Republic of the Philippines

Department of Education
Region X
Division of Bukidnon
Maramag I District
MARAMAG CENTRAL ELEMENTARY SCHOOL
School ID: 126666

BASIC ACTION RESEARCH PROPOSAL

ENHANCING TEACHERS’ TEACHING ABILITY

THROUGH CLUSTERED LEARNING
ACTION CELL (CLAC)

Proponent:

MARIA GEMMA T. ALIGSAO, PhD

School Principal II

School: MARAMAG CENTRAL ELEMENTARY SCHOOL

DIVISION OF BUKIDNON

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 APPROVAL SHEET

The Basic Action Research Proposal entitled “ENHANCING TEACHERS’

TEACHING ABILITY THROUGH CLUSTERED LEARNING ACTION CELL
(CLAC)” prepared and submitted by MARIA GEMMA T. ALIGSAO, PhD, of
Maramag Central Elementary School, Maramag I District, is hereby accepted and
approved by the division research committee.

ARIEL B. MONTECALVO, PhD ________________

SEPS/ Planning & Research/Member Date Signed

_____________________________ ________________
CID/ Teaching & Learning/ Member Date Signed

ARTEMIO REY S. ADAJAR, PhD _______________

OIC Chief, SGOD/ Co - Chair Date Signed

ELBERT R. FRANCISCO, PhD ________________

Chief, CID/ Co - Chair Date Signed

SHAMBAEH A. USMAN, PhD ________________

ASDS/ Chair SGOD Date Signed

EDGARDO V. ABANIL, PhD ________________

ASDS/ Chair CID Date Signed

CHERRY MAE L. LIMBACO, PhD ________________

SDS/ Adviser Date Signed

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 Table of Contents

Page

I. Introduction and Rationale

II. Literature Review

III. Research Questions

IV. Scope and Limitations

V. Research Methodology

a. Sampling

b. Data Collection

c. Ethical Issues

d. Plan for Data Analysis

VI. Timetable/ Gantt Chart

VII. Cost Estimates

VIII. Plans for Dissemination and Advocacy

IX. References

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I. Introduction and Rationale

This study was conducted to enhance teachers’ teaching ability through

clustered learning action cell. Teachers teaching ability played a vital role in developing

students’ scholastic performance in both academic and non-academic area. Almost all

students had been found to be dependent to their teachers in terms of learning

development. Students acknowledged teachers as the most powerful persons in the

classroom where they could give their full attention and obedience. Considering the

vital role played by the teachers, there is a need for them to enhance their ability IN

teaching especially that the new trends of technologies are keep on existing. It is also a

need for the teachers to acquire maximum ability to fulfill their teaching tasks and

responsibilities.

Maramag Central Elementary School has one hundred twenty (120) teachers

from Kindergarten to Grade VI, SPED and one (1) Para teacher for ALIVE learners.

The school has almost five thousand pupils to cater every day, while there is no enough

classroom to cater, in that the school implement the double shifting session. The school

faced many challenges more that the need of facilities, it is the problem on pupils’

achievement. The National Achievement Test always reflect the necessity to enhance

teachers teaching skills to minimize if not solve the problem on low performance.

Based on the instructional supervision conducted, it was observed that teachers

have limited strategies in the delivery of the lessons; grouping is the most common in

giving activity; while in conducting assessment focusing more on primary level of

comprehension.

In service training conducted does not fully addresses individual needs. It is

very timely as the Department of Education has the program to maximize the time on

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tasks of teachers in teaching effectively to students. In ensuring such effectiveness, a

School Learning Activity (SLAC) has been conducted so that teachers in the school

may able to share their best practices for them to grow and be more effective in their

respective field of teaching.

The school utilized such program to capture the purpose of teaching effectively

and efficiently. However, since the school has large number of teachers in the respective

grade level, the Cluster Learning Action Cell was created. This is to ensure that

teachers in their respective clusters will be given chances to share ideas and learn from

each other’s practices which can also be applied in their classroom setting.

II. Review of Related Literature

Teachers Teaching Ability

Teaching is a complex, multifaceted activity, it requires teachers to juggle

multiple tasks and goals simultaneously and flexibly. It is also an essential part of

education, its function is to impart knowledge, develop understanding and skills. On

the study of Barbara (2003), emphasizes that teaching is usually imparting reading,

writing and arithmetic. He also added that teachers need to be capable in teaching.

Therefore, it is necessary for the teacher to acquire maximum knowledge in teaching to

ensure its competency; making class interesting; developing confidence in teaching,

avoiding confusion and develop understanding to individual differences in learning.

