Department of Education: Dreamland Elementary School Purok 8, Barangay Talon, Gingoog City

Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF GINGOOG CITY
Dreamland Elementary School

Purok 8, Barangay Talon, Gingoog City
ENRICHING LEARNERS’ PARTICIPATION IN THE TEACHING-LEARNING
PROCESS THROUGH CONTEXTUALIZED AND LEARNING ABILITY-
BASED RESOURCES (CLAR)
A Completed Action Research
ROLIEL E. BABIERA
Teacher 1
June 2021
REGION X
I. PROBLEM DESCRIPTION:
Active participation of the learners in the learning process is
very important in achieving learners’ development. Their engagement
in the learning process will foster ways for the learners to address
their learning needs by allowing themselves to undergo various
learning opportunities that could enhance their developmental needs.
Moreover, part of the enriching their participation is giving them
contextualized and learning ability-based resources that would boost
their interest as well as improve and transition them from one
competency to another. Without the active participation of learners,
addressing the developmental needs would be compromised and will
lead to emergence of passive learners.
As a learning institution, learning and development continuum
of the learners is at topmost priority. Any action and plan relevant in
addressing the various needs and concerns that will benefit the
learners should be realized and implemented. In spite of the new
learning modality adopted by the learners, providing a more strategic
and needs-based developmental processes are encouraged to continue
and mobilized the learning practices.
In grade 5 and 6 section Darna, various challenges concerning
on accomplishing the Self-learning modules (SLMa) have become very

REGION X
eminent. Numerous learners and household members have been
complaining with the volume of activities and difficult activities to be
undertaken in the modules. Every retrieval, 50% of the learners were
submitting their SLMs are left undone and past overdue due.
Moreover, during weekly assessments and enrichment activities,
learning acquisition is notably low for numerous learners because the
process of teaching-learning has become challenging which also led
them to have low grades in a grading period. With this situation,
learners’ participation in the teaching-learning process is
compromised. This factor affects greatly in their learning development
and their interest to learn.
II. OBJECTIVE:
To improve the learners’ participation in teaching-learning process of
15 students from 50% to at least 80% for the next quarters.
III. PROPOSED INTERVENTION:
To address the pressing challenges in the learners’
participation in the teaching-learning process, Contextualized and
Learning Ability-based Resources (CLAR) will be adopted. CLAR is a
portfolio or set of activities that are based on the competencies of
MELCs created per quarter. These activities are varied,

REGION X
contextualized, and simplified or enhanced base on the learning
ability of the learners. Learning ability are their level of learning
acquisition.
CLAR could be from the SLMs, other learning resources, and
modified learning activities that are suited to the learners. This is
anchored to the innovative strategy called “DARNA Strategic Goals”
which will be adopted to provide clear and strategic framework to
learners in the series of activities and task they need to accomplish
per quarter. CLAR will also have a monitoring plan to secure the
participation rate of the learners. To identify the learning ability of the
learners, the teacher will conduct pre-test, conference with the
previous adviser, continuous gathering of information and observation
base on the previous and current performance of the learners.
CLAR does not aim to set aside the use of SLMs as general
resources, but it will serve as both complementary and
supplementary resources that will support the teaching-learning
process of the learners. Through CLAR, the teacher and the school
are hoping to increase the participation of the learners in the
teaching-learning process.
REGION X
IV. RESEARCH QUESTIONS:
1. What is the performance of the learners before the implementation of
CLAR?
2. What is the performance of the learners after the implementation of
CLAR?
3. Is the intervention effective?
V. INTERVENTION TIMELINES:
Person
Activity Resource Budget Timeline
Involved
 Learner’
Performanc School
Gathering of
e Data current Adviser June 2021
learners’ data
 Bond paper Supply
 Ink
Conceptualization
School
of the CLAR • Bond paper
current Adviser July 2021
proposed learning • Ink
Supply
activities
Adviser
Consultation with School
100 pesos August
the School head • Snacks Head
(Personal) 2021
and co-teachers Co-
teachers
Orientation of the Adviser
500 pesos August
Parents with the • Snacks Parents
(Personal 2021
learners Learners
• Bond paper
• Ink School
Conducting Pre- Adviser September
• Pre- current
Assessment Students 2021
assessment Supply
forms
REGION X
Gradual • Bond paper School September

Reproduction of • Ink current Adviser 2021-
CLAR activities Supply onwards
Gradual
School October
distribution and • CLAR
current Students 2021-
completion of activities
Supply onwards
CLAR activities
Observation and
gathering of October
• Monitoring School
Research Data for Adviser 2021-
st tool current
the 1 phase (Q1) Students January
Supply
and 2nd phase 2022
(Q2)
School
Adviser
Mid-year review current
School February
of the • CLAR Data Supply
Head 2022 (Fist
intervention- • Snacks
Co- Week)
CLAR 100 pesos
Teachers
(Snacks)
Observation and
gathering of
• Monitoring School
Research Data for Adviser February-
tool current
the 3rd phase (Q3) Students May 2022
th • Supply
and 4 phase
(Q4)
• Bond paper
• Ink School
Conducting Post- Adviser
• Post- current May 2022
Assessment Students
assessment Supply
forms
Finalization and • Bond paper School
Submission of • Ink current Adviser May 2022
Action Research • CLAR Data Supply
VI. DISCUSSION OF RESULTS
In the adoption of Contextualized and Learning Ability-based
Resources (CLAR), students were given sets of activities based on their
learning needs and from the result of thorough screening of SLMs

