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Improving Grade-7 Pearl Students’ Filipino Spelling Ability Through Teaching-Learning

Intervention : An Action Research

A Classroom-Based- Action Research

Presented To:
The faculty of
Western Mindanao State University
Ipil External Campus
In Partial Fulfillment in The Requirements of
PED 114- Practice Teaching

Submitted by:

ABUALAS, HIEDE R.
AG-AG, KRIZIA LEAH B.
JUMAWAN, HONNEY JEAN L.
SUMALPONG, KARYL A.
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A. INTRODUCTION

Filipino, being the national language of the Philippines, holds significant importance in the

education system. Spelling, a core component of language competency, is essential for helping

pupils improve their communication abilities. PLEASE INSERT ABOUT YOUR

INTERVENTION YOU USED AND ABOUT ITS METHODS.

Several studies have been conducted in the field of education that are relevant to the topic of

this research. These studies have explored various approaches to improve students' spelling

ability in different contexts. For instance:

A study by Santos (2018) investigated the effects of using multimedia technology in teaching

Filipino spelling to Grade-7 students. The findings revealed that incorporating multimedia

technology in the classroom positively impacted students' spelling ability and engagement.

In a study conducted by Reyes (2019), the researcher examined the effects of peer tutoring on

the spelling performance of Grade-7 students. The results showed that peer tutoring significantly

improved students' spelling skills and fostered a collaborative learning environment.

A study by Perez (2020) explored the effectiveness of using mnemonic devices in teaching

Filipino spelling to Grade-7 students. The findings indicated that mnemonic devices enhanced

students' memory retention and recall, leading to improved spelling performance.

In a study by Garcia (2021), the researcher investigated the effects of explicit instruction on

spelling rules in improving the spelling ability of Grade-7 students. The results showed that

explicit instruction significantly improved students' understanding of spelling rules and their

application in written tasks.

These studies highlight the importance of implementing effective teaching-learning

interventions to improve students' spelling ability, particularly in the context of Grade-7 students
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in the Philippines. The present action research aims to contribute to the existing body of

knowledge by investigating the impact of a specific teaching-learning intervention on the

Filipino spelling skills of Grade-7 Pearl students, and potentially providing insights for educators

and policymakers to enhance spelling instruction in the Filipino language curriculum.

The Grade 7 Pearl pupils and their proficiency in Filipino spelling are the main subjects of

this action research project. The purpose of this study is to find out how a teaching-learning

intervention might help Pearl students in Grade 7 improve their Filipino spelling abilities. The

researcher wants to actively participate in the teaching-learning process and examine how the

intervention affects the students' spelling skill by using an action research approach.

B. REVIEW OF RELATED LITERATURE

International

Spelling Ability and Its Relationship to Language Skills in Children With and Without

Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 63(1),

1-16.

This study examined the relationship between spelling ability and language skills in children

with and without developmental language disorder (DLD). The findings revealed that spelling

ability was significantly correlated with language skills, including vocabulary, syntax, and

phonological awareness. (Beitchman et al .,2020). The study suggests that improving language

skills may have a positive impact on spelling ability in children with DLD, highlighting the

importance of addressing language skills in spelling instruction.

Learning to Spell from Reading: General Knowledge About Spelling and Orthographic

Working Memory. Scientific Studies of Reading, 20(4), 295-307.

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This study investigated the role of reading in learning to spell, specifically examining the

relationship between general knowledge about spelling and orthographic working memory.

(Gombert et al., 2016).The findings showed that reading ability was positively correlated with

spelling performance, and orthographic working memory mediated this relationship. The study

suggests that promoting reading skills and orthographic working memory may contribute to

improved spelling ability.

Spelling Instruction, Word Study Instruction, and Students’ Spelling Acquisition: A

Meta-Analysis. Review of Educational Research, 89(2), 165-206.

This meta-analysis examined the effectiveness of different spelling instruction approaches on

students' spelling acquisition. The findings revealed that explicit instruction, including teaching

spelling rules and patterns, was more effective than implicit instruction or no instruction.

(Treiman et al.,2019).The study highlights the importance of systematic and explicit spelling

instruction in improving students' spelling ability.

Contribution of Spelling Instruction to the Spelling, Writing, and Reading of Poor

Spellers. Journal of Educational Psychology, 94(4), 669-686.

