Republic of the Philippines

Commission on Higher Education

Region V-Bicol
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

IMPROVING LEARNERS PERFORMANCE PARTICIPATION LEVEL THROUGH

LEARNING ACTIVITIES

ACTION RESEARCH PROPOSAL

In Partial fulfilment

Of the Requirements in

Field Study 2

JOYECE R. SAZON

RACHELLE ANN RESIERDO

RICOH MAE SEDANTO

 Decemeber 2022

IMPROVING LEARNERS PERFORMANCE PARTICIPATION LEVEL THROUGH

LEARNING ACTIVITIES

I. Context and Rationale

Araling Panlipunan or also known as Social Studies is one of the compulsory

subjects for all subjects for all levels of education. Similar to Math, Filipino, Science,

Araling Panlipunan is also taught in primary, secondary and even in tertiary level

education. This subject cannot be separated from the material element hence it is

concerned with the study of history, culture, and society. Moreover, this subject matter

gives a sense of belonging that can help people understand the modern world such as

explaining the political, social and economic processes which have been created before

we were born in our society. Its also develops the learner’s literate and effective

participation as a citizen of the country (Corpus and Saladanan, 2012). Every filipino

student needs to know the importance of studying it as it promotes cultural heritage, foster

economic efficiency, serve as a source of meaningful information and brings people back

to the past. The knowledge also Enable students to understand how the world and

different societies have evolved, how societies structured, manage and governed.

It is quite a sad reality that most students find the Araling Panlipunan subject is a

boring one. Primarily, this is because the subject is dealing with history, economics and

politics and even of government, constitution and society. The contents of the subjective

are highly objective in nature that it should be taught in an exact and comprehensive way.

This finds that student boring and Dis-interesting sometimes. Many Teachers struggle

with finding out how to motivate students to learn and this is especially true when teaching
social studies. If you feel your students are not as engaged as you would like them to be,

use different teaching strategies to tap into their interests and help improve their chances

of academic success in Araling Panlipunan subject. Motivation would always hold the key

for effective flow of academic activities in the classroom. It ignites the interest of the

students that must be sustained to achieve optimum learning experiences. Though topics

may be historical and quite serious in nature, a teacher must learn to tickle the attention

of students.

In addition, the Araling Panlipunan teacher must make every information relevant

to the students and their respective lives, for them to connect what they know with what

is happening in the real world. This helps the students see that social studies is not just

a simple textbook, but to know that every details written is happening in reality. Students

are more likely to be engaged when they have an input over what they are learning. Their

motivation will rise and learning the content will mean more to students. So, teachers

struggle to motivate learners and must make information relevant to the experiences of

the learners (Press Reader, 2017). There are lots of problem encountered in Araling

Panlipunan such as lack of interest among the learners. This problem is evident and it’s

reflected by the low achievement rate as reflected in the latest school improvement plan

report (SIP Report, 2016, p. 21), the NAT Results in Araling Panlipunan for the past four

years have been deteriorated from 50.24% during the school year 2011-2012 to 41.70%

during the previous school year. Some of the factors that have been identified which

caused the decline in the performance of the students in NAT rating were: lack of the

ability to comprehend and the lack of provision of sufficient numbers of learning materials

and teaching guides. (DCNHS SIP Report, 2016, p. 9).

 This study is about Improving Leaners Performance Participation Level through

learning Activities in Araling Panlipunan in Grade-8 students of Libon Agro Industrial High

School Based on the observation in the school, the researchers discovered and found out

that most of there are lots of problem encountered in Araling Panlipunan subject. such as

lack of interest among the learners. Guided by an observation checklist, the researchers

observed last October 13, 2022. Based from the result of the checklist, majority of grade

8- Saturn of Libon Agro Industrial High School, twenty-nine (29) out of thirty-five (35)

students which apporiximately 82.85% of them shows lack of interest in araling

panlipunan during discussion. Most of them seems to be listening but can’t spill an answer

when asked, which is clear implication that they are really attention in class. They are

physically present but mentally absent during the lesson. Thus, the observation made

reveals that one major reason why many students get a low score in Araling Panlipunan

subject. The researcher plan to utilize Improving Learners Performance Participation

Level Through Learning Activities measure students’ ability to apply the skills and

knowledge learned from a uni. Typically, the task challenges students to use their higher-

order thinking skills to create a product or complete a process.

