Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
_____________________________________________________________
THE EFFECTS OF TEACHER DEMONSTRATION OF CONTENT AND
SKILLS IN TEACHING HEALTH IN GRADE 6 LEARNERS IN NEW
NORMAL
An Action Research
funded through
BASIC EDUCATION RESEARCH FUND (BERF) 2020
presented to the
Policy, Planning, and Research Division
Department of Education – SOCCSKSARGEN
Regional Center, Brgy. Carpenter Hill,
City of Koronadal
JULIE M. GABORNE
T-I
Romana C. Acharon Central Elementary School
General Santos City Division
1
I. ABSTRACT
The study was conducted with the main purpose of finding out the
effectiveness of the Teacher Demonstration of Content and Skills in teaching
Health through comparing the test result before (no treatment) and after
(with treatment). This pre-experimental method of research determined the
effects of Teacher Demonstration of Content and Skills in teaching Health in
grade 6 learners in new normal to their mastery level in Romana C. Acharon
Central Elementary School, S.Y. 2020-2021 involving one class of Grade Six
composed of 35 pupils using total population as sampling. The researcher
conducted the experiment through pretest, treatment and posttest for at
least 2 weeks, test items were based on Grade 6 Health MELC competencies
for Quarter 1. Adopted and modified test from Self-Learning Modules in
Health 6 was the research instrument utilized to gather the needed data.
Frequency count, percentage and paired-samples t-test were employed to
arrive at precise results. The pretest result showed that the mastery level of
the Grade VI learners in health is poor, on the other hand after the used of
intervention which is teacher demonstration through video lessons their
mastery level turned out to be satisfactory or have an adequate level of
learnings. The study revealed that the effect of teacher demonstration
through recorded video yields a significant difference in the mastery level of
learners
in
Health.
Furthermore,
it
was
found
out
that
teacher
demonstration through video lessons in this new normal can improve the
mastery level of learners as shown by the difference in the pretest and
posttest score, thus this implied that teacher demonstration through video
lessons in teaching health was effective. This study recommended the use of
teacher demonstration through video lessons to enhance teaching and as a
supplemental tool to the modular distance learning in teaching Health in
new normal phase by providing with the recorded videos, PowerPoint
presentations, and others, related to lessons.
Keywords: teacher demonstration, content and skills, teaching,
health, mastery level, new normal, pre-experimental, video lessons
2
II. ACKNOWLEDGEMENT
I am deeply indebted to numerous individuals whose wholehearted
support and assistance made this research a joyful reality.
It is my pleasure to thank ma’am Aileen A. Jamero, PIII, our school
principal, for the encouragement, suggestion and allowing us to conduct this
research, and Sir Nepomuceno B. Federizo, Sir Edward R. Villahermosa and
team, for their immense support, outstanding guidance and encouragement
to keep going, pushing me towards the realization of this endeavour. Their
research expertise has greatly inspired me to persevere in this challenging
professional growth.
I am highly thankful for the overflowing support extended by my
parents, siblings and to Mr Angelo C. Bombita, you had been my constant
source of unflinching support and encouragement and this has been a great
source of strength and motivation for me to accomplish my goals.
To my co-teachers and friends, who have extended all your affection
and moral support without which it would not have been possible to pursue
my work for building me up; working on this thesis would be impossible;
Above all, to our God Almighty, who showered His divine grace and
intervention as I endure the hardship towards the realization of this study.
He is worthy to receive all the praises and endless honor. Thank you God for
loving me this much!
J.M.G.
3
Table of Contents
Content
Pages
I.
TITLE PAGE
1
II.
ABSTRACT
2
III.
ACKNOWLEDGEMENT
3
IV.
TABLE OF CONTENTS
4
V.
CONTEXT AND RATIONALE
5
VI.
INNOVATION, INTERVENTION AND STRATEGY
7
VII.
ACTION RESEARCH QUESTIONS
8
VIII.
ACTION RESEARCH METHODS
9
A. Participants and/or other Sources of Data and
Information
9
B. Research Instrument
9
C. Data Gathering Methods
10
D. Data Analysis Plan
11
IX.
DISCUSSION OF RESULTS AND REFLECTION
12
X.
ACTION PLAN
16
XI.
REFERENCES
17
XII.
FINANCIAL REPORT
18
XIII.