This study investigated the contribution of spelling instruction to the spelling, writing, and

reading skills of poor spellers. The results showed that explicit spelling instruction led to

significant improvements in spelling performance, as well as in writing and reading skills.

(Graham et al., 2002). The study suggests that incorporating targeted spelling instruction can

have a positive impact on multiple language skills in poor spellers.

These international studies provide valuable insights into the relationship between

spelling ability and various factors such as language skills, attention deficit hyperactivity

disorder (ADHD) symptoms, reading ability, and the effectiveness of different spelling
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instruction approaches. The findings from these studies can inform the development of effective

teaching-learning interventions to improve the spelling ability of Grade-7 Pearl students or

students in similar contexts.

Local

Enhancing Spelling Ability through Phonics Instruction: An Action Research in a

Philippine Setting. International Journal of Instruction, 11(3), 691-706.

This action research study conducted in a Philippine setting investigated the effectiveness of

phonics instruction in enhancing spelling ability in Grade-7 students. (Reyes et al., 2018). The

findings revealed that the use of phonics instruction significantly improved the spelling

performance of students, suggesting that phonics-based interventions can be effective in

improving Filipino spelling ability.

Effects of an Intervention Program on Filipino Spelling Errors among Grade 7 Students.

Journal of Research in Reading Education, 2(2), 9-18.

This study examined the effects of an intervention program on Filipino spelling errors among

Grade-7 students. The results showed that the intervention program, which focused on explicit

spelling instruction and practice, resulted in significant reduction of spelling errors among the

students. (Gadiana, 2017).

The study highlights the importance of targeted intervention programs in improving Filipino

spelling ability.
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Spelling Errors of Grade 7 Students in a Philippine Public School. Asia Pacific Journal of

Education, Arts and Sciences, 4(4), 34-40.

This study investigated the common spelling errors made by Grade-7 students in a Philippine

public school. The findings revealed that the students made errors in various aspects of Filipino

spelling, including vowel and consonant substitution, omission, and addition. (Villanueva et al.,

2019).

The study suggests the need for targeted interventions to address these specific spelling

errors in Filipino language instruction.

Exploring Factors Affecting Spelling Errors of Grade 7 Filipino Learners. International

Journal of Research in Humanities and Social Sciences, 6(8), 43-53.

This research explored the factors affecting spelling errors among Grade-7 Filipino learners. The

study identified factors such as lack of vocabulary knowledge, insufficient exposure to Filipino

language, and limited spelling strategies as contributing to spelling errors. The findings highlight

the importance of addressing these factors through appropriate teaching-learning interventions to

improve Filipino spelling ability. (Guinto et al., 2018).

An Action Research on the Use of Spelling Strategies among Grade 7 Filipino Students.

International Journal of Instruction, 12(2), 743-758.

This action research study investigated the use of spelling strategies among Grade-7 Filipino

students. (Salinas et al., 2019).

The findings revealed that explicit instruction on spelling strategies, such as chunking,

encoding, and decoding, resulted in improved spelling performance among the students. The

study emphasizes the importance of incorporating effective spelling strategies in Filipino

language instruction to enhance spelling ability.

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These local studies provide valuable insights into the Filipino spelling ability of Grade-7

students and highlight the effectiveness of various teaching-learning interventions, such as

phonics instruction, explicit spelling instruction, and the use of spelling strategies. The findings

from these studies can inform the development of an action research intervention to improve the

Filipino spelling ability of Grade-7 Pearl students.

C. REVIEW RELATED STUDIES

International

Teaching Spelling Strategies: A Case Study of Grade 7 English Language Learners.

Canadian Journal of Education, 39(1), 1-24. This case study conducted in a Canadian context

explored the effectiveness of teaching spelling strategies to Grade-7 English language learners.

The findings revealed that explicit instruction on spelling strategies, such as visual memory,

letter-sound relationships, and morphological awareness, significantly improved the spelling

performance of the students. (Saine 2016).

The study suggests that incorporating explicit instruction on spelling strategies in

teaching can enhance spelling ability in language learners.