The effectiveness of teacher is reflected through his/her ability to do the three

basic abilities: Classroom Management; the ability to manage discipline; Teaching

skills: the ability to impart knowledge; Subject knowledge: the knowledge to impart.

Without subject knowledge, you have nothing to teach. Without teaching skills, you

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will not be able to get it through to the people in your classroom. And without discipline,

your class will not give you the attention you need to be able to use your teaching skills.

Classroom Management

Classroom management is refers to the wide variety of skills and techniques

that teachers use to keep students organized, orderly, focused, attentive, on task, and

academically productive during a class time. As a whole is all about discipline. It is

about maintaining order and control, which is based on students acting in ways that

support their own learning as well as that of others.

Many young students act in disruptive ways, mostly due to the difficult

psychology of maturation and learning to live in society. This knowledge seems little

help to the teacher struggling to be heard but getting inside their heads is a powerful

process. Just like negotiation, if you can get inside their heads you are most of the

way there. If you can go from 'me vs. them' to 'me with them' (not, however, an

undifferentiated 'us') then you can make a huge difference.

Classroom management is very difficult for some teachers in some situations. It can,

however, be learned. Indeed, it must be, if the teacher is to retain sanity and be

allowed to teach.

According to the Glossary of Education Reform, when classroom-management

strategies are executed effectively, teachers minimize the behaviors that impede

learning for both individual students and groups of students, while maximizing the

behaviors that facilitate or enhance learning. Generally speaking, effective teachers

tend to display strong classroom-management skills, while the hallmark of the

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inexperienced or less effective teacher is a disorderly classroom filled with students

who are not working or paying attention.

Teaching Skills

Teachers teaching capability covers on the act of teaching or behavior intended

to facilitate students learning directly or indirectly. It is also the ability that develop

basic functional skills, showing students how to do things by rote, repeating actions

and words until, given a suitable stimulus, they are able to reproduce an effective

response. Beyond learning to do is learning to think. Just take the example, “If you

can teach students to fish they will never need to be fed. If they know how to go about

understanding and solving problems, then teaching has been of a higher order.

Beyond even learning to think is developing a passion for the subject that

drives the student to actively learn for themselves. The best teachers thus infect their

students with a love of the subject that will sustain their interest for many years to

come.

Subject Knowledge

Subject knowledge is the basic for teaching. It is also a major element of what

is transferred, along with teaching skills. Subject knowledge has a very important role

to play because high-quality teaching rests on teachers understanding the subjects they

are teaching, knowing the structure and sequencing of concepts, developing factual

knowledge essential to each subject and guiding their pupils into the different ways of

knowing that subjects provide: subjects create disciplined ways of knowing. It is also

clear that when there is a lack of subject expertise, or it is unevenly spread across

teaching groups, then the quality of teaching and students' exam results are at risk

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(Smithers & Robinson, 2005). In teaching children, it may seem that the teacher only

needs to know the child's level of knowledge. Yet one reason a deep subject

knowledge is needed is that students ask questions, often very penetrating ones, that

require a deep understanding that can reach even to philosophical ideas.

The basic teachers teaching ability mentioned are interrelated. The absence of

one may result to ineffectiveness. According to Dunkin, & et., al. (1974), the teachers’

effectiveness in teaching may be developed and improved through sharing and constant

application in all teaching processes. The classroom management, the teaching skills

and the subject knowledge is very important for the teacher to possess and be applied

in their day to day teaching activity.

As a school head, my main tasks is to ensure that the quality of the delivery of

instruction would take place in every classroom in which it will be delivered by the

teacher. To achieve such goal, I conducted a survey as the other tool in assessing

teachers’ ability aside from the observations being done.

Observation of Teachers Teaching Ability Before the Conduct of CLAC

Teaching Ability NUMBER OT TEACHERS TOTAL

(In different category )
NI D S
Classroom Management 87 21 12 120
Teaching Skills 67 34 19 120
Subject Knowledge 86 18 16 120

Legend:
S –stable D – develop NI – Needs Improvement

The table shows that teachers have different teaching ability with different category. It

implies that there is a need to enhance teachers teaching ability as to the classroom

management, teaching skills and subject knowledge through Clustered Learning Action

cell.

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Clustered

The Learning Action Cell has been clustered, this means to lessen the number

of participants in every group to maximize the effectiveness of the program and to

ensure that everybody in the group will be given equal opportunity to share ideas as

well as they are given appropriate attention on their concerns.

