to improve their performance in English,
Science and Mathematics after the experiment.

The findings mirrored those of a study conducted by Gueta and Janer (2021), which
found that teachers, students, and parents have difficulties while using self-learning modules.
Teachers believe validity and reliability of answered tests to be a concern in their study, Distance
Learning Challenges on the Use of Self Learning Module. This issue led to the discovery of
student and parent sentiments, which stated that module contents are difficult to understand and

11
lengthy, and that parents find it difficult to explain the lesson to their children because they are
the ones who guide their kids at home. Due to time limits imposed by employment, most parents
are unable to assist their children in answering their modules. It was also highlighted that
students do not develop independent learning because they would require a lot of support to
complete their modules. Students, on the other hand, do not work hard on their modules because
most of them simply copy answers without reading what is written in the modules, which include
answer keys at the back.

Students’ Performance of using DLP-LAS in English, Science, and Mathematics

Table 2 shows that there are significant differences between the mean scores of students
utilizing DLP -LAS in all three learning areas. In English (Pretest Mean = 14, Posttest
Mean=21, UTest = 32 < UCritical =89). In Science (Pretest Mean = 15, Posttest Mean=23, UTest =
1< UCritical =89). Moreover, in Mathematics (Pretest Mean = 15, Posttest Mean=22, UTest = 21<
UCritical =89).

Table 2. U test results on the significant difference on the mean scores of students using
DLP-LAS in three learning areas before and after the experiment
Test Means
Learning Test Static Critical
n Pretes Posttes Decision
Area U-value U-value
t t
Significan
English 14 21 32 89
t

Significan
Science 25 15 23 1 89
t

Significan
Mathematics 15 22 21 89
t

Results reveal the increase of the scores of students who use DLP-LAS in three learning
areas. Thus, the significant increase implies that using the DLP-LAS improves students’
performance in English, Science and Mathematics.

With the development of independent learning among students who uses DLP-LAS, their
proficiency has increased. Piaget (2013), who proposed constructivism, stated that the goal of a

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student's educational journey should be creative investigation. Students should build their own
understanding. The children's independence in DLP-LAS permits them to assimilate and
accommodate information in this way With the development of independent learning among
students who uses PLD-LAS, their proficiency has increased. Piaget (2013), who proposed
constructivism, stated that the goal of a student's educational journey should be creative
investigation. Students should build their own understanding. The children's independence in
DLP-LAS permits them to assimilate and accommodate information in this way.

Students’ performances between DepEd modules and DLP-LAS in English, Science, and
Mathematics
Table 3 shows that there are significant differences between the mean scores of students
using DepEd modules and DLP-LAS in all three learning areas. In English (DepEd modules
Posttest Mean=15, DLP-LAS Posttest Mean=21, UTest = 113 < UCritical =163). In Science
((DepEd modules Posttest Mean=16, DLP-LAS Posttest Mean=23, U Test = 12.5< UCritical =163).
Moreover, in Mathematics ((DepEd modules Posttest Mean=15, DLP-LAS Posttest Mean=22,
UTest = 115< UCritical =163).

Table 3. U test results on the significant difference on the mean scores of two groups using
DepEd modules and DLP-LAS in three learning areas after the experiment

Learning Posttest Means Test Static Critical

Decision
Areas DepEd Modules DLP-LAS U-value U-value
Significan
English 15 21 113 163
t
Significan
Science 16 23 12.5 163
t
Mathematic Significan
16 23 115 163
s t

Results show the difference of the performances of students who use DepEd modules and
DLP-LAS after the experiment is significant. This means that students who use DLP-LAS
perform better than students who use DepEd modules in learning English, Science and
Mathematics. Moreover, DLP-LAS improves students’ proficiency.

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 Cantonjos and Janer (2022) concluded that The Learning Activity Sheets is proven
effective in improving the solving skills of the students in Probability and Statistics subject. This
is supported by Gaña (2021) that use of LAS was found to be quite effective in improving in
students’ performance in Science instruction.

Conclusions

Based on the results that have been presented and discussed, the conclusions are drawn.

The mastery level of students who use DepEd modules maintains at low mastery, before
and after the experiment. In contrast, the mastery level of students who use CVIF-DLP-LAS
have improved from low to average mastery. However, the mastery levels of students do not
meet the DepEd requirement that students must achieve at least 75% passing rate of mastery
level.

