Presentation on theme: "THE EFFECTS OF STRATEGIC INTERVENTION MATERIAL IN"— Presentation transcript:
1 THE EFFECTS OF STRATEGIC INTERVENTION MATERIAL IN COMMERCIAL COOKING TO STUDENTS’ ACADEMICPERFORMANCE IN TECHNOLOGY ANDLIVELIHOOD EDUCATIONAN ACTION RESEARCHPrepared by:EMMA D. LUMOGDANGKoronadal National Comprehensive High SchoolParaiso ExtensionCity Schools DivisionRegion XIIApril 2015
2 INTRODUCTION Every school, the access to quality education is a global concern. The K to 12 Basic Education Program (BEP) implemented in elementary and secondary school. Technology and Livelihood Education (TLE) is an exploratory subject for Grade 7 and Grade 8 introduced the different learning activities which will prepare the students to be skillful before they take the step into the world of work. However, the access of students’ Learning Module and Teachers Learning Guide was limited and there was no module available for the students to help them in the teaching-learning process as prescribed in the curriculum. Without modules and other instructional materials, student’s learning is negatively affected and their learning level becomes dense resulting to least learned competency. With this problem, the researcher makes a progress on how to bridge the learning gaps in Grade 7 students; the development of Strategic Intervention Material (SIM) in Technology and Livelihood Education (TLE) particularly in Commercial Cooking is the answer. Furthermore, in the formulation of Strategic Intervention Material, would help students to think critically.
3 STATEMENT OF THE PROBLEM STATEMENT OF THE PROBLEM This study is a two folded effort tried to do an analysis of Grade 7 least learned competencies in TLE and use the results to develop Strategic Intervention Material (SIM) in teaching Secondary Education. Specifically, the purpose of this study is to: Determine the pre-test score of students in Technology and Livelihood Education (TLE 7) Determine the post-test score of students in Technology and Livelihood Education (TLE 7) Find out if there is a significant difference in the pre-test and post-test results in TLE 7 using the SIM.
4 RELATED LITERATURE This chapter consists of various readings that are related to the study that gave significant insights that helped much in the development of this present study. Included here is the Strategic Intervention Materials (SIM) developed by the researcher that make the learners and the teachers become more productive and make them more confident. Balacuit (2001) Performance is a factor that assesses student learning outcomes. Classroom objective in teaching were established as part of evaluation in which pupils were the subject of evaluation and being assessed by evaluators if how much a pupil acquires and retains in the course of his participation in the classroom activities. According to Catedrilla (2000) the pupils’ performance level functions are: 1.) communicating teachers’ expectations; 2.) providing feedbacks to pupils and 3.) informing instructional decisions.
5 Holmes (2012) Learning gaps are referred to as being the difference between where students currently are in their education level and where they should be; to determine a child’s learning gap, teachers and students should both perform and assess a variety of ongoing task. Furthermore, learning gaps are the difference between what we know about effective learning and what is currently happening in the classroom. Addressing learning gaps is done by identifying the learning gap first and implementation is important in developing the quality of teaching in order to close the gap.
6 According to Rosenshine et al According to Rosenshine et al. (2009) intervention studies in which students have been taught to generate questions as a means of improving their comprehension. Overall, teaching students the cognitive strategy of generating questions about the material they had read resulted in gains in comprehension, as measured by tests given at the end of the intervention. Consequently Teichert and Stacy (2002) the effectiveness of intervention for a college general chemistry course was designed to apply research on students’ preconceptions, knowledge integration, and student explanations in interviews. They found out that intervention group students are better than the control group students.
7 The Conceptual Framework The Conceptual Framework Figure under the conceptual framework presented the schematic diagram of the study which investigated The Effects of the Strategic Intervention Materials (SIM) to Students’ Academic Performance in Technology and Livelihood Education in teaching K to 12 Curriculum INDEPENDENT VARIABLES DEPENDENT VARIABLES Fig. 1 Conceptual Framework of the Study.Learning Gaps in Technology and Livelihood EducationStudents’ Academic PerformanceDevelopment and Validation of Strategic Intervention Material in Commercial Cooking
8 METHODOLOGY This chapter deals with the research design, locale of the study, respondents of the study, the sampling technique, data gathering instrument, data gathering procedure and the statistical tools to be used in the study. Research Design This study follows a Research and Development (R&D) paradigm. The variables are learning gaps in Technology and Livelihood Education, Development of Strategic Intervention Material (SIM) in Commercial Cooking. These needs and problems were used as inputs to the proposed Strategic Intervention Material to enhance the learning performance of the Grade 7 students in the Pre-Test and Post-Test related to Commercial Cooking. After administering and scoring the Pre-test, item analysis was made in order to determine what competencies were least mastered. The least mastered competencies were the basis for constructing the SIM and it was utilized as an intervention material. The SIM undergo content validation before it was finally given to the students ready for use.
