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Sample Researches
Utilization of Learning Matching by Description (LMD) in Improving the Vocabulary Skills of Grade 7 Students in English
| Published: June 04, 2026
Abstract: The purpose of the study was to determine the effectiveness of the Learning Matching by Description (LMD) Technique in enhancing vocabulary. In this investigation, a quasi-experimental approach was employed. The research population consisted of seventh graders at Dagupan City National High School during the 2022- 2023 academic year. There were two sections with a total of 68 students. The experimental group comprised 34 students from Section 16 of Grade 7, while the control group comprised 34 from Section 15 of Grade 7. Using the Learning Matching by Description (LMD) Game Technique, the student\'s progress during the teaching and learning process was extremely beneficial. From the meetings, the student\'s achievement increased. It was evident from the post-test mean scores between the Control Group and the Experimental Group. The post-test outcomes for the experimental and control groups were 11.19 and 18.88, respectively. T-test was also used to determine whether the post-test result improvement was statistically significant. The t-test analysis revealed that the value of the experimental class was statistically significant. From the results, the Learning Matching by Description (LMD) technique significantly enhances students\' vocabulary. According to the study\'s findings, the teacher-researcher recommends that image bingo be used more frequently in the classroom to increase student vocabulary.\r\n-L.M. Duque
Keywords: Learning Matching by Description (LMD) Game technique, vocabulary level
View DetailsEffectiveness of ALERT Strategy in the Conceptual Understanding in Teaching Science 6
| Published: June 04, 2026
Abstract: The purpose of this study was to assess the effectiveness of the ALERT Strategy in improving the understanding of Science concepts among Grade 6 learners at Juan P. Guadiz Elementary School during fourth quarter of the academic year 2022-2023. The research adopted a quasi-experimental design, involving a total twenty (20) learners.rnEmploying a quasi-experimental research design, the researcher engages a total of twenty Grade 6 learners, deviating from the conventional pre-test and post-test model. Instead, the study adopts a comparative analysis of learners\' 2nd and 3rd Quarter grades, as well as their 3rd and 4th Quarter grades. Statistical tools such as mean and t-test contribute to a robust quantitative framework for evaluating the ALERT Strategy\'s effectiveness.\r\nUsing Mean and t-test as statistical tools, initial assessments reveal that Grade 6 learners\' Science proficiency levels exhibit consistency in the 2nd and 3rd Quarters, both approaching proficiency with the 3rd Quarter Intriguingly manifesting greater variability than the 2nd Quarter. However, with the integration of the ALERT Strategy, a discernible improvement emerges. The 4th Quarter grades ascend to a proficient level, signifying a noteworthy increase in the average performance of learners. Remarkably, minimal variability in grades persists in both quarters, with a significant shift towards more learners performing above the mean in the 4th Quarter.\r\nThis research not only fulfills its primary objective of evaluating the ALERT Strategy\'s effectiveness but also provides insightful observations into nuanced changes in Grade 6 learners\' Science proficiency across quarters. The quasi-experimental design, coupled with meticulous selection of comparative analysis and statistical tools, enhances the study\'s credibility, contributing meaningfully to the broader discourse on effective pedagogical strategies in Science education.\r\n-W.S. Benitez
Keywords: ALERT (Attend, Learn and ReTeach), Conceptual Understanding, Quasi- Experimental, Proficiency Level, Comparative Analysis, Remedial Session
View DetailsEnhancing the Competency of Grade V Learners Along Stars and Constellations Using E-Book
| Published: June 04, 2026
Abstract: The E-book, also known as electronic books, are digital version of printed books that can be read on modern devices. Kotobee Author, a Microsoft software, allows teachers to create interactive e-books with audio-visuals and interactive elements, engaging pupils through touch-based games, tests, and polls. E-books provide an exciting learning experience and facilitate communication between pupils and teachers. This is intended to enhance the performance of the pupils in Identifying the Patterns of Stars and Constellations using E-book. Respondents were 38 pupils of Grade V- Brave and 37 pupils of Grade V- Kind classes, both belonged to heterogeneous classes.\r\nTo determine the effectiveness of E-book in improving the learners\' skills in Identifying the Patterns of Stars and Constellations, the researcher made a comparison of pretest and posttest scores. The researcher would like to determine the significant difference between the level of performance of pupils with and without the use of an E-book, hence, the application of a Paired T-test.\r\nBased on the results from the pretest to posttest, it can be concluded that the pupils gave positive results about using E-books to enhance their performance. Thereupon, the research highly recommended the use of an E-book, which could be very useful in enhancing the performance of the learners.\r\nC.C. Bautista
Keywords: e-book, interactive elements
View DetailsEffectiveness of Technology-Mediated Learning in Improving Learner’s Performance in Science 5 on Weathering and Erosion
| Published: June 04, 2026