APPENDICES
A. Pretest and Posttest
19
B. Table of Specification
22
C. Weekly Home Learning Plan
23
D. Result of Validation
26
E. Documentation
27
4
III. CONTEXT AND RATIONALE
In this recent time, education is embracing a new normal phase due
to this public health emergency of global concern the COVID-19 pandemic.
Within the new normal, the situation presents a unique challenge to every
educational leader’s decision-making process. According to Holmes (2020),
education responses to the crisis are capable of changing the meanings,
purposes and values of the school. Hence, to sustain the delivery of quality
of instruction to every school, this study aims to use teacher demonstration
in teaching Health in Grade 6 learners. According to Karalis (2020), what is
worth studying after returning to normality, are the implications that have
arisen for the day after, that is, what adjustments need to be made, the
extent of the situation and to define the basic dimensions of education and
learning in formal education systems and organizations amid educational
disruptions.
Nowadays, teaching is becoming more and more complex and
challenging. The patience level of learners decreases while rudeness,
argumentation, disobedience, and short temper are rising. In this new
normal situation, how to keep learners interested, engaged, and focused on
the desirable learning need to be resolved.
In accordance with the demands of effective learning, the learning
process in the educational unit is held interactively, inspiration, fun,
challenging, motivate learners to participate actively, and provide enough
space for the initiative, creativity,
and independence with talent, interest
and the physical and psychological development of learners.
Generally, the demonstration method is a method of providing lessons
by exhibiting and demonstrating. The demonstration method is a method of
teaching by demonstrating things, events, rules, and sequences of activities,
5
either directly or through using instructional media which is relevant to the
subject matter or material that will be presented. The purpose of teaching
using a demonstration method through recorded video lessons is to show the
process of occurrence of an event according to the teaching materials, how
they are attained and the ease to be understood by the students in the
teaching-learning process. The demonstration method through recorded
video lessons has several advantages and disadvantages.
One of the most challenging subjects that an elementary school
teacher instructs is, MAPEH. Besides having four components, it does focus
on the holistic development of the child. From discovering future athletes,
dancers, actors and actresses, doctors and nurses, the teacher also has to
discover future singers and musicians.
Teaching Music, Arts, Physical Education and Health or MAPEH
creatively is as challenging as laying down the learning map for other equally
important core subjects like math and science. Furthermore, teaching
MAPEH calls for innovative methods in ways that keep students engaged
and interested in the material. In the short-attention-span world of the 21stcentury education setting, it can be harder than ever to keep students
excited and engrossed in learning MAPEH. Finding new and innovative
methods of teaching is a crucial skill for elementary teachers. But applying
innovative learning and attention-management techniques to classes is a
win-win for both students and teachers.
Teaching Health alone as one of the components of MAPEH creatively
necessitates visualization. The knowledge that is organized and connected to
concepts with a goal of mastery, including the ability to visualize the
concepts, can lead to the ability to transfer knowledge and lead to a deeper,
6
longer-term
understanding
of
what
is
taught.
Teaching
student’s
visualization skills help them understand recall and think critically.
Many schools are facing unmotivated learners and learners who are
living unhealthy lifestyle this show on their academic performance especially
in MAPEH-Health. This was revealed on the consolidated tabulated test
result on MAPEH subject of grade 6 learners last school year 2019-2020
which was concluded that this subject needs more assessment and
improvement.
Hence there is a need to venture into the Teacher Demonstration of
content and skills in teaching health among Grade 6 learners in New
Normal.
IV. INNOVATION, INTERVENTION AND STRATEGY
Teacher Demonstration is an important instructional strategy for
learners to become actively engaged in learning and ultimately independent
learners. This study proposed to employ an intervention a teacher
demonstration through video lessons of content and skills in teaching to
make health engaging subjects to the learners for them to developed their
full potential and contribute meaningfully to building the nation. Moreover,
the researcher used video lessons as a form of teacher demonstration to
provide learners with experiences of real events, phenomena and processes,
helping learners to learn
and raise learners’ interest in health 6 lessons
which was applicable in the new mode of learning (blended learning). The
video lessons used the powerpoint presentation in presenting the lessons
and recorded, covering the 1st quarter of Health 6 lessons based on SelfLearning Modules (SLMs) and learning competencies which was more
applicable in new normal education.