Learning Action Cell (CLAC)

In line with the implementation of the Republic Act 10533, or the Enhanced

Basic Education Act of 2013, the Department of Education (DepEd) issued an enclosed

policy on the Learning Action Cell (LAC) as the K-12 Basic Education Program

School-Based Continuing Professional Development Strategy for the Improvement of

Teaching and Learning.

It is a school-based professional dialogues, and a forum for team learning among

teachers to cascade a model of teacher-training. It is also a school-based problem

solving process. Each teacher shares what he/she is planning to do, together they discuss

and help one another. The focus is to provide a healthy learning environment for all

school learners.

III. Scope and Limitation

This action research is to be conducted at Maramag Central Elementary School,

Maramag District I, in the Schools Division of Bukidnon. The participants of this

research are the One Hundred Twenty (120) teachers of the school, for the School Year

2019-2020. This participants are clustered into seven as designed to address the ggrade

level’

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Action Research Problem / Question

This action research was generally conducted to teachers to enhance their

teaching ability through Cluster Learning Action Cell.

The researcher aimed to answer the following question:

1. How can Clustered Learning Action Cell improve the Teaching Ability of

Teachers in Maramag Central Elementary School?

METHODOLOGY

a. Participants and/or Other Sources of Data

The participants of the study are the 87 identified teachers of Maramag Central

Elementary School, Maramag I District, Division of Bukidnon. The instructional

observation, survey and interview were utilized for the study.

b. Data Gathering Procedure and Instruments

The data gathered through the instructional observation, giving of survey

questionnaire and interview output. The baseline is the pretest results which shown in

table below.

Table 2. Observation of Teachers Teaching Ability Before the Conduct of CLAC

Teaching Ability NUMBER OT TEACHERS TOTAL

(In different category )
NI D S
Classroom Management 87 21 12 120
Teaching Skills 67 34 19 120
Subject Knowledge 86 18 16 120

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 Table 2 shows the Observation of Teachers Ability Prior to the implementation

of the Cluster Learning Action Cell which was conducted last June 2019 to the teachers

of Maramag Central Elementary School. Data shows that there are teachers needs

improvement in the following area: 87 teachers for classroom management; 67 teachers

for teaching skills; and 86 teachers in subject knowledge. After identifying the number

of teachers that needs improvement, the Clustered Action Cell had been conducted to

the different grade level.

The Clustered Learning Action Cell has been conducted in the following setting:

Setting 1: Cluster 1 for Kindergarten; SPED and ALIVE Para Teacher

The Cluster 1 is composed of twelve teachers from kindergarten,

Phases of Pupil-centered Reading Strategy (Adapted from Bastug & Demirtas, 2016)

Phase 1: One-Sentence Phase

 Activities are performed only on one single sentence at the beginner level. The

pupil has the teacher dictate that sentence based on the image. This is an easy

phase. It is for familiarizing the student with the practices involved in reading

and helping him/her understand the method.

Phase 2: Two Sentence Phase

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  It is performed with two sentences especially after the first 5 sessions. The pupil

forms two sentences about the image on the worksheet and has the teacher

dictate them. A relationship between the two sentences is not necessary in this

phase.

Phase 3: Three Sentence Phase

 This is one of the most important phases of the designed intervention. Activities

are performed on 3 interrelated sentences in the future stages, considering

pupil's development. Since each sentence is related to each other, it enables the

pupils to build connections. In addition, it supports the pupil in improving

his/her reading fluency as well as reading comprehension because the sentences

form a semantic integrity.

Phase 4: Text Creation Phase

 The pupil constructs a paragraph or text using the interrelated sentences that

have a semantic integrity and has the teacher dictate it after he/she has improved

his/her reading. This is the hardest phase of the method.

After the intervention, Phil IRI posttest was used to assess the reading

performance of frustration reader pupils. In this manner, the results will justify if the

intervention has positive effects to the reading performance of pupils.

Table 4. Posttest Phil IRI oral reading profile of Grade IV pupils, January 2019

Oral Reading Level Word Reading

Male Female Total
Independent 9 4 13
Instructional 10 4 14
Frustration 3 2 5

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 Data above shows that the number of frustration readers pupils in Grade VI

decreased from 13 pupils to 5 pupils. According to Bastug and Demirtas (2016) posited

that in child-centered reading education, the student makes an effort rather for

himself/herself to eliminate the reading difficulties and acquire reading fluency. The

activeness during learning how to read enables the student to assume more

responsibility in eliminating his/her reading problems. Therefore, activeness of student

contributes to the elimination of reading difficulties and development of reading skills.

