This document outlines an action research proposal to improve students' academic performance at Villafuerte-Pena High School through inquiry-based learning. The proposal identifies the current average academic performance of students as 83.16% and aims to increase this by 10% through implementing inquiry-based teaching strategies. It will examine the current academic performance levels of students, teachers' use of inquiry-based learning, and whether academic performance improves significantly after implementation. The research design involves surveys before and after implementation to assess performance and teaching methods. Implementation will include teacher training, mentoring, and monitoring from February to March 2017.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
1) The document outlines an action plan for Lala Proper Integrated School's "OBE" or "Back to School" program for the 2022-2023 school year.
2) Key objectives include preparing the school for the opening of classes, reorganizing an OBE committee, disseminating enrollment information to stakeholders, distributing enrollment forms, and monitoring/evaluating the enrollment process.
3) Strategies, timelines, responsibilities and resources are identified for each objective, with verification methods including documentation of meetings, social media posts, distributed materials, and enrollment reports.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
The document summarizes the activities of the Youth for Environment in Schools Organization (YES-O) at Rizal National High School. It discusses the formation of two parties that campaigned for the election of YES-O officers. It also outlines several projects conducted by YES-O, including a War on Wastes project where bottles were collected and sold, with proceeds used to repair and roof waste material recovery facilities. Additionally, YES-O participated in clean-up drives and provided boxes of supplies and groceries to underprivileged students.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
This document contains forms and tools related to classroom observations for teachers for the 2023-2024 school year, including:
1. An inter-observer agreement form for 3 observers to discuss and agree on ratings for 9 indicators of teacher performance.
2. An observation notes form for observers to take notes on a teacher's classroom performance.
3. A table listing the classroom observation tool objectives for a teacher to focus on each quarter of the school year.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
1) The document outlines an action plan for Lala Proper Integrated School's "OBE" or "Back to School" program for the 2022-2023 school year.
2) Key objectives include preparing the school for the opening of classes, reorganizing an OBE committee, disseminating enrollment information to stakeholders, distributing enrollment forms, and monitoring/evaluating the enrollment process.
3) Strategies, timelines, responsibilities and resources are identified for each objective, with verification methods including documentation of meetings, social media posts, distributed materials, and enrollment reports.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
The document summarizes the activities of the Youth for Environment in Schools Organization (YES-O) at Rizal National High School. It discusses the formation of two parties that campaigned for the election of YES-O officers. It also outlines several projects conducted by YES-O, including a War on Wastes project where bottles were collected and sold, with proceeds used to repair and roof waste material recovery facilities. Additionally, YES-O participated in clean-up drives and provided boxes of supplies and groceries to underprivileged students.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
This document contains forms and tools related to classroom observations for teachers for the 2023-2024 school year, including:
1. An inter-observer agreement form for 3 observers to discuss and agree on ratings for 9 indicators of teacher performance.
2. An observation notes form for observers to take notes on a teacher's classroom performance.
3. A table listing the classroom observation tool objectives for a teacher to focus on each quarter of the school year.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The MAPEH department held a coordinating meeting to plan the upcoming PTMSMNHS Intramurals 2015. All MAPEH teachers and year level coordinators were in attendance. The meeting discussed designating chairmen and vice-chairmen for the event, activities and games to include, and using PE uniforms. Each year level will have a representative chairman to lead the intramurals. A treasurer's report was presented. The body agreed students will use PE uniforms for their costumes. The meeting adjourned after plans were made.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptxkambal1234567890
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
The Bolo Elementary School in Pangasinan, Philippines is requesting permission to hold a 2-day overnight camping event for Girl Scouts from November 18-19, 2022. The objectives of the event are to build the girls' confidence, teach important life and leadership skills through outdoor activities, and help the girls experience community while focusing on their well-being. The itinerary includes tent pitching, a campfire, dances, challenges, ceremonies, skills-building activities like knot-tying and cooking, and a disaster preparedness presentation. The school coordinator and head have approved the plan and are now seeking permission from the district supervisor.
