Improving the Multiplication Skills of Grade 6 Pupils through the use of Assistive Instructional Material (AIM)

Jenny Jesusa Catubay | Published: December 01, 2020

Abstract: This study aimed to determine the effect of an alternative drill-practice mode –rnthe Assistive Instructional Material (AIM) – in improving the basic multiplication skills ofrnGrade 6 pupils at Sta. Maria Elementary School.rnEmploying a pretest-posttest control group design, this study identified two intactrnheterogeneous classes as the control (use of paper-pencil drill mode) and thernexperimental (use of AIM) groups. A 10-minute drill was given using the specifiedrnstrategies before each class. A 20-item test, constructed by the researcher and validatedrnby 4 experts from the Division of Laoag City, was administered before and after thernrninterventions. Frequency, percentages, mean, standard deviation, independent sample t-rntest, and paired sample t-test were utilized to analyze the data gathered.rnrnFindings showed that the use of paper-and-pencil mode and AIM improve thernskills of pupils on basic multiplication. Although the mean scores of pupils on AIM is arnlittle higher than on paper-and-pencil mode, statistically, there is no strong evidence tornconclude that AIM improve pupils’ performance better than the paper-and-pencil mode.rnBased from the results, this research showed that constant practice andrndeliberate teaching of skills using different modes of practice contribute to an improvedrnpupils’ learning and mastery of facts and information.

Keywords: Assistive, Instructional, Material, Multiplication, Skills

Depresion among Children in Conflict with the Law

Oliver Gutierrez | Published: June 05, 2026

Development and Validation of Needs-Based Contextualized Workbook on Science 4

Nestor Luis, Jr. | Published: October 01, 2019

Abstract: The success in making pupils productive and functionally literate in the future is \r\ncompromised with the inadequacy of learning materials and inappropriateness of \r\nactivities that are not within their level and context. This study aimed to develop and \r\nvalidate a Contextualized Science Workbook (CSW) that focused on 35 Science \r\ncompetencies from Quarters 1 to 4. The identified competencies were contextualized \r\nbased on the results of the Needs Assessment Survey of the 42 Science 4 Teachers of \r\nthe City Schools Division of Laoag, School Year 2017-2018. The workbook was \r\nvalidated by 10 evaluators using a Content Validation Checklist. Sequential explanatory \r\nresearch design was used in the study. The data were analyzed and interpreted using \r\nratios, weighted means and qualitative descriptions. Findings revealed that there are \r\nelementary schools which do not have 1:1 ratio of Science 4 Learner’s Material and \r\nGrade 4 pupils due to carelessness and increase in enrollment as revealed by school \r\nheads through an interview. The developed Contextualized Science Workbook was \r\nconsidered highly valid for use in the learning process. The developed and validated \r\nmaterial is therefore recommended for try-out to establish its effectiveness in enhancing \r\nScience performance among Grade 4 pupils.

Keywords: Academic Performance, Learning Intervention, Reinforcement, CommunityBased A

Improving the Competence and Attitude toward Chemistry of Grade 12 STEM Students using Task-Based Learning Approach

Rosa Victoria Carungay | Published: December 01, 2020

Abstract: This study was conducted to determine the effects of task-based learningrn(TBL) approach on the competence and attitude towards Chemistry of Grade 12rnSTEM students at the Bayambang National High School, Bayambang, Pangasinanrnduring the First Semester of School Year 2019-2020. Two comparable regularrnclasses of Grade 12 STEM were the subjects of the study. One group was exposedrnto traditional approach and the other to task-based learning approach.rnThe study used the experimental method of research with the AchievementrnTest and Chemistry Attitude Questionnaire as the tools in data gathering whichrnwere content validated. Accordingly, frequency counts, percentages, averagernweighted mean and t-tests were utilized in the treatment of data.rnThe findings reveal that students exposed to the traditional approach andrnTBL approach has significantly improved pretest and posttest performances.rnHowever, students exposed to the TBL approach performed significantly betterrnthan those in the traditional approach. Moreover, the students exposed to therntraditional approach and TBL approach has significant change in their attitudernbefore and after the experiment. However, the students exposed to the TBLrnapproach developed a significantly better attitude towards Chemistry than those inrnthe traditional approach.