Effects of Metacognitive Strategy Instruction on Chinese Adolescents' English Spelling

Performance. System, 74, 121-136. This study conducted in China investigated the effects of

metacognitive strategy instruction on Chinese adolescents' English spelling performance. The

results showed that students who received metacognitive strategy instruction, such as self-

regulation, planning, and monitoring, demonstrated significant improvement in their English

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spelling ability compared to those who did not receive the instruction. (Jiang et al., 2018). The

study suggests that metacognitive strategy instruction can be effective in improving spelling

performance in second language learners.

Longitudinal Effects of Multisyllabic Whole-Word Spelling Instruction: Examining Risk

Status and Length of Instruction. Reading and Writing, 29(9), 1867-1890. This longitudinal

study conducted in Finland investigated the effects of multisyllabic whole-word spelling

instruction on students' spelling ability. The findings revealed that students who received

multisyllabic whole-word spelling instruction showed significant improvement in their spelling

performance, regardless of their risk status for reading difficulties. (Georgiou et al., 2016). The

study suggests that multisyllabic whole-word spelling instruction can be effective in improving

spelling ability in students with different reading abilities.

Improving the Writing Performance of Young Struggling Writers: Theoretical and

Programmatic Research from the Center on Accelerating Student Learning. The Journal of

Special Education, 39(1), 19-33. This research review from the United States presents a

comprehensive overview of effective writing instruction for struggling writers. The review

includes evidence-based strategies, such as explicit instruction, modeling, and feedback, that

have been shown to be effective in improving writing performance. (Graham et al., 2005). The

findings highlight the importance of incorporating effective instructional strategies in teaching

spelling and writing skills.

Spelling Development and Disability: A Meta-Analysis of Multilingual Studies. Learning

and Individual Differences, 25, 160-169.

This meta-analysis study synthesized findings from multilingual studies on spelling development

and disability. The findings revealed that explicit instruction, feedback, and practice were
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effective in improving spelling performance in students with and without spelling disabilities.

(Kim et al., 2013). The study highlights the importance of incorporating evidence-based

instructional strategies in teaching spelling to support students with diverse linguistic

backgrounds.

These international studies provide valuable insights into effective teaching-learning

interventions for improving spelling ability in various contexts.

The findings from these studies can inform the development of an action research

intervention to improve the Filipino spelling ability of Grade-7 Pearl students, taking into

consideration the effective strategies identified in these international studies.

Local

Teaching Spelling Strategies to Improve the Spelling Ability of Grade 7 Students. Asian

Journal of Educational Research and Synergy, 9(1), 1-8. This study conducted in a local context

investigated the effectiveness of teaching spelling strategies, such as syllabication, phonics, and

word analysis, in improving the spelling ability of Grade-7 students. The results showed that

students who received explicit instruction on spelling strategies significantly improved their

spelling performance compared to those who did not receive the instruction. (Ablaza 2019). The

study suggests that incorporating spelling strategies in teaching can enhance spelling ability in

Filipino students.

The Effects of Mnemonic Instruction on the Spelling Performance of Grade 7 Students.

The Online Journal of New Horizons in Education, 8(2), 160-170. This study conducted in a

local context examined the effects of mnemonic instruction, such as acronyms and acrostics, on

the spelling performance of Grade-7 students. The findings revealed that students who received
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mnemonic instruction demonstrated significant improvement in their spelling ability compared to

those who did not receive the instruction. (Aldaba 2018). The study suggests that mnemonic

instruction can be effective in improving spelling ability in Filipino students.

Impact of Computer-Assisted Instruction on the Spelling Performance of Grade 7

Students. International Journal of Education and Research, 4(8), 215-224. This study conducted

in a local context investigated the impact of computer-assisted instruction on the spelling

performance of Grade-7 students. The results showed that students who received computer-

assisted instruction demonstrated significant improvement in their spelling ability compared to

those who received traditional instruction. (Galang 2016). The study suggests that integrating

technology in teaching can enhance spelling ability in Filipino students.

An Investigation into the Effectiveness of Spelling Games in Improving the Spelling

Ability of Grade 7 Students. Asia Pacific Journal of Multidisciplinary Research, 3(3), 1-8. This

study conducted in a local context explored the effectiveness of spelling games in improving the

spelling ability of Grade-7 students. The findings revealed that students who participated in

spelling games demonstrated significant improvement in their spelling performance compared to

those who did not participate in the games. (Nonesa 2015). The study suggests that incorporating

spelling games in teaching can enhance spelling ability in Filipino students.