II. Action Research Question

This research aims to provide answer to the following questions:

1. What is the performance of the learners’ grade 8-saturn students in Araling

Panlipunan?

2. What activities can be given to improve the learners’ participation?

3. How effective the learning activities?

III. Proposed Innovation, Intervention and Strategy

This research was deemed significant in terms of improving learner’s

performance participation through learning activities as an intervention the study

will be conducted among Grade-8 students of Libon Agro Industrial High School.

This study will be conducted from January to fourth week of April 2023. The

researchers will focus on utilizing learners’ performance level through learning

activities intended to improve the students’ participation in the classroom

discussion.

The researchers will be tasked to craft various lesson exemplars

utilizing different kind of performance participation in learning activities applicable

to the lesson or topic. This will also involve learners’ multiple intelligences as the

performance participation in learning activities will also be depending on the

learners’ intelligences, ability and capacity to learn.

 These are the intervention to be implemented and monitored weekly.

1. Think–Pair–Share: This type of activity first asks students to consider a

question on their own, and then provides an opportunity for students to

discuss it in pairs, and finally together with the whole class. The success of

these activities depends on the nature of the questions posed. This activity

works ideally with questions to encourage deeper thinking, problem-solving,

and/or critical analysis. The group discussions are critical as they allow

students to articulate their thought processes.

2. Panel discussion: Involves a group of people gathered to discussion a topic

in front of an audience for which topic, speaker and etc.

3. Mock Trial: these refers to help the students visualize and practice the line

and proper courtroom etiquette of a trial and it helps students develop useful

knowledge about the law, questioning techniques, critical thinking, and oral

advocacy skills.

4. Map Reading: Aims to ensure that teaching is purposefully structured and

logically sequenced across grade levels so that students are building on what

they have previous learned and learning the knowledge and skills that will

progressively prepare them for more challenging, higher-level work.

5. Brainstorming: This refers to the problem-solving activity where students

build on or develop higher order thinking skills. Encouraging all students to

share their ideas, or no matter how far “out there they may seem.

6. Role Playing: can be effectively used in the classroom to motivate and

engage students enhance current teaching strategies and provide real world-

scenarios to help students learn.

 7. Reflection Writing: allows students to make sense of material/experience in

relation to oneself, others, and the conditions that shaped the

material/experience;

8. Educational Game: Sometimes, students need a break from the very serious

traditional way of teaching, the researcher would like to give the students

opportunity to play and allows students to practice problem-solving in a

tangible way. This is in a way of playing educational games it helps to

reinforce and act-out methods leading to increased retention of the lessons,

games that are easy to customize student’s abilities and interests shall be

done.

IV. Action Research Method

This study will make use of descriptive qualitative design in which a group

of students will be observed after an intervention has been utilized. This

process will test whether the intervention is effective or has potential to cause

change. Descriptive qualitative research generates data that describe the ‘who,

what, and where of events or experiences’ from a subjective perspective. The

researchers will also use this method to describe systematically the students’

performance in class specifically the grade 8 -Saturn.

 This method can be illustrated by the following diagram.

Think -Pair-
share

Panel
discussion

Instructional Materials
Mock trial

Map Reading

Brainstorming

Role playing

Reflection
Writing

Educational
game

This type of research design is found to be appropriate design in utilizing

the study since the study will employ one group of respondents. The IMs will be

administered first and after administering, results will be recorder if the IMs has

potential for change and improvement or not. To gauge that, assessment of

learning will be given every after IMs.

a. Participants and/or sources of data and information

The data source of this research will be taken from the students who are

involved in determining the effectiveness of performance level through learning

activities as an intervention in improving learners’ participation. This study makes

use of purposive sampling. On this type of sampling design, will not consider all

grade 8 students of Libon Agro Industrail High School as the participant of the

study. Only one section was chosen to whom identified having difficulty in giving

hundred percent of interest during Araling Panlipunan.

The following instruments will be used in gathering the data needed to

substantiate the posed problem on this study.

1. Checklist. This refers to the survey questions made by the researchers.

This will be used in determining the most observed learning gap to be

fulfilled by the observers.