7
The teacher demonstration through video lessons in health 6 was
recorded and sent off to them in their FB group page and chat during
MAPEH subject time and schedule using their android phones and laptops
with internet connection for viewing as an intervention in discussing the
lessons without the face to face mode of learning at the same time teaching
learners safely in the middle of worldwide pandemic for learning should
never stop. The learners and teacher interact in their group page and chat
for instructions and answer learners’ querries. Since the teacher presence is
much more effective in the teaching and learning process, the video lessons
is of great help aside from viewing video lessons for how many times until
the desired knowledge and skills acquire. The learners appreciate the said
intervention because it serves as something which is new to them. With the
teacher demonstration through video lessons learning was possible and
attainable.
V. ACTION RESEARCH QUESTIONS
The study sought to find out the Effects of Teacher Demonstration
through Video Lessons of Content and Skills in Teeaching Health among
Grade VI learners to their mastery level in New Normal in Romana C.
Acharon Central Elementary School.
Specifically, it sought to find out the answer to the following
questions:
1. What is the pre-test result in grade 6 Health among learners in
Romana C. Acharon Central Elementary School before the use of
teacher demonstration through video lessons?
2. What is the post-test result in grade 6 Health among learners in
Romana C. Acharon Central Elementary School after the use of
teacher demonstration through video lessons?
8
3. Is there a significant difference in the pretest and posttest scores in
Grade 6 Health among learners in Romana C. Acharon Central
Elementary School?
VI. ACTION RESEARCH METHODS
This research used the experimental research design, specifically the
one-group pretest-posttest design. This experimental design is one of the
simplest forms of research design. This is also known as a one-shot case
study as it involves just one group of subjects who are exposed to an
intervention or treatment. After some time it is given a posttest or is subject
to observation. If there are only a single group or multiples groups observed
after some treatments presumed to cause a change, this design is the most
suitable to use.
A. Participants and/or other Sources of Data and Information
This research work focused on the effectiveness of Teacher
Demonstration through video lessons of Content and skills in
Teaching Health in Grade VI Learners in New Normal in Romana C.
Acharon Central Elementary School, Romana C. Acharon District,
General Santos City. The study was conducted on 35 pupils from
October to December for the school year 2020-2021. A total
enumeration was used to select the respondents of the study.
According to Fraenkel and Wallen (2011), a total enumeration is used
if all the members of the total population were involved as subjects of
the study.
B. Research Instrument
An adopted and modified test in Health 6 covering the content
standard on Health 6 (personal health issues and concerns and
health appraisal procedures) was used as a pretest and posttest. The
9
instrument was excerpted from the Self-Learning Modules (SLMs) of
Health 6 for Quarter 1 on the reference learning materials of Most
Essential Learning Competency (MELC) in Grade VI MAPEH. As
initially planned, the final instrument is to be made up of 25 items
but the researcher constructed 40 item tests for there would be many
items to be considered and discarded by the validators. Further, the
instruments have undergone content validation from the three panels
of experts, from Division Coordinator in MAPEH of General Santos
City Division, Head Teacher III of Aspang High School and Master
Teacher I of Romana C. Acharon Central Elementary.
The Pretest and Posttest copy consisted of 25-item test
questions was given to the 35 learners through SLM on Wheels as
mode of delivery together with their self-learning modules. The same
test was given before and after the administration of the lessons.
C. Data Gathering Methods
The researcher asked for the approval of the school principal to
conduct the study. Learners and parent were informed of the purpose
of the study. The researcher asked the consent of the parent and
approval with the assurance that the result of the study was with
utmost confidentiality and purely for research purpose only. The
researcher personally conducted the study in her advisory and
subject class.
The class consisted of 35 learners who were exposed to the
learning content in Budget of Work (BOW) of Health 6 on the selflearning modules (SLM) through teacher demonstration using video
lesson/screencast
and
the
Facebook
group
as
means
of
communication. The class had MAPEH subject every Thursday of the
10
week with corresponding three (3) hours and twenty (20) minutes in a
session. The Pretest was administered before the conduct of the
experiment.
After the conduct of the pretest, the following steps followed in
teaching Health through the help of teacher demonstration using
video lesson/screencast. The teacher gave class rules before the
lessons to follow in their group chat and page to avoid unnecessary
comments and overlapping of instructions and a short orientation on
the integration of the lessons using the Facebook group page and
messenger. In this manner, learners have given ample time to accept
the invitation to their FB group page for the lessons in Health. She
conducted the orientation through group chat and text messages.
