Department of Education

Region III
Division of Pampanga
MALAULI HIGH SCHOOL
Malauli, Masantol

May 16, 2013

MALCOLM S. GARMA, CESO V
Schools Division Superintendent
Division of Pampanga
City of San Fernando (P)
Attention: EPS-I, Coordinator for Research and Evaluation
Sir:
This office is submitting herewith the Research Proposal entitled Increasing the
Students Achievement in Mathematics and Science at Malauli High School through
Reinforcement, Review, Remedial or 3Rs for evaluation and approval.

Respectfully yours,
WILLET S. PEREZ
Officer-in-Charge

TOPIC SELECTION AND TITLE OF THE STUDY

1

Malauli High School has been in existence for five years already and is running into its sixth
year. With the collective efforts of its internal and external stakeholders, the school is
constantly improving and upgrading its facilities, empowering its teaching and non-teaching
personnel through trainings and seminars and sustaining quality education being delivered
among its biggest clients the students.
To show that the school is constantly improving, the results of the School Achievement Test
and National Achievement Test for the past three School Years, SY 2010-2011, SY 20112012 and SY 2012-2013 showed the school did well. The increasing rating of the school in
SAT and NAT proved that the teachers and personnel are on the right track to sustaining
quality education.
However, it can be noticed in Table 1 and 2 (see Table 1 and 2) that the ratings obtained by
the students in Mathematics and Science were fluctuating or if not, in a see-saw trajectory
while all the rest of the subjects were increasing. Math and Science are considered to be core
subjects and hence, critical for the development of sound logical thinking and scientific
attitude. If not given preferential attention, the two subjects might serve as the waterloo of
the school in the succeeding achievement tests both in the local and national level.
Table 1
School Achievement Test for the Last Three (3) Years
Subjects
English
Math
Science
Filipino
AP
MAPEH
EP/EsP
TLE
Average

S.Y. 10-11
52.99
50.97
55.57
57.71
58.49
61.93
62.19
58.10
57.24

S.Y. 11-12
63.01
59.4
59.14
62.99
62.85
65.49
71.18
64.7
63.60

S.Y. 12-13
63.79
58.39
55.85
62.18
68.83
71.74
73.09
71.26
65.64

Table 2
National Achievement Test for the Last Three (3) Years
Subject Area
FILIPINO
ENGLISH
MATH
SCIENCE
AP
General Average

S.Y. 2009-2010
52.74
68.13
38.96
49.25
34.3
48.68

S.Y. 2010-2011

S.Y. 2011-2012

61.57
41.57
36.07
33.05
46.67
43.79

55.25
46.16
33.53
33.64
52.85
44.29

As such, the researcher decided to explore the Achievement of Students in Math and Science.
2

The ACTION RESEARCH TITLE that the researcher would like to propose is: Increasing
the Students Achievement in Mathematics and Science at Malauli High School through
Reinforcement, Review, Remedial or 3Rs.
The interventions that the researcher proposes will be as follows:

Interventions to be used: 3Rs (Reinforcement, Review, Remedial)

Reinforcements:
The School Head together with the Science and Math teachers will conduct a
seminar-workshop to discuss and prepare all possible curriculum enrichment
activities categorized as Type 1, 2 and 3.
Teachers will provide more hands-on/minds-on activities and collaborative activities
for students and minimize lecture-discussion method.
Students will be required to submit a portfolio of their individual
experiments/exercises per quarter. The individual portfolio will include reflection
questions which students will answer and the summary of the students scores.
Continuous monitoring (checking of lesson plan and daily log, classroom
observations) will be done by the School Head to ensure thorough implementation of
the aforementioned reinforcement activities.
Intensified Review Sessions:
School Head and teachers will schedule Saturday review classes for fourth year
students prior to the NAT. Test questions will be patterned to the NAT and Divisionmade tests.
Remedial Instructions:
Slow learners in Math will undergo a numeracy program.
Teacher-made modules and intervention materials will be provided for students who
need further remediation.

 School Head will monitor the use and provision of modules/intervention materials
through the Student-Learning Plans to be submitted every of the quarter.
3

The following are the general questions that can be derived from the study:
1
2
3
4
5
6

How may the performance of the students in Mathematics and Science be described in
terms of pre-test and post-test?
How may the academic performance of the students in Mathematics and Science be
described during the previous academic year and after the introduction of the
interventions?
How may the performance of the students in Mathematics and Science in NAT and SAT
be described during the previous academic year and after the introduction of the
interventions?
Is there a significant difference in the performance of the students in Mathematics and
Science between the results of pre-test and post-test?
Is there a significant difference in the academic performance of the students in
Mathematics and Science between the grades obtained during the previous academic year
and after the introduction of the interventions?
Is there a significant difference in the performance of the students in Mathematics and
Science in NAT and SAT between the rating obtained during the previous academic year
and after the introduction of the interventions?

The data gathered will be coded, encoded, and statistically analyzed using statistical software
called SPSS version 18. Statistical tests that will be used include frequency count, percentage
and T-test. Frequency counts and percentage will be utilized to present the performance of
the students in Mathematics and Science in terms of pre-test and post-test; the academic
performance of the students in Mathematics and Science during the previous academic year
and after the introduction of the interventions; and the performance of the students in
Mathematics and Science in NAT and SAT during the previous academic year and after the
introduction of the interventions. To test questions no. 3.4, 3.5 and 3.6, T-test will be used.
On the other hand, the rejection or acceptance of a null hypothesis is based on 5% level of
significance. As SPSS readily provide the significance level of a test, the output significance
is compared to 0.05 level to determine the significance of that value. If the value is less than
or equal to 0.05, then there is a significant difference or relationship; hence, the null
hypothesis is rejected. Otherwise, there is no significant difference or relationship and the
null hypothesis is accepted.

Prepared:
WILLET S. PEREZ
Researcher, Malauli High School

Recommending Approval:
ALVIN G. GOZUN
EPS-I, Coordinator for Research and Evaluation
LEONARDO D. ZAPANTA, Ed. D.
Assistant Schools Division Superintendent
Approved:
MALCOLM S. GARMA, CESO V
Schools Division Superintendent