9 Significance of the Study Significance of the Study This Action Research is beneficial to the teachers to improve instruction resulting to higher academic performance of the Grade7 students in TLE. To improve the performance and academic skills of the Grade 7 students of Koronadal National Comprehensive High School-Paraiso Extension in Technology and Livelihood Education particularly in Commercial Cooking. To introduce the interesting activities of a Strategic Intervention Material (SIM) to the students.
10 Research Respondents The twenty-nine (29) Grade 7 students of Koronadal National Comprehensive High School-Paraiso Extension were the samples of the study. The identified least mastered competencies in the Pre-Test for the Second Grading period was the basis of developing the SIM based on the result of the item analysis.
11 Instrumentation The following research instruments used in this study were Pre-Test/Post-Test, and the Strategic Intervention Material designed to help teachers provide the students who need support to make progress. It tries to increase and deepen skills, knowledge and understanding from concrete to what is more abstract. It gave students the opportunity to explore their understanding and make sense of these new ideas. Furthermore, an intervention material meant to recall the concepts and skills to help the learners master a competency-based skill which they were not able to develop during classroom discussion. The Strategic Intervention Material has five parts: the guide card, activity card, assessment card, enrichment card, and reference card. The guide card stimulated the students of interest on the topic discussed and gave a preview of what they would learn. Activity Card, Assessment Card, and Enrichment Card are series of activities with different level of difficulties to excite their interest as they answer the SIM.
12 Intervention The SIM utilized in this study entitled “Fairy Lady and Her Kitchen,” was made by the researcher. Skill in this SIM focuses on the classification and naming of cooking materials, kitchen utensils and equipment that are commonly found in the kitchen. Activities included to meet the objective were designed suited within the students’ comprehension through text, pictures and illustrations. The researcher reproduced the copies of SIM. The Pre-test was conducted with 10 test items paper-pencil test and 10 students (not respondents) were requested by the researcher to answer the SIM for improvement purposes before SIM were distributed for student consumption and the Post –test was conducted after the SIM was administered.
13 Table I. Pre-Test and Post Test Result. ScoreWithout the Use of SIMWith the Use of SIMFrequencyTotal(Frequency X Score)101212098187564916425315428229145264MPS50%91.03%Table I presents the mastery performance score of the students on the least learned competency as identified in the SIM both pre-test and post-test. It can be noted from the data that the MPS during the Pre-test is significantly low with 50% while MPS on the Post-test registered 91.03% . MPS on Post-Test had increased by over the Pre-test.Based from these findings, the SIM is an effective intervention to increase the least learned competencies. Hence, the SIM is recommended.
14 FINDINGS/CONCLUSION As the result of the conduct of the SIM by the researcher, the following interventions were realized and made through the initiative and effort of the researcher; it was found out that there was a significant difference between the pre-test and post-test results in TLE using the SIM. The SIM issued and tested to the students was found effective because it has an improvement to the mastery of the students as specified objectives in TLE (Commercial Cooking) Second Grading for the SY It is further; I conclude that the performance and academic skills of the Grade 7 students of KNCHS-Paraiso Extension in Technology and Livelihood Education particularly in Commercial Cooking had improved due to SIM provides self-directed activities and students are learning by doing at the same time they are enjoying.
15 RECOMMENDATIONS 1. To further improve the mastery level in TLE by the Grade 7 Students in Koronadal National Comprehensive High School-Paraiso Extension, SIM is the answer. 2. Teachers should have an advocacy to design or develop SIM not only in this specific objective but in other competencies in TLE and other subjects. 3. Teachers may adopt the SIM for teaching-learning convenience.
16 Pre-test/Post-test Score of Grade 7 Republic of the PhilippinesDepartment of EducationRegion XIICity of KoronadalKORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOLParaiso ExtensionTechnology and Livelihood Education (Commercial Cooking)Second GradingSYPre-test/Post-test Score of Grade 7Students in Grade 7-BonifacioPre-TestPost-TestIncreaseScorePercentageStudent # 177010100325509904406880301112136014151617181920212223242526272829Total145264MPS50%91.03%41.03*The 10- item test used was taken from the assessment activity card of the SIM.