REGION X
completions. The given activities are the areas to enrich and points to
improve.
After gauging the learners with the use of the CLAR activities, it
was noticeable that the participatory rate of completing the activities
significantly increased. Based from the tabulated result, Grade 5 had
significantly increased from 75%-86% of participatory rate while the
Grade 6 is from 74%-83% of participatory rate. The result is based
from the rate of completion and submission on given timeframe, and
also connected to their performance within the quarter. Some of the
highlighted reasons for these positive yields were because of the
simplified and contextualized nature of the activities, and that they
are engage with the prepared activities.
VII. REFLECTION AND PLANS
Contextualized and Learning Ability-based Resources (CLAR)
intervention has positively helped the learners to enrich their

REGION X
participation in the teaching-learning process. Gauging the learners’
learning has become better because they are immersed and willingly
doing the activities. Furthermore, CLAR has added in the mobilization
of learning amidst the present situation.
Moreover, this study needs to continue its milestone of
observation to see the sustainability of the intervention. The activities
used in CLAR may be submitted to learning resources screening team,
may it be in school or division, to find out its effectivity and efficacy in
the teaching-learning process.
VIII. REFERENCES
https://learnideal.com/enriched-learning-experiences/
https://eduvoice.in/covid-19-the-emergence-of-new-innovations-in-
teaching-methods/
https://www.semanticscholar.org/paper/Enriching-Learning-
Experience-through-Class-A-Majid-Yeow/
d7421b08013370242209e21b131ccdf524c62ef4

Department of Education: Dreamland Elementary School Purok 8, Barangay Talon, Gingoog City

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Department of Education: Dreamland Elementary School Purok 8, Barangay Talon, Gingoog City

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Dreamland Elementary School

ENRICHING LEARNERS’ PARTICIPATION IN THE TEACHING-LEARNING

PROCESS THROUGH CONTEXTUALIZED AND LEARNING ABILITY-

BASED RESOURCES (CLAR)

A Completed Action Research

Active participation of the learners in the learning process is

very important in achieving learners’ development. Their engagement

their learning needs by allowing themselves to undergo various

learning opportunities that could enhance their developmental needs.

Moreover, part of the enriching their participation is giving them

contextualized and learning ability-based resources that would boost

their interest as well as improve and transition them from one

competency to another. Without the active participation of learners,

addressing the developmental needs would be compromised and will

lead to emergence of passive learners.

As a learning institution, learning and development continuum

of the learners is at topmost priority. Any action and plan relevant in

learners should be realized and implemented. In spite of the new

learning modality adopted by the learners, providing a more strategic

and needs-based developmental processes are encouraged to continue

and mobilized the learning practices.

In grade 5 and 6 section Darna, various challenges concerning

on accomplishing the Self-learning modules (SLMa) have become very

complaining with the volume of activities and difficult activities to be

undertaken in the modules. Every retrieval, 50% of the learners were

Moreover, during weekly assessments and enrichment activities,

learning acquisition is notably low for numerous learners because the

process of teaching-learning has become challenging which also led

them to have low grades in a grading period. With this situation,

learners’ participation in the teaching-learning process is

compromised. This factor affects greatly in their learning development

and their interest to learn.

To improve the learners’ participation in teaching-learning process of

15 students from 50% to at least 80% for the next quarters.

III. PROPOSED INTERVENTION:

To address the pressing challenges in the learners’

participation in the teaching-learning process, Contextualized and

Learning Ability-based Resources (CLAR) will be adopted. CLAR is a

portfolio or set of activities that are based on the competencies of

MELCs created per quarter. These activities are varied,

ability of the learners. Learning ability are their level of learning

CLAR could be from the SLMs, other learning resources, and

modified learning activities that are suited to the learners. This is

anchored to the innovative strategy called “DARNA Strategic Goals”

which will be adopted to provide clear and strategic framework to

learners in the series of activities and task they need to accomplish

participation rate of the learners. To identify the learning ability of the

learners, the teacher will conduct pre-test, conference with the

previous adviser, continuous gathering of information and observation

base on the previous and current performance of the learners.

resources, but it will serve as both complementary and

supplementary resources that will support the teaching-learning

are hoping to increase the participation of the learners in the

IV. RESEARCH QUESTIONS:

1. What is the performance of the learners before the implementation of

2. What is the performance of the learners after the implementation of

3. Is the intervention effective?

Gradual • Bond paper School September

VI. DISCUSSION OF RESULTS

In the adoption of Contextualized and Learning Ability-based

Resources (CLAR), students were given sets of activities based on their