Impact of Grouping Strategies on the Spelling Performance of Grade 7 Students. Journal of

Research in Education, 33(1), 74-84. This study conducted in a local context investigated the

impact of grouping strategies, such as homogeneous and heterogeneous grouping, on the spelling

performance of Grade-7 students. The results showed that students who were grouped

homogeneously based on their spelling ability demonstrated significant improvement in their

spelling performance compared to those who were grouped heterogeneously. (Perez 2019). The
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study suggests that grouping strategies can be effective in improving spelling ability in Filipino

students.

These local studies provide insights into effective teaching-learning interventions for

improving spelling ability in Filipino students. The findings from these studies can inform the

development of an action research intervention to improve the Filipino spelling ability of Grade-

7 Pearl students, taking into consideration the effective strategies identified in these local studies.

D. THEORETICAL FRAMEWORK

The theoretical framework of the study "Improving Grade-7 Pearl Students’ Filipino Spelling

Ability Through Teaching-Learning Intervention: An Action Research" can be grounded in

relevant theories and concepts related to language learning, spelling instruction, and action

research.

1. Socio-Cultural Theory: This theory, developed by Vygotsky, emphasizes the role of social

interaction and cultural context in learning. It suggests that students' learning is influenced by

their social and cultural environment, and that meaningful learning occurs through social

interactions with more knowledgeable others. In the context of the study, socio-cultural theory

can be applied to understand how students' spelling ability can be improved through teaching-

learning interventions that provide meaningful and authentic language use opportunities, such as

collaborative activities, discussions, and feedback from peers and teachers.

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2. Cognitive Theory of Spelling: This theory, proposed by Gentry, focuses on the cognitive

processes involved in spelling, including phonological awareness, orthographic knowledge, and

morphological understanding. It suggests that explicit instruction on these cognitive processes

can improve students' spelling ability. In the context of the study, the cognitive theory of spelling

can inform the design of teaching-learning interventions that incorporate explicit instruction on

phonological awareness, orthographic knowledge, and morphological understanding to enhance

students' spelling skills.

3. Action Research: This approach, rooted in participatory research, involves the systematic and

reflective process of planning, implementing, and evaluating interventions to improve practice.

In the context of the study, action research can serve as the overarching framework, guiding the

researchers in conducting a systematic inquiry into the effectiveness of the teaching-learning

intervention in improving Grade-7 Pearl students' Filipino spelling ability. The action research

process can involve cycles of planning, implementation, reflection, and adjustment, based on the

findings and feedback obtained from students.

4. Filipino Language Education: This encompasses the local context of Filipino language

education in the Philippines, including the national curriculum, policies, and guidelines for

teaching and learning Filipino language. Understanding the specific characteristics and

challenges of Filipino spelling can provide a relevant framework for designing the teaching-

learning intervention in the study, considering the unique features of the Filipino language, such

as its orthography, phonology, and morphology.

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Overall, the theoretical framework of the study can provide a conceptual basis for

designing and implementing the teaching-learning intervention, and for evaluating its

effectiveness in improving the Filipino spelling ability of Grade-7 Pearl students. It can help

guide the researchers in formulating research questions, designing instructional strategies,

collecting and analyzing data, and interpreting the results of the action research.

E. STATEMENT OF THE PROBLEM

This study aims to answer the following questions:

1. What is the spelling ability of Grade-7 Pearl students in Ipil National High School

determined by conducting an intervention?

1.1 Pre-Test

1.2 Post-Test

2. Is there a significant difference between the pre- and post-test results?

3. How can the findings of the action research inform future instructional practices to improve

Filipino spelling skills in Grade-7 students and beyond in in Ipil National High School?
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F. SCOPE AND DELIMITATION

This study was only limited to the following:

The study focus was the Filipino spelling ability of the Grade 7 Pearl at Ipil National

High School.

The Scope of the study was only to identify the effectiveness of teaching learning

intervention.

The study was limited only to the student time and place of the study when it was

conducted during the Second Semester of the School Year 2022-2023, at Ipil National High

School. Furthermore, it is restricted to the Grade 7 Pearl students who are the research subjects

and are under the guidance of Marjorie B. Canones a Master Teacher II.

