Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE URDANETA CITY
CATABLAN INTEGRATED SCHOOL
Urdaneta City Pangasinan
______________________________________________________________________
ACTION RESEARCH PROPOSAL
ENHANCING ACTIVE LEARNING PERFORMANCE OF GRADE 10-ONYX STUDENTS IN
UNDERSTANDING SCIENCE CONCEPTS THROUGH CONDUCTING
SCIENCE INVESTIGATORY PROJECT (SIP)
DEBORAH D. LUCERO
Teacher II
I. Context and Rationale
Active learning is based on a theory called constructivism. Constructivism
emphasises the fact that learners construct or build their own understanding.
Constructivists argue that learning is a process of making meaning. Learners develop
their existing knowledge and understanding in order to achieve deeper levels of
understanding. This means that learners are more able to analyse, evaluate, and
synthesise ideas (thus achieving the higher order skills of Bloom’s Taxonomy).
(Winthrop, 2016).
Active learning is an approach that allows students to take responsibility for
their own learning. It may use a variety of methods to create different contexts in which
students interact with subject matter. The common goal is the provision of
opportunities for learners to integrate new information, concepts or skills into their own
mental schema through rephrasing, rehearsing and practice. Activities can include
collaborative group work, investigation with materials inside or outside the classroom,
and peer teaching, as well as self-guided instruction, lecture and individual seatwork.
Most important, to be actively involved, students must engage in such higher-order
thinking tasks as analysis, synthesis and evaluation (Chesterfield, 2009).
In Philippines, a classroom setup is equipped with facility designed for mobility
and connectivity collaborative teaching and learning with education and information
and communication technologies to support student-centered active learning. In the
21st century classroom, teachers are facilitators of student learning and creators of
productive learning environments, in which students can develop the skills they need
at present and the future. Teachers alongside students will also be equipped with
necessary skills to meet the challenges of a more engaging and effective modern
teaching (DOST, 2018).
In Catablan Integrated School, expectations that provide quality standard in
science education is one of the vital concerns. This includes the development of
scientific investigations which enable students to understand the nature of science
rather than experiences that require them to memorize facts without ever being
exposed in the way they do investigations of their own. During their previous years,
their knowledge on varying backgrounds and experiences were strongly built. And for
them to enthusiastically implement a significant science knowledge, students should
extensively be encouraged to enhance active learning by means of investigation
particularly doing science investigatory project (SIP). At present, there is really a need
for a new generation of students who are equipped for modern scientific research in
order to keep them grow. With the help of doing SIP, it will be able to fill the gap by
determining the interest and process skills of the students. Enhancing their quality
learning through SIP will allow them to be equipped with research skills which will help
them develop more their curiosity, their understanding of scientific concepts and
principles, as well as enhancing their quality of learning.
II. Action Research Questions
This action research will aim to determine the effectiveness of conducting Science
Investigatory Project (SIP) in enhancing the level of active learning performance of
Grade 10-Onyx students of Catablan Integrated School in understanding science
concepts.
Specifically, it sought to answer the following questions:
1. What is the level of active learning performance of Grade 10-Onyx students in
understanding science concepts before conducting SIP?
2. What is the level of active learning performance of Grade 10-Onyx students in
understanding science concepts after conducting SIP?
3. Is there a significant difference in the level of active learning performance of
Grade 10-Onyx students before and after conducting SI?
III. Proposed Innovation /Intervention/Strategy
Based on the above mentioned concerns, it was coined that Grade 10-Onyx
students’ level of active learning in understanding science concepts will enhance
by conducting SIP. At young age, having a skill on research will not only be useful
in school setting but, in their everyday lives.
Science Investigatory Project (SIP) is an educational activity for students. It
involves experiments or construction of models. SIP provides a framework for
students to conduct original investigations on compelling questions of interest,
collaborate with other students and share their investigation results through public
presentation and publication (Cuartero, 2016). Through Science Investigatory
Projects, students develop their scientific investigation and acquire knowledge of
the different scientific concepts, theories, principles and laws of nature. They use
their higher-order process or thinking skills in conducting research (Retrieved from:
https://masmeronproductions.wordpress.com).
Conducting science investigatory project provides another context for learning
science; students have an opportunity to go beyond the planned science
curriculum to pursue individual interests and talents, and to examine practical
problems with hands-on activities that link science with other facets of the
curriculum. It further provides students with opportunities to reflect and make sense
of their total educational experience (Poisson, 2000). The purpose of learning
science is not only to learn contents of science but also to have a good attitudes
toward science, such as having interest or aesthetic appreciation of science.