2. Class Participation map. This refers to a way of monitoring class

participation that is helpful in determining who is and who is not participating,

and learn whether a particular student in improving. It is a simple way of

keeping track of student participation through a seating chart and then

making the names of the students who do contribute.

3. Rubrics. An evaluation tool or set of guidelines used to promote the

consistent application of learning expectations, learning standards in the

classroom, or to measure their attainment against a consistent set of criteria.

b. Data Gathering Methods

Since the study talks about the interest of students in araling panlipunan

subject. The researcher observation checklist will be used to gather data on the

improving performance participation level through learning activities Among

Grade-8 saturn of Libon Agro Industrial High School This will be Include pre-

assessment and post-assessment of the students before and after the lesson

employing.

The following stages will be observed in gathering necessary data

substantiate the posed Problem of the study.

Data will be collected through an

Stage 1 observation and cheklist

Preparation of the Research Made

Stage 2 Intervention

Stage 3 Adminster the Intervention

Stage 4 Data Analysis

Stage 5 Discussion of Result

c. Data Analysis plan

The data analysis of the researcher will be collected through primary and

secondary resources. The primary sources will be the observation made

before and after intervention, assessments during and after intervention

reflections of the students and other first-hand information

V. Action Research Work Plan and Timeline

below are the research workplan and timeline to be followed in order to

achieve a Successful Outcomes of this study.

Action Research Work Plan and Timeline

Activities Target Date Status of

Implementation

Gather the data rd th Done

3 week to 4 week of
October
Preparation of Action st nd Done
1 week and 2 week
Research Proposal of November
Seek approval for December 2022 Not yet done
Implementation.
Administering rd th Not yet done
3 week to 4 week of
Intervention January2023
Analysis of Data rd th Not yet done
3 week to 4 week of
February 2023
Preparation and rd Not yet done
3 week of March
Submission of 2023
completion report
VI. Cost Estimates

From the personal fund of the researchers below are the expenditure
Nature of Expenses Cost

Printing/ reproduction 300

Transportation 100

Other expenses 1000

Total 1400

VII. PLAN FOR DISSEMINATION AND UTILILIZATION

The purpose of the interventions will benefit the stakeholders of the school

the teacher in Araling Panlipunan, students, parents, principal). It will serve as an

additional instrument in diagnosing the interest of the students regarding their Araling

Panlipunan subject to address the existing problem, the researcher designed an

intervention material which aims to increasing activities in Araling Panlipunan subject.

However, the proper observation of authority will be given.

VIII. Related Studies

According to Nor and Choo found that the personality is one of key cause

of students’ Class participation, personality can be grouped extrovert or introvert,

 the extrovert are motivated in public speaking while introvert prefer solitary to social

activities. Finally the study underlined student’s unfamiliarity with the teaching

contents can cause students class participation. (Nor; Choo, 2010).

Zohoorian (2015) collected data from 60 learners to investigate their level of

motivation while authentic assessment tasks were used to evaluate them. The

results indicated that the motivation level of these learners increased and they also

enjoyed learning. These study bears resemblance with the present study because

it uses learning activities to evaluate the level of motivation of the learners which is

also to focus of the present study under the motivation activities. the Researchers

aims to improving learners’ performance participation in learning activities in using

intervention.

Tsou (2005) supports the use of PI because this instruction emphasizes

explicit classroom expectations from both teachers and students. This is practised in

order to inculcate active classroom participation among L2 learners. Thus, issues of

classroom participation can be addressed if students are aware of the importance of

improving their speaking skills.

According to Dargo and Dimas (2021), their study revealed that there there

is 2.25% decrease in the General Weighted Average (GWA) of the learners after

the implementation of modular distance learning denotes a significant difference in

their academic performance. This study is related to the present study since it is

all about the general performance of the learners brought by the modular distance

learning.
 Abidin (2007) further added their participation in class is usually unprompted

and occurs naturally. In fringe interaction, students contribute verbally less and act

more as listeners. These students contrary to those who actively participate, prefer

to listen and take notes, than contribute in the class discussion. In almost every

classroom, there are silent observers too who avoid oral participation and receive

materials delivered in the classroom by taking notes using various strategies such

as tape-recording or writing. Many factors has been reported which influence

students classroom participation, interaction with teacher and communication with

other students like socio-cultural, cognitive, affective, linguistic, or the environment.