To improve the school, the action plan proposes four objectives: 1) inspecting the school building's durability to ensure student safety through volunteer engineers; 2) setting up an umbrella study area in front of the Values Education Building to encourage reading; 3) attending professional development activities using personal funds to support teacher growth; and 4) conducting a feeding program for students to promote health, with activities, volunteers, target dates, and proposed budgets identified for each objective.
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT.docxMaestroSonnyTV
The school plan for professional development outlines goals and activities for teachers for the 2022-2023 school year. It aims to 1) continuously upskill teachers to improve learning outcomes, 2) design responsive teaching strategies, and 3) enhance teacher knowledge, skills, and attitudes. The plan identifies priority learning needs across 7 domains and specific competencies. It then outlines objectives, timeframes, resources, delivery modes, and number of participants for activities targeting each competency. These include mentoring, workshops, trainings, seminars, and continuing education opportunities focused on content knowledge, learning environments, diversity, curriculum, assessment, community engagement, and personal growth. The overall goal is to strengthen teaching practices and learner achievement through ongoing professional development
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The document describes the preparations for and implementation of Brigada Eskwela at Tanza National High School. It includes:
1. Planning meetings were held one month in advance to assign tasks, seek donations, and promote the event on social media.
2. A kick-off ceremony launched the Brigada Eskwela work week, which saw volunteers daily make repairs around the school despite hot temperatures.
3. After one week of preparation, the school was ready for the new school year, though teachers still had work to do to prepare their lessons. The organizers expressed gratitude to the volunteers for their efforts.
The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes:
1) Setting the stage by introducing the purpose and process of the conference.
2) Allowing the teacher to share their impressions of the lesson first before providing feedback.
3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well.
4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
The document is a certificate of recognition from San Roque Arbol High School in Lubao, Pampanga awarded to an outstanding student. It recognizes the student's commendable efforts and achievements for obtaining a GPA of 91% during the first quarter of the 2020-2021 school year. The certificate was issued on January 19, 2021 and signed by the class adviser and principal.
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
The YES-O organization conducted several projects and activities throughout the school year to increase environmental awareness and promote sustainability. These included electing officers, holding camps, monitoring environmental practices, planting trees, research projects, waste management initiatives, and community cleanups. The projects achieved their goals of educating students and encouraging participation in environmental protection. To improve future efforts, the summary recommends increased planning, funding, coordination, participation, and awareness opportunities. The overall mission is to develop students into environmentally responsible individuals through relevant programs.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
The document provides guidance to teachers on correctly completing common school forms. It discusses the School Register (Form 1), which must be completed by July each year and requires accurate recording of student enrollment, attendance, and ages. It also covers the Teacher's Monthly Report on Enrollment and Attendance (Form 2), Report on Promotion (Form 18-E), Elementary School Permanent Record (Form 137-E), and Pupil's Report Card (Form 138-E), emphasizing the importance of accurate student information and avoiding errors on permanent records.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
The document provides details of a proposed action research study to improve the performance of Grade 6 pupils in mathematics through the use of counteractive lecture and discussion. Specifically, it will (1) assess the performance of Grade 6 pupils in mathematics before and after the intervention, and (2) determine if there is a significant difference in performance before and after the intervention. The study will involve administering a pre-test, implementing counteractive lectures 3 times a week for 3 months, and giving a post-test to evaluate the effectiveness of the strategy. Results will be analyzed using statistical tests to answer the research questions.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The MAPEH department held a coordinating meeting to plan the upcoming PTMSMNHS Intramurals 2015. All MAPEH teachers and year level coordinators were in attendance. The meeting discussed designating chairmen and vice-chairmen for the event, activities and games to include, and using PE uniforms. Each year level will have a representative chairman to lead the intramurals. A treasurer's report was presented. The body agreed students will use PE uniforms for their costumes. The meeting adjourned after plans were made.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptxkambal1234567890
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
The Bolo Elementary School in Pangasinan, Philippines is requesting permission to hold a 2-day overnight camping event for Girl Scouts from November 18-19, 2022. The objectives of the event are to build the girls' confidence, teach important life and leadership skills through outdoor activities, and help the girls experience community while focusing on their well-being. The itinerary includes tent pitching, a campfire, dances, challenges, ceremonies, skills-building activities like knot-tying and cooking, and a disaster preparedness presentation. The school coordinator and head have approved the plan and are now seeking permission from the district supervisor.
