Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
Action Research Proposal Template
LEAD
PROPONENT
GUTIERREZ, JOSEPH M.
STATION/SCHOOL SAN CRISTOBAL INTEGRATED HIGH SCHOOL
MEMBER
(SURNAME, FIRST NAME, MIDDLE INITIAL)
STATION/SCHOOL
MEMBER
(SURNAME, FIRST NAME, MIDDLE INITIAL)
STATION/SCHOOL
TITLE OF
RESEARCH
The Impact of Tiered Instructional Design on Students’
Learning-based Parameters: a diverse Approach to Material
Delivery in Physical Science
Context and Rationale
● Description and context of the study
● Reason for conducting the study
● How the results could be used in action planning
Students' favorable perceptions of science subjects drastically change in
senior high school classrooms, particularly in chemistry and physics.
Researchers have identified various factors for students' struggles in chemistry
and physics. Its perceived difficulty is influenced by a number of factors,
including the amount of content to be taught, the specialized language, the
quantitative and abstract cognitive nature of physics and chemistry, and others
(MK Sarabi 2018). The Philippines scored roughly 120 points lower than the
norm in their 2022 examination (355 for math, 347 for reading, and 373 for
science), which is a clear example of this pattern. This meant that, for 15-yearolds in participating countries, every 20 points below the average corresponded
to a year's worth of learning (Neil Jayson Servallos - The Philippine Star). The
study's proponent, a science teacher in senior high school, is aware of how
urgent it is to address this previously identified issue. The advocate must take
the required steps to prepare its students and give them the understanding and
capabilities they will need in the future.
One pedagogical-didactical strategy that gives teachers a head starts in
addressing the varied learning requirements of their student’s is differentiated
instruction. Even though differentiated instruction has received a lot of attention
in both research and practice, little is known about the strength of the empirical
support supporting differentiated instruction's ability to raise student
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
achievement during the secondary school years. Differentiation is an educational
paradigm that has its roots in a strong sense of regard for learners, an
understanding of their uniqueness, and a desire to assist all children prosper. It
is implied by such views that educators should change resources, teaching
strategies, curricula, and in order to better fulfill students' learning needs,
teachers can design learning activities or requirements for student output
(Annemieke Smale-Jacobse et al., 2019). When teachers consciously prepare
such changes to support students' We refer to the process by which students
acquire and apply these modifications as differentiated education.
Tiered instruction is a common issue in classrooms nowadays. Policymakers
and academics push teachers to respect diversity and adapt their instruction to fit
the different needs of their students. The introduction of the Department of
Education's Catch-Up Friday program, which aims to assist students who are
having difficulty with reading comprehension, is evidence of this fact. The "learning
poverty" problem was brought to light by the Philippines' terrible results on the
2022 Program for International Student Assessment (PISA), which has been the
topic of countless conversations by legislators, educators, and opinion leaders.
In order to boost students' academic performance in science classes, San
Cristobal Integrated High School is now putting a lot of effort into helping them
revive their capacity for reading. To this end, the school offers a variety of activities
that align with its vision and mission. Our students can reach their maximum
potential if we establish high standards for generating internationally competitive
learners. Students are more inclined to work harder and learn more when they
believe that their education is valuable and motivating.
Reducing the knowledge gap is the aim of Tiered Instructional Design. The
program's objectives are to support the MATATAG Agenda's core education
priorities and accelerate the achievement of the education goals outlined in the
National Learning Recovery Program (NLRP). Accordingly, the initiative's goal—
which should be accomplished with God's assistance as well as the efforts of SCIHS
administration, staff, and study proponent is being furthered by the
implementation of the intervention program, a school-based initiative.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
Action Research Questions
● Identify the problem/s which will be addressed by the research
This study will investigate the effect of Tiered Instructional Design on the
students’ Learning-based Parameters (deep learning) in Physical Science.
1. What is the respondent’s profile in terms of:
1.1. Gender
1.2. Age
2. What is the respondent’s perception on Tiered Instructional Design related
factors in terms of:
2.1.
2.2.
2.3.
2.4.
Learning environment
Lesson Content
Individual student factors
Learning evaluation.
3. What is the respondent’s perception on deep learning related factors in terms
of:
3.1
3.2
3.3
3.4
critical thinking and problem-solving skills;
communication and collaboration; and
creativity and innovation?
reflective learning
4. What is the mean gained performance score of the respondents after using the
Guided Discovery Approach (Intervention Group)
4.1 critical thinking and problem-solving skills;
4.2 communication and collaboration; and
4.3 creativity and innovation?