Abstract: The research study entitled, "Effectiveness of Technology-Mediated Learning in Improving Learner\'s Performance in Science 5 on Weathering and Erosion," aims to enhance the conceptual understanding of grade 5 learners to improve their low performance, particularly in the lessons Weathering and Erosion. The study investigated the effectiveness of a Technology-Mediated Learning strategy in Science experiments at Caranglaan Elementary School during the 4th Quarter of School Year 2022-2023. The researcher employed 57 pupils as participants in the study that ran for two weeks.rnThe researcher used a quasi-experimental design, which is a quantitative research method. The mean and independent sample t-tests were the statistical tools used in analyzing the gathered data. Grade 5-Maabilidar was used as the control group. The experimental group was given Technology-Mediated Learning while the control group was given traditional method of teaching.rnResults showed that the posttest performance of the pupils in Science improved in both control and experimental groups. Furthermore, the mean difference is 3.52 which indicates that the increase in mean score is higher with the experimental group than in the control group. This difference is significant because the null hypothesis is rejected, t(55)=3.27, p(0.002) < 0.05. The findings of the study showed that the intervention is effective in teaching Science to Grade 5.rnBased on the results of this study, the researcher highly recommends the use of Technology-Mediated Learning in teaching science especially where there are lessons involving experiments. By incorporating such strategies, teachers will be able to create a more interactive and engaging learning environment that promotes pupils\' high performance in science.\r\n-G.R.B. Taron
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View DetailsEnhancing the Problem-Solving Skills of Grade 11 Students involving Sampling Distribution through Student-Led Learning Strategy
| Published: June 04, 2026
Abstract: The lack of problem-solving skills among Grade 11 students at Federico Integrated School is a cause for concern in this study. To address this issue, the researcher had been exploring various teaching strategies and approaches that can help improve problem-solving skills among students. One promising approach is the student-led learning theory, which puts students at the center of their own learning experience. Research had shown that the students-led learning approach can be an effective way to improve problem-solving skills in the context of mathematics education. Providing students with opportunities to take ownership of their own learning and develop critical thinking skills, ensure that they are equipped with the necessary skills to become productive and responsible citizens.\r\n\r\nThis study aimed to explore the effectiveness of student-led learning strategies in enhancing the problem-solving skills of grade 11 students. The research employed a quasi-experimental design, with an experimental group taught using student-led learning strategies and a control group taught using traditional teaching methods. The results of the study indicated that the experimental group exhibited significantly higher mean scores than the control group, highlighting the effectiveness of student-led learning strategies in enhancing problem-solving skills.\r\n\r\nBased on these findings, the study recommends that teachers, DepEd officials, and stakeholders promote the use of student-led learning strategies. To achieve this, various recommendations were made, including providing support and resources for teacher training programs, developing curriculum and teaching materials that support students-led learning, promoting the use of student-led learning strategies in schools, and providing ongoing support and resources for teachers who are implementing students-led learning strategies.\r\n\r\nBy implementing these recommendations, a more student-centered and engaging learning environment can be created that fosters the development of problem-solving skills among students. This study provides valuable insights into the potential benefits of students-led learning strategies and highlights the importance of promoting students-centered learning in the Schools Division Office, Dagupan City.\r\n-A.Q. Cortez
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View DetailsImproving the Comprehension Skills of Grade 9 Learners through Predicting, Questioning, Clarifying, Summarizing and Visualizing (PQCSV)
| Published: June 04, 2026
Abstract: The Department of Education has doubled up its efforts to address the literacy problem among Filipino learners which was compounded by the hybrid delivery of curriculum during the COVID- 19 pandemic. Given the significant number of learners who are not reading in their grade level per results of the reading assessment, the Dagupan City National High School has reinforced its reading programs as part of its learning continuity and recovery plan. Vital to implementing said literacy programs were the development, adoption and/ or utilization of interventions or strategies with the end in view of addressing the learners\' literacy needs. It was in this context that this study was conducted. It assessed the effectiveness of the Predicting, Questioning, Clarifying, Summarizing and Visualizing (PQCSV) as a strategy in improving the comprehension skills of the Grade 9 learners- section-16, in Dagupan City National High School during the school year 2022- 2023. The quasi- experimental study made use of a pretest and a posttest as the primary instrument in gathering the data needed. Specifically, results of the study revealed that there was a significant difference in their performance with regard to their comprehension skills before and after their exposure to the intervention. This can be taken to mean that the Predicting, Questioning, Clarifying, Summarizing and Visualizing (PQCSV) strategy was effective. Hence, recommendation is hereby made that the intervention be adopted and utilized in the division.\r\n-M.G. Campos