To improve the school, the action plan proposes four objectives: 1) inspecting the school building's durability to ensure student safety through volunteer engineers; 2) setting up an umbrella study area in front of the Values Education Building to encourage reading; 3) attending professional development activities using personal funds to support teacher growth; and 4) conducting a feeding program for students to promote health, with activities, volunteers, target dates, and proposed budgets identified for each objective.
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT.docxMaestroSonnyTV
The school plan for professional development outlines goals and activities for teachers for the 2022-2023 school year. It aims to 1) continuously upskill teachers to improve learning outcomes, 2) design responsive teaching strategies, and 3) enhance teacher knowledge, skills, and attitudes. The plan identifies priority learning needs across 7 domains and specific competencies. It then outlines objectives, timeframes, resources, delivery modes, and number of participants for activities targeting each competency. These include mentoring, workshops, trainings, seminars, and continuing education opportunities focused on content knowledge, learning environments, diversity, curriculum, assessment, community engagement, and personal growth. The overall goal is to strengthen teaching practices and learner achievement through ongoing professional development
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The document describes the preparations for and implementation of Brigada Eskwela at Tanza National High School. It includes:
1. Planning meetings were held one month in advance to assign tasks, seek donations, and promote the event on social media.
2. A kick-off ceremony launched the Brigada Eskwela work week, which saw volunteers daily make repairs around the school despite hot temperatures.
3. After one week of preparation, the school was ready for the new school year, though teachers still had work to do to prepare their lessons. The organizers expressed gratitude to the volunteers for their efforts.
The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes:
1) Setting the stage by introducing the purpose and process of the conference.
2) Allowing the teacher to share their impressions of the lesson first before providing feedback.
3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well.
4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.
Technical Assistance Plan (Instructional supervision)MaestroSonnyTV
This instructional supervisory report outlines coaching objectives and strategies for grade 3 and 4 teachers over the school year. It identifies preparing weekly learning plans, communicating with parents, and improving teaching competence as priorities. The report details that coaching will include facilitating sessions on learning plan preparation, developing a parent communication strategy, conducting classroom observations, and organizing in-service trainings. It expects the strategies will result in approved weekly plans, improved teacher-parent communication, enhanced teaching skills, and improved teaching competence for grade 4 teachers. The coaching will use forms and materials and involve the school head, master teachers, and teachers over the course of the school year.
The document is a certificate of recognition from San Roque Arbol High School in Lubao, Pampanga awarded to an outstanding student. It recognizes the student's commendable efforts and achievements for obtaining a GPA of 91% during the first quarter of the 2020-2021 school year. The certificate was issued on January 19, 2021 and signed by the class adviser and principal.
The document outlines an action plan for guidance and counseling at Pasolo Elementary School for 2016-2017. It includes 9 activities: 1) testing, such as reading assessments, for transferred in students; 2) non-test activities like distributing student profiles and conducting interviews; 3) an orientation on the school's child protection policy; 4) individual consultations; 5) home visitations; 6) counseling for students with issues; 7) updating the child protection policy; 8) collecting student records; and 9) submitting an accomplishment report. Each activity lists the people involved, timeframe, resources needed, and objective.
The YES-O organization conducted several projects and activities throughout the school year to increase environmental awareness and promote sustainability. These included electing officers, holding camps, monitoring environmental practices, planting trees, research projects, waste management initiatives, and community cleanups. The projects achieved their goals of educating students and encouraging participation in environmental protection. To improve future efforts, the summary recommends increased planning, funding, coordination, participation, and awareness opportunities. The overall mission is to develop students into environmentally responsible individuals through relevant programs.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
The document provides guidance to teachers on correctly completing common school forms. It discusses the School Register (Form 1), which must be completed by July each year and requires accurate recording of student enrollment, attendance, and ages. It also covers the Teacher's Monthly Report on Enrollment and Attendance (Form 2), Report on Promotion (Form 18-E), Elementary School Permanent Record (Form 137-E), and Pupil's Report Card (Form 138-E), emphasizing the importance of accurate student information and avoiding errors on permanent records.