5. What is the mean gained performance score of the respondents after using the
Active Learning Approach (Enhancement Group)
5.1 critical thinking and problem-solving skills;
5.2 communication and collaboration; and
5.3 creativity and innovation?
6. Is there a significant relationship between Tiered Instructional Design related
factors and deep learning related factors
6.1 Intervention group
6.2 Enhancement group
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
7. Is there a significant difference in the pre-post scores of students Learning-based
Parameters (deep learning) in Physical Science:
7.1 Intervention group
7.2 Enhancement group
Proposed Innovation, Intervention and Strategy
● idea
● problem
● procedure/system
● solution
● phenomenon
● combination of any of these that were used to solve the research problem
Tiered instruction is a method of teaching in which students are divided into
groups according to their skill levels, and lessons are then customized for each
group. Adapting the level of assignments and products to meet the needs of each
group is how customized instruction is implemented. The idea behind tiered lessons
is to make them sufficiently difficult for every learner. While people with lesser ability
levels are not frustrated, those with greater skill levels are not bored.
It is often acknowledged that assessment techniques, strategies, and
methodologies have a substantial impact on students' learning; nevertheless, a
specific correlation has not been substantiated in the context of teaching physical
science. If students perceive their learning to be highly valuable, they will invest
physiologically and absorb it, a process known as deep learning. Despite obstacles,
they don't give up and enjoy doing their tasks. Since the assessment system has an
impact on students' deep learning, it is critical to investigate how assessment
systems interact. This research delineates the variables linked to deep learning and
investigates the interplay among several evaluation frameworks and other variables.
Critical intervention activities have been launched by the San Cristobal
Integrated High School Senior High School department, based on the most recent
QAR data. In order to assist our students in overcoming new obstacles to inclusive
education, these activities will support the NLRP. After carefully analyzing and taking
into account all the factors related to the knowledge gap or learning crisis caused by
the two-year hiatus caused by the pandemic, the senior high school department has
developed a tiered instructional design program for the 2023–2024 school year,
which is the first year following the pandemic. The program will be taught in inperson classes.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
Action Research Methods
A. Participants and/or other Sources of Data and Information
● Who will participate in the research
● Number of people
● Characteristics of the participants/sample
● Sampling procedure
The study's respondents are the Grade 11 Senior High School students
enrolled in San Cristobal Integrated High School during the 2023–2024 academic
year. They represent the fifth class of Senior High School graduates since the
program's launch in the 2019–2020 academic year. There were one hundred thirtytwo (132) students that participated in this study. 56 of the 76 responders are female
and the majority are between the ages of 16 and 18. The weighted average of the
respondents in general varies between 75 and 97 percent. Based on the outcomes
of the Phil IRI Pre Assessment, the students will be divided into two groups: the
Enhancement group and the Intervention group.
In this study, the research proponent will make use of purposive sampling.
It's a method for selecting a specified group of individuals or subjects for research.
Participants are chosen "on purpose," not at random.
When using
purposive sampling, the researcher selects the sample with a particular objective in
mind. Thus, when selecting the sample, the characteristics or attributes that the
researcher is interested in studying are taken into account. Purposive sampling is
widely used in qualitative research because it allows the researcher to focus on
certain areas of interest and gather in-depth data on those subjects. It is commonly
used in limited sample size, small-scale research initiatives.
B. Data Gathering Methods
● Various instruments
● Procedures for data collection
The proponents of the study will utilize a survey questionnaire to get the
information they need from the respondents. This content would contain their
preferences, and any other relevant data. The teacher next administered a test to
determine the respondents' mean gained scores. It will also be utilized to see whether
there are any notable differences between the experimental and control groups' Deep
learning pretest and posttest results. There are 50 questions in this test, covering
every topic covered throughout the course of the research's conduct.
Furthermore, the proponent develops worksheets for the two groups. The
worksheet with the guided discovery approach format will be used by the
intervention group, while the worksheet with the active learning approach format
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
will be used by the enhancement group. The researcher will additionally provide a
lesson exemplar.
C. Data Analysis Plan
● How the data will be analyzed and reported
● Qualitative and/or quantitative methods used in analyzing the data
The following statistical procedures will be applied to the data gathered for
the purpose of this research.