Dönmez (2013) found in his study that using caricatures as images increase

students' reading comprehension achievements. Images are considered to be important

since readers with reading difficulties utilize them during the reading process.

There are six essential skills needed for reading comprehension, and what

might help struggling readers improve this skill.

First is decoding which is an important step in the reading process. Pupils use

this skill to sound out words they’ve heard before but haven’t seen written out. The

ability to do that is the foundation for other reading skills. Decoding relies on an early

language skill called phonemic awareness. (This skill is part of an even broader skill

called phonological awareness.) Phonemic awareness enables pupils to hear individual

sounds in words (known as phonemes). It also allows them to “play” with sounds at the

word and syllable level. Decoding also relies on the ability to connect the individual

sounds to letters. For instance, to read the word sun, pupils must know that the letter s

makes the /s/ sound. Grasping the connection between a letter (or group of letters) and

the sounds they typically make is an important step toward “sounding out” words. Most

pupils pick up the broad skill of phonological awareness naturally, by being exposed to

books, songs and rhymes. But some don’t. In fact, one of the early signs of reading

issues is trouble with rhyming, counting syllables or identifying the first sound in a

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word. The best way to help pupils with these skills is through specific instruction and

practice. Pupils must be taught how to identify and work with sounds. Parents can also

build phonological awareness at home through activities like word games and reading

to their child.

Second is fluency. To read fluently, pupils need to instantly recognize words,

including ones they can’t sound out. Fluency speeds up the rate at which they can read

and understand text. It’s also important when pupils encounter irregular words, like of

and the, which can’t be sounded out. Sounding out or decoding every word can take a

lot of effort. Word recognition is the ability to recognize whole words instantly by sight,

without sounding them out. When pupils can read quickly and without making too

many errors, they are “fluent” readers. Fluent readers read smoothly at a good pace.

They group words together to help with meaning, and they use the proper tone in their

voice when reading aloud. Reading fluency is essential for good reading

comprehension. Lots of pupils struggle with reading fluency. The main way to help

build this skill is through practice reading books. It’s important to pick out books that

are at the right level of difficulty for kids.

Third is vocabulary. To understand what you’re reading, you need to understand

most of the words in the text. Having a strong vocabulary is a key component of reading

comprehension. Students can learn vocabulary through instruction. But they typically

learn the meaning of words through everyday experience and also by reading. The more

words pupils are exposed to, the greater their vocabulary becomes. We can help build

our pupil’s vocabulary by having frequent conversations on a variety of topics. Trying

to include new words and ideas. Telling jokes and playing word games is a fun way to

build this skill. Reading together every day also helps improve vocabulary. When

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reading aloud, stop at new words and define them. But also encourage our pupil to read

alone. Even without hearing a definition of a new word, our pupil can use context to

help figure it out. Teachers can help in a number of ways. We can carefully choose

interesting words to teach and then give explicit instruction (instruction that is

specialized and direct). We can engage pupils in conversation. And we can make

learning vocabulary fun by playing word games in class.

Fourth is sentence construction and cohesion. Understanding how sentences are

built might seem like a writing skill. So might connecting ideas within and between

sentences, which is called cohesion. But these skills are important for reading

comprehension as well. Knowing how ideas link up at the sentence level helps pupils

get meaning from passages and entire texts. It also leads to something called coherence,

or the ability to connect ideas to other ideas in an overall piece of writing. Explicit

instruction can teach pupils the basics of sentence construction. Teachers can also work

with pupils on connecting two or more thoughts, through both writing and reading.

Fifth is reasoning and background knowledge. Most of our pupils relate what

they’ve read to what they know. So it’s important for pupils to have background or

prior knowledge about the world when they read. They also need to be able to “read

between the lines” and extract meaning even when it’s not literally spelled out. For

example, a pupil is reading a story about a poor family in the barrio. Having knowledge

about the Great Depression can provide insight into what’s happening in the story. The

pupil can use that background knowledge to make inferences and draw conclusions.

Our pupil can build knowledge through reading, conversations, movies and TV shows,

and art. Life experience and hands-on activities also build knowledge. Expose our pupil

to as much as possible, and talk about what you’ve learned from experiences you’ve

had together and separately. Help our pupil make connections between new knowledge

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and existing knowledge. And ask open-ended questions that require thinking and

explanations. We can also read a teacher tip on using animated videos to help your child

make inferences.

