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An Undergraduate Classroom-based Action Research Double-spaced

Presented to the Faculty of the Institute of Education

Bulacan Agricultural State College

San Ildefonso, Bulacan

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In Partial Fulfillment

of the Requirements for the Degree Bachelor of Elementary Education

Major in insert major if applicable

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JOMEL A. BUISING (GROUP MEMBERS HERE)

GERRICK I. CRUZ
JOHN LESTER A. DELA CRUZ
ELYKA MAY R. DURO
APRILJOYCE O. REYES
JOAN P. SANTOS

MAY 2023

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 TITLE PAGE (ONLY THE AR TITLE MUST BE FOUND HERE IN

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 APPROVAL SHEET

This undergraduate thesis entitled “ENGLISH SPELLING ABILITY

IMPROVEMENT THROUGH POP ART AND DRILL: A SEQUENTIAL
EXPLANATORY MIXED-METHODS STUDY” prepared and submitted by
SUNSHINE L. CARIAGA, PAMELA S. GABRIEL, RANUEL G. MANARES,
MARK CHRISTIAN R. RAGAY, FIL ADRIANNE S. SANTIAGO, and ELLA
MAE M. SEGOVIA in partial fulfillment of the requirements for the degree of Bachelor
in Elementary Education, has been examined and recommended for acceptance and
approval.

EVELYN Q. ALERA
Adviser

Approved by the EXAMINATION COMMITTEE with a grade of ____on May 06, 2023.

JUAN S. DELA CRUZ, PhD JOSEFINA C. DE LEON

Member Member

EVELYN Q. ALERA CINDY S. CRUZ

Chairperson Co-Chairperson

_____________________
Date

Accepted in partial fulfillment of the requirements for the degree of Bachelor in

Elementary Education.

JENNIFER P. ADRIANO, PhD

Dean, Institute of Education

ACKNOWLEDGEMENT

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 First and foremost, the authors would like to express their heartfelt gratitude to the

Almighty God for giving them strength and healthy bodies and minds to successfully

finish this research during the pandemic. This research would not have been possible if

not for His endless grace and guidance throughout the duration of the study.

The authors would also like to express their thankfulness and appreciation to the

following people;

to their thesis adviser, Ms. Evelyn Q. Alera, for her immense knowledge,

motivation, patience, effort, and time from the conceptualization of the experiment until

the writing of the thesis manuscript;

to the College President, Dr. Jameson H. Tan and Dean of College of Agriculture,

Dr. Julita P. Mendoza, for giving permission to the researchers to establish their study in

net house in the College of Agriculture campus to complete this experiment;

to the hard-working and knowledgeable panel of evaluators, Mr. James D. Letche,

Mr. Denver E. Godoy, Mr. Ryan P. Ceniza, and Mrs. Dinah Marie C. Dayag, for the

effort and time to assist the researchers during the pre-oral defense and final defense of

the of the study;

to the Department of Science and Technology-Science Education Institute

(DOST-SEI), Department of Agriculture Regional III, and Department of Agriculture-

Bureau of Soils and Water Management, for their effort and time in assisting the

researchers and their permission to have the laboratory analysis of the research’s soil and

fertilizer samples done in their facilities. Their assistance is truly valuable to the success

of this study. And lastly;

 to their parents, friends, and classmates, for giving their love, and moral,

emotional, and financial support all throughout the experiment process.

The Authors

BIOGRAPHICAL SKETCH
 The author, Argie Tagalag Bunalade, the leader of the group, was born on

September 1, 1999, in San Miguel, Bulacan. His father, Arnold P. Bunalade, worked as a

farmer and jeepney driver and his mother, Arcelli T. Bunalade, as the lady of the house.

He finished his primary education in 2012 at Sta. Ines Elementary School, junior

high school at San Miguel National High School, and took Technical Vocational

Livelihood-Agri-Fishery Arts (TVL-AFA) during his senior high school years at the

same school. He was an active member of SMNHS Senior Scouts for four years and

served as an officer in SMNHS Supreme Student Government and graduated with

excellence and a leadership award.

At the age of 18, he took his Bachelor's Degree at Bulacan Agricultural Stage

College with the course Bachelor of Science in Agriculture Major in Horticulture and

served as their section's Class Mayor. In his second year of study, he was appointed as

College of Agriculture Marshal of BASC-Supreme Student Council for two consecutive

years. In 2021, he was elected as the Governor of BASC-College of Agriculture Campus

Student Council and the first President of Bulacan Agricultural State College-Federation

of Supreme Student Council at the same time. During his tertiary education, he was a

consistent President's Lister and College Scholar for four consecutive years.

In 2020, he qualified to the Department of Science and Technology – Science

Education Institute (DOST-SEI) Junior Level Science Scholarship, one of the most

prominent scholarship grants in the Philippines.

He attended various seminars, forums, webinars, conventions, and symposiums,

especially in the field of agriculture, like the ASEAN Agriculture Summit in 2018 and

the 2nd Youth in Agriculture Summit in 2022, and leadership trainings like Young
Southeast Asian Leaders Initiative (YSEALI) and Top Ten Outstanding Students of the

Philippines (TOSP-R3ach) # MakeItMatter # NeverTooYoungToLead in 2019.

He also completed the National Certificates Level I and II in Agricultural Crops

Production at Duran Farm and Agribusiness and Training Center Association, Inc.

located at Basuit, San Ildefonso, Bulacan.

Mr. Bunalade is also an active member and officer of Sta. Agnes Sub-Parish

Pastoral Council-Parish Commission on Youth at Sta. Agnes Chapel, Sta. Ines, San

Miguel, Bulacan.

