THE EFFICACY OF ENGLISH SUPPLEMENTARY ACTIVITY SHEETS IN PRINTED MODULAR MODALITY OF GRADE 5 LEARNERS IN BUTUAN CENTRAL ELEMENTARY SCHOOL
THE EFFICACY OF ENGLISH SUPPLEMENTARY ACTIVITY SHEETS IN PRINTED MODULAR MODALITY OF GRADE 5 LEARNERS IN BUTUAN CENTRAL ELEMENTARY SCHOOL
An Action Research
Presented to
CENTRAL BUTUAN DISTRICT 1
By
MELANIE Y. PADILLA
Researcher
APRIL 2021
THE EFFICACY OF ENGLISH SUPPLEMENTARY ACTIVITY SHEETS IN PRINTED MODULAR MODALITY OF GRADE 5 LEARNERS IN BUTUAN CENTRAL ELEMENTARY SCHOOL
I. CONTEXT & RATIONALE
Education amidst this pandemic is a great challenge for all the teachers, learners and even the parents.
A drastic change has come to consume the entire world lately. People across the globe have an amount of share on the pandemic brought to us by COVID 19. Many things have changed from the normal nature of work, the pace of economics and even to the new practice of education (Daba, 2020)
It is the goal of the teachers to develop students with the skills and knowledge. Planning, preparing and delivering lessons. Encouraging the learners’ participation in the lesson and in other school related activities. In the distance learning, the learners find difficulty in answering the modules without the teachers to explain using of different strategies for them to easily cope up the lesson.
The challenges that the students have encountered are self-studying, poor internet connection, lack of sleep and time to answer all the modules due to the great number of activities, distractions, and lack of focus. Lack of motivation, praises and even rewards. New normal brought difficulty and extreme adjustment due to the newly-introduced learning modalities (Dongle, and Sumaong, 2021)
“I need a teacher because it takes me days to understand a lesson. This line is coming from the grade 5 learners which was brought by the parents during the distribution and retrieval of modules.
Supplemental materials help teachers produce learners who are able to go beyond the textbook into real life (Thakur, 2015). They add to the information in the textbook and carefully follow the content. Help to motivate the learners by creating interests in the learning and encouraging them to use the language in the class. They enable the learners to understand and grasp the information from a given text (Dodd, 2015).
Health Literacy Instruction Guide defined Supplemental Activity sheets as the materials covers a wide range of activities usually designed to reinforce and give more “hands-on” application of the core of the lesson content. The type of activity is denoted by the following activities the writing, oral comprehension/reading and vocabulary activity. Teachers should take a look at the activities for each section and decide which ones are appropriate for their student. Instructions for how to conduct each supplemental activity appear in the activity documents.
Materials can be produced that are directly relevant to students’ and institutional needs and that reflect local content, issues, and concerns. Developing materials can help develop expertise among staff, giving them a greater understanding of the characteristics of effective materials. Materials produced can be revised or adapted as needed (Richards, 2021)
In the context of this study the grade 5 learners were observed having low MPS in Inferring unfamiliar words using context clues. English EN5V 1a -1b-12 and 13. As their English teacher it is my utmost desire to help the learners learn more about the competency even in my absence in their homes.
II. ACTION RESEARCH QUESTIONS
The study aims to answer the following questions:
- What is the level of mastery of the grade five learners before and after using the Supplemental Activity Sheets?
- Is there a significant difference between the pre-test and post-test scores of the pupils after utilizing the English Supplementary Activity Sheet?
III. HYPOTHESES
In order to resolve the questions stated earlier, this hypothesis will be tested at α = 0.05 level of significance:
Ho: There is no significant difference in the pre-test and post-test scores of the pupils after using the English Supplementary Activity Sheet.
IV. PROPOSED INNOVATION, INVENTION AND STRATEGY
The main problem that is presented in the study is the low MPS in Inferring the meaning of unfamiliar words using context clues (English 5 EN5V 1a-1b- 12 and 13), among the grade 5 learners. (refer to annex 1 Most Essential Learning Competencies)
Thus, to address this problem the teacher will provide Supplementary Activity Sheets to help the learners increase their mastery level. To ensure learners interest in learning English competencies. To provide them knowledge and develop their skills. Allow learners to work in the own pace and feel free to learn in their own way.
