Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
___________________________________________________________________________________________________
OFFICE OF THE SCHOOLS DIVISION SUPERINTENDENT

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

THROUG LEARNING ACTIVITY SHEET, AGRICULTURE CON ENGLISH

READING WILL NIMBLE IN ORGANIC-GARDENING
AND LANGUAGE DICISIVENESS
(LAS AERNOLD PROGRAM)

SHORT DESCRIPTION OF THE RESEARCH

It is a school innovative action to address

RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

one) (check only one main research theme)
( ) National (/) Teaching and Learning
( ) Region ( ) Child Protection
(
) Schools Division ( ) Human Resource Development
( ) District ( ) Governance
(/) School (check up to one cross-cutting theme, if
applicable)
( ) DRRM
(check only one) ( ) Gender and Development
(/) Action Research (/) Inclusive Education
( ) Basic Research
( ) Others (please specify):

FUND SOURCE AMOUNT

(The Researchers) * Php 30,000.00

TOTAL AMOUNT
*indicate also if proponent will use personal funds
 B. PROPONENT INFORMATION

LEAD PROPONENT I INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:
PALABAY ARNOLD BALTAZAR
BIRTHDATE POSITION I
(MM/DD/YYYY) SEX: DESIGNATION:
02/10/1975 M TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/ PALAWAN/CALAWIT HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09270237486 09298706441
arnold.palabay@deped.gov.ph

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH

PROJECT
(DEGREE TITLE)
enumerate from bachelor's
degree up to doctorate degree
AB POL. SCI.

M.A. ED. (30 units)

SIGNATURE OF PROPONENT:

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

CABILDO NORALYN DILLOSA
BIRTHDATE (MM/DD/YYYY) SEX: POSITION DESIGNATION:

11/03/1993 F TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/PALAWAN/CALAWIT HIGH SCHOOL
EMAIL
CONTACT NUMBER 1: CONTACT NUMBER 2: ADDRESS:
09950924340 noralyncabildo2017@m
09754553793 ail.com

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH

PROJECT (DEGREE TITLE)
enumerate from bachelor's
degree up to doctorate degree
 BSED-ENGLISH

SIGNATURE OF PROPONENT:

PROPONENT 3
LAST NAME: FIRST NAME: MIDDLE NAME:

MONTILLA CHERYL LIBARRA

BIRTHDATE
(MM/DD/YYYY) SEX: POSITION I DESIGNATION:

11/23/1985 F TEACHER I
REGION I DIVISION I SCHOOL (whichever is applicable)
MIMAROPA/PALAWAN
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09354764684 09266066849 cheryllmontilla@deped.gov.ph

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH
PROJECT (DEGREE TITLE)
enumerate from bachelor's
degree up to doctorate degree
Bachelor of Agricultural Technology

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR'S CONFORME

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

proponent/s has/have the capacity to implement a research study without
compromising his/her office functions.

` ERMA J. BALAGTAS
Name and Signature of Immediate Supervisor
Position I Designation: -------Head Teacher
III
Date: --------02/23/2021

Name and Signature of Immediate

Supervisor
Position I Designation: ------
Date: --------

DR. ARNALDO G. VENTURA

Name and Signature of Immediate
Supervisor
 Position I Designation: ------ Schools Division
Superintendent
Date: --------
ANNEX 2:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I/We, ARNOLD B. PALABAY, NORALYN D. CABILDO, and CHERYL L.

MONTILLA understand that conflict of interest refers to situations in which
financial or other personal considerations may compromise our judgement in
evaluating, conducting, or reporting research.

2. I/We hereby declare that we do not have any personal conflict of interest that
may arise from our application and submission of our research proposal. We
understand that our research proposal may be returned to us if found out
that there is conflict of interest during the initial screening as per (insert RMG
provision).

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

may inadvertently emerge during the conduct our research, we will duly
report it to the research committee for immediate action.

4. I/We understand that we may be held accountable by the Department of

Education and (insert grant mechanism) for any conflict of interest which we
have intentionally concealed.

