This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.

1. ACTIVE LEARNING STRATEGY
IN TEACHING TYPHOON TO
8TH GRADE STUDENTS:
A LESSON STUDY
L L I D O , P A U L A M A R I E
M A D E L O , B R I X
T A B O R A D A , U N Y C I E
M S . J O Y C . V E L A S C O
M S . K A T H L E E N M . M O R A L E S

2. BACKGROUND
is a process in which the learners assume a dynamic,
energetic, and involved role in his or her own
learning process
( Brown, 2008; Candela et al., 2006; Popkess and Mc Daniel, 2011; Salamonsom et
al., 2009)
ACTIVE LEARNING

3. BACKGROUND
• (through activities) to promote learning and enhance collaboration
among students. It keeps learning active and student-centered.
• Advantage –Teacher-student feedbacks and learning became a
two-way process
(Glendon and Ulrich, 2005 )
ACTIVE LEARNING STRATEGY

4. RESEARCH GAPS
Research on teaching with the use of active
learning strategy in public high school
particularly from the Cagayan de Oro, is
almost nonexistent in the local and
international literature.

5. RESEARCH GAPS
P.N ROA HIGH
SCHOOL
Low performance in their National
Achievement Test (NAT) especially
on major subjects such as
Mathematics and Science last
school year 2015-2016.

6. RESEARCH OBJECTIVES
To integrate Active Learning Strategy in
the given lesson.

7. RESEARCH OBJECTIVES
To design an effective lesson with all
the revision and improvement of the
action research.

8. THEORETICAL FRAMEWORK
THEORY OF CONSTRUCTIVISM
BY JEAN PIAGET
Constructivism emphasizes understanding and
meaning, and students construct knowledge through
their experiences with the concepts and their
environment based on their prior knowledge and
experiences (Posner, 2004).

9. RESPONDENTS
Grade 8 level students in Pedro “Oloy” N. Roa High School
= 104 students
39-
Bonifacio
29 -
Aguinaldo
37 - Del
Pilar
RESPONDENTS

10. METHODOLOGY
INSTRUMENTS
Participation Tally Sheet
Pre-test and Post test
Evaluation Form
Facilitating Rubric
Student Profile
Learning Styles Test
Role Play Rubric
Output Rubric

11. METHODOLOGY
METHOD
Qualitative Method
Action Research
Lesson Study
1st, 2nd, 3rd run
METHOD OF
GATHERING DATA
Question and Answer Form
Rating Scale Form
Observation
Activities

12. RESULTS & DISCUSSION
Problem 1. What is the rate and interpretation of participation with applied Lesson Study?
Table 1. Distribution of Students Rate and Interpretation of Participation with Applied Lesson Study
Behavior Indicator
GRADE 8 SECTIONS Mean Description
Bonifacio Aguinaldo Del Pilar
1. Do the students participate in the
activity?
3 3 3 3.00 Most of the time
2. Do the students ask questions to
the teacher?
1 1 2 1.33 Never
3. Do the students follow the given
instructions by the teacher?
3 3 3 3.00 Most of the time
4. Do the students answer the
teacher’s questions?
2 3 3 2.67 Sometimes
5. Do the students take down
notes?
2 2 2 2.00 Sometimes
6. Do the students attentively listen
to the teacher?
3 3 2 2.67 Sometimes
LEGEND
Rating
Descripti
on
3
Most of
the time
2.00-2.99
Sometim
es
1.00 -1.99 Never
• Students participate “most of the time” as well as follow the instructions given by
the teacher.
• Students “never” ask questions to the teacher.

13. Problem 2. What is the rate of the pre-test and post-test performance of students
before and after the lesson study?
Table 2.1. Frequency distribution of the Scores in the Pre-test and Post-test of the Bonifacio Class
Class Interval
Scores
Frequency
DescriptionPre-test
(n=39)
Percentage
Post-test
(n=39)
Percentage
9-10 0 0.00% 3 7.69% Advanced
7-8 0 0.00% 7 17.95% Proficient
5-6 5 12.82% 16 41.03%
Approaching
Proficiency
3-4 17 43.59% 7 25.64% Developing
1-2 17 43.59% 3 7.69% Beginning
TOTAL 39 100% 39 100%
Approaching
Proficiency
LEVEL OF PROFICIENCY CLASS INTERVAL SCORE
Advanced 9-10
Proficient 7-8
Approaching Proficiency 5-6
Developing 3-4
Beginning 1-2
• 43.59 % of the population got
scores ranging from 1-2 and 3-4
during the Pre-test.
• In the Post-test, the scores
increase by 41.03% with the range
of 5-6.
• “Approaching proficiency”