Coming up with the effective teaching strategies that will help the learners to efficiently improve their learning abilities. The supplementary activities using visualization. When learners consume information through visual means, it helps them retain what they have learned for a longer time. This strategy also helps slow learners to visualize the ongoing lesson in a clear, simple and systematic way. The used of visual tools like graphic organizers, flow charts, Venn diagrams and concept maps that effectively help students to grasp information through visual memory,
Sometimes differentiations is important in motivating the learners and help them gain confidence. You can differentiate also in your teaching by allocating task based on learners’ abilities to ensure no one gets left behind. It is important to give activities to individual the learners based on their proficiency levels so that the learners with higher academic capabilities can challenge themselves more and the ones who are struggling, get the required support to improve themselves (Mahanta, 2019).
Give to them ample time to explore the activities. Encourage them to express their ideas related to the activities. Let them share their experiences to relate into the real life situation. Allow them to gather ideas from their parents and elder brother and sister. They may also use other references available in their place.
Giving of Supplementary Activity Sheets to the grade 5 learners with low in MPS is required. (refer to annex 2). The result of summative test conducted by the teacher shows low mastery in the competency, Inferring the meaning of the unfamiliar words using context clues (EN5V 1a -1b-12 and 13). There were thirteen (13) out of twenty-nine (29) identified learners, (refer to annex 3 Summative test Result). The teacher designed supplementary activity sheets to be used by the learners. These activity will help them to understand clearly and increase their learning. After giving the Supplementary Activity Sheets to the learners, the teacher will conduct again summative test and the result will be analyse using T-test to compare the two summative results.
This will be done one week after giving the Supplementary Activity sheets.
I. ACTION REASEARCH METHODS
a. Participants & / or other Sources of Data and Information.
This study will focus on the Grade Five learners of Butuan Central Elementary School- in the Modular Digital Learning Modality. In this new normal school, there is a total of 29 Grade Five learners .13 of them who will then be administered with low in MPS. They will be the identified respondents of this study.
Learners in the new learning modalities are provided with modules in the absence of the teacher. They were also given books as their references. The answers their modules with anyone in their home. They are encourage to go on research in the internet but not applicable to all due to unavailability of gadgets and internet. With the Supplementary Learning Activities, the participants can easily complete the tasks as they are well-will be guided in answering the test and the activities were also simplified.
Gathering of data will be through the result of post test right after giving the Supplementary Learning Activities and other online materials and sources. For validation of results, the researchers will gather data from the respondents themselves during the conduct of post test.
b. Data Gathering Methods
This study is quantitative descriptive. It will look into the increase of MPS of the participants in English 5 with the intervention of a Supplementary Activity Sheets, Moreover, the following procedure will be conducted:
A letter will be secured from the school head, parents and respondents that a research will be conducted on the participants monitoring on MPS in English 5. Upon the approval of the concerned entities, the researchers will proceed to the post test to evaluate their MPS through giving the summative test after giving the Supplementary Activity sheet, the researchers will conduct the summative test. The instruction of summative test. The learners will read the instruction carefully then write the letter of their choice in the test paper. The learner submits the test paper with completed answer. The teacher check the learners’ answers and records their scores. This process goes on for one week. The data will then be analyzed and interpreted.
c. Data Analysis
The scores will be treated as the numerical representation of the pupils’ mastery level. In order to determine their mastery level, the mean percentage score will be computed and the mastery level will be determined by where their mean percentage score fall using this scale provided by the DepEd Memorandum Order 160 series of 2012 (Department of Education, 2012):
| Mean Percentage Score | Descriptive Equivalent |
| 96-100% | Mastered |
| 86-95%4 | Closely Approximating Mastery |
| 66-85% | Moving Towards Mastery |
| 35-65% | Average |
| 15-34% | Low |
| 5-14% | Very Low |
| 0-4% | Absolutely No Mastery |
Furthermore, to determine if a significant difference existed, a paired t-test, also called t-test for two dependent sample, will be used. A paired t-test compares two groups of data from the same sample. Commonly, paired t-test is used when there is a measurement taken at two different times (e.g., pre-test and post-test score with an intervention administered between the two time points), a measurement taken under two different conditions (e.g., completing a test under a “control” condition and an “experimental” condition) or measurements taken from two halves or sides of a subject or experimental unit (e.g., measuring hearing loss in a subject’s left and right ears) (Kent State University, n.d.).
This statistical test was used to determine whether or not a significant difference between the pre-test and post-test after the intervention of Supplementary Activity sheets exists.
