YA SAMPULO KA IMUONON NI UNO (UNO AND HIS 10 CHORES) : AN
AUTOMATED INTERVENTION MATERIAL ENHANCING GRADE 1 TAGAKAULO
PUPILS’ SKILLS IN IDENTIFYING, READING AND WRITING ORDINAL
NUMBERS
An Action Research
Presented to the
District Research Committee
CLARK N. ARELLANO
TEACHER I
MIGSULANG ELEMENTARY SCHOOL
STA.MARIA WEST DISTRICT
DIVISION OF DAVAO OCCIDENTAL
October 2022
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TABLE OF CONTENTS
PAGE
I.
Title Page
1
II.
Abstract
3
III.
Acknowledgement
5
IV.
Context and Rationale
6
V.
Innovation, Intervention, and Strategy
9
VI.
Action Research Questions
13
VII.
Action Research Methods
13
a. Participants and/or other Sources of Data
and Information
b.Data Gathering Methods
c. Data Analysis
16
VIII.
Discussion of Results and Reflection
17
IX.
Action Plan
20
X.
References
21
XI. Appendices
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II.
ABSTRACT
This study aims to enhance the skills of the grade one learners in identifying,
reading and writing ordinal number during the new normal classroom set-up. The
intervention used was the Automated Intervention Material or AIM formerly SIM
with the title “ Ya Sampulo ka Imuonon ni Uno (Uno and His 10 Chores)”. This
intervention material is tailored-fit in the new normal setting through the application
of Microsoft PowerPoint and later on be carried out by in-person home visitation.
The participants of the study were the eight (8) learners of grade one lone of
Migsulang Elementary School, Sta. Maria West District, Division of Davao Occidental
which didn’t get the said desired competencies expected by the end of the lesson.
This study maximized the use of the said application, particularly the
Microsoft PowerPoint to make the intervention more engaging and effective. After
the said intervention, results showed that almost all of the recipient learner showed
improvement in their skills especially in identifying, reading and writing ordinal
numbers. The study revealed that the use of the said AIM as intervention in
teaching specific competencies really improved the skill of the learners. Generally,
findings of this action research suggest that the use of the said AIM as intervention
remediation had positive effects since it helps enhance the skills of the Grade one
learners learning the lesson with ease.
Keywords: Automated Intervention Material, Microsoft PowerPoint, home visitation,
competencies, new normal, remediation, skill enhancement
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III.
ACKNOWLEDGEMENT
Foremost, I thank God for letting me through all the difficulties. I have experienced
his guidance day by day. The completion of this research study could not have been
possible without his guidance.
I would like to acknowledge and give my warmest thanks to my co-teachers, Ms.
Princess Mae Abellana and Mrs. Christine Jean Suganob and our School Research
Coordinator Mr. Robby Jim V. Pacis, who offered their time and effort just to helped
me all throughout the conduct of this study. I would also like to thank my School
head , Sir Cesar N. Cańedo Jr for his encouragement and support in my research
study.
My sincere gratitude as well to our District Action Research Coordiantor, Mrs. Eden
B. Casco and our Public School District Supervisor, Mrs. Nanet E. Corpus for pushing
me to conduct and made this study possible. To the rest of the District Action
Research Committee members for sharing their expertise in crafting action research.
Their motivations also drive me to conduct an action research.
Finally, I would like to thank my family, Mama Bebe, Papa Dodong, Lola Norma and
sister Ckirstien Ann for their continuous support and understanding when
undertaking my research. Your unconditional love and support was what sustained
me this far.
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IV.
CONTEXT AND RATIONALE
This last two years, the surge of the Covid-19 pandemic affect almost all of
the organization around the world including our education system. This challenging
days became more serious when it slowly eating out our learner’s academic ability.
On the recent news published by The World Bank.org in 2021, one of the article
mentioned that despite the best efforts to create a supportive remote learning
environment, evidence emerging that school closures have resulted in actual
learning losses.
When we talked about wasted learner’s academic ability, this means that the
basic skill that is essential for them to learn is at risk. The basic skills such as reading
and doing simple math problems become more and more challenging because of the
force closure of school for the last 2 years. As survey conducted by Brookings.edu in
early 2020, they compare relative result from fall 2019 and fall 2020. They found out
that in the latter part, survey result is not that convincing and consider more specific
ways to address learning gap especially in mathematics subject compared to prepandemic findings.
Indeed, As what Shakantula Devi once said “without mathematics, there’s
nothing you can do. Everything around you is mathematics. Everything around you
is numbers.”, Well how can a child enjoy this when he/she can’t do a basic
calculation or even understand basic mathematical problem? It may hinder his/her
ability to understand more complex mathematical operations in the future.
