THE EFFECTIVE NESS OF

ACTIVITY – B ASE D APPROACH

IN TEACHING SOCIAL
STUDIES

B Y:
ZAMANTHA MARIE NERI BENDOY
TEACHER - I
RATIONALE
INTERVENTION
INTERVENTION
Research Questions
 METHODOLOGY
 
Participants of the Study

The participants of the study were 48 Grade 7 students of

Misamis Oriental General Comprehensive High School (MOGCHS),
school year 2019-2020 that were purposely chosen by the
researcher.
 METHODOLOGY
 
Research Instruments

An adopted test (printed

Worksheet on clock reading/telling
time) was used in the pretest and
posttest. PHIL-IRI Form 3B was the
source of the secondary data on
reading comprehension test results.
 
METHODOLOGY
Data Gathering Procedure

The students were given the clock reading pretest adopted from
an internet source. Results were recorded. A secondary data of the
PHIL-IRI reading comprehension test was obtained from the
participants’ English teacher. The relationship between clock
reading skill and reading comprehension ability was then
determined. The “Buddy Clock” strategy was implemented. After
three weeks of implementing the Buddy clock system, a clock
reading posttest was given.
 METHODOLOGY
 
Statistical Treatment

Frequency counts and percentages were used to describe the clock

reading skill as well as reading comprehension ability of the participants. The
Pearson Product–Moment Correlation (Pearson r) was used to determine
significant relationship between the clock reading skill and reading
comprehension ability of the participants. Mean, standard deviation and t-
test were used to test the difference between pretest and posttest of the
clock reading skill.
 
 FINDINGS
 Problem 1: What is the status of the clock reading skill and reading
comprehension ability of the participants?

  Clock Reading Skill Reading Comprehension Ability

Level
  Percentage   Percentage
Frequency (%) Frequency (%)

         
Independent 18 38 18 38
(80% - 100%)

         
Instructional 15 31 10 20
(59% - 79%)

         
Frustration 15 31 20 42
(58 % - below)

         
Total 48 100 48 100
 FINDINGS
Problem 2: Is there a significant relationship between clock reading
skill of the participants and their reading comprehension ability?

Reading
Comprehension
Interpretatio
Variable Ability
n

r p-value

Clock Reading
0.775 .000 Significant
Skill
 FINDINGS
Problem 2: How do the clock reading skill of participants compare
before and after the implementation of the intervention?

   
Test on
Mea t- p- Interpretatio
Clock sd
n valu value n
Reading
e
   
Pretest 5.98 3.52 -5.97 0.000
*Significant
Posttes 8.10 2.05
 CONCLUSION
Based on the findings, the following conclusions were drawn:

Majority of Grade 7 students could not read the clock correctly

and precisely, their reading comprehension ability was also low. A
significant relationship existed between the clock reading skill and
reading comprehension ability. Furthermore, a significant difference
was seen between clock reading skill before and after the
implementation of the “Buddy Clock” strategy. Thus, the said
strategy was effective in improving the clock reading skill of
students.
 RECOMMENDATIO
NS
The following are recommended:

1. To parents and teachers, correct time telling (analog clock

reading) should not be taken for granted since it is one of the basic
skills that a person should learn and could help improve the reading
comprehension of students
2. Buddy Clock strategy be adopted by other Math teachers to
develop clock reading skills of students
3. To future researchers, increasing the number of respondents will
reinforce the results of this action research
DEPARTMENT OF EDUCATION