The average of the respondent’s perception will be determined using the mean
and standard deviation.
To determine whether there is a substantial link between deep learningrelated elements and the application of Tiered Instructional Design, Pearson’s r will
be used.
The pre-test and post-test results for the experimental group and the control group
were compared using the T-test to see if there was a significant difference.
Action Research Work Plan and Timelines
ACTIVITIES
Mont
h1
Mont
h2
Mont
h3
Mont
h4
Mont
h5
Mont
h6
1. Development of the Tiered
Instructional Design intervention
program (SWOT Analysis).
2. Development of Action Plan
template.
3. Submission of a research
instrument for validation and
approval by School research
committee, and School head
4. Parent and student orientation
and asking for parental consent
for the launching of the program
5. Orient the advisers, learning
resources coordinator and study
buddy leaders regarding the
approved program
6. Conduct meeting with students
for the overview of the concept
used in the intervention program
7. Conduct monthly monitoring of
the development of the program
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
9. Midyear Assessment of the
program
10. Presentation of program
result to internal and external
stakeholder
11. Program over all Evaluation
*Shade the corresponding month per activity
Plans for Dissemination and Utilization
DISSEMINATION
ACTIVITIES
add rows if necessary
1. Presentation
/Orientation of How the
intervention will work to
parents and students/
School’s SLAC Session
Month
1
Month
2
Month
3
Month
4
Month
5
Mont
h6
2. School to school
Benchmarking
3. Division Research
Conference
4. VCBER Presentation/
research symposium
5. Local or international
Publication
*Shade the corresponding month per activity
REFERENCES
 Keith, C (2018) Tiered Instruction in a High School Physics Course.
https://files.eric.ed.gov/fulltext/ED514029.pdf


Annemieke E. (2019) Differentiated Instruction in Secondary Education.
Frontiers | Differentiated Instruction in Secondary Education: A Systematic
Review of Research Evidence (frontiersin.org)
Hayder M. (2022) Differentiated Instructions effect on Academic Achievements.
EJ1374606.pdf (ed.gov)
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________


Jingxian Z. (2022) What factors can support students' deep learning in the
online environment: The mediating role of learning self-efficacy and positive
academic emotions
Frontiers | What factors can support students' deep learning in the online
environment: The mediating role of learning self-efficacy and positive academic
emotions? (frontiersin.org)
Berse, P. (2022). Education recovery beyond face-to-face resumption.
[Blueboard] Education recovery beyond face-to-face resumption | Analysis and
Opinion | Ateneo de Manila University.

De Leon, R. (2023). Luis Francisco Learning Continuity and Recovery Plan.
(56) Luis Francisco Learning Continuity and Recovery Plan | RODERICK DE
LEON - Academia.edu.

Fatonah, N., et al. (2023). Improving Numeracy Literacy Skills of Elementary
School Students Through the Kampus Mengajar (Kampus Mengajar) Program
Policy.
https://www.researchgate.net/publication/370562151_Improving_Numeracy_
Literacy_Skills_Of_Elementary_School_Students_Through_The_Kampus_Menga
jar_Kampus_Mengajar_Program_Policy.
SUBMITTED BY:
(Signature over printed
name)
JOSEPH M. GUTIERREZ
CO-PROPONENT 1
CO-PROPONENT 2
DECLARATION OF ANTI-PLAGIARISM
I/We, ____JOSEPH M. GUTIERREZ______________________________________________________,
understand that plagiarism is the act of taking and using another’s ideas and works
and passing them off as one’s own. This includes explicitly copying the whole work of
another person or that of the undersigned proponents and/or using some parts of
their work without proper acknowledgment and referencing.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
______________________________________________________________________
I/We hereby attest to the originality of this research proposal and has cited properly all
the references used. I/We further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. I/We shall use
appropriate citations in referencing other works from various sources. I/We also
hereby attest that this research is not part of the proponent/s’ thesis/dissertation.
I/We understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education
SDO San Pablo City.
JOSEPH M. GUTIERREZ
Name and Signature of Lead Proponent
FEBRUARY 28, 2024
Date
Name and Signature of Co-Proponent
Click or tap to enter a date.
Date
Name and Signature of Co-Proponent
Click or tap to enter a date.
Date
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rizal Avenue, San Pablo City,
Laguna 4000
Telephone no. (049) 503 - 5967
DepEd Tayo City of San
depedsanpablo.com