LEAD PROPONENT 1: ARNOLD B. PALABAY

SIGNATURE: __________
DATE: 02/23/21

PROPONENT 2: NORALYN D. CABILDO

SIGNATURE: _____________
DATE: 02/23/21

PROPONENT 3: CHERYL L. MONTILLA

SIGNATURE:
_________________________
DATE: 02/23/21

6
ANNEX 3:

DECLARATION OF ANTI-PLAGIARISM

1. I/We, ARNOLD B. PALABAY, NORALYN D. CABILDO, and CHERYL L.

MONTILLA understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s of. These includes
explicitly copying the whole work of another person and/or using some parts
of their work without proper acknowledge and referencing.

2. I/We hereby attest to the originality of this research proposal and has cited
properly all the references used. We 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/We understand that violations form this declarations and commitment shall
be subject to consequences and shall be dealt with accordingly by the
Department of Education and (insert grant mechanism).

LEAD PROPONENT 1: ARNOLD B. PALABY

SIGNATURE: __________
DATE: 02/23/21

PROPONENT 2: NORALYN D. CABILDO

SIGNATURE: _____________
DATE: 02/23/21

PROPONENT 3: CHERYL L. MONTILLA

SIGNATURE:
_________________________
DATE: 02/23/21

7
 ``
Republic of the Philippines
Department of Education
Division of Palawan
Calawit High School

Through Learning Activity Sheet, Agriculture con

English Reading will Nimble in Organic-
Gardening and Language Decisiveness
(LAS AERNOLD Program)

An

ACTION RESEARCH

Proposed and Submitted by:

CHERYL L. MONTILLA

NORALYN D. CABIOLDO

ARNOLD B. PALABAY

23 February 2020

Calawit High School

Calawit Island, Buluang, Busuanga, Palawan

“Calquezian DAPAT – Pag May Disiplina at Aral, Pangarap ay Angat at

magTatagumpay”

8
 TABLE OF CONTENTS
Page

TITLE PAGE ……………………………………………………………….…. i

I. CONTEXT AND RATIONALE………………………………………….. 1
II. LITERATURE REVIEW………………………………………………… 2
Theoretical Framework………………………………………………... 5
III. ACTION RESEARCH QUESTIONS…………………………………… 6
Null Hypothesis………………………………………………………… 7
IV. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY... 7
Definition of Terms…………………………………………………….. 9
V. ACTION RESEARCH METHODS……………………………………… 10
a. Participants………………………………………………..…. 10

b. Instrument………………………………………………........ 10

c. Data Collection and Procedure………………………………. 11

d. Data Analysis and Discussion………………………………... 11

VI. ACTION RESEARCH WORK PLAN AND TIMELINES…………….. 12

VII. COST ESTIMATES……………………………………………………… 13

VIII. PLANS FOR DISSEMINATION AND UTILIZATION……………… 14

IX. REFERENCES…………………………………………………………….. 15

APPENDICES………………………………………………………………..…. 22

9
 I. CONTEXT AND RATIONALE

This action research entitled LAS AERNOLD Program (Through Learning Activity

Sheet, Agriculture con English Reading will Nimble in Organic Gardening and Language-

Decisiveness) will be implemented as innovative teaching program in handling Agriculture

9 and 10. A hands-on agricultural class performance with English reading comprehension

by the use of reading teaching material called LAS (Leaning Activity Sheet) and Review

Lesson Guide. A modular program that nurtures every agriculture student the impact of

organic gardening and at the same time develop their English conversational skill. Every

student must be given a copy of LAS and Lesson Guide, at least 1 day, prior to the actual

activity performance for advance reading. Their organic garden competency performance

must be actually implemented, monitored and evaluated that might answers their food

nutritional requirement and gain Agri-entrepreneurial ability to combat the 38%

malnutrition in the School. And learner’s low English reading speed, grammar and

comprehension or the school 2019 70% English reading frustration will have a nimble

English tongue through this innovative, practical and pragmatic home-learning

performance-based program.