Grade one level is considered to be a very vital stage of a child’s elementary
days. It is the level where a child’s is in his/her cornerstone to understand the world.
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Because it teaches children fundamental life skills, math is a crucial component of
early learning. Children will learn how to utilize and comprehend shapes, as well as
how to measure objects, develop spatial awareness, and solve problems.
Our humble school, Migsulang Elementary School is one of upland schools of
Sta. Maria West District. Since the school is located in a neighbourhood surrounded
by mountains and many of our learners live a long way from the school. They must
travel for minutes or hours by foot depending on the weather. As what our beloved
division’s motto is saying “PADAYON”, we slowly responded to what is lacking to our
pupils academically, gathering all the least mastered skills in each grade level, given
that we are in the middle of a health crisis yet still abiding to strict health protocol,
we cannot deny the decreasing learning retention of our pupils in our school. One of
the Grade levels that we notice that had this kind of scenario is the Grade one,
specifically the mathematics subject, to be exact, the learners are struggling in
identifying, reading & writing ordinal numbers.
To get to the heart of the problem, I asked some of the parents of 12 Grade
one learners enrolled last school year 2021-2022. Some of the parents honestly said
to me, “ Wala’y tadung ko kay sir” meaning, they don’t know how to teach the
topic themselves while some of the parents said wholeheartedly, “Matadung ako
manang tagbi ulo” in layman’s term, they just know a little about the topic. As I
check all the modules and summative tests, I figure out that they really need a
simple presentation of the topic somehow they can relate to.
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As a prime mover of the educational wheel, I want to really help our learners
to learn mathematics the easiest way. I want to give them a good impression about
the subject and get rid of the stigma. I want them to learn in the most realistic way.
Since we are not allowed to do the remediation at school, I choose to
personally conduct a home visitation intervention, the teacher-made powerpoint
presentation is one of the interventions that I personally choose to made the
intervention possible at home. This automated intervention will tell if it helps
improved the skills of my learners in identifying, reading and writing ordinal numbers
and if it helps lessen the numbers of my struggling learners with the topic.
With the challenge hurled to us by the COVID-19 pandemic, pupils experience
to authentic learning may at stake. I want to ignite a small fire of learning by using
all the resources available and may that small fire burn into development and
betterment of our dear learners that they can use in their entire life, thus, I strongly
suggest that there is a need to perform an immediate action about this concern so
that our learners will not be stagnant given that this lesson is pre-requisite to learn
the other lessons ahead which is why we really want to conduct this research.
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V.
INTERVENTION/INNOVATION/STRATEGY
From the very beginning, after tapering off all possible way on how to deal
the problem of our Grade one Tagakaulo pupils in identifying, reading & writing
ordinal numbers, from motivational aspect, reward system, additional worksheet that
maybe can help them understand the lesson, but out of the blue, I remember
something more brilliant aside from the bland cracker-barrel methods, a not so new
yet so effective intervention, proven and tested and effective, way before they call it
SIM or Strategic Intervention material but now in the new normal, they rebrand it,
tweaked a little
Automated Intervention Material based on the least mastered competencies.
Formerly, Strategic Intervention Material, an instructional material for remediation
purposes is one of the solutions employed by the Department of Education to
enhance academic achievements of pupils/students field of science and technology
but now they broaden its scope and apply it in the field of mathematics. It is a
multifaceted approach to help pupils/students to become independent and
successful learners. Taking that into consideration, we created our own AIM that
really answers the need of Grade 1 Tagakaulo pupils in identifying, reading & writing
ordinal numbers.
This AIM is composed of six parts, we call this as cards. The first part of the
AIM the title card, this part of the AIM includes the specific chapter or the subject
matter covered by the material. The AIM that was used in this study is entitled “ Ya
sampulo ka imuonon ni Uno (Uno and his 10 chores)” that covers ordinal numbers
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which is considered least mastered skills in Mathematics 1. The second part is the
guide card. This section gives a preview of what pupils will learn. This card should
stimulate the interest of the pupils with respect to the topic covered by the
automated intervention material. It presents the focus skills mentioned in the
learning competencies and must state at least two sub-tasks (activities). This part
must also cite prerequisite skills built on prior learning and concrete outcome or
product that pupils are expected to demonstrate or produce.