Lastly, working memory and attention. These two skills are both part of a group

of abilities known as executive function. They’re different but closely related. When

pupils read, attention allows them to take in information from the text. Working

memory allows them to hold on to that information and use it to gain meaning and build

knowledge from what they’re reading. Working memory and attention are part of

executive function. The ability to self-monitor while reading is also tied to that. Pupils

need to be able to recognize when they don’t understand something. Then they need to

stop, go back and re-read to clear up any confusion they may have. There are many

ways we can help improve your pupil’s working memory. Skill builders don’t have to

feel like work, either. There are a number of games and everyday activities that can

build working memory without our pupil even knowing it! To help increase your pupil’s

attention, look for reading material that’s interesting or motivating. Encourage our pupil

to stop and re-read when something isn’t clear. And demonstrate how we “think aloud”

when we read to make sure what we’re reading makes sense.

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DISCUSSION OF RESULTS AND REFLECTIONS

The results of the study show that the number of frustration reader pupils in

terms of their reading comprehension of Grade VI pupils of Maramag South

Elementary School for S.Y. 2018 – 2019 decreased from 13 pupils to 5 pupils.

Therefore, the pupil – centered reading strategy improved the reading comprehension

of pupils. It implies also that this reading intervention did not totally eradicate the

number of pupils in frustration level especially the reading comprehension of pupils.

Therefore, it is recommended to look for another reading intervention to cater the need

of these five remaining pupils who are in frustration level in reading comprehension.

I learned that the findings of this research taught me that one strategies in

teaching reading could not be enough because the results show that the intervention

implemented did not totally eradicate the number of frustration reader pupils. However,

testing this intervention on different grade level pupils will help understanding its effect

more deeply. It is imperative that attention is given to the area of reading skill

development and comprehension. The results of this study suggest that the reading

intervention employed in this study can be used as an alternative method for pupils with

reading problems.

In conducting this research, I learned that pupils with reading problems need

more time, patience and efforts in teaching them. It becomes clear that the intervention

for frustration level readers with reading difficulty contributed to the development of

pupil’s accuracy reading, reading rate and reading comprehension in the research.

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Action Plan

Research will be disseminated and utilized through conduct Phil IRI pretest to

identify the struggling reader pupils, conduct a meeting with teachers and parents to

inform about the existing problem which the higher number of frustration readers.

Action Plan to Disseminate and Utilized the Research.

Objectives Activities Persons Involved Timeline

To Inform the
Division Office Submit full blown School
February 2019
about the results of action research. Head/researcher
the study.
To inform the
parents and Conduct meeting School Head,
teachers about the with the teachers Teachers, parents May – June 2019
results of the and parents. and pupils
study.
To identify
Conduct Phil IRI
struggling reader School Head,
pretest to identify
pupils through Phil Teachers, parents June – July 2019
struggling reading
IRI Pretest for and pupils
pupils.
S.Y.2019 - 20
Development of
To prepare the IMs and reading School Head,
July – August
materials to be materials such as Teachers, parents
2019
used. story books, SIM and pupils
and etc.
Reading
intervention
School Head,
To implement the through Repeated August –
Teachers, parents
intervention. Oral Reading December 2019
and pupils
during remedial
class.
To conduct the
School Head,
Phil IRI posttest January –
Phil IRI posttes. Teachers and
for reading February 2020
pupils
assessment.

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 School Head,
To find out the Discussion and
Teachers and March 2020
results. reflections
parents

References

Bastug, M. and Demirtas, B. (2016). Child-centered reading intervention: See, talk,

dictate, read, write! International Electronic Journal of elementary Education, June
2016, 8(4), 601-616.

Block, C., Gambrell, L., & Pressley, M. (Eds.). (2002). Improving comprehension
instruction rethinking research, theory, and classroom practice. San Francisco,
JosseyBass.

Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for
teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.

Cox, J. (2015). Repeated Reading – Fluency and Comprehension Strategy. Retrieved

October 2, 2015.

Dönmez, A. F. (2013). The effect of the cartoons on reading comprehension and

developing writitng skills in Turkish teaching of 7th students in elementary
education.Unpublished Master Thesis, Bolu: Abant İzzet Baysal Üniversity.

Duke, N. K., & Pearson, P. D. (n.d.). Effective practices for developing reading
comprehension. Retrieved December 28, 2005 from, http://www.ctap4.org/
infolit/trainers/comprehe_strategies.pdf

Oczkus, L. D. (2003). Reciprocal teaching at work strategies for improving reading

comprehension. Newark, DE: International Reading Association.

