Enhancing Quarter-Four Learning Competencies of Grade 6 Pupils in Selected Lessons in Science through Technology-Assisted InquiryBased Learning

Benedict Maramba | Published: December 01, 2020

Abstract: Teachers are constantly searching for teaching strategies which would berneffective for their learners. Thus, this study sought to analyze the effectiveness of thernproposed technology-assisted inquiry-based instruction in improving the performance ofrnselected Grade 6 pupils of East Central Integrated School for the school year 2017-rn2018. The experimental design was utilized with validated teacher-made test as datarngathering tools. The quantitative data were treated using mean and paired andrnindependent sample t-test. The research subjects were from Grade 6-Mabinirnrn(experimental group) and Grade 6-Jacinto (control group) both with 39 learners. The t-rntest revealed that these two groups were of equal abilities at the beginning of the studyrnrnwith a p-value of 0.170 at 5% level of significance. After applying the intervention, bothrngroups showed increased performance based on their post-test results; however, thernexperimental group attained higher improvement compared to the control group whornused the traditional method as evident by the p-value of 0.000 at 5% level ofrnsignificance. Hence, the Inquiry-Based Learning Model, assisted by technology, used inrnthis action research was a suitable strategy in teaching Science that can be utilized inrnmost topics and is adaptable to different types of learners.

Keywords: Action Research, Teaching and Learning, Inquiry-Based Learning, Science 6, Experimental Design, Technology-Assisted

Adjustments and Coping Mechanisms among Former College Instructors as Senior High School Teachers

Leah Olua, Carlos Marcelo , Emmanuel Redito | Published: December 01, 2020

Abstract: This research determined the adjustments and coping mechanisms among formerrncollege instructors as senior high school teachers applying sequential exploratory mixed methodrndesign. The respondents were 45 senior high school teachers in the Schools Division ofrnUrdaneta City. Frequency counts and percentages were used in the statistical analysis ofrnqualitative data while the mean value was used in quantitative data. Respondents were mostlyrn31-40 years old, male, English major, masterate degree holders, 1-5 years of experience inrncollege, and teaching vertically aligned subjects both in college and in senior high school.rnRespondents find difficulty in the adjustment on too many extra works/ paper works. They havernhigh adjustment on preparation of lessons, preparation of teaching aids, method of instruction,rnmonitoring of students’ progress, preparation of too many documents, learners’ behavior andrnrelationship with parents. In order to cope, they “somewhat” communicate and share theirrnfeelings with their co-teachers, “totally” take a rest to physically gain strength and “totally” readrntheir lessons. In comparison, only syllabi and grades were prepared in college while there wererntoo many/overflowing/non-stop preparation of documents in senior high school. Majority of themrnhave embraced their tasks but there were still few who were not into it and were planning tornleave DepEd, while few others said they have no choice. The respondents needed trainingsrnrelated to their work to cope in the workplace. A Webinar was conducted as a plan of action tornhelp respondents scaffold in transition.

Keywords: Adjustment, Coping Mechanisms

Fitness and Wellness Program for Teachers in Improving Physical Stability and Performance

Charley Barcelona | Published: June 05, 2026

Abstract: There can be no doubt that one of the critical concerns in education today isrnthe lack of physical activities for teachers, a product of the job itself. In order to reducernthis concern, the school must design physical development activities for the teachers.rnThis prompted the researcher to conduct the study to improve the Body Mass Indexrn(BMI) of teachers. The respondents of the study were the identified teachers under therncategory of overweight and obese. The study made use of quasi-experimentalrnresearch design wherein t-test dependent was used to determine the significantrndifference in the BMI of teachers before and after the intervention program for threernmonths. The intervention was adapted from Staff Wellness Program in New JerseyrnSchools which was modified and localized. The program conducted aerobic dancernexercises after class hours. Results shows that there was an improvement in the BMIrnof the teacher-participants and it exhibited significant difference in the BMI of thernteacher-participants after the intervention. Hence, the program is effective in inrnimproving the BMI of teacher. It is therefore recommended that this program must bernsustained longer to keep the physical stability of a sound body and soul of teachers.