The teacher presented every lesson to the class according to the
prescribed most essential learning competencies (MELC) and selflearning modules (SLM). The lessons employed teacher demonstration
through video lessons and Facebook group. Summative evaluation
through Achievement test (Posttest) administered after the two (2)
consecutive weeks exposure to video lessons.
After all the Self-Learning Modules (SLMs) were answered, a
posttest was conducted on the class. The researcher checked the test
for tabulation, data analysis and statistical treatment.
D. Data Analysis Plan
The researcher used frequency count and percentage to answer
action research number one and two. For action research number 3,
paired-samples t-test was utilized in determining the significant
11
difference in the pretest and posttest scores of Grade 6 learner in
Health.
VII. DISCUSSION OF RESULTS AND REFLECTION
Table 1
The Mastery Level of Grade 6 Pupils in Health before the experiment
Range
Frequency
%
Mastery Level
21-25
1
2.86
Very Good
16-20
2
5.71
Good
11-15
11
31.43
Fair
6-10
21
60.00
Poor
1-5
-
-
Very Poor
Total
35
100%
As shown in Table 1, the pretest result showed most of the learners
got scores of 6 to 10 (60%) which described Poor mastery level. Only 11 out
of 35 learners (31.43%) scored from 11 to 15 which described as Fair in
mastery level. On the other hand, 2 learners (5.71%) scored from 16 to 20
out of the perfect score of 25. Their level of mastery is described as Good.
One student (2.86%) was Very Good who got score 21 to 25 and none of the
learners got 1 to 5 in the pretest. Hence, no Grade 6 leaner has a Very Poor
mastery level in Health. This result reflects that before the experiment was
conducted, the baseline knowledge of most of the learners for the target
learning competency is poor, and it requires more intensive topic discussion
to enhance their necessary foundation.
12
Table 2
The Mastery Level of Grade 6 Pupils in Health after the experiment
Range
Frequency
%
Mastery Level
21-25
17
48.57
Very Good
16-20
13
37.14
Good
11-15
5
14.29
Fair
6-10
-
-
Poor
1-5
-
-
Very Poor
Total
35
100%
As shown in Table 2, the posttest result showed most of the learners
got scores of 21 to 25 (48.57%) which described Very Good in mastery level.
On the other hand, 13 learners (37.14%) scored from 16 to 20 out of the
perfect score of 25. Their level of mastery is described as Good. Only 5 out of
35 learners (14.29%) scored from 11 to 15 which described as Fair in
mastery level. However, no Grade 6 learner has a Poor and Very Poor
mastery level in Health. This result means that after using video lessons as
an intervention, most of the learners had better or satisfactory mastery level
in Health.
Table 3
Significant Difference in the Pretest and Posttest Scores of the Learners in
Health
Paired Sample Statistics
Pair
N
Mean
Pretest
35
9.086
Posttest
35
19.771
Paired Differences
t
df
p
Remarks
Mean SD SEM
1.486
10.686
.637
-16.763 34 <..001 Significant
13
As shown in Table 3, results of the paired samples t-test showed that
the mean difference of the pretest and posttest scores [Mean difference= 1.933, SD= 1.486] was statistically significant at the .05 level of significance
[t(34) = -16.763,
p < .05). Thus, the results suggested that there was a
statistically significant difference in the pretest and posttest scores of the
Grade 5 learners. This implies that there is a significant difference in the
mastery level among the learners when they were exposed to teacher
demonstrations using recorded videos as an intervention during the learning
process. This intervention is considered, therefore effective in improving the
mastery levels of the Grade pupils in Health.
This research helps the researcher to realize how essential technology
is, with the proper usage and application for the teachers and learners to
learn more despite this current pandemic they are facing. Adapting to the
new challenges and continue better education is the key to fight this
situation for everything was possible. And this is one of the main objectives
of action research, to help education and build better future for the young
learners in any circumstances that may occur.
CONCLUSION AND RECOMMENDATION
Based on the results, it is therefore concluded that the learner’s
mastery level in health was poor. However, after using recorded video
lessons intervention, the learner’s mastery level in health was satisfactory or
have an adequate level of learnings. Also, using video-recorded lessons as an
intervention was effective or somewhat contributes to better improve the
mastery level of the Grade 6 learners in Health.
