GRADE 11 STUDENTS’ LEVEL OF KNOWLEDGE AND LEARNING
WORKSHEETS: A BIPARTITE ENHANCEMENT
Abstract
The study was geared to know the level of knowledge of the Grade 11 HUMSS stu-
dents of Bintawan National High School for school year 2022 – 2023 in the subject In-
troduction to World Religions and Belief Systems before and after using learning work-
sheet, as well as, it documented the experiences of the learners pertaining to the usage
of the learning worksheets. It was conducted in a Public Secondary School in the Divi-
sion of Nueva Vizcaya wherein there were 50 students as respondents. In this study, it
was found out that the mastery level of the respondents was enhanced after the utiliza-
tion of the learning worksheets; there is also a significant difference in the level of
knowledge of Grade 11 HUMSS students in the subject which indicates that the learn-
ing worksheets used were effective. Moreover, experiences of learners regarding the
usage of learning worksheets in the teaching-learning process were documented,
wherein there were two important domains, such as: outlining of concepts and improv-
ing of learning and retention of concepts.
Keywords: learning worksheets, knowledge construction, learning process
Introduction
“Religion is the opium of the people”, a maxim coming from Karl Marx as part of the
introduction of a book of philosophical criticism in 1843 that he never completed. This
statement is a manifestation of how people are really engaged to a structural belief
which is part of our cultural heritage and civilization. It boils down to the idea that socie-
ty needs religion for it is accepted as our moral compass. Religion will control the mind
setting and deeds of people for it dictates what is morally right or wrong.
Religion does not only function in the society rather most importantly, it makes sense to
the individual for it offers peace within, mentally and spiritually. The life of man is un-
clear; man, always struggles to survive in this world full of challenges and it is only reli-
gion that comforts and inspires him to face these adversities. (Galingana, 2021)
Religiosity is often seen as “the formal, institutional, and outward expression” (Cotton et
al., 2006, p. 472 as cited by Villani, et.al 2019) of one’s relationship with the sacred,
and it is typically operationalized as beliefs and practices associated with a particular
religious worldview and community (Iannello et al., 2019 as cited by Villani, et.al 2019).
Nevertheless, conflicts should have been ended when man became religious; however,
religion became the root of conflicts. It became the reason of the loss of thousands of
lives and that caused so much pain for centuries. It is because humans have faith in
something that is not a reality for them. Humans fight for they do not agree to each oth-
er. They believe that their manners are the real mandate of God and the others do not
accept, then it is bound to the absence of peace. (Galingana, 2021)
There is an interplay among religion, community, and culture. Community is essentially
formed by a group of people who share common activities or beliefs based on their mu-
tual affect, loyalty, and personal concerns. Participation in religious institutions is one of
the most dominant community engagements worldwide. Religious institutions are wide-
ly known for creating a sense of community by offering various material and social sup-
ports for individual followers. In addition, the role that religious organizations play in
communal conflicts is also crucial. As religion deals with the ultimate matters of life, the
differences among different religious beliefs are virtually impossible to settle. Although a
direct causal relationship between religion and violence is not well supported, religion
is, nevertheless, commonly accepted as a potential escalating factor in conflicts. Cur-
rently, religious conflicts are on the rise, and they are typically more violent, long-
lasting, and difficult to resolve. In such cases, local religious organizations, places facili-
tating collective actions in the community, are extremely vital, as they can either preach
peace or stir up hatred and violence. The peace impact of local religious institutions has
been largely witnessed in India and Indonesia where conflicts are solved at the local
level before developing into communal violence (De Juan, Pierskalla, & Vüllers, 2015
as cited by Croucher, et.al, 2017).
Truly, religion is pivotal to the existence of man, hence, it is necessary that it should be
included in the array of learning for it is part of human existence.
In the virtue of Republic Act 10533 known as “Enhanced Basic Education Act of 2013”,
which paved the way to the creation of Senior High School in the basic education, the
Department of Education offered the learning area “Introduction to World Religions and
Belief Systems” under the strand Humanities and Social Sciences of the academic
track. The main purpose of this course is to digest the doctrines and practices of major
world religions namely: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism,
Mahayana Buddhism, Confucianism, Taoism and Shintoism. Its main objective is to
help the students recognize the historical backgrounds of these religions, appreciate
their distinctiveness and resemblances and encourage shared understanding among
believers which eventually a bedrock for mutual respect despite differences.
Teachers of the said course therefore, must create ways to effectively and efficiently de-
liver the content. In doing so, it is expected that learning materials must be readily avail-
able for students to be fully engage in the learning process.
