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    KJKJ

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    AL Jeff Puguon
    This document outlines an action research study that will examine the effectiveness of using TUDLA (TUla, Drama, Laro, Awit), which includes activities like poems, role-playing games, and songs, to help grade 4 students at Diffun Central School-Integrated SPED Center understand the different topographic locations of their region. The study will give students a pre-test before using TUDLA activities and a post-test after to compare scores and determine if TUDLA improves their academic achievement and skills in social studies. The study aims to answer research questions about students' test scores before and after TUDLA, the effect size of TUDLA on participation and performance, and any challenges encountered.

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    KJKJ

    Uploaded by

    AL Jeff Puguon
    51 views8 pages
    This document outlines an action research study that will examine the effectiveness of using TUDLA (TUla, Drama, Laro, Awit), which includes activities like poems, role-playing games, and songs, to help grade 4 students at Diffun Central School-Integrated SPED Center understand the different topographic locations of their region. The study will give students a pre-test before using TUDLA activities and a post-test after to compare scores and determine if TUDLA improves their academic achievement and skills in social studies. The study aims to answer research questions about students' test scores before and after TUDLA, the effect size of TUDLA on participation and performance, and any challenges encountered.

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    This document outlines an action research study that will examine the effectiveness of using TUDLA (TUla, Drama, Laro, Awit), which includes activities like poems, role-playing games, and songs, to help grade 4 students at Diffun Central School-Integrated SPED Center understand the different topographic locations of their region. The study will give students a pre-test before using TUDLA activities and a post-test after to compare scores and determine if TUDLA improves their academic achievement and skills in social studies. The study aims to answer research questions about students' test scores before and after TUDLA, the effect size of TUDLA on participation and performance, and any challenges encountered.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    51 views8 pages

    KJKJ

    Uploaded by

    AL Jeff Puguon
    This document outlines an action research study that will examine the effectiveness of using TUDLA (TUla, Drama, Laro, Awit), which includes activities like poems, role-playing games, and songs, to help grade 4 students at Diffun Central School-Integrated SPED Center understand the different topographic locations of their region. The study will give students a pre-test before using TUDLA activities and a post-test after to compare scores and determine if TUDLA improves their academic achievement and skills in social studies. The study aims to answer research questions about students' test scores before and after TUDLA, the effect size of TUDLA on participation and performance, and any challenges encountered.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8

    USING TUDLA (TUla, Drama, Laro, Awit) A SKILLS IN UNDERSTANDING THE

    DIFFERENT TOPOGRAPIC LOCATION OF THE REGION OF GRADE FOUR

    EVERLASTING OF DIFFUN CENTRAL SCHOOL-

    INTEGRATED SPED CENTER

    An

    Action Research
    USING TUDLA (TUla, Drama, Laro, Awit) A SKILLS IN UNDERSTANDING THE

    DIFFERENT TOPOGRAPIC LOCATION OF THE REGION

    MARLON U. MANABAY

    Researcher

    DIFFUN CENTRAL SCHOOL INTEGRATED SPED CENTER

    I. CONTEXT AND RATIONALE

    Social studies teachers are faced with the challenges of delivering meaningful

    and significant lesson to the students especially in intermediate level. Social studies

    delivers facts and social issues to occur students that would allow them to understand

    the topographic location of the region.

    According to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg & Rock,

    2008,p.32),Differentiated instruction is the process of “ensuring that what a student

    learns, how he or she learns it, and how the student demonstrates what he or she

    learned is a match for the student’s readiness level, interests, and preferred mode of

    learning.” Differentiations stems belief about differences among learners, how they

    learn, learning preferences, and individual interests (Anderson, 2007). Earl (2003) says

    this is a process in metacognition and ,”occurs when students personally monitor what

    they are learning and use feedback…to make adjustments, adaptations, and…changes

    in what they understand. Laurenson (2003) “the Filipino must understand and be proud
    of his country if national development is to be attained. If the Filipino student is proud to

    be a Filipino, then he must be made aware of his cultural heritage and of his own

    potentials in solving community problems and development of sense of nationhood. To

    achieve this, the pupil should be willing to be developed coupled with the skills and the

    dedication of the teacher. Encouragement, guidance and motivation should make the

    pupil dynamic, self-reliant and productive member of his family and to his society (Braid,

    2002). The school is also important in stimulating community consciousness and

    development. The teacher with his personal contact with the student and the community

    can be instrumental in developing community activities and interests (Stigler & Hebert,

    2002).

    As one of the teachers who cater learning, the teacher must look unto ways on

    how to enhance their learning difficulty. Infact, the author thought of a way to help solve

    the problem through TUDLA (TUla, Drama, Laro, Awit) to help the learners education

    especially in Social Studies. Social Studies today is no longer to collect and store bits of

    information but rather, to develop the pupils ability to think, to live with confidence in a

    rapidly changing society and to train them in decision-making.