Keywords:

Development of the Delcocoph and Delcocobit as a Strategy in Facilitating the Land Titling of School Sites in the Schools Division of Laoag City

Giselo Ulep, Vangeline Molina, Edwin Tangonan | Published: June 05, 2026

Abstract: At present, the 39 school sites of the Schools Division of Laoag City \r\ncomprise of approximately 87 parcels of land. Out of these 87 parcels, only 8 parcels \r\nwere transferred in the name of the schools or of the Department of Education. This \r\ndescriptive developmental research was undertaken to determine the validity of the \r\nstrategy in terms of its accuracy, completeness, comprehensiveness, organization and \r\nsimplicity and to suggest possible ways to help the school heads in facilitating the land \r\ntitling of their school sites in the Schools Division of Laoag City. Weighted means and \r\ndescriptive interpretations were used to analyze and interpret results. The developed \r\nstrategy was found valid for use as reflected from the evaluation made by ten experts \r\nusing a Five-point Likert Scale. It is recommended that the created manual be tried-out\r\nto the school heads to further determine the effectiveness of the strategy in facilitating \r\nland titling of school sites.

Keywords: Development, Strategy, School Titling, School Sites, Land Titling

Development and Validation of Localized Lesson Exemplars in Teaching General Mathematics

George Alonzo | Published: October 01, 2019

Abstract: The implementation of the K to 12 Curriculum is challenged by the insufficiency of\r\nlocalized instructional materials and the lack of teacher’s manuals. Literature show that\r\ncontextualization and localization could enhance mathematics instruction. As such, this\r\ndescriptive developmental research was conducted to develop and validate localized lesson\r\nexemplars in teaching General Mathematics based on the results of the Needs Assessment\r\nSurvey of nine General Mathematics teachers from the City Schools Division of Laoag for the\r\nschool year 2017-2018. Weighted means and descriptive interpretations were used to analyze\r\nand interpret results. Findings revealed that there were lessons in General Mathematics that\r\nneed to be contextualized. The developed lesson exemplars were found valid for use as\r\nreflected from the evaluation made by seven experts using a Validation Checklist. The localized\r\nlesson exemplars were developed based from the results of the identified competencies in the\r\nneeds assessment survey. It is recommended that the material be tried-out to determine its\r\neffectiveness in improving students’ performance in General Mathematics and be used by the\r\nmathematics teachers in the division to improve learning outcomes and serve as a basis for\r\ncontinuous improvement.

Keywords: Development, Validation, Localization, Lesson Exemplars, Teaching and Learning, Instruction

Predictors of Students At-Risk of Dropping Out (SARDO) in Pangasinan II: Basis for a Strategic Intervention Program

Walter Nocasa , Remelyn Nocasa, Maria Cristina Daligcon | Published: December 01, 2020

Abstract: Drop-out rate is a key indicator of access to basic education. For the three previous schoolrnyears, the percentage of dropouts in the Division of Pangasinan II was higher than the set targets;rnhence, the need to identify learners who are at risk of dropping out to decrease the dropout raternand increase access to basic education. This study utilized the survey-predictive designs. Itrngenerated a decision tree model that reflected the interacting variables that predict the occurrencernrnof Students-At-Risk of Dropping-Out (SARDO) in the Division of Pangasinan II. A questionnaire-rnchecklist was utilized to collect data from 362 SARDO and 138 non-SARDO. Frequency count,rnrnweighted mean and decision trees were used to treat the gathered data. It was found that thernrisk-factors have low effect on the SARDO and the school-initiated interventions as highlyrneffective. The generated decision tree model revealed that sex, educational resources at home,rnand student’s agreement as to he/she is allowed to disagree with his/her parents if the latter feelsrnhis/her ideas are better, were the interacting variables in the occurrence of SARDO. It is veryrnclear that even in the digital age, learners need educational resources other than cellphones andrncomputers, as well as proper parental guidance that caters their respective needs. This is tornfacilitate their attendance in school and help reduce the dropout rate of the Division. Thernformulated strategic intervention program to enhance the management of DORP is recommendedrnfor implementation.

Keywords: Drop-Out Reduction Program (DORP), Students-at-Risk of Dropping-Out (SARDO), Child-Rearing Practices, Risk Factors of Dropping-Out, School-Initiated Interventions, Educational Resources

Improving the Work Status of the Non-Teaching Personnel of the SDO City of San Fernando La Union through an Enhanced Human Resource Development Program

Stephanie Alyssa Montemayor | Published: December 01, 2020

Personality Profile and Difficulties of High School Students Whose Parents Are Overseas Filipino Workers in the Division of San Fernando City

Marie Camille Hufana | Published: October 01, 2019

Improving the Reading Comprehension of Grade I Pupils using MTB-MLE Big Books

Madilyn Dalupang | Published: June 05, 2026