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Title Page
ARALING PANLIPUNAN
II. APPROVAL SHEET
III. Table of Contents
Title Page
Approval Sheet
Parts
A. Situation
B. The Problem
C. Plan of Action
D. Action/Implementation
Reflection
Bibliography
Appendices
Curriculum Vitae
IV.
A. THE SITUATION
resources (e-resources) through the use of Web Hunting. It is for a fact that
teaching. And who would not want the use of technology to be employed in
the classroom?
Filipino learners has rapidly increased. These learners are full of hopes and
dreams to learn. There may be some variables that may hamper the learning
process however this should not block the goal of the teacher to bring the
teaching process. As the last few decades have affirmed the role of internet,
and developments at a rapid race, education should not be left in using the
learners to take challenges in their academic life. One of the most powerful
through it, lessons capture teachable moments as the teacher sees students’
eyes light up with excitement, as the web expands the moment with pictures,
facts, human stories that somehow makes learning comes alive (Becker,
2009).
access information in learning more about the given topic. However, finding
interests. It was disclosed by Reinhart and Schneider (2001) that the use of
all because in any technological strategy that is used for learning, the
designed system should add values to the learning process and support
learners to achieve better outcomes, (Biggs, 2003). This concept was then
supported by Christie and Ferdos (2004), stating that beneficial ICT strategy
and students’ thinking and develop the latters’ eagerness to learn more about
the subject. In this sense, Web Hunting can be used fruitfully especially
nowadays that K to 12 Program is in its full swing. Other benefit of this
content giving them enough time to explain difficult concept. It is with this
concept that the teacher-researcher believes that the use of WEB HUNTING
nurtures students in learning more about the different lessons in the Araling
technologies like using the web. It means that student are more active and
engaging in their class discussion. They don’t only see but they hear it as
Learners regard the Araling Panlipunan subject as just one of the subjects so
they think of it as easy and not interesting. The subject then becomes
secondary among their priorities. Aside from these, learners tend to
prioritize other subjects. Hence, the use of Web Hunting is highly suggested
avenues from which essential information and data can be sourced out to
help them enhance their skills and competencies maximally. And this is
the students how to search the Internet and how to use the resources and
information available in the Internet (Kirscner & Woperie 2010). This aims
meaningful experience for both the teacher and the learner because websites
going to libraries, learners search using Google and other Search Engines
instruction can be easily incorporated into the daily activities of the learning
strategy as students use their time to navigate the teacher-selected sites for
the information on a particular subject matter. This diminishes the need for
irrelevant. Imagine that a single book can be used only by one student at a
Hunting serves as a teaching strategy which aids the teacher to beat the
monotonous use of textbooks. It gives the teacher the joy of selecting a topic
from the curriculum and then search for appropriate websites or web related
resources that can range from pure text based online resource to online video
Araling Panlipunan classes would be when teachers will learn to adopt Web
Hunting. This will elicit thinking from the learners on different levels.
learning. Through this, they find different learning resources on the web;
they become participants in their quest for knowledge. Hence, in the near
but skilled navigators who lead young minds to discover and understand,
because learning is about reinventing the wheel, for which all learners in
From this context, the researcher takes the challenge and is more than
willing to take the risk in leading an action to find out the most effective way
to come up with a better if not the best strategy in teaching the Araling
Panlipunan subject. The use of Web Hunting is the absolute answer. The
They should try something new and different, something that captivates
students’ attention and interest and that is using Web Hunting. Come to
think of this, traditional teaching allows the teacher spends time on writing
the vital points and important information on the chalkboard. While with the
use of Web Hunting, the class becomes more attentive, more active and the
teacher just uses the button and keyboard to show significant content in a
few seconds. Moreover with the same courseware, the teacher does not need
to write some notes several times in different classes, hence saving time and
energy.
With the above literature, the researcher asserts her full responsibility
to answer the needs of the learners. She has to bridge the gap and answer on
the call of the 21st Century learning so then; it is her goal to use Web
around the world. By using the web, they will discover more about their
periodical test. This only manifest that learners do not possess sufficient
It is along this premise that the researcher conducts this study which
pretest?
test?
before and after the experiment as revealed by the pretest and pot-
test?