Based on the results, it is therefore recommended that video-recorded
lessons should be applied as an intervention to further improve the mastery
14
level of learners. Teachers should further develop more recorded lessons on
different lessons for use as an intervention. School administrators should
likewise afford teachers the necessary assistance for the development of
video-recorded lessons. Training for teachers should likewise be given to
further enhance their skills in developing video-recorded lessons.
15
VIII. ACTION PLAN
RECORDED VIDEO LESSON WORKSHOP
Objectives
Activities/Strategies
To conduct
refresher
course about
the Computer
importance
and function
Conduct a refresher
course about the
Computer importance
and function during
LAC Session
To conduct
seminar on
how to make
video
recording as
form of demo
teaching
To procure
flash drives
as storage of
recorded
videos
Conduct an online
Seminar Workshop
during LAC Session
(Adobe, video maker,
Kine master, etc.)
Procure flash drives
Target
Participants
Time
Frame
Budgetary
Requirements
Source of
Fund
Person/s
In charge
Expected
Output
Teachers
2nd week of
May 2021
N/A
N/A
School
Head/ ICT
Coordinator
Well trained
and skillful
teachers
Teachers
4th week of
May 2021
N/A
N/A
School
Head/ ICT
Coordinator
Well trained
and skillful
teachers
Teachers and
Pupils
June 2021
P 25, 000.00
MOOE,
Stakeholders,
and LGU
School
Head
Flash drives
Prepared by:
JULIE M. GABORNE
Proponent
Noted by:
AILEEN A. JAMERO
Principal III
16
IX.REFERENCES
Fraenkel, J., Hyun, H., & Wallen, N. (2011). How to design and evaluate
research in education. McGraw-Hill Education.
Holmes, K. (27 April 2020) Sustaining learning communities through and
beyond
COVID-19. UNESCO
Futures
of
Education
Ideas
LAB.
Retrieved
from
https://en.unesco.org/futuresofeducation/holmes-sustaininglearning-communities-COVID-19
Karalis, T. (2020). Planning and Evaluation during Educational
Disruption: Lessons Learned from COVID 19 Pandemic for
Treatment and Emergencies in Education. European Journal of
Education Studies, 7(4). https://doi.org/10.5281/zenodo.3789022
17
X. FINANCIAL REPORT
Date
09-7-20
OR #
000033
Payee
TandI Kustomayz
Prints
TandI Kustomayz
Prints
Particulars
Printing
Amount
1, 400.00
10-28-20
000142
Printing
1, 500.00
11-21-20
51376
Dadiangas Lucky Seven
Trading
Supplies
1, 015.00
11-24-20
12-15-20
RER
51943
Transportation
Supplies
1, 000.00
378.00
01-03-21
015762
Meals
1445.00
01-06-21
01-22-21
14825
1024
Drinks
Internet Load
230.00
900.00
02-01-21
02-01-21
02-22-21
935359
935360
1031
Yellow Bus Line
Yellow Bus Line
Transportation
Transportation
J.O.R. Technodrive
Digital Solution
Internet Load
62.00
77.00
900.00
03-20-21
149701
888Inktech Refilling
Center
Supplies
580.00
03-20-21
49026
03-22-21
1038
Food Court @ KCC Mall
of GSC
J.O.R. Technodrive
Digital Solution
Meals
170.00
Internet Load
900.00
03-26-21
03-27-21
04-05-21
04-09-21
1035827
3
2066039
RER
2871
Meals
302.00
ELoad
Meals
2, 800.00
1, 500.00
357.00
04-17-21
04-17-21
13917
9709
Meals
Meals
215.00
551.00
04-10-21
04-19-21
04-22-21
0091148
0046303
7
1047
Drinks
Meals
305.00
199.00
Internet Load
900.00
05-22-21
1851
Internet Load
900.00
Hard Bound
1, 500.00
P 20, 086.00
Dadiangas Lucky Seven
Trading
J.Co Donuts &
Coffee
MFJO Store
J.O.R. Technodrive
Digital Solution
Chowking KCC of
GSC
7-Eleven GCASH
Transportation
Burrard Food
Corporation
Chatime
Greenwhich-SM
Gensan
Bobillo
Food Court @ KCC Mall
of GSC
J.O.R. Technodrive
Digital Solution
J.O.R. Technodrive
Digital Solution
TOTAL
Prepared by:
JULIE M. GABORNE
Research Proponent
18
XI. APPENDICES
Appendix A
Pretest and Posttest
Name: _____________________________ Grade & Section: _________________
I. Direction: Choose the letter of the correct answer and write your answer in
a separate sheet of paper.