From the letter of Rizal to his sister Lucia on February 12, 1896 that says: “We

cannot all be doctors; it is necessary that there would be some to cultivate the soil;” And as

what DepEd Secretary Leonor M. Briones says: “We cannot teach, we cannot share learning

to a hungry child”. For then, what particular school program that will not deprive the so-

called education for all? Amidst on this health crisis, the domino lingering effect comes the

shortage of food supply resulted to hunger and reverberates staggered Philippine education.

Does it mean that the great recession and new normal situation be answered by just

increasing agricultural endeavor and education will be given to few and qualified once? In

this trying time, how a school will contribute solutions and at the same time performed its

10
task ensuring that all students possess lifelong skills and with global communicative skill?

Will it be possible that 4 birds will be taken in 1 bullet? Targeting (1) Reading, (2)

Communication, (3) Organic Gardening, and (4) Nutrition will surely be hailed by 1 multi-

functional teaching approach, the LAS AERNOLD Program? Could it be effective if upon

learning integrated organic gardening, we also practice English reading and possess

conversational skill? How could this be done? English as the second official language for

Filipinos, engrave in Philippine Educational Curriculum and as global tongue, we need to

fix the lagging educational performance of Pinoy learners. Our participation in PISA

(Program for International Student Assessment) that shows our educational ineptitude,

hence, the IP education in Calawit High School, thru this program, will this be a

contributory remedy to our good academic ranking in the coming years of assessment?

Moreover, the impact of school garden on academic performance found that

research conducted in University of Georgia Extension: Enhance Academic Performance by

Williams, D.R. & Dixon, P.S., between 1990 to 2010 has shown an “overwhelming that

garden-based learning had a positive impact on student’s grade, knowledge, attitudes, and

behavior.” Will this be also true to us Filipinos that asserts diminutively on the relevance of

agriculture? Is malnutrition issue, problem in stunting, and hunger mitigate partial action

with this 4in1 school-base agricultural venture and academic program? Let us find out if

what will be the success and cons of this new school discipline towards the attainment of

excellence and lifelong learning amongst young learners?

II. REVIEW OF RELATED STUDIES AND LITERATURE

In article released by Ministry of Education, Guyana (2015) stated that disruptive

behavior on the classroom may be a result of a classroom with too little structure or too

much free time. Examine your classroom schedule to determine whether your students tend

11
to be disruptive during certain times. If you are teaching elementary school, fill those time

slots with activities that engage the children physically and mentally. Hands-on craft

projects, learning games, and challenging drills may help the disruptive children stay

engaged with the rest of the class.

Based on this, the proposed LAS AERNOLD Program as school discipline that need

to be institutionalized and therefore needs a motivating factor to each and every student in

Agriculture 9 and 10. Each will receive a set of garden tool (garden hoe, pick mattock,

shovel, trowel, seeding tray, sprinkler and vegetable seeds). On this matter, the existing

DepEd program, Gulayan sa Paaralan will be coordinated to local and national agencies to

augment or extends their assistance. A minimum of 20 m 2 home/school-garden park will be

assigned as individual project, and let us put into a contest with monetary prize: BEST

ORGANIC GARDEN (1st prize: Php 5,000; 2nd prize: Php 3,000; 3rd prize: Php 1,000; and

consolations to all the participants will be Php 500.00). Lobby a share on SSG, STEP fund

or a share in MOOE to mother school. Execute garden exhibit with an entrance fee of

Php10 that will be open to the public and other school for benchmarking and to showcase

their model garden. Also, a solicitation drive for advertisement by making an organic

garden brochure published by the agriculture department intitled: The Vitagarean Park

(Vital Garden is the Realization of Excellence in Academe and Nutrition) featuring garden

techniques, hacks and the advertisement of the sponsored individual supports and business

establishment’s services. This marks as culminating activity showcasing the inept

knowledge in organic agriculture and English language will turn into grand parade of

success. There are also many ways to assure funding and implementation of this organic

agriculture program wherein all LGUs, barangays and even the SK (Sanguniang Kabataan)

are mandated to spare a yearly budget on organic agriculture promotion as stipulated in R.A.