14. Table 2.2. Frequency distribution of the Scores in the
Pre-test and Post-test of the Aguinaldo Class
Class Interval
Scores
Frequency
Description
Pre-test (n=28) Percentage
Post-test
(n=28)
Percentage
9-10 0 0.00% 8 28.57% Advanced
7-8 1 3.57% 7 25% Proficient
5-6 1 3.57% 10 35.71%
Approaching
Proficiency
3-4 18 64.29% 2 7.14% Developing
1-2 8 28.57% 1 3.57% Beginning
TOTAL 28 100% 28 100%
Approaching
Proficiency
• Pre-test - 64.29 % of
the population got
scores ranging from
3-4
• Post-test - the scores
increase by 35.71%
with the range of 5-6.
• “Approaching
proficiency”

15. Table 2.3. Frequency distribution of the Scores in the
Pre-test and Post-test of the Del Pilar Class
Class Interval
Scores
Frequency
Description
Pre-test
(n=37)
Percentage
Post-test
(n=37)
Percentage
9-10 1 2.70% 7 18.92% Advanced
7-8 1 2.70% 11 29.73% Proficient
5-6 7 18.92% 10 27.03%
Approaching
Proficiency
3-4 15 40.54% 8 21.62% Developing
1-2 13 35.14% 1 2.70% Beginning
TOTAL 37 100% 37 100% Proficient
• Pre-test - 40.54 % of the
population got scores
ranging from 3-4
• Post-test – the scores
increase by 29.73% with
the range of 7-8
• “Proficient”

16. GRAPH 2.1TREND OF THE PRE-TEST AND POST-TEST OF THE
BONIFACIO, AGUINALDO, AND DEL PILAR CLASS
Class Section
Pre-test
(n=10)
Post-test
(n=10)
Difference Percentage
Bonifacio 1.34 3.30 1.96 19.60%
Aguinaldo 1.59 4.82 3.23 32.30%
Del Pilar 3.15 6.46 3.31 33.10%

17. RESULTS & DISCUSSION
Problem 3. What is the rate of evaluation form score in the given
classroom activities?
Table 3.1 Frequency Distribution of the Evaluation Form Score in the Bonifacio Class
CLASS INTERVAL
SCORE
FREQUENCY
(n=39)
PERCENTAGE Description
28-33 1 2.56% Fair
34-39 3 7.69% Fair
40-45 11 28.21% Good
46-51 3 7.69% Very Good
52-56 11 28.21% Very Good
57-60 10 25.64% Very Good
TOTAL 39 100% Very Good
• 28.21% of the
population with a
range of 40-45
and 52-56 score
• “very good”

18. RESULTS & DISCUSSION
Table 3. 2 Frequency Distribution of the Evaluation Form Score in
the Aguinaldo Class
CLASS INTERVAL
SCORE
FREQUENCY
(n=28)
PERCENTAGE Description
25-30 1 3.56% Poor
31-35 0 0% Fair
36-40 4 14.29% Fair
41-45 4 14.29% Good
46-50 4 14.29% Good
51-55 15 53.57% Very Good
56-60 0 0% Very Good
• 53. 57% of the
population with a
range of 51-55 score
• “Very good”

19. RESULTS & DISCUSSION
Table 3. 3 Frequency Distribution of the Evaluation Form Score in the Del
Pilar Class
CLASS INTERVAL
SCORE
FREQUENCY
(n=37)
PERCENTAGE Description
34-39 3 8.11% Fair
40-45 5 13.51% Good
46-51 10 27.03% Good
52-57 11 29.73% Very Good
58-60 8 21.62% Very Good
TOTAL 37 100% Very Good
• 29. 73% of the
population with a
range of 52-57
score
• “Very good”

20. LESSONPLAN

21. CONCLUSION
• Active Learning Strategy has been a factor that increased the student’s
performance wherein there was a development of lesson crafted after
every run in the class. Through active learning strategy, activities were
integrated which makes the lesson more meaningful to the students.
• With the results, an improved lesson plan was crafted with the
confidence that in this study, active learning strategy is effective in
teaching science concepts to Grade 8 students

22. RECOMMENDATIONS
FOR THE TEACHERS: Active Learning must be used as a teaching
strategy to enable students be engaged in the Teaching Learning
Process rather than using the Traditional way.
FOR THE INSTITUTION: Seminars/workshops about using of
Active Learning Strategy must be conducted so that teachers will
able to know the limitation in utilizing this strategy.

23. RECOMMENDATIONS
FOR THE FUTURE RESEARCHER: Since this is an active
learning (using different activities), a small number of
participants is best in utilizing this research.

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