Therefore, there is a need about how to bring good attitudes toward science in
school, as well as how to create students’ interest in a classroom. According to
Weld and Funk 2005, doing an investigatory project in Science develops a long-
lasting interests towards the subject matter command, curriculum development
competence, and pedagogical skills (Cuartero, 2016).
Science investigatory project emphasizes the use of the scientific method in
performing investigation by experimentation (inquiry-based learning) to develop
critical thinking and science process skills of the student. This scientific method
allows scientists to collect and analyse data in a strategic and unified manner and
this is the same method that students use to design and execute their project
where they use the same steps as those of professional researchers to gather new
information. The different science process skills can be integrated in the conduct of
science investigatory project (Kazeni, 2005).
In order to provide students a chance to experience the method of conducting
an investigation by means of the scientific method, science investigatory project
makes them gain a significant understanding of the nature of attaining answers to
problems or responses to queries in a logical and precise methods.
IV. The Action Research Methods
a. Participants of the Study
The participants of the study will be the 16 male and 12 female, for a
total of 28 students of Grade 10-Onyx of Catablan Integrated School, Catablan
Urdaneta City, Pangasinan during the S.Y. 2019-2020.
b. Data Gathering Method
This action research will use the quasi-experimental design using
researcher-made test as the primary tool which contained pre-test and post-
test. The chosen participants were identified as the most active and competent
section in making of science investigatory project in Catablan Integrated
School.
The result of the Second Quarter Examination for the School Year 2019-
2020 of Grade 10-Onyx students will be used and served as a basis of
comparison to their level of active learning performance in understanding
science concepts. The validated researcher-made test will be given to the
participants before the experiment. Then, after the pre-test, SIP will be
introduced to the participants. The post-test will be given after conducting SIP.
And finally, the students’ score before and after conducting SIP will compare
the difference, and the results will be further analysed by means of the suitable
statistical tools.
c. Data Analysis Plan
The following statistical tools will be used to answer the specific questions of
the study.
1. To answer problem number 1, frequency count will be used.
2. To answer problem number 2, frequency count will be used.
3. To determine the significant difference in the level of active learning
performance of Grade 10-Onyx students before and after conducting SIP,
paired T-test will be used.
V. Action Research Work-Plan and Template
Activities Schedule
1. Administering of pre-test November 4, 2019
2. Analysing of pre-test result November 5-6, 2019
3. Preparing for the materials needed November 11-15, 2019
November 18, 2019-
4. Conducting Science Investigatory Project (SIP)
February, 2020
5. Conducting post-test March 2, 2020
6. Gathering of Data March 3, 2020
7. Analysing of Data March 4, 2020
8. Interpreting of Data March 5, 2020
Submission of the Action Research to the Division
March 6, 2020
Office
9. Revision and editing March 9-12, 2020
10. Final Submission March 13, 2020
11. Dissemination of findings March 16, 2020
VI. Cost Estimates
Materials Amount
Bond Paper Php. 1,000.00
Printer Ink Php. 2,000.00
SIP Materials (x6 groups) Php. 4,000.00
Test materials production Php. 1,500.00
Food Expenses Php. 5,000.00
Communication-related
Php. 5,000.00
Expenses
Travel Expenses Php. 5,000.00
Tarpaulin and Layout Expenses Php. 5,000.00
Binding Expenses Php. 1,500.00
Total Php. 30,000.00
VII. Plans for Dissemination and Advocacy
The result of the study will serve as a baseline information for future
researchers on conducting Science Investigatory Project (SIP) and how to
implement it by the teachers using different policies and procedures. In that way, it
should be disseminated through LAC sessions, and INSET in school. Then,
eventually through INSET in all schools in Cluster 5 in SDO Urdaneta City towards
a wider perspective on future research.
VIII. References
Winthrop, Rebecca. 2016. “Accelerating progress in education with hands-on,
minds-on learning”. brooking.edu, Education Plus Development
Chesterfield, Ray. 2009. Active Learning and Girls Participation in Multigrade
Schools: The Philippine Case. “Human Rights Education in Asia Schools”. 1998
2018 Hurights Osaka.
Department of Science and Technology (DOST). 2018. Information and
Communications Technology. “Effectiveness of 21 st Century Learning Environment
Model as a Support System to Teaching and Learning of Science and Mathematics
(21STCLEM)
Cuartero, Odinah. 2016. “Impact of Doing Science Investigatory Project (SIP) on
the Interest and Process Skills of Elementary Syudents”. International Journal of
Multidisciplinary Academic Research. Vol. 4. No.5. 2016.
Parts of Science Investigatory Project.
https://masmeronproductions.wordpress.com. 2012/07/18/parts-of-the-science-
investigatory-project-report/.
Kazeni, M.M. 2005. “Development of Validation of a Test of Integrated Science
Process Skills for the Further Education and Training Learners”.