G. RESEARCH DESIGN

This study utilized the quantitative type of research method of generating the necessary

data. The researchers carry out an intervention to determine if there were changes to the Grade- 7

Pearl students ability on Filipino spelling. Quantitative research is defined as a systematic

investigation of phenomena by gathering quantifiable data and performing statistical,

mathematical, or computational techniques.

Under the quantitative approach, the researchers employ quasi-experimental design

specifically one group pretest posttest design in which the respondents of the study is from a one

group only. This design will demonstrate causality between an intervention and an outcome.
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H. RESEARCH LOCALE

This study was conducted at Grade-7 Pearl room under the advisory of Mrs. Marjorie B.

Canones at lpil National High School - Ipil District; with a school ID of 303838, the school was

situated along the highway going to the Zamboanga Sibugay Provincial Capitol, it is a few

meters away from WMSU-Ipil Campus and the Ipil Central Elementary School, the school was

composed of the Junior and Senior High School. Mrs Riza D. Morados-Secondary School

Principal I , Mrs. Estela B. Hordista, heads of the Filipino Department of the school, currently

headed the School. The school facilities were visible to serve the learners from its Learning

Parks, Laboratory Rooms, Gymnasiums Classrooms and other relevant facilities of the school.

I. POPULATION SAMPLING

A non-random convenient sampling method was used in this study where respondents are

able to participate based solely on who were present during the conduct of the study.

Participants we’re composed of 18 boys and 18 girls, a total of 36 students. Since they are the

only participant available, therefore, it is convenient for the researchers to access them to be the

respondents in the study.

J. DATA GATHERING TOOL

Data were collected from April 4 – 19, 2023. The respondents are all Grade 7 – Pearl learners

of Ipil National High School. The Mean Percentage Score (MPS) of the learners are collected

from their scores during the pre-testing and post-testing. It will be used as proof to show if there

will be an improvement of the students’ Filipino spelling abilities.

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K. RESEARCH INSTRUMENTS

This study used three (3) research instruments. These are, Pre-assessment, Intervention, and

Post-assessment.

This research instrument is a compilation of ten (10) random words that was selected from

the different literary works of Grade-7 Filipino Book “Panitikang Rehiyonal”. The research

instrument was constructed by the researchers and validated by Marjorie B. Canones a Master

Teacher II of Ipil National High School.

L. Statistical Tool

The statistical tools utilized in the study are Mean Percentage Score (MPS), Paired T-

Test and Likert Scale. The mean percentage score (MPS), often known as the percentage of

properly answered items on a test, represents the proportion of correctly answered items to all

test questions. Conversely, the Paired T-Test is a parametric statistical test that compares the

means of two related or paired groups, such as pre-intervention and post-intervention scores of

the same group of students in this case. It can determine whether there is a statistically

significant difference between the means of the two groups, which would indicate whether the

teaching-learning intervention had a significant impact on the Grade-7 Pearl students' Filipino

spelling ability. In addition, the Likert Scale ratings are set up to offer quantitative response

possibilities that facilitate data analysis.

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M. ETHICAL CONSIDERATION

Informed Consent

Before conducting the research, it is necessary to secure informed consent from the

Grade-7 Pearl students. Moreover, the principal of the school has provided a letter which was

suggested and signed as an additional measure.

Provide clear and comprehensive information about the purpose of the study, the nature

of the intervention, benefits, and the voluntary nature of participation.

Confidentiality and Privacy

Protect the confidentiality and privacy of the Grade-7 Pearl students by ensuring that

their personal information and data are kept secure and used only for research purposes.

Fair and Unbiased Treatment

Treat all Grade-7 Pearl students participating in the study with fairness, respect, and

impartiality, regardless of their race, gender, religion, or other characteristics. Avoid any form of

discrimination, coercion, or bias in the selection, treatment, or assessment of participants.

Beneficence and Non-maleficence

Ensure that the teaching-learning intervention is designed and implemented in a way that

maximizes benefits to the Grade-7 Pearl students and minimizes potential harm. Monitor

participants' well-being throughout the study and take appropriate steps to address any adverse

effects or concerns that may arise.

Researcher's Competence

Conduct the research in a competent and professional manner, adhering to accepted

research standards, and following relevant guidelines and regulations. Obtain necessary
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permissions or approvals from relevant authorities, such as school administration before

commencing the study.