Students who use DepEd modules have not improved their performance in English,
Science, and Mathematics. On the other hand, students have improved their when they use
CVIF-DLP-LAS.

Moreover, students are able to perform better when they use CVIF-DLP-LAS than
students who only use DepEd modules in the new normal.

Recommendations
Based on the conclusions of this research, the following recommendations are hereby
presented:

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 First, teachers should use CVIF-DLP-LAS to reinforce the performance of students in
improving their mastery level in learning English, Science, and Mathematics.

Second, teachers may also consider integrating CVIF-DLP-LAS in any other subjects.

Thirdly, further study on the effectiveness of CVIF-DLP-LAS in modular education

using a larger sample size to validate the further results of the present study.

REFERENCES
Cantonjos, J. & Janer, S. 2022. Effectiveness of Utilizing Learning Activity Sheets to Improve
the Solving Skills involving Sampling Distribution of Grade 11 Students. United
International Journal for Research & Technology (UIJRT), 3(8), pp.53-59.

Capuno, R. et. al (2019). Attitudes, Study Habits, and Academic Performance of Junior High
School Students in Mathematics. International Electronic Journal of Mathematics
Education, 14(3), 547-561. https://doi.org/10.29333/iejme/5768
Carpio-Bernido, M.V., & Bernido, C. (2019). Distributional Analytics for Large Scale
Pedagogical Effectiveness:The CVIF Dynamic Learning Program Experience. Invited
presentation, “14th National Convention on Statistics,” Crowne Plaza Manila Galleria,
Ortigas Center, Quezon City. Retieved from:
https://psa.gov.ph/sites/default/files/8.2.1%20Distributional%20Analytics%20for
%20Large%20Scale%20Pedagogical%20Effectiveness%20The%20CVIF%20Dynamic
%20Learning%20Program%20Experience.pdf Date Accessed, 17 January 2022
CVIF-DLP Retrieved on February 18, 2022 at 10:03 AM from
http://partners.smart.com.ph/dlp/about/

Gaña, L. (2021). Relative Effectiveness Of Contextualized Learning Activity Sheets (Las) In

Grade 9 Science Instruction. Urdaneta City University.

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Gueta, M. F., Janer, S. S. (2021) Distance Learning Challenges on the Use of Self-Learning
Module. United International Journal for Research & Technology. Volume 02, Issue 07.
58 – 71.Retrieved from: https://uijrt.com/articles/v2/i7/UIJRTV2I70010.pdf. Date
Accessed: 20 January 2022
Krombab, A., & Harms, U. (2008). Acquiring knowledge about biodiversity in a museum - Are
worksheets effective? Journal of Biological Education, 42(4), 157–163

Magsambol, B. (2020, April 21). Over 200,000 students transfer from private to public schools
amid pandemic. Rappler. Retrieved from: https://www.rappler.com/moveph/students-
bring-covid-19-vaccine-information-remote-cebu-communities/?fbclid=IwAR1QBRw-
tHk074QjmcJqXqQIU_v3002jMIKcuWGcIfTV3CgZ-gWau88V3-Q. Date Accessed, 18
January 2022.
Piaget, J. (2013). The construction of reality in a child. (Volume 82). RoutledgeProcess-based
learning: Teachers as Facilitators. Retrieved on June 5, 2022 from
https://patricktay.wordpress.com/2007/11/26/process-based-learnin teachers-as-
facilitators/

Paris, J.(2019, December 4). Philippines ranks among lowest in reading, math, and science in
2018 study. Rappler. Retreived from : https://www.rappler.com/nation/246422-
philippines-ranking-reading-math-science-pisa-study-2018 . Date Accessed, 18 January
2020.
Trisnaningsih, W. (2015). USING WORKSHEETS TO TEACH ENGLISH SPEAKING SKILL.
Premise Journal Vol 4 No 2. Date Accessed, June 7, 2022

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 ADVOCACY PLAN

There are three key audiences for this research, these are: 1) Department of Education-
Panabo City (superintendent, the staff, the entire teachers of Panabo City); 2) Southern Davao
National High School (Principal and the teaching staff); and 3) stakeholders and the community

This research must be shared to the Panabo City division's management committee in
order to ensure that the research informs practice and thereby benefits schools, students,
stakeholders, and the community. Presentations in regional and national conferences, such as
teacher education and English, science and mathematics education conferences, will provide
additional dissemination.

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