The third part of the AIM is the activity card. This section is considered the
core of the Automated Intervention Material. It comprises activities that will develop
understanding of the pupils related to the given objective of a specific lesson stated
in the guide card. It contains also guide questions for the pupils to answer and relate
the activity conceptually, that will be developed after completing the main activity.
This part also provides the objectives, pupils‘ exercises, activities, and drills with
clear directions to develop necessary skills in the three domains and concrete
concepts, particularly those drawn from real – life situations. This part also consists
of questions that establish relationship between the topic and what pupils already
know or familiar to them.
The fourth part is the assessment card that is made up of activities and
tests concerning what the pupils learned from the previous activities of the AIM. This
test measures how much the pupils learned from the given activities in the activity
card. It is made up of questions in any different forms such as multiple choice,
interpreting graph, identification, and matching type. This section determines the
effect of this material as a tool for teaching remediation.
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The fifth part of the AIM is the enrichment card. This section provides
practical activities to be done by pupils related to the topic. This involves applications
of the topic in their daily life, in industry or in other technologies. The sixth and last
part of the AIM is the reference card which includes the title of the books,
websites, or any other electronic or printed materials. This part may be used by
pupils as reference for additional information concerning the topic covered.
Considering that face to face classes is still suspended, we still managed to help our
recipient grade level learn the least mastered competency by the means of home
visitation.
What is this AIM and what are the things that make this intervention unique
and timely to our case? Well, AIM (formerly SIM) or Automated Intervention Material
refers to a teaching aid introduced into the teaching methods to stimulate the
activity of the students and thereby increased their level of understanding (Dy,
2011). The Automated Intervention Material can help the leaners to develop the
competencies that they did not master during the regular classes.
This AIM focuses only on one particular competency intended for remediation
anchored to the objectives of the K-12 Curriculum to give enough emphasis to the
least mastered competency (Cordova et.al, 2019) and by that, It is tailored fit to
address the need of our Grade one Tagakaulo pupils’ struggles in learning ordinal
numbers simply because it’s easy and convenient to use. It also helps our Grade one
Tagakaulo pupils experience manipulating technology
and the most important
reason behind it all is, instructional material plays a very important role in the
teaching learning process simply because it enhances the memory level of the
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students and makes the teaching – learning process more interesting (Nicholls, 2000;
Raw, 2003).
The AIM intervention is incorporated with the home visitation program,
prioritizing those Grade 1 Tagakaulo pupils who are struggling or having a low
performance in identifying, reading & writing ordinal numbers. This AIM or
automated intervention materials is in a form of a PowerPoint Presentation (PPT) to
really catch and engage the pupils attention into the lesson. The setting of this
intervention is like a tutorial-styled scenario, the teacher together with the material
and the pupil together with the parent or guardians.
It is necessary that the learner will be accompanied by the guardian so that
the MKO (More Knowledgeable Others) can facilitate the learning after the tutorial.
Let the pupil manipulate the laptop or computer during quiz or game time, the
teacher may also ask follow up questions or give example but make it realistic in real
life situation.
After the lesson, the teacher may or may not give a separate
worksheet to assess if the pupil improve, the teacher can also give a separate copy
of the material if the parent or the guardian wishes to for review purposes.
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VI. ACTION RESEARCH QUESTION
The main purpose of this action research is to know the effectiveness of using
the Automated Intervention Material as an aid for Tagakaulo Grade One Learners’ to
enhance their skills in identifying, reading and writing ordinal numbers.
This study sought to answer the question:
How can I enhance the basic mathematical skills’ of my Grade One Tagakaulo
learners of Migsulang Elementary School in identifying, reading and writing ordinal
numbers.
VII.
ACTION RESEARCH METHODS
a. Participants and Other Sources of Information
The participants of this study will be five (5) boys and three (3) girls a total of
eight (8) low scoring pupils in Mathematics of Grade One specifically lesson related
in identifying, reading & writing ordinal numbers – Lone in Migsulang Elementary
School, Sta.Maria West District, Sta.Maria, Davao Occidental during the school year
2021-2022. They were consider low scoring pupils considering that their SLM
assessment score and four (4) summative test scores in the 1st Quarter were below
to the passing score of at least 5-10 points.
b. Data Gathering Methods
Pre-Implementation Stage
Before the conduct of the study, the researcher already communicated to the
parents of the recipient participants and advised them to sign a parent’s consent and
a local agreement form to guarantee their full cooperation all throughout the
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duration of the intervention program. Also, since the intervention program is for the
selected Grade one Tagakaulo learners, the researcher also asked the permission of
the tribal chieftain in regards with the planned intervention program.