6. Is there a significant difference in the performance of grade 8 students
post-test?
C. PLAN OF ACTION
c.1. Objectives
High School during the school year 2015-2016 wherein the two sections are
being used in the study. The grade 8- Earth assigned in Web Hunting
The test which employed as a pretest and a post-test was content validated
After the content validity of the test has been established, it was tried-out to
a group of thirty (30) Grade 8 students who were not respondents of the
study.
The results on the item analysis were described using a 4-point Likert scale
as shown:
Percentage of Correct Response Descriptive Equivalent
deviation were used. This determined the performance of the two groups
3. t-test for correlated and non – correlated means. This were used to
not there is a significant difference between the means of their scores for
the administered pretest and post-test for the two groups after being
D. ACTION IMPLEMENTATION
the Two Group Pretest – Post-test design in which the Experimental group
received the Web Hunting Strategy (WHS) while the Control Group the
Conventional Strategy (CS). Comparisons were made before and after the
intervention.
The researcher used the item analysis for the third periodical test
result School Year 2014 - 2015 to identify the least mastered competencies.
administered before and after the try-out of the Web Hunting Strategy
(WHS).
Before the conduct of this study, the researcher sought the permission
of all DepEd officials as she observed the proper protocol on this matter.
( control and experimental group) last November 3, 2015. After getting their
scores in the pretest the means and standard deviation were computed. The
taught using web. The said experiment was conducted in the morning and
the post-test to both groups last January 23, 2016. After which, the post-test
results were tabulated and computed for the mean and standard deviation.
After that, the teacher will give all the questions to be answered
by the students.
the questions.
The teacher will see to it if the students are doing their task to
avoid misleading.
group, where the discussions are in a traditional chalk and board student
learning, and there is no need to use the Web Hunting for them.
After the experiment which was conducted during the third grading
post-test to both groups of students. It shall be noted this said test was also
The results on the item analysis were described using a 4-point Likert scale
as shown:
deviation were used. This determined the performance of the two groups
3. t-test for correlated and non – correlated means. This were used to
not there is a significant difference between the means of their scores for
the administered pretest and post-test for the two groups after being
the two groups in the pretest, t-test for independent samples was used.
The same t-test will be used to compare the performance of the two
of each of the two groups after the experiment as revealed by its pretest
and the post test, t-test for correlated means was used.
d.5 Findings
Least Mastered Competencies OF GRADE 8 STUDENTS IN
ARALING PANLIPUNAN
for the third grading period in order to identify the least mastered
Table 1
Least Mastered Competencies of GRADE 8 Students in Araling
Panlipunan
(2014-2015)
THIRD GRADING PERIOD PCR DE
Ang Pag-usbong ng Makabagong Daigdig: Ang
Transpormasyon Tungo sa Pagbuo ng Pandaigdigang
Kamalayan
1. Nasusuri ang katangian ng bourgeoisie. 68.75% NM
2. Natutukoy kung ano ang sa pinanahanan ng 83.75% M
mamamayan.
3. Nakikilala kung sino ang nagtakda ng kaayusang 51.25% NM
banal.
4. Natutukoy kung alin ang sumailalim sa tunggalian ng 63.75% NM
interes ng simbahan at pamahalaan.
5. Nakikilala ang tawag sa dalawang tungkulin ng 56.25% NM
Obispo.
6. Nasusuri ang kahulugan ng renaissance. 80% M
7. Nasusuri kung bakit sumibol sa Italy ang renaissance. 55% NM
8. Natutukoy kung alin ang nagmula sa salitang Italian. 66.25% NM
9. Nakikilala ang Ama ng Humanismo. 58.75% NM
10.Nakikilala kung sino ang nagsulat ng Romeo at Juliet. 75% M
11.Nakikilala kung sino ang naglahad ng teoryang 46.25% LM
Heliocentric.
12.Nakikilala kung ang magaling sa larangan ng 42.50% LM
pagpipinta.
13.Nakikilalakung sino ang Ama ng Protestanteng 71.25% NM
Paghihimagsik.
14.Natutukoy kung ano ang tawag sa pagbili ng 36.25% LM
kapatawaran at kaligtasan ng tao.