12
No. 11511: Organic Agriculture Act of 2020, amending R.A. 10068. by entering into a

memorandum of agreement for this program.

As cited by O'Ferrall, Green, Hanna (2015) in their published article Classroom

Management Strategies for Difficult Students cited that “teachers in middle level schools

face overwhelming demands and challenges in their classrooms. They are expected to know

content and pedagogy, develop engaging lessons that meet the needs of diverse learners,

and use a variety of instructional strategies that will boost student achievement.” This is

also stipulated in R.A. No. 10533 of 2013 (Sec. 2, b and Sec. 5, h) that high school

education should be broaden by a flexible curriculum to localized or indigenized based on

social contexts.

Moreover, Bushra in her article, Lee Canter`s theory of assertive discipline noted:

“A teacher needs to communicate his/her expectations and expect compliance, noticing

students who do comply and redirecting those who don`t. In assertive discipline, a teacher

has the right to teach without interference and students the right to learn without

disruption.”

“It is imperative that the behavior be modified in order to create a positive and

comfortable classroom environment where learning can ensue. By implementing a few

simple tactics with the disruptive student, you can address negative behavior and regain

control of the classroom. If a pupil finds the work to be easy, he tends to get bored.

Diversifying a lesson plan to include supplementary activities to challenge pupils that

find the work to be easy, and retain activities that support struggling learners” according to

Platt, 2014. Meanwhile, “disruptive behavior on the classroom may be a result of a

classroom with too much free time” (Lynn, 2014). This is true to those pupils who are

considered “fast” in learning the lesson. Lynn further stated that “engaging the children

mentally through challenging drills may help the disruptive children stay engaged with

13
the rest of the class.” Thus, during this pandemic, free time is theirs, or they find unusual,

boring, unguided, and disoriented with the modular mode of their study. LAS AERNOLD

Program then, will be motivating factor and a teaching-learning activity to break the

boredom and anxiety.

Marsh (2008) stress that teachers emphasize good human

relations skills to gain good relationship and interaction in their classroom. First,
general relation skills that includes friendliness, keep smiling and speaking gently
even with trouble-makers, positive attitude, trying to solve the problem not to dwell
on them, ability to listen, respecting other opinions, and ability to compliment
genuinely. Second, relation skills with students including giving regular attention,
talking to students frequently but briefly, giving reinforcement, motivating and
Marsh (2008) stress that teachers emphasize good human
relations skills to gain good relationship and interaction in their classroom. First,
general relation skills that includes friendliness, keep smiling and speaking gently
even with trouble-makers, positive attitude, trying to solve the problem not to dwell
on them, ability to listen, respecting other opinions, and ability to compliment
genuinely. Second, relation skills with students including giving regular attention,
talking to students frequently but briefly, giving reinforcement, motivating and

encouraging students, showing willingness to help, and being a model for desired
behaviors and manners. Third, relationship with parents that covers regular
communication using notes, phone calls, and letters, setting a clear verbal and
written communication, explaining a clear expectation, and focusing on students
succeed not on their failure. From these skills, it seems that he emphasizes that
communication, warmth, and supports can facilitate productive and joyful classroom
activities which can, further, lead to a positive classroom climate in which no
disruptive behavior may occur.
In Gillispie’s (2005) Action Research Project on the effects of early intervention on

the defiant behavior of students using a social skill curriculum states that: “Behaviors

improved during the intervention period however many students reverted to previous

behavior during the time without intervention.” Wille further stated that: “It is

imperative to implement effective classroom interventions to decrease such disruptive

behaviors.” In this regard, LAS AERNOLD Program will not be realized its effectiveness if

there is no teaching device which is the LAS coupled by a Reviewer: Lesson Guide and an

off-line shared-video to further enhance their understanding regarding the subject matter.

