EMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INTRODUCTION TO ICTEMPOWERMENT TECHNOLOGIES TOPIC 1 INT

1. SILI(Science Instruction through Language
strategies Integration) and the
Performance of Grade 7 Students in
Motion in One Dimension
GEMSLEE R. PASION
DOMINICK C. SUGALEN
ANTHONY P. AQUINO
Proponents
BALLIGUI HIGH SCHOOL
Maddela II
SDO QUIRINO

2. CONTEXT AND
RATIONALE
gear students to become
scientifically and
technologically literate

4. ADOPTION OF THE
BASIC EDUCATION
LEARNING CONTINUITY
PLAN
DEPED ORDER NO.12,
S.2020
POLICY GUIDELINES FOR
THE PROVISION OF
LEARNING RESOURCES IN
THE IMPLEMENTATION OF
THE BASIC EDUCATION
LEARNING CONTINUITY
PLAN (BE-LCP).
DEPED ORDER NO.18,
S.2020
“Department of Education
(DepEd) shall be innovative
and resourceful in delivering
quality, accessible, relevant,
and liberating education”
Ensure learning continuity
through the K-12 curriculum
adjustments, alignment of
materials, deployment of
multiple learning modalities,
provision of corresponding
trainings for teachers and school
leaders and proper orientation of
parents or guardians of learners;
MODULAR DISTANCE
LEARNING

5. (Science Instruction through Language strategies
Integration)
Describe the motion of an object in terms
of distance or displacement, speed or
velocity, and acceleration(S7FE-IIIa-1)
Create and interpret visual representation
of the motion of objects such as tape
charts and motion graphs (S7FE-IIIb-3)
MOST ESSENTIAL LEARNING
COMPETENCIES
s-LAS (simplified-LEARNING ACTIVITY SHEETS) IN
MOTION IN ONE-DIMENSION
LANGUAGE STRATEGIES ARE INCLUDED
(Taxonomy Building, Defining Format, Metacognition Building and
Introducing Profiles)
WEEKLY HOME LEARNING PLAN
INNOVATION, INTERVENTION, AND STRATEGIES

6. RESEARCH QUESTIONS
RESEARCH
QUESTIONS
1. What are the mean of the pre-test and post-test
scores of both the control and experimental group
before and after the implementation of SILI?
Mean and standard
deviation
STATISTICAL TOOLS
2. Is there a significant difference between the
posttest of the control and experimental and
group?
Independent t-test
4. What is the effect sized of SILI in improving the
performance of grade 7 students in motion in one
dimension?
Eta squared
3. Is there a significant difference between the
pre-test and post-test scores of the experimental
group after the implementation of SILI?
Paired t-test

7. ACTION RESEARCH METHOD
RESEARCH
DESIGN
QUASI-
EXPERIMENTAL
RESEARCH DESIGN
Participants and/or other Sources of Data
and Information
Seventy-three (73) grade 7 students of
Balligui High School for school year 2021-
2022
Simple random
sampling was used in
the selection of
participants
compose of 2 sections and each section has 36
students divided heterogeneous (20 respondents
were selected per group based on their
geographical location)
Sampaguita = experimental group
Chrysanthemum= controlled group
The other sources of data and information is the teacher made pretest and post
test which was administered to both the control and experimental group (before
and after the implementation of the intervention)

8. DATA GATHERING
METHOD
ETHICAL
ISSUES
• Approval of the
top management
and authorities
• Data privacy
• Intellectual
rights
• Parents Consent
CONSTRUCTION OF s-LAS, PRETEST,
POST TEST, DLL AND VALIDATION
PRE-TEST
IMPLEMENTATION (10 sessions)
POST-TEST
TREATMENT OF DATA
FOCUS GROUP DISCUSSION