    It is along this idea that this study will be conducted. To explore the effectiveness

    of using the TUDLA (TUla, Drama, Laro , Awit) to improve the understanding and

    learning skills of the Grade Four Everlasting learners of Diffun Central School-Integrated

    SPED Center for the School Year 2019-2020 TUDLA (TUla, Drama, Laro at Awit)

    consists of different activities to cater skills and ability regarding the different

    topographic of the region.


    II. ACTION RESEARCH QUESTIONS
    This action research will attempts to find out the effectiveness of TUDLA in

    developing the skills in understanding topographic location of the region of the grade 4

    everlasting of Diffun Central School-ISC that will be improve their academic

    achievements.

    Specifically, it aims to answer the following:

    1. What is the mean score of the respondents before the implementation of TUDLA

    in their academic achievement?

    2. What is the mean score of the respondents after the implementation of TUDLA in

    their academic achievement?

    3. Is there a significant difference in the mean score of the respondents before and

    after the intervention?

    4. What is the effect size of TUDLA to the class participation and improvement of

    their academic performances?

    5. What are the challenges met by the researcher?

    III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY


    TUDLA is a teaching strategy that will help and boosts pupil knowledge and

    confidence in coping the lessons through this intervention. The pupils will have the

    freedom to choose what they going to do or use in answering a certain topic or situation

    in their lessons wherein they can come up with an answer in relation to their interests.
    Poem, Role playing, TUDLA game (Bingo) and song. Materials to be use will be given.

    Game will also involve in this tool so that the learners will enjoy their activity.

    IV. ACTION RESEARCH METHODS


    This action research study will utilize the Descriptive-Quantitative Research
    design.

    A. Participants and/or other Sources of Data and Information

    The research will conduct in September 2019 to November 2019 to the 33 grade

    4 pupils of Diffun Central School-ISC composed of 18 males and 15 females

    employing universal technique in the form of taking all the pupils as respondents

    B. Data Gathering Methods

    This study will use the pretest-posttest experimental research design to test the

    effectiveness of TUDLA in improving the skills in understanding the topogrphic location

    of the region of the grade 4 Everlasting pupils of Diffun Central School-ISC in their

    Araling Panlipunan subject.

    C. Ethical Issues

    The research study will follow the research ethics. Prior to conduct of the

    research of the research, approval from the proper authority will be sought. All sources

    which are adopted will be cited properly.

    D. Data Analysis Plan

    This study will use the pretest-posttest experimental research design to test the

    effectiveness of TUDLA in improving the academic achievement of the grade 4


    Everlasting pupils of Diffun Central School-ISC in their Araling Panlipunan subject

    specifically in understanding the topographic location of the region..

    The means of collecting the data for the research, assessment will be given after

    class discussions not employing the TUDLA. A similar assessment will be given

    employing the TUDLA. Moreover, gathered data will be analyze through the Statistical

    Package for Social Sciences (SPSS17) student version.

    V. WORKPLAN/GANTT CHART

    ACTIVITIES September October November December


    1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
    PRE-IMPLEMENTATION
    1. Craft action research
    proposal.
    2. Prepares the Pre-test
    3. Prepares the intervention
    materials.
    4. Seek recommendation from
    school research committee.
    5. Submits to the School
    Division Research Committee.
    IMPLEMENTATION PHASE
    1. Conducts orientation with
    respondents, school heads and
    other member of faculty.
    2. Conduct Pre-Test
    3. Tabulates and the result of
    pre-test.
    4. implements the intervention
    5. Conducts post-test two
    weeks after the last day of the
    intervention.
    6. Tabulates and analyzes the
    result.
    7. Conduct interview to
    selected respondents.
    POST IMPLEMENTATION
    1. Finalized the result of the
    study.
    2. Seek recommendation from
    the District Research
    Committee of the complete
    action research.
    3. Submits complete research
    to the Division Research
    Committee.

    I. COST ESTIMATES

    Activity/Task Particulars/Item Quantity Unit Unit Total


    Description Cost Amount
     Seek approval of the Supplies P4, 000.00
    research proposal
    from authority Illustration board 10 Pc
     Conduct the pretest Bond paper 1 rim
    to the respondents Cartolina 10 Pc
     Utilize the TUDLA to Pentel pen 10 Pc
    improve the Writing Paper 5 pad
    academic Colored paper 1 rim
    achievement in Ink 1 set
    Araling Panlipunan of Folder 20 pc
    the grade 4 pupils.
     Conduct Post-test to
    evaluate the
    effectiveness of the
    tool.
     Analyze results and
    submit it to SDO
    through the School
    Head.

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