The LAS will be individualized learning material. Serves as (1) ready-made reding material

to those who have less access and needed close attention, (2) direct instructional-learning

copy for advance students or for those who wants learning by their own, (3) study guide

14
assessment tool to evaluate learning and skill performance of each individual, (4) and an

integrated-communicative-teaching program covering English and Agriculture. Thus, the

ultimate end product will be skillful in organic agriculture and English communication.

Adopt permaculture or home/school gardening to answer school 38% malnutrition and 63%

English reading frustration (as of 2019). Upon learning organic farming techniques via

LAS, this will serve as English conversational reading intervention focusing subject-verb

agreement.

Theoretical Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLES

Innovation
Using Learning Activity
Sheet (LAS) in TLE-Agri 9- Impact: Nimble in
10 Organic Gardening
for Organic-Gardening-Base- English Reading and
Lesson Integrated in English Conversation
Reading Readiness and By Pre-Test and Post-Test
Conversation Practice

Figure1. Conceptual Paradigm

Figure 1 shows the interplay between the independent and the dependent variables.

As shown, the independent variable is the Learning Activity Sheet. The dependent variables

are the results in pre-test and post-test that shows nimbleness in actual organic gardening,

and competent in English reading and conversation.

III. ACTION RESEARCH QUESTIONS

This study aims to describe the impact of 4-in-1 in-advance teacher-made LAS as

intervention on youth dying interest in Agriculture and low level of English reading and

conversation of Grade IX and X students in Calawit High School for the third quarter in

TLE-Agriculture.
15
 More specifically, this study would like to seek answer for the following questions:

1. What is the performance of grades 9-10 before the implementation of 4-in-1 in-

advance teacher-made LAS in Agriculture con English in organic gardening and

learners with difficulties in English reading and conversational?

2. What is the performance of grades 9-10 after the implementation of 4-in-1 in-

advance teacher-made LAS in Agriculture con English in organic gardening and

learners with difficulties in English reading and conversational?

3. Is there be a significant difference between the performance before and after the

implementation of 4-in-1 in-advance teacher-made LAS in Agriculture con English

in organic gardening and learners with difficulties in English reading and

conversational?

Null Hypothesis

There is no significant difference between the performance of students before and

after the implementation of 4-in-1 in-advance teacher-made LAS in Agriculture

grades 9-10.

IV. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

The use of 4-in-1 in-advance teacher-made LAS as intervention in dealing with

students with low interest in organic gardening and difficulty in English reading and

conversation in learning Agriculture con English lessons particularly on organic

permaculture and Subject-Verb agreement was anchored in grounded theory design.

(1)
In order to solve the existing problem in terms of youth dying interest in
(2) (3)
agriculture, malnutrition of students, low level of English reading comprehension, and
(4)
conversational skill, the researcher will then implement the LAS AERNOLD Program, a

4-in-1 in-advance teacher-made LAS which will be taken from the topics included in the 3 rd

quarter of TLE-Agriculture Crop Production of Grades 9-10 learners. It is indeed an

16
innovative mitigating measure to ensure continuing education even in this trying time.

Through the use of LAS and Review: Lesson Guide, even there in no face-to-face learning,

the student will be surely guided for their easy-way-learning and self-directed-learning

material.

The 4-in-1 in-advance teacher-made LAS includes Pretest and Posttest which consist

a 10-item test to be used in this study will be subject for validation by the School Head,

Master Teachers, District Head, and the Division TLE and English Coordinator. A table of

frequency will be prepared for a visual evaluation of low level of English reading

comprehension in class.

The intervention is intended for 3rd grading period, during their Agriculture

class/home-class with all the students who specialized Agriculture and with high or low

level of English reading comprehension on anecdotal records of the Grade 9-10 teachers

specifically the 2019-2020 Nutritional status and BP-PRIA English reading results. The 4-

in-1 in-advance teacher-made LAS will be prepared by the researchers to be given to all

agriculture students in grades 9 and 10. Post-test will be given after the intervention using

the same instrument used on the conduct of Pre-test.

The researcher and at the same time the proponents of this innovative Action

Research will prepare and utilized the 4-in-1 in-advance teacher-made LAS in TLE-

Agriculture class in grades 9 and 10. Keeps the record on conducted Pre-test and Post Test.