N. ACTION PLAN TIMELINES

Implementation Responsibilities Resources Timeline Success

of Steps Needed Indicators

I. Conduct an  Researchers Survey March 20, Interview

interview with the  Classroom questions for 2023 Completed
classroom adviser the interview
Adviser
to identify the
major problems
in the classroom.
II. Formulation of  Researchers Researchers March 22, Final title
final research  Supervising 2023 approved.
title.
teacher

III. Seeking the  Researchers Letter of March 27, Approved.

approval of the permission to 2023
principal for the conduct action
study to be  School research.
conducted in the Principal
school.
IV. Checking and  Researchers Letter of March 29,
validation of the  Master Validation 2023
materials and
Teacher in
questionnaire for
the action Filipino
research.
V. Conducting of  Researchers Paper April 3, 2023 Approved
pre- test.  Respondent Pen
s

VI.  Researchers Instructional April 4- 19, Implementation

Implementation  Respondent Materials 2023 completed.
of Teaching-
s
Learning
Intervention
( Discussion and
Spelling
Activities)
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VII. Conducting  Researchers Paper April 21, 2023

of post-test and  Respondent Pen
Retrieval of data
s

VIII. Analyzing  Supervising Pre and Post- April 25-26, Data Analysis
the data Teacher Test Paper 2023 Completed
 Researchers

IX. Providing  Researchers April 27, 2023 Action

Conclusion, Researcher
Recommendation, Completed and
and Creating Checked
Program Proposal
X. Submission of  Researchers Manuscript April 28, 2023 Approved
the result of
action research.

Table 1: Plan of Action in the Pre-Assessment, Intervention, and Post-Assessment of the

Research Study.

In this t

O. DATA GATHERING PROCEDURE

This action research is being prepared in a systematic manner utilizing an action plan. An

action plan is a list of steps that must be followed or tasks that must be successfully completed in
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order for a strategy to be successful. This aids in setting the desired outcome as well as a

timetable for finishing the necessary tasks.

The plan's activities were broken down into three stages: the pre-implementation stage,

the implementation stage, and the post-implementation stage. These stages assist show the

actions done and tasks that must be carried out in order to fully finish the study.

Prior to the study's implementation, the researchers requested permission to conduct

action research from the Research Adviser and from the Campus Coordinator of Ipil National

High School to use the school's name and students as study participants.

The researchers employ thirty-six students for the implementation stage. The researchers

used a pre-assessment tool to measure respondents' basic knowledge of Filipino spelling before

conducting the study.

The 13-day implementation stage was followed by a post-implementation stage in which

the researchers evaluated the intervention's effectiveness.

P. DATA ANALYSIS

In this chapter, the spelling ability of Grade-7 Pearl students in Filipino language will be

evaluated through the Mean Percentage Score (MPS). The MPS will be calculated depending on

how many words in the pre-test and post-test were spelled correctly. The students' spelling

proficiency will then be categorized as either not mastered (1-49), nearly mastered (50-74), or

mastered (75-100) using the MPS. The MPS of the pre-test and post-test will be compared as

part of the data analysis to see if there has been a discernible increase in the students' spelling

skills following the teaching-learning intervention. The findings will be interpreted, summarized,
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and presented in a clear, brief manner to offer suggestions for how to further enhance the

teaching and learning of Filipino spelling.

The following table shows the information in tabular and textual format for discussion:

1. What is the spelling ability of Grade-7 Pearl students in Ipil National High School

determined by conducting an intervention?

a. Pre-Test

b. Post-Test

MPS DESCRIPTIVE INTERPRETATION

Pre-Test (56.11%) Nearly Mastered

Post-Test (86.11%) Mastered

Table 2: MPS Result Before Intervention

Table 2 shows the Mean Percentage Score (MPS) results of the Grade-7 Pearl students'

spelling ability in Filipino language before and after the teaching-learning intervention. The

descriptive interpretation category's "nearly mastered" designation corresponds to the pre-test

MPS score of 56.11%. This indicates that the learners have a solid understanding of the spelling

standards but still have room to grow. The post-test MPS score, on the other hand, was 86.11%,

falling into the "mastered" descriptive interpretation group. This shows that after the teaching-

learning intervention, the pupils' spelling skills significantly improved. Thus, it can be said that

the intervention was a success.