Instructional materials have been observed as a powerful strategy to bring about effec-
tive teaching and learning. The importance of quality and adequate instructional materi-
als in teaching and learning can occur through their effective utilization during class-
room teaching. Instructional materials here include all the tools that the teachers can
use to make the learning more interesting and memorable. (Tety, 2016)
Instructional materials serve as a channel between the teacher and the students in de-
livering instructions. They may also serve as the motivation on the teaching-learning
process. It is use to get the attention of the students and eliminate boredom. Instruc-
tional materials are highly important for teaching; especially for inexperienced teachers.
Teachers rely on instructional materials in every aspect of teaching. They need material
for background information on the subject they are teaching. (Adalikwu and Iorkpilgh,
2013)
With these premises, this study was geared towards improving the level of
knowledge of the Grade 11 HUMSS students in Introduction to World Religions and Be-
lief Systems through the utilization of learning worksheets. This study also looked into
the experiences of the learners in using the learning worksheets.
Objectives of the Study
General Obejctive: To know the level of knowledge of the Grade 11 HUMSS students
of Bintawan National High School for school year 2022 – 2023 in the subject Introduc-
tion to World Religions and Belief Systems before and after using learning worksheet.
Specific Objectives:
1. To know the level of knowledge of the Grade 11 HUMSS students in Introduction to
World Religions and Belief Systems before and after utilizing the learning work-
sheets,
2. 2. To determine if there is a significant difference in the level of knowledge of Grade
11 HUMSS students in Introduction to World Religions and Belief Systems before and
after utilizing the learning worksheets and
3. To know the experiences of the Grade 11 HUMSS students in utilizing learning work-
sheets in the Introduction to World Religions and Belief Systems subjects.
Methods
• Approach: Descriptive - comparative.
• Respondents: Grade 11 Humanities and Social Sciences students (50) who are tak-
ing up the subject Introduction to World Religions and Belief Systems for school year
2022 – 2023.
• Pretest and posttest conducted
KENNETH JEYSON U. GALINGANA
BINTAWAN NATIONAL HIGH SCHOOL
Results and Discussion References
LEVEL OF KNOWLEDGE OF THE GRADE 11 HUMSS STUDENTS IN INTRO-
Adalikwu, S., & Iorkpilgh, I. (2013, February 12). The influence of instructional materials
DUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS BEFORE AND AF-
on academic performance of senior secondary school students in chemistry in cross
TER UTILIZING THE LEARNING WORKSHEETS
 The table below presents the pretest and posttest level of knowledge of the 50 re-
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spondents categorized per competency, wherein for pretest MELCS 1 dealing with https://www.ajol.info/index.php/gjedr/article/view/91018/80456
Christianity has a mean score of 40. 52 with a qualitative descriptor of novice while
MELCS 2 dealing with Islam has a mean score of 38.35 with a qualitative de-
scriptor of novice. On the other hand, the posttest MELCS 1 has a mean score of Athens Theravada Centre. (2021). The Four Noble Truths. Retrieved March 12, 2022,
53.41 with a qualitative descriptor of competent while MELCS 2 has a mean score from https://www.theravada.gr/en/about-buddhism/the-four-noble-truths/
of 54.70 with a qualitative descriptor of competent.
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SCORE SCORE
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MELCS 1 40.52 Novice 53.41 Competent
MELCS 2 38.35 Novice 54.70 Competent
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Table 4: Pretest and Posttest Level of Knowledge in Introduction to World Religions
and Belief Systems of the Respondents Categorized per MELC Sheets to Improve the Solving Skills involving Sampling Distribution of Grade 11 Stu-
dents. UIJRT - International Journal - Open Access - ISSN: 2582-6832. https://uijrt.com/
 Respondents already have a wide range of knowledge pertaining to the topics articles/v3/i8/UIJRTV3I80007.pdf
Christianity and Islam. However, the difference between the pretest and posttest
categorized per MELC also connotes that the students learned through the inter-
vention conducted by the teacher. Congress of the Philippines. (2013, May 15). Republic Act No. 10533. Official Gazette.