17 KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso Extension Republic of the PhilippinesDepartment of EducationRegion XIICity of KoronadalKORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso ExtensionITEM ANALYSISSubject: TLE 7 (Commercial Cooking)Subject Teacher: Mrs. Emma D. LumogdangNo. of Students Tested: 29Grading Period: 2nd grading PeriodObjectivesNo. of ItemsItem PlacementNo. of Correct Response% of correctResponseNo. of Wrong Response% of wrong ResponseANALYSISMastered(75% and Above)NearingMastery(50% to 74%)Least Mastered(49% and Below)1. Identify the names of Cooking Materials, Kitchen tools and equipment.5167242276/1741425861812415819828217220931692. Classify things according to Cooking Materials, Kitchen Tools and Equipment114815521034661359455538623. Use Kitchen Tools and Equipment according to its function.1234. Select and use chemicals for cleaning and /or sanitizing.68327939726905. Carry out measurements and calculations in required task.29306. Compute costs of production according to standard procedure.237. Read and interpret kitchen plan3233358. Identify sign, symbols, and data according to job specifications.363739409. Identify types of kitchens and appropriate layouts.42434410. Identify hazards and risks.46474950TOTALPrepared by:EMMA D. LUMOGDANGTeacher I/Subject TeacherNoted by:WILMER H. FETALINOSchool Head
18 Descriptive Equivalent Table 2. Summary of Scores on the Validation of the Strategic Intervention Material in Technology and Livelihood Education (Commercial Cooking) Entitled “Fairy Lady and Her Kitchen.”CriteriaStrongly Disagree(1)Disagree(2)Uncertain(3)Agree(4)Strongly Agree(5)MeanDescriptive Equivalent1. The SIM is Properly constructed214.332. The activities are sufficient.4.673. The activities are within the level of the students.3.674. The activities are appropriate to meet the desired outcome/objectives.5. The SIM measures what is intended to measure.6. The SIM is easy to evaluate.TOTAL1.22.8326.68Over- All4.54Table 2 presents the summary of the scores on the validation of the Strategic Intervention Material (SIM) used in Action Research. As noted in table 2, experts ( 1 TLE Coordinator, 1 Teacher teaching TLE and the School Head) who validated the SIM strongly agree that the activities selected are sufficient and appropriate to meet the desired outcome/objectives, measures what is intended to measure and is easy to evaluate.Likewise, experts agree that the SIM is properly constructed and the activities are within the level of comprehension of the students.Based on the findings, it can be concluded that SIM is an effective tool to be used as an Action Research instrument since the overall descriptive equivalent is Strongly Agree with 4.54 as an overall Mean.
19 TABLE OF SPECIFICATION Republic of the PhilippinesDepartment of EducationRegion XIICity of KoronadalKORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso ExtensionTABLE OF SPECIFICATIONSchool: KNCHS-Paraiso Extension Subject Teacher: EMMA D. LUMOGDANGSubject: TLE 7 ( Commercial Cooking) Period : 2nd GradingLEARNING COMPETENCIESNo. of SessionKnowledgeComprehensionAnalysisApplica-tionTotalPercentage1. Identify the names of Cooking Materials, Kitchen tools and equipment.3111213,14155102. Classify things according to Cooking Materials, Kitchen Tools and Equipment161718,19203. Use Kitchen Tools and Equipment according to its function.12,344. Select and use chemicals for cleaning and /or sanitizing.678,95. Carry out measurements and calculations in required task.262728,29306. Compute costs of production according to standard procedure.22122,2324257. Read and interpret kitchen plan313233,34358. Identify sign, symbols, and data according to job specifications.3637,3839409. Identify types of kitchens and appropriate layouts.414243,444510. Identify hazards and risks.4647,484950TOTAL14100Prepared by:EMMA D. LUMOGDANGTeacherNoted by:WILMER H. FETALINOSchool Head
20 REFERENCES Books AQUIBO, M. A. (2002) Enhancing and Learning REFERENCES Books AQUIBO, M.A. (2002) Enhancing and Learning. Copyright June Periodicals/Journals TENEDERO, H. (2006) The HI Class Teacher. Copyright 2006 Unpublished Materials BALLOS, V. (2006) Multi-Media Awareness: Its Effect on the Teaching Performance of Secondary Science Teachers in the Division of Koronadal city and South Cotabato Websites SOBERANO, L.(2014) Strategic Intervention Metrials in Chemistry: Its Development and Effectiveness.
21 “Every child is unique. It is therefore, the responsibility of a teacher to prepare them to become competitive, more productive and let them ready to face the complexity of the world.”
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