This document contains the class programs for grades 1 through 6 of Layac Integrated School for the 2023-2024 school year. It includes the name and position of each teacher, their subjects taught, time allotments for each subject, and signatures of approval. The time allotments show that classes will be held Monday to Thursday following the original schedule and catching up on Fridays. Each grade level has between 360 to 280 minutes (6 to 4 hours and 40 minutes) of classes per week divided among various subjects like MTB-MLE, Filipino, English, Math, ESP, APAN, MAPEH, Science and EPP.
Strategic Intervention Plan in CATCH UP FRIDAY READING.docxFredjalynPasol
This document outlines a strategic intervention action plan for a school to improve reading ability through catch up Friday reading sessions. The plan has two main objectives: 1) to identify reading levels of learners in English through a rapid literacy assessment test, and 2) to improve reading ability. Key activities include administering pre-and post-assessment tests, orienting parents and upgrading skills of home learning partners, providing reading materials tailored to students' levels, and conducting regular reading activities with monitoring of progress. The timeline is from [Month] to [Month] and involves teachers, parents, students and community partners. The expected outcomes are identified reading levels, improved teaching skills, and improved reading ability as measured by post-assessment results.
The document provides details of a proposed action research study to improve the performance of Grade 6 pupils in mathematics through the use of counteractive lecture and discussion. Specifically, it will (1) assess the performance of Grade 6 pupils in mathematics before and after the intervention, and (2) determine if there is a significant difference in performance before and after the intervention. The study will involve administering a pre-test, implementing counteractive lectures 3 times a week for 3 months, and giving a post-test to evaluate the effectiveness of the strategy. Results will be analyzed using statistical tests to answer the research questions.
IMPROVING PUPIL'S MASTERY LEVEL IN SCIENCE THROUGH...Criztie Blanco
Cristeta B. Blanco proposes conducting an action research study to improve 4th grade students' mastery of science at Tomas Morato Elementary School in Quezon City, Philippines. Science is one of the lowest achieving subjects and is taught in English, which poses difficulties. Blanco aims to use Strategic Intervention Materials (SIM) and other audiovisual aids during intensive remedial instruction from August to March. The study would assess students' mastery before and after the intervention using SIM pre- and post-tests. If successful, the study could benefit students, teachers, parents, administrators, curriculum planners and future researchers.
This document summarizes research evaluating the development of effective teacher qualities in students participating in the Scottish Teachers for a New Era (STNE) programme. Key findings include:
1) STNE students demonstrated more sophisticated epistemic beliefs, constructivist teaching preferences, emotional intelligence, and commitment to inclusion compared to earlier cohorts.
2) Students showed significant growth over four years in these qualities, indicating the programme's positive impact.
3) STNE students performed well academically and during school experience, associated with strengths in pedagogic content knowledge, reflection, and inclusive mindsets.
4) While most skills improved, subject knowledge and technology use need more focus. The programme enhanced skills but students
The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities:
1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers.
2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement.
3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps.
4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.
STUDENTS' RESPONSIVENESS IN SPECIAL SCIENCE CLASSES OF TEACHERS' PEDAGOGICAL ...RayRudolfPastrana1
Participants were 392 students in the Special Science Classes of San Miguel National High School, Division of Bulacan during the school year 2019—2020. Tested at the .05 level were two null hypotheses: "Students across gender and grade level do
not differ in their valuation of teacher instructional strategies along the six measures" and "No relationships exist between students' performance in English and their valuation of the six measures of teachers' instructional strategies.
The document discusses the findings of a monitoring inspection at Golden Hillock School. It notes that while some improvements have been made in subjects like science, history, and reading, significant issues remain, particularly in mathematics. Standards in math are very low due to low expectations, weak subject knowledge among teachers, and work not being well-matched to students' levels. Writing standards across the school also remain poor. The inspection found that leadership and the quality of teaching in math need substantial improvement in order to raise achievement for students at the school.