15.Nasusuri kung alin ang tamang pagkakasunod-sunod 60% NM
ng mga pangyayari sa simbahang Katoliko.
16.Nasusuri kung bakit itinuring na batik ng simbahan 66.25% NM
ang Inquisition.
17.Nakikilala kung sino ang nanguna sa pagtuklas ng 62.50% NM
mga lupain.
18.Nakikilala kung sino ang sumasalungat sa 41.25% LM
mamamayang Katoliko at imperyong Romano.
19.Nasusuri kung alin ang binago ni Pope Gregory VII sa 47.50% LM
simbahang Katoliko.
20.Natutukoy kungb alin ang may malaking demand sa 55% NM
Europeo.
21.Nakikilala kung sino ang nakatuklas ng America. 66.25% NM
22.Nasusuri ang kontribusyon ng sistemang 53.75% NM
merkantilismo.
23.Nasusuri kung alin ang nagpapakita ng nasyonalismo. 32.50% LM
24.Natutukoy kung kalian isinulat ang Leviathan. 82.50% M
25.Natutukoy ang tatlong sangay ng pamahalaan. 37.50% LM
26.Nakikilala kung aling bansa ang nagpasimula ng 48.75% LM
rebolusyong Industriyal.
27.Natutukoy kung ano ang ibig sabihin ng White Man’s 42.50% LM
Burden.
28.Natutukoy kung ano ang tawag sa imperyo ng India. 76.25% M
29.Natutukoy kung ano ang tawag sa mabilisang 38.75% LM
pagbabago ng isang institusyon o lipunan.
30.Nakikilala ang aklata ni Baron Montesquieu. 63.75% NM
31.Natutukoy kung ano ang tawag sa saligan ng batas ng 68.75% NM
France.
32.Nakikilala ang mga philosophes. 47.50% LM
33.Nasusuri ang mahalagang prinsipyo ng nasyon estado. 30% LM
34.Natutukoy kung kalian nagpadala ng malaking tropa 53.75% NM
ang Great Britain sa Atlantiko.
35.Nakikilala kung sino ang may kaisipang blankslate. 43.75% LM
36.Natutukoy ang unang estates sa France. 85% M
37.Natutukoy ang tatlong kulay ng badges ng France. 77.50% M
38.Natutukoy kung kalian natalo si Napoleon Bonaparte. 42.50% LM
39.Natutukoy kung ilang bilang ang ipinadala ni 66.25% NM
Napoleon Bonaparte sa Battle of Borodeno.
40.Natutukoy kung saan ipinatapon si Napoleon 42.50% LM
Bonaparte.
41.Nakikilala kung ano ang tawag sa taong ipinanganak 42.50% LM
sa bagong daigdig.
42.Nakikilala kung sino ang tinaguriang liberator. 36.25% LM
43.Nakikilala kung sino ang may akda ng Praise of Folly. 41.25% LM
44.Nakikilala kung aling bansa ang nagpasimula ng 55% NM
panggagalugad.
45.Nakikilala kung sino ang may-akda ng Ninety-Five 71.25% NM
theses.
46.Natutukoy kunga ano ang tawag sa pagpapalit ng 31.25% LM
gawaing manwal sa kabukiran ng bagong makinarya.
47.Nahihunuha kung ano ang nais ipahiwatig ng pahayag. 47.50% LM
48.Nasusuri kung ano ang nais ipahiwatig ng “The end 30% LM
justifies the means”.
49.Nasusuri kung ano ang nais ipahiwatig ng paniniwala 52.50% NM
ni Thomas Hobbes.
50.Nasusuri kung ano ang naging epekto ng Rebolusyong 63.75% NM
Industriyal.
Legend:
M – 75% and above
NM – 50% - 74%
LM – 25% - 49%
NoM – 24% and below
is 21 items are least mastered by the students. Hence, the least mastered
The information on the students’ performance based on the pretest and post-
Table 2 presents the mean performance of the Experimental Group and the
likewise presented.
Table 2
Performance of the Experimental Group and the Control Group as
Revealed by the Pretest Results
N=40
It could be noted from the table that the mean performance of the
control group is a little bit higher than that of the experimental group.