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MPS EQUIVA- QUALITATIVE DE- PRETEST POSTEST
act-no-10533/
LENT SCRIPTORS (RESPONDENTS) (RESPONDENTS)
76-100% Proficient 0 0
51-75% Competent 7 34 Croucher, S., Zeng, C., Rahmani, D., & Sommier, M. (2017, January 25). Religion, Cul-
26-50% Novice 41 16 ture, and Communication. Oxford Research Encyclopedias. Retrieved March 12, 2022,
0-25% Beginning 2 0
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acrefore/9780190228613.001.0001/acrefore-9780190228613-e-166
Table 5: Pretest and Posttest Level of Knowledge of the Respondents Pertaining to
Introduction to World Religions and Belief Systems Dacles, D. D., Aduca, E., & Maslang, K. (2008). Asian Civilization (1st ed., Vol. 1). SMU
Publishing House.
 Majority of the respondents were categorized as novice with regards to the topics
Christianity and Islam, yet, when the intervention was conducted there is a great
shift of respondents from novice to competent. It can also be noted that there were Delos Reyes, F. F., & Caballes, D. G. (2021, August). A Review on the School – Based
2 respondents who were categorized as beginning during the pretest but shifted to Learning Activity Sheet Towards Improvement of Instructional Material. International
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paper-0821/ijsrp-p11627.pdf
SIGNIFICANT DIFFERENCE IN THE LEVEL OF KNOWLEDGE OF GRADE 11
HUMSS STUDENTS IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF
SYSTEMS BEFORE AND AFTER UTILIZING THE LEARNING WORKSHEETS Department of Education. (2016, May). Introduction to World Religions and Belief Sys-
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low that there is a significant difference in the pretest and posttest conducted. It con-
notes that the intervention implemented is effective since the p-value is .0000 which
is lower than .05. For both MELCS, the significance level indicate that all the learning Fronsdal, G. (2022, September 25). The Buddha’s Eightfold Path. Insight Meditation
worksheets used were effective and important. Center. Retrieved March 12, 2022, from https://
www.insightmeditationcenter.org/2012/09/article-the-buddhas-eightfold-path/
EXPERIENCES OF THE GRADE 11 HUMSS STUDENTS IN UTILIZING LEARN-
ING WORKSHEETS IN THE INTRODUCTION TO WORLD RELIGIONS AND BE-
Galingana, K. J. (2021, June 30). Learning World Religions and Belief Systems in the
LIEF SYSTEMS SUBJECT
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Conclusions and Recommendations Lisbdnet. (2021, November 24). Why Independent Learning is Important – The Im-
1. The level of knowledge of the Grade 11 HUMSS students in Introduction to World portance of Independent Learning – Ways To Help Students Become More Independ-
Religions and Belief Systems when the researcher’s made learning worksheets ent Learners. Retrieved March 12, 2022, from https://lisbdnet.com/why-independent-
were utilized was enhanced, hence, it can be deduced that there is a mastery of learning-is-important/
concepts;
2. There is a significant difference in the level of knowledge of Grade 11 HUMSS stu-
dents in Introduction to World Religions and Belief Systems when the researcher’s Mark, J. (2020, September 23). Siddhartha Gautama. World History Encyclopedia. Re-
made learning worksheets were employed, trieved March 12, 2022, from https://www.worldhistory.org/Siddhartha_Gautama/
3. Learning worksheets are effective in enhancing the mastery level of the learners;
The students strongly believe that the learning worksheets are instrumental in out-
lining concepts, improving learning and better retention of concepts, therefore, Nurse Key. (2017, February 9). Clarifying Quantitative Research Designs. https://
worksheets are important in addressing learners’ learning gaps. nursekey.com/clarifying-quantitative-research-designs/#:~:text=based%20PPD%
20treatment.-,Comparative%20Descriptive%20Design,occur%20naturally%20in%20a%
Recommendations 20setting
1.Teachers must employ learning worksheets to enhance the mastery level of learn-
ers, most especially of the complex concepts in the subject, further, it will also im-
Tety, J. L. (2016). Role of instructional materials in academic performance in community
prove the teaching-learning process for it will allow students to work and discover
learning independently; secondary schools in rombo district. CORE. Retrieved March 12, 2022, from https://
2. The utilization of learning worksheets aid teachers and learners in capturing learn- core.ac.uk/download/pdf/83632862.pdf
ing, monitoring learners’ progress and scaffolding learners’ knowledge construction.
3. Learning worksheets being developed must address all types and needs of learn-
The Editors of Encyclopaedia Britannica. (2014, February 5). Theravada Buddhism. Bri-
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ality and Religiosity in Subjective Well-Being of Individuals With Different Religious Sta-
tus. Frontiers in Psychology. Retrieved March 12, 2022, from https://
www.frontiersin.org/articles/10.3389/fpsyg.2019.01525/full