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1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
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Sample-Action-Research-Proposal.docx
1. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 1
Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Camarines Sur
VILLAFUERTE-PEÑA HIGH SCHOOL
Ponglon, San Jose, Camarines Sur
School I.D.: 309771
_____________________________________________________________________________________
ACTION RESEARCH PROPOSAL
IMPROVING STUDENTS’ ACADEMIC PERFORMANCE THROUGH INQUIRY-BASED
LEARNING (I-BL) IN VILLAFUERTE-PEŇA HIGH SCHOOL
I. PROPONENT:
Christopher J. Bayrante,
Teacher I
Villafuerte-Peña High School, Ponglon, San Jose,Camarines Sur
christopherbayrante@yahoo.com
+639071691671/ +639499906893
II. BACKGROUNDOF THE STUDY:
Inquiry-based learning is an approach to teaching and learning that placesstudents’ questions, ideas
and observations at the center of the learning experience. Educators play an active role throughout the
process by establishing a culture of learning where ideas are respectfully challenged, tested, redefined and
viewed asimprovable, moving children from a position of wondering to a position of enactedunderstanding
and further questioning (Scardamalia, 2002).
The Villafuerte-Pena High School students’ academic performance for the academic year 2015-
2016 is recognized to be 83.16% from the general average rating in all subject areas in the Junior High
School. This study generally aims to improve students’ academic performance by employing Inquiry-based
learning as the key teaching approach and be intertwined with effective, efficient and innovative teaching
strategies and techniques in all learning areas in the school.
III. STATEMENT OF THE PROBLEM:
This action research will be conducted to enhance students’ academic performance of the students
of Villafuerte-Peňa high school through inquiry-based learning. Specifically, the study seeks to answer the
following questions:
1. What is the level of academic performance of the students in Villafuerte-Pena High School in
the 1st
to 3rd
quarter this school year 2016-2017?
2. What is the teachers’ levelof implementation of Inquiry-Based learning in the teaching-learning
process of all the subject areas this school year 2016-2017?
3. Is there a significant difference between the levels of the academic performance of the students
after the implementation of Inquiry-based learning?
2. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 2
IV. SIGNIFICANCE OF THE STUDY:
The result of this action research is deemed beneficial to the following:
DepartmentofEducation.The results of this study will yield salient information to the curriculum
planners and developers in the Department on strengthening and enhancing the development and
implementation of the curriculum in craving for quality, holistic and sustainable learning process through
higher-order/critical thinking skills.
School Administration. The outcomes of this study will give wider avenue for the administration
to addresseffective and meaningful learning gaps in enhancing teaching strategiesintertwined with inquiry-
based process.
Teachers. Implementing the results and findings of this study will help teachers to effectively
educate and train students on all learning areas promoting critical thinking skill development.
Students. The findings of the study are imperative on deepening their learning achievement
through intellectual criticism that combines knowledge of historical context and balanced judgment both
important in the development of Higher-order thinking skill.
Otherresearchers. Thisstudy may serve as basis for conducting and developing related researches
on improving academic performance and inquiry-based learning.
Expected Output:
1. An increase of 10% in the over-all generalaverage rating of the students in all learning
areas.
2. An improvement in the teachers’ implementation of Inquiry-Based learning.
V. SCOPE OF THE STUDY:
The study will be conducted among 236 students of Villafuerte-Peña High School, Ponglon, San
Jose,CamarinesSur this school year2016-2017. Academic performance includes the generalaverage rating
of the students in all subjects in Junior High School.
VI. RESEARCH DESIGN:
Methodology- This action research will be employing descriptive method. The research
will describe the level of academic performance of the students expressed in mean average
rating and the level of implementation of the teachersin their teaching processasperceived
by the students and teachers expressed in average weighted mean.
3. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 3
Statistical Sampling- Complete enumeration among 236 students of Villafuerte-Peña High
School will be utilized in determining the respondents, thus, no sampling technique will be
used.
Description of Instrument / Data Gathering Focus– A questionnaire will be utilized to
determine the level of the academic performance of the students and the level of
implementation of the Inquiry-Based learning in the teaching and learning process. The
questionnaire will be administered before and after the implementation of Inquiry-Based
learning.