1. What do you call a condition in which one can see close objects clearly
but objects farther away may appear blurry?
A. Astigmatism
B. Nearsightedness
B. C. Farsightedness
D. Sore eyes
2. What do you call to a common skin problem that refers to prolonged
exposure to the sun that caused damages to the skin?
A. Calluses
B. Blisters
C. Dandruff
D. Sunburn
3. Halitosis is unpleasant smell of the mouth caused by bacteria from
decayed food particles and poor oral hygiene, is also known as
___________________.
A. Cavities
B. Bad breathe
C. Gingivitis
D. Periodontitis
4. Can be acquired when an individual eats a variety of healthy food to get
all the nutrients that the body needs in order to grow, develop and function
properly.
A. Oral Care
B. Proper Nutrition
C. Good Posture
D. Physical Activity
5. What are the screening tests included in the health appraisal procedures
conducted by health professionals?
A. Dental, hearing and vision test only
B. Height and weight examination only
C. Height and weight measurement, hearing test, visual test, scoliosis test
and dental examination
D. Scoliosis, breast and testicular examination only
6. What do you call the health appraisal procedure that should be done
regularly to find out if there are hearing problems that need treatment?
A. Vision Screening
B. Scoliosis Test
C. Hearing Test
D. Height & Weight Measurement
7. These are doctors, nurses and dentist who provide the prevention curative
and rehabilitative to the people.
A. Medical Professionals
B. Health Facilities
C. School Clinics
D. Barangay Health Station
8. It usually provides health services to their pupils.
A. Medical Professionals
B. Health Facilities
C. School Clinics
D. Barangay Health Station
9. Which of the following is a curve on the right or left of your spine along
with uneven shoulders and hips?
A. Scoliosis
B. Spine
C. Lordosis
D. Kyphosis
10. How would you classify good physical appearance for it projects poise,
confidence and dignity?
A. Personal hygiene
B. Proper Nutrition
C. Good Posture
D. Physical Activity
11. Which of the following is an important document during health appraisal
procedures?
A. Health Appraisal Form
B. Medical certificate
19
C. School health Committee
D. School health personnel
12. It is done to check the condition of your teeth and gums. This should
be done at least once a year to avoid serious dental health problems. How
would you classify this?
A. Vision Screening
B. Dental Health Examination
C. Scoliosis Test
D. Hearing Screening
13. What is the importance of barangay health center or station to the
people in the community?
A. For giving relief goods during typhoons
B. For entertainment news
C. For free health services like check-up and vaccination
D. All of the above
14. What would result if you have low height for your age which may lead to
have low self-esteem and may cause you to be short in your adult life?
A. Stunted Growth
B. Underweight
C. Overweight
D. Obese
15. Which of the following statements does not show good posture?
A. chin up while standing
B. bowing of head while standing
C. having a straight back while standing
D. standing with squared shoulders, stomach in and feet forward
16. Why health professionals (nurses, doctors, and dentist) visit your
school?
A. Inspect physical defects of children.
B. Give information on proper hygiene and proper nutrition.
C. Provides best possible evaluation on current health issues.
D. Undergo health appraisal procedures like eye screening test, dental
examinations etc.
17. Why is it important to undergo health appraisal procedures regularly?
A. To become confidently beautiful.
B. To become aware and productive.
C. To detect or find out health problems of an individual that needs
appropriate medical treatment or attention.
D. All of the above.
18. The kids noticed a First Aid Station in the street. What is the importance
of this health facility?
A. For free medicines
B. For emergency care or treatment
C. For free training to those who want to be doctors
D. None of the above
19. Which is not a benefit of exercising?
A. Exercise makes you fit.
B. Exercise helps deliver oxygen to the cells.
C. Exercise does not help prevents fatigue, body pains, and diseases.
D. Exercise builds your strength and resistance to injury of the muscles.
20. Liza has difficulty in urinating. Her parents decided to bring her to a
laboratory clinic. Why?
A. For urine test
B. For nutrition counseling
C. For Deworming
D. None of the above
21. How often do we undergo health appraisal procedures?
A. always
B. twice a year
C. once a year
D. every five years
22. Which of the following situation below best explains the importance of
undergoing health appraisal?
