SILI(Science Instruction through Language

strategies and the

Integration)
Performance of Grade 7 Students in
Motion in One Dimension
GEMSLEE R. PASION
DOMINICK C. SUGALEN
ANTHONY P. AQUINO
Proponents
BALLIGUI HIGH SCHOOL
Maddela II
SDO QUIRINO
 CONTEXT AND RATIONALE

gear students to become

scientifically and
technologically literate
 DEPED ORDER NO.12, S.2020 MODULAR DISTANCE
LEARNING
ADOPTION OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
Ensure learning continuity through
the K-12 curriculum adjustments,
alignment of materials,
deployment of multiple learning
DEPED ORDER NO.18, S.2020
modalities, provision of
POLICY GUIDELINES FOR
corresponding trainings for
THE PROVISION OF teachers and school leaders and
LEARNING RESOURCES IN proper orientation of parents or
THE IMPLEMENTATION OF
THE BASIC EDUCATION guardians of learners;
LEARNING CONTINUITY
PLAN (BE-LCP).
“Department of Education
(DepEd) shall be innovative
and resourceful in delivering
quality, accessible, relevant,
and liberating education”
 INNOVATION, INTERVENTION, AND STRATEGIES

(Science Instruction through Language strategies

Integration)
MOST ESSENTIAL LEARNING
COMPETENCIES
Describe the motion of an object in terms of Create and interpret visual representation of
distance or displacement, speed or velocity, the motion of objects such as tape charts and
and acceleration(S7FE-IIIa-1) motion graphs (S7FE-IIIb-3)

s-LAS (simplified-LEARNING ACTIVITY SHEETS) IN

MOTION IN ONE-DIMENSION
LANGUAGE STRATEGIES ARE INCLUDED
(Taxonomy Building, Defining Format, Metacognition Building and
Introducing Profiles)
WEEKLY HOME LEARNING PLAN
 RESEARCH QUESTIONS
RESEARCH QUESTIONS STATISTICAL TOOLS
1. What are the mean of the pre-test and post-test
scores of both the control and experimental group Mean and standard
before and after the implementation of SILI? deviation

2. Is there a significant difference between the

posttest of the control and experimental and Independent t-test
group?

3. Is there a significant difference between the pre-

test and post-test scores of the experimental group Paired t-test
after the implementation of SILI?

4. What is the effect sized of SILI in improving the

performance of grade 7 students in motion in one Eta squared
dimension?
 ACTION RESEARCH METHOD
Participants and/or other Sources of Data and
RESEARCH Information
DESIGN
QUASI- Seventy-three (73) grade 7 students of Balligui
EXPERIMENTAL High School for school year 2021-2022
RESEARCH DESIGN
compose of 2 sections and each section has 36 students
Simple random divided heterogeneous (20 respondents were selected per
sampling was used in group based on their geographical location)
the selection of Sampaguita = experimental group
Chrysanthemum= controlled group
participants

The other sources of data and information is the teacher made pretest and post test which
was administered to both the control and experimental group (before and after the
implementation of the intervention)
 DATA GATHERING ETHICAL
METHOD ISSUES
CONSTRUCTION OF s-LAS, PRETEST, • Approval of the
POST TEST, DLL AND VALIDATION top management
and authorities
PRE-TEST
• Data privacy
IMPLEMENTATION (10 sessions)
• Intellectual rights
POST-TEST
• Parents Consent
TREATMENT OF DATA
FOCUS GROUP DISCUSSION
 RESULTS AND FINDINGS
Table 1. Pre and Post-Test Result of Both Experimental There was an increase
and Control Group Before and After the Implementation
of SILI
in their mean scores both
the control and
Equivalent Level of
      N Mean SD
Rate Performance experimental group,
however, only the
Experimental
Pretest 20 8.600 1.846 43.00%
Did Not Meet
Expectation experimental group were
Group
able to meet the
Posttest 20 16.250 2.197 81.25% Satisfactory
proficiency level
[M=16.250, ER=81.25]
Control
Group
Pretest 20 8.500 1.877 42.50%
Did Not Meet
Expectation
“Satisfactory”, after the
intervention was
    Posttest 20 14.050 1.731 70.25%
Did Not Meet implemented. With this
Expectation
result, the performance
of the students had
really improved.
 Table 2. Independent t-test on the Post-test of Both
the Control and Experimental Group After the
Implementation of SILI It was gleaned from the result that
there is a significant difference
[tvalue=2.610, pvalue=.013, α=.05,
df=38] in the posttest scores of the
experimental group [M=16.15,
SD=1.954) it was higher compared
Arpilleda (2021) the used of intervention to the posttest scores of the
materials gave a positive impact in mastering the
least-learned competency identified as reflected in
control group [M=14.15, SD=2.815].
the post-test results of the two groups. The magnitude of their differences
Thus, the school may conduct training, programs in the mean [MD=2.000] was
and activities that will enhance more the skills of
the teachers in crafting strategic intervention
significant. Hence, the result of
materials and even instructional materials to the posttest of both the
aid the students’ needs most especially on experimental and control group is
mastering the least learned competencies.
statistically different.
Table 3. Paired t-test on the Pretest and Post-test of the Experimental
Group Before and After the Implementation of SILI
The results revealed that the
result of the pre-test and posttest
shows a difference. This result
turned out to be statistically
significant at p<.002 [α=.05], t-
value=3.684 indicating that the
improved skills of the grade 7
students in motion in one dimension
is associated with the
implementation of SILI (Science
Instruction with Language strategies
Integration). It can be claimed that
their increased mean scores are
significantly brought about by the
said intervention.
Table 3: Effect sized of SILI

Based on the result of their pre-test and post-test,

the table further shows that the intervention SILI
has a moderate effect on their performance having
a value of 0.782.
REFLECTIONS Based on
Teachersarethebest.com, the
In the implementation of
Radhika Kapur teachers, whether a newbie or a
SILI (Science Instruction
through Language (2020) seasoned educator, they know the
strategies Integration) as importance of effective
Benefits of
an intervention allowed instructional materials in the
teaching-learning delivery of quality instruction in
the learners to
✔ gain the basic skills in materials which creating an engaging learning
both literacy and facilitation and material has been on the top
numeracy, through the impartment of priorities of most teachers and
aid of the different instructions, instructors. Although producing
language strategies promoting effective instructional materials is
✔ Understand the quite overwhelming, but then
concept of motion in
differentiation of
equipping oneself with the best
one dimension. instruction, leads strategies and principles in the
✔ enhance their to increase in selection and utilization of
comprehension and motivation levels teaching aids will be of great help
vocabulary, in developing teaching and learning
✔ help them lead to a instructional tool.
higher cognitive skill.
CONCLUSION AND RECOMMENDATIONS
Based on the results and findings of this study, there was an
increase in the performance of the Grade 7 Students in motion
one dimension and it was found out to be statistically significant
as revealed by the result of the pretest and posttest. The results
also tells us that the intervention SILI seems to increase the
performance of the students, its effect on their learning was
only moderate. Thus, it is recommended that the said
intervention needs further enhancement in order to cater the
needs of the learners in the mastery of concepts.

For related researches in the future, it is highly recommended

that the study should focus on how the different language
strategies improved their science comprehension and
vocabularies.
Dissemination of Result during
the SLAC Session

Implementation
Proper
&