Will do the first-hand evaluation on garden output-project, actual English conversation

during the garden time, and connect with the English reading school coordinator to get the

pre- and post-reading result of the TLE-Agriculture 9 and 10 class. Assess, evaluate and

record the results of the English reading and conversation integration in TLE-Agriculture

upon mastering the competency in organic gardening. Awards the best Organic Garden,

17
Certificate of Completion in Organic Garden, and special recognition for their participation

in school English reading development program.

Definition of Terms

4-in-1 in advance A 2-page in-advance prepared learning material that should

teacher-made LAS
begiven to individual who are specializing TLE Agriculture

grades 9 and 10

AERNOLD Agriculture con English Reading, Nimble in Organic

gardening and Language-Decisiveness.

AERNOLD Program A 4-in-1 classroom program focusing: (1) Organic Gardening,

(2) Malnutrition, (3) English Reading Comprehension

Practice, and (3) English Conversational Skill.

Gulayan sa Paaralan School Vegetable Garden, a regular program of the

Department of Education to mitigate malnutrition and hunger

to learners stipulated in DO5, s 2014.

LAS Learning Activity Sheet. A question-and-answer

conversational reading learning activity sheet in TLE-

Agriculture mastering organic gardening integrating English

reading and conversation, mastering subject-verb agreement

with 1-page Lesson Guide serves as reviewer.

Nimble (Adjective) Able to learn and understand things quickly and

easily.

Vitagarean Park Vital Garden is the Realization of Excellence in Academe

and Nutrition Park. An individualized organic vegetable

garden project output utilizing at least 20m2 vacant area in the

school or at home. Also, the name of TLE-Agriculture

18
 reading brochure featuring organic gardening and

permaculture as a blueprint for their English proficiency

integrated in their TLE-Agriculture subject.

V. ACTION RESEARCH METHODS

a. Participants

Entire population of TLE-Agriculture grades 9 and 10 which is 57 (Grade 9: 33,

grade 10: 24) will be used by the researcher. These students will be separated into 2 groups,

controlled and experimented group using the simple random sampling procedure.

b. Data Gathering Methods

The researchers will ask permission to the offices concerned in the study. And upon

approval, the conduct of data gathering procedures will be pursued.

A pre-test and post-test will be administered to all the 57 respondents. After the

experimental group is exposed to the LAS AERNOLD Program; post-test will be given.

c. Data Analysis Plan

The data for this study will be gathered and it will be analyzed through the

following statistical tool: frequency counts, mean of students results in pre-test and post-

test, standard deviation and t-test. The mean and standard deviation will be used to describe

the performance of the learners in acquiring knowledge in organic gardening and English

grammar based on the results of pre and post-test. The t-test will determine if there is a

significant effect in the use of LAS AERNOLD Program to their learning performance in

organic gardening and subject-verb agreement rules.

VI. ACTION RESEARCH WORK PLAN AND TIMELINES

EXPECTED
ACTIVITY OBJECTIVE PERSON
INVOLVE DATE
OUTPUT

19
I. First Phase: Formulation of Interactive LAS for AERNOLD Program
1. Crafting of LAS To submits the prepared LAS Received,
Feb. to

Researcher
covering topics in organic for proofreading of Master reviewed LAS and
March
gardening with the inclusion Teachers in TLE and English edit whatever
2021
of English grammar. in the school or in the district. correction made
II. Second Phase: Utilization of the LAS in TLE-Agriculture Class
2. Usage of the proofread- To motivate and intensify the Adopt a school

Learners and
LAS as teaching material in eagerness of acquiring culture of learning

Teachers
teaching organic gardening knowledge in organic or school
March
integrating English for gardening as they practice discipline using
to
reading intervention. English reading and grammar. LAS in learning
April
3. Recording of LAS To record all the data culled in Impact in organic
2021

Learners and
results, assessment, and LAS and monitor the progress gardening and

Teachers
evaluation for the whole 3rd of learners in terms of actual likewise in English
grading participation and conversational
implementation skill
III. Third and Final Phase: Analysis of All Data Results and Research Publication
4. Statistical measure and To interpret the findings and Effectiveness of
Resea May
analyses to all the gathered recommend the best result learning tool for
rcher 2021
outcome of the study teaching English
5. Research Dissemination To publish and adopt the Published Action
Resea June
and Utilization action research to all English Research
rcher 2021
subjects.