The following table shows the pre-test and post-test scores of the pupils which will be used for the paired t-test.
| Pupils | Pretest | Post Test |
| 1 | 3 | 8 |
| 2 | 6 | 7 |
| 3 | 3 | 7 |
| 4 | 6 | 7 |
| 5 | 4 | 6 |
| 6 | 1 | 10 |
| 7 | 7 | 10 |
| 8 | 7 | 10 |
| 9 | 7 | 8 |
| 10 | 6 | 8 |
| 11 | 3 | 8 |
| 12 | 7 | 10 |
| 13 | 6 | 6 |
d. Results
| Test | Mean Score | Mean Percentage Score | Mastery Level |
| Pre-test | 5.08 | 50.8% | Average |
| Post-test | 8.31 | 83.1% | Moving Towards Mastery |
During the pre-test, the mean score of the pupils is 5.08 which yields a mean percentage score of 50.8%. Using the scale, it can be determined that during the pre-test, pupils have average mastery level. On the other hand, the post-test scores of the pupils has a mean of 8.31 and a mean percentage score of 83.1%. Using the same scale, the pupils are now moving towards mastery based on the post-test results.
| Test | Mean Score | Mean Difference | Computed t | Tabular t | Conclusion |
| Pre-test | 5.08 | 3.23 | -5.28 | 1.96 | Significant |
| Post-test | 8.31 |
Mean Difference is significant if absolute value of computed t > 1.96
Thus, the computed t-value was greater than the tabular t-value. By this, the null hypothesis (Ho) is rejected. This meant that a significant difference exists between the pre-test and the post-test scores of the pupils. Furthermore, the results imply that the scores of the pupils during the post-test were higher than the pre-test.
V. CONCLUSIONS AND RECOMMENDATIONS
a. CONCLUSIONS
As to the findings of this action research, the researcher concludes:
Using their Mean Percentage Scores as basis, the mastery level of the pupils before the administration of the activity sheets is average. Meanwhile, during the post-test, which is taken after the administration of the supplementary activity sheets, the Mean Percentage Score of the pupils is moving towards mastery. The post-test results show a one-step improvement in comparison with the results from the pre-test.
Also, after analyzing the data using a statistical test, it was found out that a significant difference between the pre-test and post-test scores of the pupils existed.
Additionally, in terms of the mean scores, it can be concluded that the supplementary activity sheets were effective as the pupils’ scores in the post-test, which was taken after the administration of the intervention, were higher than their scores during the pre-test.
b. RECOMMENDATIONS
Based on the findings of this action research, the following recommendations are offered:
Teachers are advised to administer supplementary materials to the pupils or students to help improve their comprehension of the topic. Creation and validation of self-made supplementary materials are highly recommended.
School Heads are encouraged to support their teachers in developing supplementary materials for learners. Testing and validating the material should be done and supported by the school.
Future researchers of similar topics are advised to further test the supplementary material. It is also recommended that other subjects or grade level should be researched upon.
References
Daba, L. (2020). Coping up with the new normal education.
https://www.depedmalaybalay.net/articles/coping-up-with-the-new-normal-
Dongle, Y. and Sumaong, J. (2021) The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools.
https://www.dpublication.com/wp- content/uploads/2020/11/27-427.pdf
Mahanta, P. (2019) 5 Effective Teaching Strategies To Help Your Students In School
https://www.prodigygame.com/main-en/blog/5-effective-teaching-strategies-to-help-your-students-in-school/
Thakur, V (2015) Using Supplementary Materials in the Teaching of English: Pedagogic Scope and Applications.
https://files.eric.ed.gov/fulltext/EJ1084305.pdf
Health Literacy Instruction Guide
https://lincs.ed.gov/sites/default/files/health/pdf/instr_guide/instr_5.pdf.
Date retrieved: April 19, 2021.
Kent State University. (n.d.). SPSS TUTORIALS: PAIRED SAMPLES T TEST. Retrieved June 24, 2021, from https://libguides.library.kent.edu/SPSS/PairedSamplestTest
Department of Education. (2012). SEPTEMBER 10, 2012 DM 160, S. 2012 – MAXIMIZING UTILIZATION OF THE NATIONAL ACHIEVEMENT TEST (NAT) RESULTS TO RAISE THE ACHIEVEMENT LEVELS IN LOW PERFORMING SCHOOLS. Retrieved June 25, 2021 from https://www.deped.gov.ph/wp-content/uploads/2012/09/DM_s2012_160.pdf