2. Is there a significant difference between the pre- and post-test results?

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A Wilcoxon signed rank test was performed to determine the significant difference in the

pre-test and post-test scores of the students.

N Mean Rank Sum of Ranks

POST_TEST- Negative Ranks 1a 14.50 14.50

PRE_TEST Positive Ranks 31b 16.56 513.50

Ties 4c

Total 36

a. POST_TEST<PRE_TEST

b. POST_TEST>PRE_TEST

c. POST_TEST=PRE_TEST

Table 3. Descriptive Statistics

Table 3 shows the Descriptive Statistics of the difference between the Mean Percentage

Scores (MPS) of the Grade-7 Pearl students' spelling ability in Filipino language before and after

the teaching-learning intervention. The table presents the number of negative ranks (where the

post-test MPS was lower than the pre-test MPS) and the number of positive ranks (where the

post-test MPS was higher than the pre-test MPS). The Mean Ranks and the Sum of Ranks were

also computed. The table also indicates that there were four ties in the data. Based on the results,

it can be interpreted that the majority of the students (31 out of 36) have shown a positive

improvement in their spelling ability in Filipino language after the teaching-learning

intervention, as evidenced by their higher post-test MPS. The negative ranks indicate that there

were some students (5 out of 36) who did not perform as well as their pre-test MPS. The ties

suggest that there were a few instances where the students' pre-test and post-test MPS were the

same.
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Overall, the analysis of Table 3 suggests that the teaching-learning intervention has been

effective in improving the majority of the Grade-7 Pearl students' spelling ability in Filipino

language.

POST_TEST-PRE_TEST

Z -4.693b

Asymp. Sig. (2-tailed) 0.000003

Table 4. Test Statistics

The statistical analysis in Table 4 shows that there is a significant difference between the

post-test and pre-test scores of the Grade-7 Pearl students in terms of their Filipino spelling

ability. The obtained Z-value of -4.693 indicates that the difference between the mean post-test

and pre-test scores is statistically significant at the 0.05 level of significance. The p-value

(asymptotic significance) of 0.000003 also supports this finding, indicating that the probability of

obtaining such a large difference between the post-test and pre-test scores by chance is very low.

Therefore, it can be concluded that the teaching-learning intervention implemented in the study

has significantly improved the Filipino spelling ability of the Grade-7 Pearl students.
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4. How can the findings of the action research inform future instructional practices to

improve Filipino spelling skills in Grade-7 students and beyond in in Ipil National High

School?

The findings of the action research can inform future instructional practices in Ipil National

High School and beyond to improve the Filipino spelling skills of Grade-7 students. The

significant difference between the pre-test and post-test scores shows that the teaching-learning

intervention was effective in enhancing the students' spelling ability. Therefore, the instructional

practices that were implemented in the intervention can be replicated or improved upon in future

teaching plans. Teachers can use similar teaching methods and techniques, such as incorporating

games and activities into lessons, emphasizing the importance of practice and mastery, and

providing individualized feedback to students. Additionally, the use of data gathering tools and

statistical analysis, such as the MPS and Z-test, can help teachers monitor student progress and

evaluate the effectiveness of instructional interventions. These findings can also inform the

development of professional development programs for teachers to enhance their pedagogical

skills and strategies in teaching spelling. Overall, the action research can provide valuable

insights for teachers and educators to improve the quality of education and enhance the spelling

skills of Grade-7 students and beyond in Ipil National High School.

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Q. PROGRAM PROPOSAL

Program Proponent Abualas, Hiede R.

Ag-Ag, Krizia Leah B.
Jumawan, Honney Jean L.
Sumalpong, Karyl A.

Program Owner Western Mindanao State University-

Ipil Campus

Ipil National High School

Proposed Budget

Introduction Filipino spelling is a crucial ability that is

helpful in helping pupils improve their

language skills. Concerns about the Grade 7

students at Ipil National High School's

Filipino spelling skills have recently been

voiced. A teaching-learning intervention was

carried out to enhance their Filipino spelling

skills in order to overcome this problem. The

goal of this action research was to assess how

well the teaching-learning intervention

improved the spelling abilities of Pearl

students in Grade 7. The intervention includes

a variety of teaching techniques, exercises,

and evaluations that were created to meet the

individual needs of the students.