Keywords: Academic Interventions, Comprehension, Literacy, Reading achievement, Teaching and Learning, Reading Strategies
View DetailsMath Quality-Based Material Approach to Enhance Multiplication Skills
| Published: June 04, 2026
Abstract: The research study entitled "Math Quality-Based Material Approach to Enhance Multiplication Skills" aimed to address the persistent low performance of grade 4 pupils in multiplication. The study employed a game-based learning strategy, specifically the snake and ladder pattern, as instructional material. The intervention spanned one and a half months and targeted pupils who scored 75% or below in the pretest on multiplication basic facts. The study proposed innovative and engaging instructional material to improve math fluency and enhance pupils\' performance in mathematics.\r\n\r\nIn terms of research design, the study utilized a qualitative true-experimental approach, specifically the posttest- only control group design, to assess the effectiveness of the math quality-based material approach in improving grade 4 pupils\' multiplication skills. Participants were selected based on their pretest score with 20 pupils randomly assigned to either experimental or control group. The experimental group received the game-based treatment, while the control group followed the traditional learning method. Both groups underwent a posttest consisting of 100 multiplication problems. The collected data were analyzed to determine whether there was a significant difference in multiplication abilities between the two groups.\r\n\r\nThe results revealed a significantly higher posttest mean score in the experimental group, indicating that the game-based intervention positively impacted pupils\' multiplication skills compare to the control group. These findings support the notion that incorporating game-based material can enhance the learning process and improve academic performance. The study ensured validity through the use of posttest-only control group design and random assignment of participants. Based on the findings, it is recommended that the math quality-based approach be utilized as an effective teaching tool to enhance grade 4 pupils\' 1-digit multiplication skills.\r\n-M.Q. Balolong
Keywords: Game-based learning strategy, level of performance, intervention, math fluency
View DetailsImproving Conceptual Understanding of Basic Math Operation through Customized Board Game
| Published: June 04, 2026
Abstract: This study aimed to improve the conceptual understanding of basic math operations through a customized board game and assess its impact on the learning outcomes of the experimental group compared to a control group. The study utilized a pretest-posttest control group design to establish a casual relationship between the board game intervention using a board game material and changes in the performance of grade 2 pupils in multiplication.\r\n\r\nA cohort of 32 pupils from Federico N. Ceralde Integrated School participated in the study, with 16 pupils randomly assigned to the experimental group and 16 to the control group. The experiment involved administering a pretest to both groups, implementing group, and using traditional teaching methods with the control group. Pretests were administered to both groups, and after six sessions, posttest were administered to evaluate the improvement in their multiplication skills. the results were then compared to determine any improvement between the pretest and postest scores, as well as the posttest scores of the experimental group compared to the control group.\r\n\r\nThe results of this study showed that the use of a customized board game, specifically snake and ladders game, was effective in improving the multiplication skills of grade 2 Topaz pupils. The experimental group, which utilized the board game intervention, had a higher mean difference in pretest and posttest scores compared to the control group, which received traditional teaching. The mean difference between the two groups was calculated to be 3.68, but the t-value of 1.577 did not reach statistical significance at the 0.05 level. Therefore, it can be concluded that the board game intervention did not have a significant effect on learning outcomes. However, it is important to consider potential positive reasons for this result, such as similar baseline performance feedback, and long-term effects.\r\n\r\nWhile the quantitative results did not show a significant improvement, the study highlights the potential benefits of incorporating board games in educational practices. It is important to consider the qualitative feedback from participants in the experimental group. Even if the qualitative results did not demonstrate significant improvements, the participants\' subjective experiences and perceptions of the board game intervention could provide valuable insights. By taking their feedback into account, educators can gain a deeper understanding of the intervention\'s impact on he participants\' earning experiences and make informed decisions regarding implementation.\r\n-M.T. Abalos
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View DetailsEEAT Math Board on Multiplication Operation
| Published: June 04, 2026