Likewise, the standard deviations values are close to each other. It can be
deduced from these observatons then that the two groups of students have
more or less the same performance in the pretest and their scores are more or
less of the same spread or dispersion. This statement is validated in the next
section which used the t-test to determine the difference in their mean scores
Table 3
Test of Significance of the Difference in the Performance of the
Experimental Group and the Control Group in the Pretest
Experimental 13.50
Group
The Table 3 shows that the control group and the experimental group
have more or less the same performance in the pretest as presented in the
preceeding discussion.
between the mean scores of the two groups before the experiment,this is
evidenced by the computed t-value of .7034 which is less than the critical t-
value of 1.987 at the at .05 level of significance with df=98. This finding
warrants the acceptance of the null hypothesis, which states that there is no
significant difference in the pretest performance of the two groups. Thus, the
experimental group and the control group are on equal footing with regards
to their competencies in Araling Panlipunan covered during the third grading
period.
Table 4
Performance of the Experimental Group and the Control Group in the
Post-test
N = 40 N = 40
SD 8.00 5.074
from the same initial performance level, the experimental group has
those in the control group who are exposed to conventional strategy. This
implies that the web hunting strategy is effective in bringing about a positive
change in students’ performance. Thus, it can be stated that the two groups
under study are in equal footing in terms of their knowledge and skills in
higher performance.
Table 5
Test of Significance of the Difference of the Performance of the
Experimental Group in the Pre-test and Post- test
It can be gleaned from Table 5 that the difference between the Pretest
and Post-test means is 15.925. Using t-test for correlated means, the
computed t-value is 14.151. This value is very much higher than the critical
t-value of .20231 at .05 level of significance and df=29. This suggests for
the rejection of the null hypothesis and consequently, the acceptance of the
Group.
The Table 5 warrants the rejection of the null hypothesis. This means
that the Experimental group performed significantly higher in the post -test
Table 6
Test of Significance of the Difference of the Performance in the Pre-test
and Post-test of the Control Group
than the critical t-value of 2.0231. Thus the null hypothesis can be rejected.
However, the mean gain of the Experimental group is higher than that of the
Table 7
Test of Significance of the Difference in the Performance of the
Experimental Group and the Control Group in the Post-test
Experimental 29.425
group 8.150 5.441 Accept
The table above shows the mean difference of 8.150 of the post – test
critical t- value of 1.987 at .05 level of significance with df=98. Thus, the
rejected and thus, warrants the acceptance of the research hypothesis. Thus,
d.6 CONCLUSIONS
are drawn.
1. Before instruction, the grade 8 students have a limited knowledge
performance of students.
conventional strategy.
d.7 RECOMMENDATIONS
are formulated;
strategy.
A. Books
Biggs, J. (2003) Aligning Teaching and Assessment to Curriculum
Objectives. Imaginative Curriculum Project, LTSN Generic Centre
Richards, C. (2013) The Design of Effective ICT-Supported Learning.
Activities: Exemplary models, changing requirements, and New
Possibilities. In Language Learning and Technology.
B. Journal
Aghase, Noghmeh et.al. (2014) Learner’s perceptions on the structure
and usefulness of e-resources for the Thesis Courses
Gorospe, Ingerman, Akhond and Young, C. (2011) Students emotions for
achievement and technology use in synchronous hybrid programmes: a
control-value approach
Livingstone, Brake, Grenhow and Elias (2010) The mutual impact of
educational information technologies; Building a pedagay of e-learning.
In journal of Information Technology Impact.
Li Te (2007) E-Learning Skills: New Yourks Palgrave Macmillan
Tarcunto, Balbin, and Gaetano (2011) What campus –based students
think about the quality and benefits of e-learning.