Talebi, S.H. (2015). Linguistic Proficiency and Strategies in Reading Performance in

English, International Journal of Instruction, Vol. 8, No. 1.

19
Volkova, E.A (2012) Transformation reading youth. Abstract of the dissertation on
competition of degree of candidate of pedagogical Sciences 28.11.2012 Krasnodar, 28.

Vorontsov, A. V. (2009) Reading as a socio-economic problem. Society. Environment.

Development, 28.

1. Davis Barbara (1993).Tools for Teaching San Francisco: Jossey-Basslt. Pg No. 159-167.
2. Patry Jean (1992) Effective and Responsible Teaching the New Synthesis, USA: Jossey Bass
Publishers.pg.no. 422-425.
3. Brookfield Stephen D (1995).The Skillful Teacher on Technique, Trust and Responsiveness in the
Classroom. 1st Edition USA: Jossey Bass Publishers.Pg.No.38-42

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Financial Report

Financial cost during the conduct of the study.

Item Description Unit Quantity Unit Cost Total Cost

No.

1 Bond Paper Ream 4 200 800

2 Construction Ream 2 200 400
Paper
3 Epson Ink Bottle 4 300 1200

5 Glue Bottle 4 90 360

6 Duct Tape Pieces 4 95 380

7 Folder Box 1 400 400

Total ₱ 3,540.00

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Appendix 1. Completed Research Application Form

A. Research Information

Research Title:

Enhancing Reading Comprehension Through Pupil – Centered Reading

Description:

An Action Research conducted help enhance the reading comprehension of

pupils through pupil centered approach.

Research Category (Check only RESEARCH AGENDA CATEGORY

one) (Check only one main research theme)
o National O Teaching and learning
O Region o Child protection
o Schools Division o Human Resource Development
o District  Governance
 School (check up to one cross-cutting theme, if
(Check only one) applicable)
 Action Research o DRRM
o Basic Research o Gender and Development
o Inclusive Education
o Others (specify) _______________
Fund Source (e.g. BERF, SEF, Amount
Others)
P 3,540.00
Total Amount P 3,540.00

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B. Proponent Information

LEAD PROPONENT

Last Name: First Name: Middle Name:

LINONDO APRIL ROSE LABIO

Birthdate: Sex: Position/Designation:

April 9, 1985 FEMALE T–1

Region/Division/School (whichever is applicable)

Region X, Division of Bukidnon, Maramag I District, Maramag South ES

Contact number 1: Contact number 2: Email Address:

0975300504 0909367242801 aprilrose.linondo002@deped.gov.ph

Signature of Proponent:

Educational Attainment: Title of Thesis/ Related Research Project

BEED NONE

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached completed research. I certify that the

proponent has implemented a research study without compromising her office
functions.

CYNTHIA P. ABUCAYAN, PhD.

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 Public Schools District Supervisor
Date: ___________________

DECLARATION OF ANTI – PLAGIARISM

1. I, APRIL ROSE L. LINONDO, 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

and/or using some parts of their work without proper acknowledgement and

referencing.

2. I hereby attest to the originality of this research proposal and has cited

properly all the references used. I further commit that all deliverables and

the final research study emanating from this proposal shall be of original

content. We shall use appropriate citations in referencing other works from

various sources.

3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the

Department of Education.

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 Proponent: APRIL ROSE L. LINONDO
Signature: __________________________

Date: ______________________________

DECLARATION OF ABSENCE OF CONFLICT OF

INTEREST

1. I, APRIL ROSE L. LINONDO, understand that conflict of interest refers to

situations in which financial or other personal considerations may compromise

my judgement in evaluating, conducting or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may

arise from my application and submission of my research proposal. We

understand that my research may be returned to me if found out that there is a

conflict of interest during initial screening.

3. Further, in case of any form of conflict of interest (possible or actual) which

may inadvertently emerge during conduct of my research, I duly report it to the

research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education for

any conflict of interests which we have intentionally concealed.

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 Proponent: APRIL ROSE L. LINONDO

Signature: __________________________

Date: ______________________________

Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. Oxford, England: Holt, Rinehart

& Winston.

Select
Journal Article

Student characteristics, classroom processes, and student

achievement.
Dunkin, Michael J.

Journal of Educational Psychology, Vol 70(6), Dec 1978, 998-1009

http://dx.doi.org/10.1037/h0078163

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