IMPROVING THE

PERFORMANCE TASKS
ENGAGEMENT OF GRADE 9
STUDENTS IN TECHNOLOGY
LIVELIHOOD EDUCATION
MODULAR PRINT THROUGH
THE USE OF
LOCALIZED MATERIALS IN
POLANGI NATIONAL HIGH
SCHOOL
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CONTEXT AND RATIONALE

Due to COVID-19 pandemic, the traditional face-to-face

learning in classroom is not allowed. Therefore, different learning
delivery modalities were introduced so that schools have options
depending on the COVID-19 restriction and particular context of
learners in the school or locality. This then brought different level
of challenge, especially to teachers teaching skill-based subject
like Technology and Livelihood Education (T.L.E.). It requires the
skills of students rather than the process. It may be a bit common
but TLE can be difficult subject at times.
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CONTEXT AND RATIONALE

For this reason, teachers struggle in finding the easiest

way in delivering the skills even without the face-to-face.
In the middle of health crisis, Deped issued the Deped
Order number 31, series of 2020 an “Interim guidelines for
assessment and grading in light of the basic education
learning continuity plan” stating that Performance Task is
70% of the total grade of the learners.

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CONTEXT AND RATIONALE

New protocol for distance learning requires the teachers rapidly

change their practices, including the daily tasks. Teachers may be also
struggle to assess students’ level of achievements. Another observed reason
is that the students find difficulties in complying their performance task
based on the suggested activities in the modules. Under the Monitoring,
Evaluation and Adjustment, Division Memorandum 291, series of 2021,
monitors the school performance through Progress Monitoring and
Evaluation Data Sheet shows in the data that during school year 2019-2020
fourth quarter, under the final average grades, percentage is 85.24% while
on the first quarter of school year 2020-2021, the percentage is 84.22%.
therefore, there is a decrease of the students’ performance of 1.02%.
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ACTION RESEARCH QUESTION

1. What is the effect of localized materials in enhancing the

learners performance task in modular print?
2. How does localized materials help improve the
performance tasks of the Grade 9 students.

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PROPOSED INNOVATION, INTERVENTION,

AND STRATEGY
In the new normal, We need to think of possible ways on how to help
our students do their activities using localized products, materials, and
equipment available in their houses and in the community. In doing so,
their performances would be far better. For instance, in teaching hair and
scalp treatment, in the absence of cosmetic materials they can use local
products like kalamansi, coconut milk (kakang-gata and aloe vera or any
fruit in season. Furthermore, in Perming, they can use cassava or kamias
stalk, plastic or garbage bags as client’s Personal Protective Equipment
and members of the family can be of great help for being the subject of
treatment. In Carpentry, repairing their worn-out furniture in their house
is a concrete example of its application.
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PROPOSED INNOVATION, INTERVENTION,

AND STRATEGY
In preparing the intervention materials, the researchers will
craft the performance activities with the aid of the existing
activities in the Self-Learning modules and other resources
applicable for the locale of the research. To ensure the quality of
the materials of intervention, the materials shall be validated by
three experts and professionals in their respective fields.

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PROPOSED INNOVATION, INTERVENTION,

AND STRATEGY
The researchers will design modified performance task and
activities with suggested localized materials with the students’
needs and choice in mind and other method of demonstrating
understanding of the course competency in TLE. Activities are
through grouped activity clustered by barangays in accomplishing
a specific task with resources available in their community and
individual activity that can be easily perform the task based on the
availability of the materials at Home.

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ACTION RESEARCH METHODS

The study will go through a series of stages; first stage is to

identify the performance competencies in which learners are
having difficulties in performing and accomplishing the given
task/activity. Second stage, the researchers shall design the
materials based on the gathered information from the previous
stage. Third stage is the quality assurance phase in which the
materials will go through a multiple level of quality checking and
validation. Fourth stage is the deployment and testing of the
materials with the feedback of the participants of the study.
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PARTICIPANTS AND/OR SOURCE OF DATA

AND INFORMATION
The identified participants for this study are the Grade 9
students sections; Rose, Sunflower, Gumamela, Sampaguita, with
low performance in Technology and Livelihood Education subject
area. Participants are gathered from four TLE tracks, five (5) low
performing students in Grade 9 in each respective TLE tracks
total of forty (20) participants out of 221 students enrolled in the
subject area

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DATA GATHERING METHODS

The researchers will use the Modified Learning Activity

Sheets will indicate the localized materials to simplify the
performance tasks available in their community or at home. The
Rubrics will also use for assessing the quality of outputs to meet
the required competencies. Interviews will follow to be conduct
during the submission of their performance outputs. The
instruments will be validated by the School Head, TLE
Department Head, and Master Teacher.

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