VII. WORK AND FINACIAL PLAN:
Activities Time Frame
Person/s
Involved
Resources
Requirements
Source of Fund
Means of
Verification
PRE-IMPLEMENTATION
Conceptualization, consultation and
Planning meeting with the School
Head and other individuals with
technical-know-how to the subject
matter
September
2016
Proponent,
School Head
and other
indicivudlas
P 20 for printing,
P200 for the
snack
(solicitation)
AR proposal
Preparation, finalization and
submission of Action Research
Proposal
October-
November
2016
Proponent P 20 for printing
Approved AR
Proposal
Communicating the approved action
research proposal to the respondents
February
2017
Proponent
Attendance
Sheet
P 100 for snack
(PTA Fund)
Approved Action
Research
Proposal, Signed
commitment of
stakeholders’
support
IMPLEMENTATIONPLAN
Determine and analyze the level of
academic performance of the students
from 1st
quarter to 3rd
quarter in all
learning areas.
February
2017
Proponent
and class
advisers
Summary of
Grading sheets
Instruments
Administer Pre-test in determing the
level of implemetation prior to the
operation of Inquiry-Based learning.
February
2017
Proponent &
Respondents
P1,860 for the
multiplication of
the tool, (PTA
Fund)
Collated and
tabulated Pre-test
result
Conduct Seminar-wrokshop on the
implementation of Inquiry-Based
learning among the teachers
February
2017
Proponent,
resource
speaker and
teacher
participants
P2,000 for the
over-all
expenditures of
the training
Participant
output, tarining
tools and handout
Conduct twice a week mentoring
among 8 teachers on the
implementation of the I-BL
February
2017-March
2017
Proponent
Teachers
Observation
sheet and
mentoring form
P200 (PTA
Fund)
Conducted
mentoring with
Observation
sheet and
mentoring form
Progress monitoring and evaluation
of all planned activities Twice a week Proponent
monitoring
notebook
Monitoring
Reports &
Attendance sheet
Brainstorming of the teaching
practices implementing Inquiry based
learning
Once a week-
February
Proponent
and Teachers
Journal Journal
4. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 4
Activities Time Frame
Person/s
Involved
Resources
Requirements
Source of Fund
Means of
Verification
2017-March
2017
Administer Post-test using the
questionnaire to determine the level
of implementation of inquiry-based
learning as percieved by the students
and the teachers.
March 2017
Proponent &
respondents
P1,860 for the
multiplication of
the tool, (PTA
Fund)
Collated and
tabulated results
of Post-test
POST IMPLEMENTATION
Preparation and submission of Action
Research Write-up
April 2017 Proponent
P1,000 for the
printing of the
write-up
(Personal)
Action Research
Write up
a. Evaluate the project
b. Gather recommendation and
feedback
c.Submmision of action research
write up
d.Reimplement if found effective
May 2017
Proponent,
teachers,
parents and
other
stakeholders
Bond Paper
Folder and copy
of the materials
Documentation
of the activity
and activity write
– up
Communication of Research results
May 2017 Proponent
Computer
Printer
Bond paper
Action Research
Write up
Reimplementation if found effective
with revisions
S/Y 2017 –
2018
Proponent
Computer
Printer
Bond paper
Action Research
Proposal
Submitted by:
CHRISTOPHER J. BAYRANTE
Proponent
Reviewed by:
JOSEPHINE C. DOROIN
SEPS, Planning and Research
Recommending Approval:
LITA T. MIJARES, Ph.D.
Chief, Curriculum and Implementation
Approved: By authority of Schools Division Superintendent
SUSAN S. COLLANO, Ph.D.
Assistant Division Schools Superintendent
5. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 5
I. Level of academic performance of the students in Villafuerte-Pena High School in the 1st
to 3rd
quarter this school year 2016-2017.
SUBJECTS 1st Quarter
2nd
Quarter
3rd
Quarter
AVERAGE
RATING
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
II. Teachers’level ofimplementation of Inquiry-Based learning in the teaching-learning process of
all the subject areas this school year 2016-2017.
Dear Respondent,
Please feelfree to fill-out the said questionnaire. We are hoping that you will answer the following
questions honestly and with all your effort. Rest assured that all data are highly appreciated and will be
treated with utmost confidentiality.
Thank you very much and God bless.