VII. COST ESTIMATES

PARTICULAR AMOUNT
PRELIMENARY
1 Pre/Post Paid load for Internet Connectivity Php 2,000.00
Travel/Hire in downloading of Organic Farming & English
2
grammar video topic to area with signal 2,000.00
3 Printing of LAS 2,000.00
4 Printing of the Action Research 2,500.00
5 Purchase of HDMI connector, flash drive & other miscellaneous 1,500.00
IMPLEMENTATION PERIOD
6 Encoding & Printing of Questionnaire 1,500.00
7 Encoding & consolidation services on the action research 1,000,00
8 Transmittal, Travel and Communication 7,500.00
9 Honoraria of Statistician & other expenses 1,500.00
FINAL STAGE
1 Computer and encoding services 2,000.00
20
 0
1
Book binding
1 3,500.00
1
Submission and Travel
2 2,000,00
1
Other Petty Expenses
3 1,000.00
Php 30,000.00
Funding Request ±0
Researchers’ Equity ±30,000.00
T O T A L Php 30,000.00

VIII. PLANS FOR DISSEMINATION AND UTILIZATION

Calawit High School as the pilot for this action research will also disseminate and

prescribe to other teachers in the school who teaches English. Upon the completion, this

will be presented to the school during its next school year opening 2021-2022. Hoping for

the adoption of other teachers and go further to have most improved teaching and learning

pedagogies to emanates solutions to instructional and learning difficulties especially to

English language.

And if Busuanga District piqued its curiosity and requested to be presented, in any

ways, it’s the researcher’s gratitude. Finally, I commit to utilized and continue to improve

this intermediary action for school’s academic performance. LAS AERNOLD Program

may remarkable in response to New Normal due to COVID-19, achieve global learning

excellence, and 21st century- education-ready for competition.