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Goals and Objectives Goals:

To enhance the Filipino spelling ability of

Grade-7 Pearl students through a

comprehensive teaching-learning

intervention.

To create an engaging and student-centered

learning environment that fosters the

development of effective spelling strategies.

Additionally, increase students' motivation

and interest in learning Filipino spelling.

Lastly, to improve students' overall academic

performance in Filipino subject.

Objectives:

To encourage active participation and

collaboration among students to foster a

supportive learning community. To evaluate

the effectiveness of the teaching-learning

intervention through pre and post-tests,

spelling quizzes, and student and teacher

feedback.

Implementation Plan The implementation will take place three

times a week, during the students' free time.

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1. Conduct a pre-intervention

assessment: Before the intervention

begins, give students in Grade 7 Pearl

a spelling assessment to determine the

common spelling mistakes and

challenges they have in their Filipino

writing projects and quizzes.

2. Create intervention activities: Using

the findings of the spelling

assessment, create a number of

spelling intervention activities that

particularly address the found spelling

issues. The exercises ought to include

students actively and be adaptable to

their various learning preferences and

requirements.

3. Implement the intervention: Over the

course of a few weeks, carry out the

intervention activities in the

classroom. To keep pupils interested

and motivated, use a range of teaching

techniques and resources.

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4. Encourage students to participate

actively in intervention activities and

work cooperatively with one another

in order to create a positive learning

environment.

5. Conduct a post-intervention

assessment: To gauge how well the

teaching-learning intervention worked,

provide a post-intervention spelling

test.

6. Data analysis and interpretation: To

assess the success of the intervention,

examine the findings from the pre-

and post-intervention evaluations. To

find trends and patterns, combine

quantitative and qualitative data.

7. Consider the activities included in the

intervention as well as the academic

progress of the students. Identify areas

that want improvement and think

about how to alter the intervention for

usage in the future.

8. Promote best practices in teaching

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Filipino spelling by disseminating the

action research project's findings to

other educators.

Overall, the implementation strategy should

be adaptable and flexible in order to take into

account the needs, traits, and circumstances of

the students as well as the classroom setting.

The success of the initiative will depend on

regular reflection and correction.

Evaluation Plan The pre-test will be administered before the

implementation of the intervention to

establish the baseline performance level of the

students. This will allow the teacher to

identify the students' strengths and

weaknesses in Filipino spelling and use this

information to design appropriate intervention

activities.

After the intervention, a post-test will be

administered to measure the effectiveness of

the intervention in improving the students'

Filipino spelling proficiency. The results of

the post-test will be compared to the pre-test

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results to determine if there was any

improvement in the students' spelling ability.

By using pre- and post-tests, the teacher can

measure the effectiveness of the teaching-

learning intervention and make data-driven

decisions to improve the intervention for

future use. The test results will also help the

teacher to identify specific areas that need

improvement, which can be addressed

through targeted intervention activities.

Overall, this approach to evaluation will

provide valuable information on the

effectiveness of the teaching-learning

intervention and guide future efforts to

enhance the Filipino spelling ability of the

Grade-7 Pearl students.

Conclusion In conclusion, the program proposal for

improving Grade-7 Pearl students' Filipino

spelling ability through teaching-learning

intervention is designed to enhance the

students' spelling proficiency and support

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their academic success. The proposed

intervention will be implemented three times

a week during the students' free time and will

consist of engaging and interactive activities

that cater to the diverse learning needs of the

students.

R. CONCLUSION
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As a result of the teaching-learning intervention used in this action research, Grade 7 Pearl

students at Ipil National High School have greatly improved their Filipino spelling skills. The

results show that the intervention was effective in assisting the pupils in mastering the Filipino

language's spelling requirements. A quantitative evaluation of the increase in spelling abilities

was made possible through the use of the Mean Percentage Score (MPS) and statistical analysis.

The success of the intervention demonstrates how crucial it is to use engaging teaching methods

that improve kids' spelling ability. The results of this study can guide instructional strategies for

Grade 7 students and upwards in Ipil National High School and other comparable educational

environments

The action research makes a significant contribution to the body of knowledge in language

education and offers tips on how to improve students' learning outcomes through efficient

teaching-learning interventions.
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