Marcial, Dave E. (2010) Teaching and Learning with Technology in
Higher Education Institutions in the Philippines, Siliman University,
Dumaguete, Philippines
Ginod, Wojckiewiez (2004) English learning websites and digital
resources from the perspective of Chinese University
C. Unpublished Materials
Ferrer, L. (2013) “Improving Students Performance Through Web
Hunting” Lyceum North Western University, Dagupan City
Reyes, JC (2014) “Mathematics Software: Enhancement Tool in
Learning Mathematics for Grade 8” The Adelphi College, Lingayen
Pangasinan
Casingal, P. (2014) “Least Mastered Skills in Problem-Solving of Fourth
Year High School Students in Mathematics IV: Basis for the
Development of Computer-Assisted Modular Material” San Carlos
College, San Carlos City Pangasinan
Fronda, R (2005) “ Effectiveness of Graphic Organizers on Grade V
Pupils’ Mastery of Science Concepts” City Library, Dagupan City.
D. Online Sources
http://www.eurodl.org/index.php?ariticle=101
http://ijello.org/volume7/IJELLOV7po81-095Penry754.pdf
http://elearning.ph
https://en.wikipedia.org/wiki/Technology_integration
http://www.elmoglobal.com/en/html/ict/01.aspx
http://www.icbse.com/ict-education
http://www.teachersofindia.org/en/article/ict-education
http://www.teach-nology.com/currenttrends/constructivism/
VI. APPENDICES
APPENDIX A
MADAM:
Greetings!
The undersigned is currently enrolled in the Graduate Studies, San Carlos College, San
Carlos City Pangasinan. I am conducting a research titled, “WEB HUNTING
STRATEGY IN ENHANCING THE PERFORMANCE OF GRADE 8 STUDENTS
IN ARALING PANLIPUNAN”.
In this connection may I request permission from your good office to administer the
pretest/post-test to the Grade 8 – Earth with Grade 8 – Venus students in Buenlag
National High School, Calasiao, Pangasinan to gather the needed data in the
accomplishment of my study.
RIZA F. POSADAS
Researcher
Approved:
MADAM:
I am a Graduate student at San Carlos College, Graduate Studies, San Carlos City
Pangasinan. I am conducting a research titled “Web Hunting Strategy in Enhancing
the Performance of Grade 8 Students in Araling Panlipunan ” as a requirement of the
course master of Arts in Education, major in Educational Management.
In this connection, I would like to request your good office to grant me permission to
administer evaluation instruments to the Department Heads in Araling Panlipunan in this
district. The evaluation instrument (herein enclosed) is intended to determine the validity
of the test, which will be used for Grade 8 students in Araling Panlipunan.
RIZA F. POSADAS
Researcher
Noted:
MADAM:
I am a Graduate student at San Carlos College, Graduate Studies, San Carlos City
Pangasinan. I am conducting a research titled “Web Hunting Strategy in Enhancing
the Performance of Grade 8 Students in Araling Panlipunan” as a requirement of the
course master of Arts in Education, major in Educational Management.
In this connection, I would like to request your good office to grant me permission to
admininister evaluation instrument to the identified respondents.
RIZA F. POSADAS
Researcher
Noted:
_____________________
_____________________
_____________________
Sir/Madam:
In this regard may I request you to evaluate the validity of the questionnaire. I am going
to use which is necessary in the completion of my masteral thesis.
RIZA F. POSADAS
Researcher
APPENDIX E
Content Validity Instrument/Validation Results
(Fronda, 2005)
Directions: Please read direction and items in the Questionnaire. Then read each
statement in the Evaluation Sheet and rate each item using the scale below by making a
check ( ) mark on the appropriate column that corresponds to your answer.
5 – Highly Valid. No flaws observed nothing more to be desired to make it better.
4 – Valid. Very little flaws are observed; minor rewording of five items needed.
3 – Moderately Valid. Some flaws are observed, the overall usefulness is diminished
only slightly.
2 – Fairly Valid. Several flaws are observed, the overall usefulness is greatly diminished.
1 – Not Valid. Major revision is needed to make it useful.
CURRICULUM VITAE
I. Personal background
Name : RIZA F. POSADAS
Address : Brgy. Calomboyan, San Carlos City
Pangasinan
Date of Birth : December 23, 1983
Civil Status : Married
Spouse : Delmar P. Posadas
Children : Deliza F. Posadas
Delamarc F. Posadas
Delmar F. Posadas Jr.
Delamhar F. Posadas
II. Educational background
Elementary : Pangalangan Elementary School
Pangasinan
1991-1996
Pangasinan
1997-2000
Graduate School
2013-2016