IX. REFERENCES:

1. https:///extension.uga.edu

21
2.https://www.researchgate.net/publication/322711531_MANAGING_DISRUPTIVE_BEHAVIOR_OF_STU
DENTS_IN_LANGUAGE_CLASSROOM / Feb. 20, 2019
3. http://theconversation.com/how-teachers-are-taught-to-discipline-a-classroom-might-not-be-the-best-way-
34860/ February 21, 2019
4.https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/129/Classroom
-Management-Strategies-for-Difficult-Students.aspx/ Feb. 20, 2019
5. https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1561-strategies-for-controlling-
disruptive-behavior-in-the-classroom/ Feb. 21, 2019
6. https://educationtothecore.com/2015/11/strategies-for-disruptive-behavior/ Feb. 21, 2019
7. https://www.tutorhunt.com/resource/3200/ February 21, 2019
8. https://www.deped.gov.ph/2014/02/07/do-5-s-2014 implementing-guidelines-on-the-integration-of-
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12. https://englishgrammarhere.com/tenses/past-simple-tense-using-and-examples/
13. https://englishgrammarsoft.com/rules-of-subject-verb-agreement-with-examples/
14. https://www.youtube.com/watch?v=wrZSYaDI_7Q&t=65s&pbjreload=101 Creating Your Own
Complete Organic Fertilizer | Nitrogen-Phosphorus-Potassium | Super Easy! July 20, 2020
15. https://www.youtube.com/watch?v=f9liowFuUvg&pbjreload=101 Paano Gamitin Ang Balat Ng Saging
Sa Halaman I How To Use Banana Peel In Our Garden, February 19, 2020.
16. https://www.youtube.com/watch?v=2lZE2rI65m4 How to prepare Mustard Cake Organic Fertilizer, June
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17. https://www.youtube.com/watch?v=dPZDLELc-1k The best and effective organic fertilizer/vermicompost
or worm waste, March 17, 2020.
18. https://www.youtube.com/watch?v=9witXco_hVw&t=500s&pbjreload=101 How to make insecticide,
pesticide, fungicide, antibiotics Miracle All in One Solution, July 15, 2018.
19. https://www.youtube.com/watch?v=4MMsdNnfLIE PAANO GUMAWA NG EPEKTIBONG
PESTICIDE/INSECTICIDE GAMIT ANG VINEGAR LABAN SA ANTS/APHIDS/MILEBUG etc.,
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sxsrf=ALeKk02Z75cTsvEccAegtFeiuazM3sEFcw:1612914359680&source=univ&tbm=isc
h&q=picture+of+aphids&sa=X&ved=2ahUKEwiTmdib_t3uAhWMIqYKHcBICfAQ7Al6B
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22
25571749&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjm44L-
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q=plant+pinching&sxsrf=ALeKk01c_EIVaOYQV60CyTaXCh2Mgzg:1613040839375&so
urce=lnms&tbm=isch&sa=X&ved=2ahUKEwiewfSx1eHuAhUyL6YKHVixADMQ_AUo
AXoECA8QAw&biw=1366&bih=625#imgrc=ku3fKK4WNN7WDM, Plant Pinching.
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q=thining+plant&tbm=isch&ved=2ahUKEwix9dK74uHuAhXiJaYKHfHzAywQ2cCegQIA
BAA&oq=thining+plant&gs_lcp=CgNpbWcQAzIGCAAQChAYOgQIIxAnUKLZAliL8AJ
gy_gCaABwAHgAgAHJAYgBhQOSAQUwLjEuMZgBAKABAaoBC2d3cy13aXotaW1n
wAEB&sclient=img&ei=fRolYPHCGLLmAXx54_gAg&bih=625&biw=1366, Thinning in
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26. https://www.youtube.com/watch?v=tKtuTEHBSXM, How to Set Up Drip Irrigation for
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27. https://www.youtube.com/watch?v=jl8pxRMxPRA, Plastic VS Shade Net Greenhouse:
Which One is the Best (Advantage and Disadvantage), September 11, 2020.
28.https://www.google.com/search?
q=vertical+gardening&tbm=isch&ved=2ahUKEwjlrs3G4OPuAhUQA6YKHR_IAogQ2cCe
gQIABAA&oq=vertical+gardening&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAA
yAggAMgIIADICCAAyAggAMgIIADICCAA6BwgAELEDEEM6CggAELEDEIMBEEM
6BAgAEEM6CAgAELEDEIMBOgUIABCxAzoGCAAQBxAeULTJClir6gpgyPYKaABw
AHgAgAG0A4gB8iGSAQowLjEuMTIuMi4xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE
&sclient=img&ei=6yQmYKWNApCGmAWfkIvACA#imgrc=Zs2TTJWQtwTWFM
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30.https://www.google.com/search?
q=permaculture&sxsrf=ALeKk00HB3feh4AfasOxgYCIGKn54HyyqQ:1613122625963&so

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urce=lnms&tbm=isch&sa=X&ved=2ahUKEwiHxuWIhuTuAhW4yYsBHbI_BekQ_AUoA
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(FAA), May 29, 2020.
33. https://www.youtube.com/watch?v=PrQRUmf6cIg, Paano gumawa ng Carbonized Rice
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34. https://www.youtube.com/watch?v=OuBIaYIp49A, Ano ang kahalagahan ng Agrimin
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33489&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiE2K3Kvu3uAhVQPnAKHUC0A
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42. https://www.officialgazette.gov.ph/2010/04/06/republic-act-no-10068/, RA 10068 –
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45. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/, RA 10533.
46. https://ebn.bmj.com/content/19/2/34, Grounded Theory,

Calawit High School

Calawit Island, Buluang, Busuanga, Palawan

“Calquezian DAPAT – Pag May Disiplina at Aral, Pangarap ay Angat at

agTatagumpay”

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