-The Researcher
Name (optional):________________________________________ Year & Sec.:__________________
INSTRUCTIONS:Check the appropriate column corresponding to how you describe your teacher’s
teaching process focusing to the implementation of Inquiry-Based Learning.
1- Not Implemented Teachers do not employ IBL in a class
2- Slightly Implemented Teachers employ 1-2 times a week in class
3- Moderately Implemented Teachers employ 3-5 times a week in class
4- Highly Implemented Teachers employ every day in class
Descriptions of Inquiry-Based Learning 4 3 2 1
1. The lesson is presented by paying attention to distinct
but related details that lead to the formation of a
conclusion.
2. Teacher asks questions that applies the concepts in a real
life situation.
3. The lesson is done by using specific cases that ends with
the generalization that is applied to specific cases.
4. The lesson is done by studying the typical case
thoroughly and in detail so as to make the concepts
gathered as basis for comparison in studying similar
cases.
5. Learning activity is done by using experimentation with
apparatus and materials to discover or verify facts.
6. Learning activity is done with the teacher who does the
experiment before the class.
7. The lesson is done and performs without leading the
students to conclusion or generalization.
8. Students are free to ask questions that lead to deepen
understanding.
9. Teacher asks questions that elicits analysis of the
concepts.
6. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 6
10. Students are introduced to spontaneous and self-
directed explorations. They continuously observe,
interact and search for more information.
11. Students are led to learn by constructing their own
meaning based on their past experiences, they involved
themselves to continue creation of rules to explain and
observation.
12. Students are led to learn from experiences through
actual observation of natural occurrences.
13. Students are assisted to synthesize and evaluate
information to gain deep understanding and develop
critical thinking and ability to scientifically process
information.
14. There is a collaborative learning activity undertaken by
teacher and specific class and with specific topic.
15. Use apparatuses or tools on their teaching to meet the
needs of the greatest number of students and provide
greater range of students’ participation in learning
experience.
16. Give lectures, explains and demonstrates topics and
answers questions in front of the whole class.
17. Divides the students to provide an opportunity for
them to become more actively and effectively engage
in learning, for the teachers to monitor the students’
progress better.
18. Prepares for every student an individual plan for each
skill or subject based on diagnosis of the students’
proficiency level.
19. Uses activities to make learners more explicit about
what they are doing, seeing or learning and interpret
their activities in terms of principles and concepts.
20. Uses self-learning kit which usually consists of a
package of learning activities, papers, which have to be
accomplished by his/her student.
21. Attempt to get away from the traditional classroom
procedure of the question and answer and recitation
style, uses discussion and group classroom activities in
which teacher and students cooperatively consider
certain topics or problems.
22. Invites small group of expert or well informed lay
person to discuss of a problem for the benefits of an
audience.
23. Conduct symposium to give an audience pertinent
information about a topic or to consider the relative
merits of various solutions to a controversial problem.
24. Let the students have a debate forum whose students
have different beliefs, study the same problem and
arrive at different conclusions.
25. Let students have small discussion, through group
seated face to face around a table without a large
audience.
26. The lesson is done with the students seeing things from
the point of view of others.
27. The lesson is done through the purposive solving or
attempting to solve the problem.
7. Enhancing Academic Performance through Inquiry-Based Learning in Villafuerte-Pena High School-
Christopher J. Bayrante Page 7
28. The lesson is done by using a technique in service
education and group thinking and planning and it also
involves the use of the group process in attacking and
solving educational problem.
29. The lesson is done through presenting specific
situations or problems to stimulate discussion.
30. The lesson is done by achieving both personal and
social integration of the individual. Uses dynamic
experience which serves as the bases of unity.
III. Significant difference between the levels ofthe academic performance of the students after the
implementation Inquiry-based learning.
SUBJECT AREAS Average
1st-3rd
Quarter
Rating
4th
Quarter
Rating
Difference Interpretation
English
Mathematics
Science
Filipino
Araling Panlipunan
MAPEH
T.L.E.
EsP
AVERAGE RATING
Legend:
Difference Description
10 or above - Highly significant HS
6.67-9.99 - Moderately Significant MS
3.34-6.66 - Significant S
0.10-3.33 - Slightly Different SS
0 or below - Not Different NS