Keywords: Fitness, Wellness Program, Body Mass Index, Aerobic Dance Exercise, Zumba

Implementation of Adopt-a-School Program in the Public Secondary Schools of Ilocos Sur

Maria Novena Sarmiento | Published: October 01, 2019

Improving STEM Students’ Understanding in Protein Synthesis through Literacy-Based Conceptual Change Strategies

Ricky Bosque, Cristina Ballerta | Published: December 01, 2020

Abstract: Students\' diverse learning progress is evident in every classroom. An observation by onernof the researchers is that most of the students have difficulty understanding the concepts of proteinrnsynthesis, as manifested by the results of their examinations and activity outputs. Consequently, itrnis evident in various research findings that protein synthesis is one of the hardest topics regardedrnby biology students. The purpose of this experimental research is to determine how literacy-basedrnconceptual change strategies improve students’ understanding of the topic, protein synthesis in twornbiology classes of the Science, Technology, Engineering, and Mathematics (STEM) Strand ofrnSenior High School (SHS) in Ilocos Sur National High School (ISNHS) of school year 2019-2020.rnA validated teacher-made pretest and post-test was used as data-gathering tool. The statistical toolsrnutilized were the mean and t-test for dependent and independent samples. Moreover, thernexperimental group that was exposed to literacy-based conceptual change strategies obtained anrnoutstanding rating, while the control group that was taught using the traditional method obtained arnvery satisfactory rating, which means that both groups had an improvement in their understandingrnof the topic, as shown by the results of the t-test. Eventually, it was found out there exists arnsignificant difference on the post-test mean scores of the two groups. It was, therefore, concludedrnthat the use of literacy-based conceptual change strategies is effective in improving students’ levelrnof understanding. Finally, the researchers recommend the use of the said strategies in teaching otherrnScience concepts in the division.

Keywords:

Improving the Vocabulary Skills of Grade 6 Learners through Context Clues Analysis Socrative Computer Application

Ryanbille Cabading | Published: December 01, 2020

Abstract: This study was conducted to determine the level of competence on thernanalysis of context clues of Grade 6 learners of Legleg Elementary School, San JuanrnDistrict, Division of La Union as basis for crafting Context Clues Analysis SocrativernComputer Application, a validated contextualized computer-facilitated worksheets onrnrncontext clues. It used the quasi-experimental design particularly one-group pretest-rnpost test design since there is only one section of Grade 6 learners. Totalrnrnenumerations of 14 Grade 6 learners were the respondents. In treating the gatheredrnrndata percentage, frequency count, mean and T-test were used. It signified in the pre-rntest that the learners were moderately competent in the analysis of context clues.rnrnHowever in the post-test, the learners were very competent. It was concluded thatrnthe learners experienced difficulty in the analysis of context clues because they arernnot fully equipped with the needed skills in the analysis of context clues.rnNevertheless, the crafted validated contextualizedcomputer facilitated worksheetsrnincreased the level of competence in the analysis of context clues of the learners. Itrnwas recommended that the crafted validated worksheets should be adopted byrnelementary school teachers in San Juan District and other schools in the Division asrnan additional learning material to address the weaknesses of the learners in thernanalysis of context clues.

Keywords: Context Clues, Reading Comprehension, Contextualized Computer Facilitated Worksheets, Vocabulary, Action Research, English, Language

Learners’ Livelihood Program in Improving the Academic Performance and School Attendance of 4Ps Beneficiaries

Jhoanne Lomboy, Flordiliza Estepa | Published: June 05, 2026

Lending Na Walang Ending: Lived Experiences Of Teachers Trapped In The Debt Cycle

Edmund Cabusora, Sheila Marie Bugayong, Edgardo Cosares | Published: June 05, 2026

The Big Shift: Examining Practices, Challenges, and Coping Mechanisms of Teachers and Students in Transitioning to Modular Distance Learning

Mark Joseph Pastor, Sherwin Andres, Johnel Manarpaac | Published: September 01, 2022

IMPROVING THE CONCEPTUAL UNDERSTANDING OF GRADE 10 STUDENTS IN KONTEMPORARYONG ISYU: GENDER ROLES AND ISSUES THROUGH TEAM ACCELERATED INSTRUCTION

MA. THERESA GACUSAN, PAULENE PALER, DONABELLE DISIERTO | Published: June 05, 2026

Abstract: This study aimed to improve the level of conceptual understanding of the Grade 10 learners in Araling Panlipunan 10 through Team Accelerated Instruction. A validated researcher-made pretest-posttest was used as the data gathering instrument. Mean values were used in determining the level of conceptual understanding of the respondents and a two-sample t-test was used to determine the effectiveness of Team Accelerated Instruction. The following are the findings of the study: 1.) The level of conceptual understanding in the pretest of the three sections in both control and experimental group was described as Satisfactory, therefore still needs improvement; 2.) The level of conceptual understanding of the three sections is Very Satisfactory in both control and experimental group, therefore shows an increase in score compared to the pretest; 3.) There is a significant difference in the mean scores of the control and experimental group from each section. The experimental group yielded to higher mean scores than that of the control group, therefore the Team Accelerated Instruction helped the respondents to improve their level of conceptual understanding. From the results of the study, it can be inferred that Team Accelerated Instruction can be utilized to help supplement self-learning and can be disseminated through Learning Action Cells.

Keywords: Team Accelerated Instruction, Experimental, Self-learning, LAC, Conceptual Understanding, Social Studies, Instructional delivery