9. RESULTS AND FINDINGS
There was an increase
in their mean scores both
the control and
experimental group,
however, only the
experimental group were
able to meet the
proficiency level
[M=16.250, ER=81.25]
“Satisfactory”, after the
intervention was
implemented. With this
result, the performance
of the students had
really improved.
N Mean SD
Equivalent
Rate
Level of
Performance
Experimental
Group
Pretest 20 8.600 1.846 43.00%
Did Not Meet
Expectation
Posttest 20 16.250 2.197 81.25% Satisfactory
Control
Group
Pretest 20 8.500 1.877 42.50%
Did Not Meet
Expectation
Posttest 20 14.050 1.731 70.25%
Did Not Meet
Expectation
Table 1. Pre and Post-Test Result of Both Experimental
and Control Group Before and After the Implementation
of SILI

10. Table 2. Independent t-test on the Post-test of Both
the Control and Experimental Group After the
Implementation of SILI It was gleaned from the result that
there is a significant difference
[tvalue=2.610, pvalue=.013, α=.05,
df=38] in the posttest scores of the
experimental group [M=16.15,
SD=1.954) it was higher compared
to the posttest scores of the
control group [M=14.15, SD=2.815].
The magnitude of their differences
in the mean [MD=2.000] was
significant. Hence, the result of
the posttest of both the
experimental and control group is
statistically different.
Arpilleda (2021) the used of intervention
materials gave a positive impact in mastering the
least-learned competency identified as reflected in
the post-test results of the two groups.
Thus, the school may conduct training, programs
and activities that will enhance more the skills of
the teachers in crafting strategic intervention
materials and even instructional materials to
aid the students’ needs most especially on
mastering the least learned competencies.

11. Table 3. Paired t-test on the Pretest and Post-test of the Experimental
Group Before and After the Implementation of SILI
The results revealed that the
result of the pre-test and posttest
shows a difference. This result
turned out to be statistically
significant at p<.002 [α=.05], t-
value=3.684 indicating that the
improved skills of the grade 7
students in motion in one dimension
is associated with the
implementation of SILI (Science
Instruction with Language strategies
Integration). It can be claimed that
their increased mean scores are
significantly brought about by the
said intervention.

12. Table 3: Effect sized of SILI
Based on the result of their pre-test and post-test,
the table further shows that the intervention SILI
has a moderate effect on their performance having
a value of 0.782.

13. In the implementation of
SILI (Science Instruction
through Language
strategies Integration) as
an intervention allowed
the learners to
✔ gain the basic skills in
both literacy and
numeracy, through the
aid of the different
language strategies
✔ Understand the
concept of motion in
one dimension.
✔ enhance their
comprehension and
vocabulary,
✔ help them lead to a
higher cognitive skill.
REFLECTIONS
Radhika Kapur
(2020)
Benefits of
teaching-learning
materials
facilitation and
impartment of
instructions,
promoting
differentiation of
instruction, leads
to increase in
motivation levels
Based on
Teachersarethebest.com, the
teachers, whether a newbie or a
seasoned educator, they know the
importance of effective
instructional materials in the
delivery of quality instruction in
which creating an engaging learning
material has been on the top
priorities of most teachers and
instructors. Although producing
effective instructional materials is
quite overwhelming, but then
equipping oneself with the best
strategies and principles in the
selection and utilization of
teaching aids will be of great help
in developing teaching and learning
instructional tool.

14. CONCLUSION AND RECOMMENDATIONS
Based on the results and findings of this study, there was an
increase in the performance of the Grade 7 Students in motion
one dimension and it was found out to be statistically significant
as revealed by the result of the pretest and posttest. The results
also tells us that the intervention SILI seems to increase the
performance of the students, its effect on their learning was only
moderate. Thus, it is recommended that the said intervention
needs further enhancement in order to cater the needs of the
learners in the mastery of concepts.
For related researches in the future, it is highly recommended
that the study should focus on how the different language
strategies improved their science comprehension and
vocabularies.

15. Dissemination of Result during
the SLAC Session
Implementation
Proper

16. &