20
A. It is a medical evaluation form of personal health
B. It is a series of procedures to gather medical record of learners only.
C. It is a simple screening test that determines the severity of individual’s
health condition.
D. It is an examination conducted by the medical practitioners in your
school or community to determine the medical status of learners that can
help prevent health problems.
23. Dindo has developed rashes due to a very high fever. He is experiencing
headache and has been vomiting for days. They brought Dindo to the
hospital. Why?
A. For dental assessment
B. For advice of proper nutrition
C. For immediate treatment
D. All of the above
II. Direction: Read and give the answer.
24. Give at least one example that shows proper care of your health.
25. Share your reflection/reaction/insights on the scenario.
Lolo Jose cannot afford to buy medicine for his tuberculosis, where can he
ask for free medicines?
21
Appendix B
Table of Specification
HEALTH
Subject
VI
Grade
1ST Quarter
Grading Period
2020-2021
School Year
BLOOM'S TAXONOMY LEVEL OF LEARNINGS
Topic
Learning Competency
Weight
%
Remembering Understanding
Applying
Analyzing
Evaluating
Creating
Total Number of
Test Items
Actual
NOI
Personal health
Describes personal health issues
issues and cconcerns and concerns. (H6PH-Ia-b-18)
Demonstrates SelfManagement Skills.
POI
NOI
POI
NOI
POI
1
14
1
15
Identify the community health
resources and facilities that may
be utilized to address a variety of
personal health issues and
concerns (MELC – H6PH-Igh-23);
Discuss the importance of
community health resources and
facilities
NOI
POI
NOI
POI
1
24
Adjusted
1,2,3,
22.5%
6
28
1
9
20%
1
4
4
30 & 31
9
0
10, 29,
Explains the
Explains the importance of
importance of
undergoing health appraisal
undergoing health
procedures (H6 PH-ID-F-21)
appraisal procedures
Different Health
Resources and
Facilities in the
Community and
Their Importance
POI
26, 27 &
Demonstrates Self-Management
Skills (H6PH-Iab-19)
Regular Health
Regularly undergo health
Appraisal Procedures appraisal procedures (MELC –
H6PH-Id-f-22)
NOI
1
19
1
38
8
8
16
32,33
20%
1
5
1
11
4
& 34
1
21
1
22
8
8
15%
2
6, 37
1
12
1
17
1
35
1
36
6
6
1
20%
8
13
18
1
10%
4
20
1
10%
4
23
9
9
25, 39, &
22.5%
100%
25
2
30%
12
7,8
1
20%
8
3
10%
4
40
40
Prepared by:
JULIE M. GABORNE
Teacher I
22
Appendix C
Weekly Home Learning Plan
DAY &
TIME
Thursday
12:50 PM –
5:00 PM
LEARNI
NG
AREA
LEARNING
COMPETENCY
HEALTH
2 Weeks
Learning
Competency
LEARNING TASK
•


HEALTH
Module 1
 Describes
personal
health
issues
and
concerns.
(H6PH-Iab-18)
Experimental Group (Blended
Distance Learning)
-Conduct the test using
paper and pencil test

Thursday
12:50 PM –
5:00 PM
Conduct Pre-test in MAPEH
MODE OF DELIVERY






Take the Pre-Test in page 2 of your
module.
Copy the puzzle in a separate sheet of
paper as a review in page 3
What’s New? Answer the activity 1 page
4.
What is It? Read more on pages 5-9.
Do the activities for independent practice
in page 9-11.
What’s I Have Learned- Answer the
following question in page 12.
What I Can Do - Read each statement
below. Draw a happy face if you can do it
and unhappy face if you cannot do it in
page 12.
Answer the Assessment in page 13.
Match the health terms in column B with
their description in column A.
To enhance your skills, do the Additional
Activity in page 14.
Experimental
Group
(Blended)
 Send
teacher
demonstration
through
recorded video lessons in
FB group page and group
chat
 Monitor the progress of
the pupils in every activity
through text, call, FB &
internet.
 Present lessons through
PowerPoint Presentation
soft copy
23





Module 2
 Demonstr 
ates selfmanagem 
ent skills
(H6PH-Iab-19)


Take the Pre-Test in page 2 of your
module.