Abstract: Proficiency in basic math skills, particularly multiplication, is fundamental for success in higher-level mathematics courses and daily life activities. However, many learners encounter challenges in mastering basic math facts, which can negatively impact their academic performance. Effective interventions, such as technology-assisted learning, peer tutoring, and personalized instruction, can assist learners in enhancing their basic math skills. Basic math facts provide a foundation for more complex understanding and problem-solving, and are indespensable for navigating everyday life. (Wasseman, 2019)\r\n\r\nNevertheless, the difficulty learners face in mastering basic math facts can be attributed to several factors, including a lack of practice, difficulty with memorization, learning disabilities, limited exposure to math concepts, and anxiety. To address these concerns, this study proposed the use of EEAT math board material as a tool to aid learners in improving their multiplication skills. (TeachHUB, 2018) By implementing effective teaching and learning strategies, learners can achieve mastery in multiplication and other mathematical concepts. (TeachHUB, 2018)\r\n\r\nThis action research aimed to evaluate the effectiveness of using EEAT math board materials as an intervention to improve basic math skills, specifically in multiplication. The research was based on the importance of basic facts in mathematics and the challenges that learners faced in mastering them. The study compared the effectiveness of the intervention to standard teaching methods, identified areas of improvement for struggling learners, and provided insights into tailoring interventions to meet their needs. The results of the research could inform future teaching practice and contribute to the development of evidence-based interventions for improving basic math skills. The goal of research was to improve learners\' math skills and help them achieve mastery in multiplication and other mathematical concepts. This action research study investigated the effectiveness of math board material in improving the multiplication operations skills of non-numerate Grade 4 pupils at Carael Elementary School.\r\n\r\nThe study employed a quasi-experimental research design with pretest and posttest control group with experimental group subjected to use EEAT math board material while the standard teaching methods were used to the control group. Data collection methods included pretest and posttest, observations, and pupils\' feedback. The study found that math board material was effective in improving the math operations skills of non-numerate pupils. The results were analyzed using mean and t-test, and ethical considerations were taken into account.\r\n\r\nThe study found that the math board material was highly effective in enhancing pupils\' multiplication skills. The experimental group demonstrated a significantly higher mean score on the posttest compared to the control group. The t-value of 7.998 obtained by comparing the posttest scores of the two groups was greater than the tabled value of t=2.045 at the 0.05 level of significance with 29 degrees of freedom, indicating a significant difference between the posttest scores of the two groups. Based on these results, it is recommended that teachers incorporate the EEAT math board into their math instruction to enhance the multiplication skills of their learners.\r\n-E.A. Tomelden
Keywords: Basic Math Skills, EEAT Math Board Material, Intervention Strategies, Multiplication Skills
View DetailsThe Effectiveness of Customized Snake and Ladder Material (CSLM) on Conceptual Understanding in Multiplication of Numbers
| Published: June 04, 2026
Abstract: This action research discussed the importance of mathematics education in the Philippines ad the challenges the country faces in improving it. The Department of Education has identified the lack of mastery in the four fundamental operations as a key area for improvement. Initiatives such as the K-12 curriculum and the Math Nation program have been implemented to improve mathematics education. The article also highlights the use of manipulatives and games as effective teaching strategies. The article concludes with a focus on the lack of mastery in multiplying 1-digit numbers among grade 6 pupils at Malued Elementary School and the need for further research to address this issue.\r\n\r\nMoreover, this action research aimed to see the effectiveness of the teacher-made Customized Snake and Ladder Material (CSLM) on conceptual understanding in multiplication of numbers of Grade 6 pupils of Malued Elementary School.\r\n\r\nThis study used the pretest-posttest control group design. The pretest measures helped to establish a baseline level of the outcome variable before the intervention is introduced, which can be used to assess the effectiveness of the intervention. The posttest measure help to determine whether the intervention had a significant effect on the outcome variable.\r\n\r\nThe thirty-two (32) non-numerate grade six learners were divided into two groups through random sampling. This method was used to ensure that the participants in each group are representative of the overall population of low-performing grade 6 pupils in school. These two groups comprised the experimental group with sixteen (16) grade 6 pupils who received the intervention and the control group with sixteen (16) grade 6 pupils who did not receive the intervention but continued with the traditional method of learning which involves memorization of multiplication tables, repetitive practice, and memorization drills.\r\n\r\nBased on the findings, the researcher found out that there is significant difference between the pretest and posttest mean score results of the experimental and control group. The use of game-based learning materials, like the customized snake and ladder, has significant effect to increase pupils\' level of performance in mathematics. As one of the strategies making the learning fun and engaging, it also promotes conceptual understanding in multiplying 1-digit numbers.\r\n-A.O. Callejo
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