IX. Related Literature

According to Davion (2017), teachers can increase students' motivation to

learn. While students may have an innate desire to learn, the external support provided

by the teacher has a significant impact on students' learning. The teacher's role in

motivation includes, but is not limited to, creating an environment conducive to learning.

The teacher's role in encouraging support of students' autonomy, relevance, and

relatedness of the material increases motivation to learn. Additionally, the teacher's

ability to develop students' competence, interest in subject taught, and perception of self-

efficacy are all important factors that influence students' motivation to learn.

According to the article from Hollander (2002) discusses the need to present

participation as a collective responsibility of the class rather than just an individual

responsibility. In order to facilitate a conversation where connections are made,

students need to view their participation as a contribution to a shared experience.

Asking students to respond to a peer’s response helps to facilitate a conversation.

As well, positively reinforcing such contributions builds this sense of collectivism

and they are; (1) Foster an ethos of participation (2) Teach students skills needed

to participate (3) Devise activities that elicit participation. (4) Consider your

position in the room. (5) Ask students to assess their own participation (6) Ensure

that everyone's contributions are audible. This study is significant to the present

study since the problematic situation that the researchers observed is about the

learning participation specifically in devise activities that elicit participation where

the students lack of participation.

According to the article from Ewens (2000) compared to traditional

lecture style teaching, encouraging classroom participation promotes a higher

level of reflective thinking, and problem solving, including application, analysis,

synthesis, and evaluation, and that information learned through discussion, is

generally retained better than information learned through lecture. For example,

participation has been found to significantly influence critical thinking skills,

problem solving skills, and increased student motivation. Students who are

active participants have been shown to retain more information after the end of

the course, and perceive more satisfaction with the course as opposed to

students who do not participate.

This study aims investigating the determinants of class participation,

factors that motivate students to take an active role in the classroom through oral

communication. Student’s class participation is essential for the success of

student’s academic and personal future developments (Tatar, 2005). Student’s

engagement in the classroom can be both oral and non-oral participation. Oral

participation is the student’s willingness to speak up in the class and include;

answering questions or raise comments on the discussion.

According to (Amao & Temitayo, 2013). The researchers indicated that the

students with active participation in the class showed higher satisfaction and

commitment To Their studies. Participation allows that students to build Their

knowledge demonstrate what and how They have understood related to the

courses. Student’s non participation in the classroom activities is caused by

limitations of the lecture method of teaching, student’s active in the classroom

can be improved through the use instructional techniques including class

discussion, cooperative learning, debates, role playing, problem solving and case

studies.
References

Nor; Choo, F. (2010). AN INVESTIGATION INTO THE FACTORS

AFFECTING SECOND LANGUAGE LEARNERS’ CLASSROOM PARTICIPATION.

Unpublished article, Universiti Teknologi Malaysia.

Zohoorian, Z. (2015). Motivation level: A study on the effect of an authentic

context. Procedia-Social and Behavioral Sciences, 192, 15-25.

https://doi.org/10.1016/j.sbspro.2015.06.003

Tsou, W. (2005). Improving speaking skills through the instruction in oral

classroom participation. Foreign Language Annals, 38(1), 46–55

Dargo, J. and Dimas, M. (2021) Modular Distance Learning: Its Effect in the

Academic Performance of Learners in the New Normal Retrieved on November 2022

Press Reader. (2017). Making the Teaching of Araling Panlipunan Interesting.

Retrieved, November 12, 2018. https://www.pressreader.com

Davion, J. (2017). The role of teachers in motivating students to learn. BU

journal of graduate studies in education (Vol. 9). BU Journal of Graduate Studies in

Education

Hollander, J.A. (2002). Learning to discuss: strategies for improving the quality

of class discussion. Teaching Sociology, 30 (July), 317-327.

Tatar, S. (2005). Why keep silent? The classroom participation experiences of

non-native-English-speaking students. Language and Intercultural Communication, 3-

4(5), 284-293.

Amao, D. O., & Temitayo, A. (2013, April 16). Classroom Participation and

Study Habit as Predictors of Achievement in Literature-in-English. Canadian Research

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