He is engaged in environmental awareness advocacy and is experienced in design

and graphics layout.

A.T.B.

Note:

Each researcher must have a BIOGRAPHICAL SKETCH on a SEPARATE PAGE. The

Biographical Sketch for each author must consist of 1 to 2 pages.

BUNALADE, ARGIE T., GARCIA, JOHN ALLEN Y., MANANGHAYA, PRINCESS

P., OCFEMIA, JULIE ANN D., PELAYO, NIKKO P., and UBALDO, JOHN PAUL
ELLIZER M. “ENGLISH SPELLING ABILITY IMPROVEMENT THROUGH POP
ART AND DRILL: A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY.”
Adviser: EVELYN Q. ALERA >>NAME OF YOUR ADVISER

ABSTRACT

This action research employed a sequential explanatory mixed-methods strategy to

explore the influence of pop art and live spelling drill as learning interventions in the

spelling ability of Grade 2 pupils in a single class of a public elementary school. This

spelling ability is considered one of the least learned competencies of the pupils based on

the diagnostic test and the teacher’s classroom-level English assessment. The respondents

were grade 2 pupils who agreed to attend the face-to-face classes during the third and

fourth quarters of the school year 2021-2022 wherein the parents, through the mandate of

the Department of Education had the option to send their children to school and attend

onsite classes. A validated, researcher-made pop-up book was utilized as a learning

material partnered with a live spelling drill that was concurrently used to enhance the

spelling ability of the participants. The pop-up books were distributed to the participants’

parents and taught to them by the parents themselves as supplementary materials. It was

revealed in the pre and post-tests that the average scores of the participants exhibited a

significant difference. The mean score in the written spelling activity in the post-test is

higher (M=6.00, SD=1.10) than in the pre-test (M=2.05, SD=1.29) t(19) = -14.83

(p=0.001). This finding was further strengthened by the feedback obtained from the

parents of the pupils who were interviewed after the intervention implementation. Among

the themes of the intervention include the increased interest of the pupils in the spelling

practice at home, increased vocabulary, and enjoyment of using the pop art materials.
KEYWORDS: Action Research, Competency, Pop art book, Spelling Drill, Vocabulary

>>>KEYWORDS MUST BE ALPHABETICALLY ARRANGED

NOTE: There are NO PAGE NUMBERS ON THE FOLLOWING:

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

BIOGRAPHICAL SKETCH OF ALL THE AUTHORS

ABSTRACT

Page numbers in Roman Numeral (i. ii, iii, iv, v etc.) will start at the table of contents.

But you will not designate “i” on the 1 st page of the table of contents. It should start with

its correct number order starting from the TITLE PAGE, not the COVER PAGE

Table of Contents
 PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

BIOGRAPHICAL SKETCH iii

ABSTRACT vi

TABLE OF CONTENTS xiii

LIST OF APPENDICES xxii

CHAPTER I

Rationale.............................................................................................................................1

Review of Related Literature and Studies………………………………………...6

Research Questions................................................................................................15

Hypothesis..............................................................................................................16

Significance of the Study.......................................................................................17

Scope and Limitations...........................................................................................18

CHAPTER II

Methods

Type of Research...................................................................................................20

Respondents. ..................................................................................................... ...20

Sampling Method...................................................................................................21

Proposed Intervention…........................................................................................22
Page no. here in Roman
Numeral, TNR, 11, bottom
right.
 Instrument/s...........................................................................................................24

Data Collection Procedure................................................................................ ....24

Ethical Considerations.................................................................................. ........25

Data Analysis.........................................................................................................26

Work Plan…...…………………………………………………………………...32

CHAPTER III

Results and Discussion

Improved Oral Spelling Ability of the Grade 2 Pupils.….………………………34

Spelling Ability Improvement in Written Form………………………………....38

Improved Reading Ability Though Drill……………………………………...…45

CHAPTER IV

Summary, Conclusion and Recommendation

Summary…………………………………………………………………………50

Conclusion……………………………………………………………………….52

Recommendation………………………………………………………………...55

References..........................................................................................................................58

List of Appendices…….....................................................................................................65

Appendix A (Instruments).....................................................................................66

Appendix B (Raw and Computed Data) ...............................................................68

Appendix C............................................................................................................69

Appendix D............................................................................................................71

Appendix E............................................................................................................74
PLACE IN EACH APPENDIX ITS CORRESPONDING TITLE

Appendix A – Sample questionnaire, assessment forms, and/or any instrument you

used in your intervention implementation

Appendix B – Raw data and computed data from your data processing/statistical

treatment; Transcript of the interview responses in case you conducted interviews

Appendix C – Photo Documentation. Pictures of your participants and their parents

should be blurred

Appendix D – Certificate of Approved Outline (The signed version should be

attached in Appendix D) and Certificate of Approved Manuscript (Duly signed)

Appendix E – Letters (Notices, Permission, Excuse, Parent’s consent, Endorsement)

If you have more DOCUMENTS/ATTACHMENTS, you can have as many

APPENDICES. Just make sure you have a title to place for EACH APPENDIX

Note on Page Number of the CHAPTERS.

ALL THE FIRST PAGES OF EACH NEW CHAPTER MUST NOT HAVE A

PAGE NUMBER.

THE PAGE NUMBER OF REGULAR PAGES MUST BE PLACED ON THE

BOTTOM RIGHT IN TIMES NEW ROMAN FONT AND SIZE 11. YOU

SHOULD HAVE ALSO PAGE NUMBERS ON ALL THE REFERENCES AND

APPENDICES.