The researcher also notified the Barangay Captain that the intervention program
includes home visitation and promised to still abide the safety health protocol during
visitation time. When things are all set, the researcher then asked the permission of
the school head about the conduct of the action research and then explained to him
its scope.
Implementation Stage
The researcher also used pre-test and post-test mode of gathering the results of the
eight (8) low scoring learners in Mathematics of Grade one specifically lesson related
in identifying, reading & writing ordinal numbers. After the pre-test, implementation
of the Automated Intervention Material (SIM) will be carried out and any increase or
decrease in the post-test will be assessed to measure the degree of understanding
of the delivered lesson and later on interviewed the parents and cater their
comments and suggestions for us to be guided always. We also provided a record
book that serves as portfolio of our recipient learners for us to see any progress
after the implementation of the intervention.
Post-Implementation Stage
In order to determine the effectiveness of the “Ya sampulo ka imuonon ni Uno
(Uno and his 10 chores)“ Automated Intervention Material (AIM) on pupils’ skills in
identifying, reading & writing ordinal numbers. Both pre-test and post-test will be
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assessed. Thus, the researcher conducted first a pre-test about identifying, reading
& writing ordinal numbers before the second (2nd) summative test of the quarter,
on the other hand, post-test is given before the fourth (4th) and final summative
test of the quarter. The shift of the scores of the learners are assessed by computing
the difference of means between the pre-test and post-test.
This section outlines the step-by-step process of gathering the data.
Collecting and Narrowing of Least Learned
Competencies
Crafting of Automated Intervention Material
Asking permission and consent to
responsible persons and possible recipients
Administration of Pre-test
Implementation of Automated Intervention Material
Record Book
Administration of Post-test
Parent’s Interview
Feedbacking and formulation of Action Plan
Figure 1. Presents the flow and data gathering methods and procedure employed
in this study.
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c. DATA ANALYSIS
The following step by step process are the patterns that the researcher used
in analysing the collected data. Firstly, the researcher went over all of the data
gathered. Then, separated the pre-test and post-test results. After gathering all the
scores, the difference of the post-test among the low scoring pupils in Mathematics
of Grade one specifically lesson related in identifying, reading & writing ordinal
numbers after making use of the Automated Intervention Material (AIM) and the
pre-test without utilization of Automated Intervention Material (AIM) is compared
using this formula.
Σ𝑥
Mean =
𝑛
Where:
Σ𝑥 - is the sum of all scores;
𝑛 - total number of scores
The result of the pre-test and post-test was graphed to determine its
difference and lastly, the researcher compared the scores of the pupils before and
after the implementation of the AIM intervention through graphs.
The interview’s comments and responses were evaluated. Crucial details that
will offer further insight and support to the intervention's impact will be stressed and
highlighted.
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VIII. DISCUSSION OF RESULTS AND REFLECTION
In this study, results showed the positive outcome in the utilization of “Ya
Sampulo ka Imuonon ni Uno (Uno and His 10 Chores)” An Automated Intervention
Material (AIM) enhancing Grade One Tagakaulos’ skills in identifying, reading and
writing ordinal number of Migsulang Elementary School during the School Year
2021-2022.
Table 1: Results of the 10-item pre & post-test utilizing the AIM “Ya Sampulo ka
Imuonon ni Uno (Uno and His 10 Chores)” and their difference.
Learners
1
2
3
4
5
6
7
8
Pre-test
3
3
2
1
1
2
2
3
Post-test
7
5
6
3
4
5
4
5
Difference
4
2
4
2
3
3
2
2
Mean
2.13
4.88
2.75
There was a significant difference of 2.75 among the mean scores of the 8 low
performing Grade 1 learners in identifying, reading and writing ordinal number.
During the pre-test, before the utilization of AIM, it was 2.13, lower compared to
4.88 after utilization of AIM or post-test, which suggest a favourable impact of
introducing the AIM “Ya Sampulo ka Imuonon ni Uno (Uno and His 10 Chores)” to
the learners.
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Below are the quick comparison of the two data, the pre-test and the post-test
conducted.
8
7
6
5
4
3
2
1
0
Learner 1 Learner 2 Learner 3 Learner 4 Learner 5 Learner 6 Learner 7 Learner 8
Pretest
3
3
2
2
1
2
2
3
Post Test
7
5
6
3
4
5
4
5
Column1
Pretest
Post Test
Figure 2. Presents the different score distribution and data gathered after pre-test and
post-test.