What’s In? Answer in page 3.
What’s New? Sing the song page 4.
What is It? Read more on pages 4-7.
Do the activities for independent practice
in page 8-9.
What’s I Have Learned- Answer the
following question in page 10.
What I Can Do - Read each statement
below. Draw a happy face if you can do it
and unhappy face if you cannot do it in
page 11.
Answer the Assessment in pages 11-12.
A. Demonstrate the drawing in the box
the proper posture. B. Encircle the letter
of the correct answer.
To enhance your skills, do the Additional
Activity in page 13.

Module 3
 Explains the
importance
of
undergoing
health
appraisal
procedures
(H6 PH-ID-F21)






Take the Pre-Test in page 1-2 of your
module.
What’s in? Answer in page 3.
What’s New? Look at the picture and
Answer the activity page 3.
What is It? Read more on pages 4-5.
Do the activity 1 in page 5 and activity
2 in page 6.
What’s I Have Learned- Answer the
following question in page 6.
What I Can Do – Answer: What can
you do to improve your personal
health? Please copy and check the box
of your answer. Do it in a separate
Experimental
Group
(Blended)
 Send
teacher
demonstration
through
recorded video lessons in
FB group page and group
chat
 Monitor the progress of
the pupils in every activity
through text, call, FB &
internet.
 Present lessons through
PowerPoint Presentation
soft copy
Experimental
Group
(Blended)
 Send
teacher
demonstration
through
recorded video lessons in
FB group page and group
chat
 Monitor the progress of
the pupils in every activity
through text, call, FB &
internet.
 Present lessons through
PowerPoint Presentation
soft copy
24





Module 4
 Regularly
undergo
health
appraisal
procedures
(MELC –
H6PH-Id-f22)






Thursday
12:50 PM –
5:00 PM
HEALTH
2 Weeks
Learning
Competency
sheet of paper. Do it in page 7.
Answer the Assessment in page 8-9.
To enhance your skills, do the
Additional Activity in page 10.
Take the Pre-Test in page 1-2 of your
module.
What’s in? Answer in page 3.
What’s New? Look at the picture and
Answer the activity page 3.
What is It? Read more on pages 4-5.
Do the activity 1 in page 5 and activity
2 in page 6.
What’s I Have Learned- Answer the
following question in page 6.
What I Can Do – Answer: What can
you do to improve your personal
health? Please copy and check the box
of your answer. Do it in a separate
sheet of paper. Do it in page 7.
Answer the Assessment in page 8-9.
To enhance your skills, do the
Additional Activity in page 10.
• Conduct Post-test in MAPEH
(The same test Questions)
Experimental
Group
(Blended)
 Send
teacher
demonstration
through
recorded video lessons in
FB group page and group
chat
 Monitor the progress of
the pupils in every activity
through text, call, FB &
internet.
 Present lessons through
PowerPoint Presentation
soft copy
Experimental Group (Blended
Distance Learning)
-Conduct the test using
google platform/paper and
pencil test
25
Appendix D
Result of Validation
Criteria
1. Clarity of Directions. The directions
are written in a very clear and
understandable manner.
2. Intelligibility of Items.
The
vocabulary, structure and concepts are
appropriate to the level of respondents.
3. Singularity of Items. The items are
clear, simple and free from errors.
4. Suitability of Items. The items suit
to the variables of study, thus measuring
what it intends to measure.
5. Adequateness of Items. The number
of items is an excellent representative of
the research coverage.
6. Organization of Items. The items are
presented in a very organized and logical
manner.
7. Objectivity. The questionnaire has
the ability to gather factual data
eliminating bases and subjectivity.
8. Time. The questionnaire can generate
complete data within the time frame.
9. Usefulness. The questionnaire is
capable of gathering data that will be of
value to sectors concerned.
10. Attainment of Purpose. The
instrument as a whole excellently fulfills
the purposes for which it is concerned.
Average
Rating
Description
5
Very Highly
Valid
4.7
Highly Valid
5
Very Highly
Valid
4.3
Highly Valid
5
Very Highly
Valid
5
Very Highly
Valid
4.7
Highly Valid
4.3
Highly Valid
4.7
Highly Valid
5
Very Highly
Valid
4.8
Highly Valid
26
Appendix E
Documentation
27