The result of this study really showed the advantage of using the Automated
Intervention Material, “Ya Sampulo ka Imuonon ni Uno (Uno and His 10
Chores)” most especially for Grade one learners of Migsulang Elementary School in
identifying, reading and writing ordinal numbers. During the pre-test, there was no
intervention made, thus learners had low scores and experienced difficulty of the
lesson. With this problem, the researcher introduced and facilitated the use of the
learning material to intervene the learning of the Grade one learners. After the wideutilization of the material, the results of the post-test really showed a significant
difference. Therefore, there is a high and good impact of utilization of the said
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automated intervention material or AIM in enhancing the learners’ skills in identifying,
reading and writing ordinal numbers.
Based on the results of the study, the researcher conclude this following
reflections:
1.
The Automated Intervention Material is really a good strategy if you want
your learners to really understand the topic. This AIM “Ya Sampulo ka
Imuonon ni Uno (Uno and His 10 Chores)” was found effective in
introducing and enhancing the Grade 1 tagakaulo learners’ skills in
identifying, reading and writing ordinal numbers compared to the pre-test
were in they really are having a hard time digesting the complicated lesson
itself.
2.
The AIM really helps the recipients learners to be more engaged since it
stimulates their interest and also it give them opportunity to learn especially
we are still in the middle of a health crises back then.
3.
Since this is a tailored-fit intervention material, they may instances where in
as a teacher/researcher adjustment of your automated material may
necessary to fit the learning needs of your recipient learners.
4.
Be open-minded and always keep on mind that educational trends may
differ time to time, so as teacher/researcher, keep up the good practice to
think out of the box learning strategies for you to keep up to fast changing
pace of education and way of learning of your learners.
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IX.
ACTION PLAN
ACTION PLAN IN THE CONDUCT OF AUTOMATED INTERVENTION MATERIAL FOR
GRADE 1 IN IDENTIFYING, READING AND WRITING ORDINAL NUMBERS
S.Y. 2021-2022
ACTIVITIES
TARGET DATE
PRE-RESEARCH ACTIVITIES:


Making proposal
Approval of proposal
May
PERSON INVOLVED
Researcher
School Head
District Research
Committee
RESEARCH ACTIVITIES:




Implementation of the study
Tabulation and analysis of data
Interpretation of the gathered
data
Preparation of the research
paper
June-September
Researcher
Respondents
POST RESEARCH ACTIVITIES:



Printing of the research report
Submission of the research
report to the Distric/Division
Research Committee for review
Submission of the final copy
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November
Researcher
Schools
District/Division
Research Committee
BERF Committee
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X.
REFERENCES
Cordova, R.; Medina, J.G.;Ramos, T.;Alejo, A. 2019.Effectiveness of Competency-Based
Strategic Intervention Materials in English 7. De La Salle University:
Manila:DLSU Research Congress
Dy, J. (2022, May 10). Teaching physics through strategic intervention materials (SIM).
HubPages. Retrieved October 19, 2022, from
https://discover.hubpages.com/education/TEACHING-PHYSICS-THROUGHSTRATEGIC-INTERVENTION-MATERIALS-SIM
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2022, March 3).
How is covid-19 affecting student learning? Brookings. Retrieved October 19, 2022,
from https://www.brookings.edu/blog/brown-center-chalkboard/2020/12/03/how-iscovid-19-affecting-student-learning/
Robin Donnelly, H. A. P. (2021, April 2). The impact of covid-19 on education –
recommendations and opportunities for Ukraine. World Bank. Retrieved October 19,
2022, from https://www.worldbank.org/en/news/opinion/2021/04/02/the-impact-ofcovid-19-on-education-recommendations-and-opportunities-for-ukraine
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XI.
FINANCIAL REPORT
A. Cost Estimates
ACTIVITIES
Preparation and printing of
research proposal
Crafting of the AIM and other
related supplemental
materials
Snacks/meals during
interview (If necessary)
Printing and binding of
completion results
Travel Expenses
(Submission of proposal and
completion report)
Publication of research results
RESOURCE NEEDED
AMOUNT
Bond paper
Ink
Prepaid Load (Internet Connectivity)
500.00
500.00
1,500.00
Reproduction fee
500.00
Food
300.00
Printing and Binding fee
1,000.00
Bus, Van and tricycle
1,000.00
Journal Publication fee
TOTAL
500.00
5, 800.00
B. Plans for Dissemination and Utilization
The result of the study are shared to fellow teachers during School and
District Learning Action Cell sessions for possible adjustments and improvement of
the intervention employed. To further disseminate the result of the study, the
researcher will present the study in a research conference and if given a chance, will
publish it through reliable research journal.
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