Ar Second Sem For Formatting

Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION

Laoag City
ENRICHING THE RETENTION SKILLS OF GRADE IV PUPILS ON

WEATHER THROUGH THE USE OF TAKE-PASS TECHNIQUE
(An Action Research)
COLLEEN KAYE M. HILARIO

LEIZEL JOY A. IDNAY
EXCEL B. IRORITA
IVAN DOMINIQUE C. JARA
Submitted in Partial Fulfillment of the Requirements

in EDUC 200 (Practice Teaching)
BACHELOR IN ELEMENTARY EDUCATION

(General Education)
April 2016
Approval Sheet
This research titled, Enriching the Retention Skills of Grade IV Pupils on Weather
Through the Use of Take-Pass Technique, prepared and submitted by COLLEEN
KAYE M. HILARIO, LEIZEL JOY A. IDNAY, EXCEL B. IRORITA and IVAN
DOMINIQUE JARA, in partial fulfillment of the requirements for the course EDUC 200
(Practice Teaching), is hereby approved and accepted.
ROMELYN T. LAGURA
Research Adviser
ESTRELLA B. LUIS
Coordinator, BEED Student Teaching
Approved in partial fulfillment of the requirements for the course EDUC 200
(Practice Teaching).
ELIZA T. SAMSON
Dean, College of teacher Education
________________
Date Signed
Acknowledgements
This humble piece of work would have been difficult without the unfathomable
support and guide of the great minds, to whom we researchers owe appreciation and
gratitude to the following:
To our Almighty God, the Creator, savior and a great teacher of all times, for His
bountiful blessings, needed wisdom, knowledge, guidance and strengths He has given
and shared to us researches so that we can overcome the challenges during the conduct of
the study. To Him we magnanimously thank every day.
Mrs. Romelyn T. Lagura, our research adviser, for her motivation and for patiently
going over every pages of our research. In sharing her golden time and for her efforts in
sharing her ideas just to make this research better;
Mr. Frederick C. Camacho, Principal of Ester Elementary School; Mr. Jovencio
Asuncion Jr., Principal IV of Shamrock Elementary School; and Mrs. Ethelia G. Prieto,
Principal II of Badoc South Central School, for allowing us to conduct the study;
Prof. Estrella B. Luis, BEEd Student Teaching Coordinator, for sharing her hectic
time in helping us work by conducting seminars and workshops
regarding action
research;
Dr. Lilybeth Agno, College Research Coordinator, for her approval of the conduct of
this study and for her constant encouragement;
The Grade IV pupils for their active participation in the conduct of the research;
Mr. Jojo B. Leao, Grade IV teacher of Ester Elementary School; Mrs. Ma. Adela L.
Sagun and Mrs. Sheryll P. Pascua, Grade IV teachers of Badoc South Central School-
SpEd Center; and Ms. Caroline Domingo of Shamrock Elementary School, for their
untiring help and guidance in the conduct of the research; and
To our parents, for their generosity in sending us to school and their heart-melting
support throughout our journey.
C.K.M.H
L.J.A.I
E.B.I
I.D.C.J
Dedication
Reaping the fruit of our sacrifices.
Our hardships.
Our persistence.
Indeed, this is what we call happiness and contentment.
We humbly dedicate this research to all the people who played significant roles in making
the endeavor successful, for their support and guidance, for their understanding,
encouragement to pursue this study and inspirations. We dedicate this to the young
minds, to our research adviser, parents, teachers, and friends and to the Father Almighty.
The Researchers
Table of Contents
PRELIMINARIES
Title Page
Approval Sheet
ii
Acknowledgements
iii
Dedication
Table of Contents
vi
List of Tables
viii
Abstract
ix
CHAPTER I-PROBLEM IDENTIFICATION

Background of the Study
Analysis of the Problem
Statement of the Problem
Significance of the Problem
CHAPTER II-METHODS AND PROCEDURE

The Strategy or Intervention
The Research Instrument
Sources of Data
Data Gathering Procedures
Data Analysis
CHAPTER III-RESULTS AND DISCUSSION
CHAPTER IV-CONCLUSION AND RECOMMENDATIONS

Conclusion
13
Recommendations
13
REFERENCES
14
APPENDICES
15
A. Letter of Request to Conduct Research
16
B. Teacher-Made Tests
22
C. Detailed Lesson Plans Used in the Implementation
25
D. Documentation
49
CURRICULUM VITAE
53
List of Tables
1
Distribution of Pupil Respondents by Cooperating School
Frequency Distribution of Pretest and Posttest Scores of

Grade IV in Badoc South Central School SpEd Center-A

Grade IV in Badoc South Central School SpEd Center-B

Grade IV Pupils inEster Elementary School
10

Grade IV in Shamrock Elementary School
10
Total Mean Scores of Pretest and Posttest by the

Cooperating Schools
11
Abstract
HILARIO, COLEEN KAYE M., IDNAY, LEIZEL JOY A., IRORITA, EXCEL B.,
JARA, IVAN DOMINIQUE C. Mariano Marcos State University- College of Teacher
Education, Laoag City. February 2016. Enriching the Retention Skills of Grade IV
Pupils on Weather Through The Use of Take-Pass Technique.
Major Adviser: Romelyn T. Lagura
This study aimed to enrich the retention skills of Grade IV pupils on weather through
the use of Take-Pass Technique. It was conducted among Grade IV pupils in three
elementary schools in Ilocos Norte which are Badoc South Central School-SpEd Center,
Ester Elementary School and Shamrock Elementary School.
A 20-item teacher-made test covering the concepts of weather was used as a
pretest to determine their prior knowledge about weather. The same test was used as a
posttest to identify whether the pupils had gained knowledge and enriched their retention
skills about weather.
Findings reveal that the scores of pupils increased after the intervention. Hence,
the use of Take-Pass Technique enriched the retention skills of Grade IV pupils.
10
Chapter I
Problem Identification
Background of the Study
As we think about the future that lies ahead and the global issues that must be
resolved such as climate change and global access to food, drinking water and health care
it becomes even clearer why science literacy is fundamental to life in the 21 st Century.
Indeed, science is an inspiring process of discovery that helps satisfy the natural curiosity
with which we are all born.
The desired goals of science in the curriculum include what children will attain or
achieve in three different areas: content, processes, and attitudes. Content refers to the
body of knowledge representing what we know about the world. Processes represent the
active component of science and include such activities as predicting, observing,
classifying, hypothesizing, experimenting and communicating. And, attitudes are also
central to scientific inquiry and discovery. These include curiosity, a drive to experiment
and a desire to challenge theories and to share new ideas (Conezio& French, 2002).
Unfortunately, traditional instruction misrepresents science as a body of facts to be
memorized and the process of science as a rigid procedure which deaden students' spirit
of inquiry.If current trends in teaching and learning were not reversed, it would lead to
further problems that would have an impact far beyond the students' time in school.
Correspondingly, the last time that the Philippines participated in international
surveys like the 2003 Trends in International Mathematics and Science Study (TIMSS),
the Philippines ranked 34th out of 38 countries in HS II Math and 43rd out of 46
countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25
participating countries in both math and science. In 2008, even with only the science high
schools participating in the Advanced Mathematics category, the Philippines ranked
lowest among 10 countries.
Similarly, Tucker stated that Grade IV science teachers often have difficulty helping
students understand and relate to scientific phenomena. Textbooks typically focus on
vocabulary words and basic scientific principles, leaving little room for exploration.
With regards to the issue, there are reasons behind the difficulty in acquiring
scientific concepts. Scientific concepts are taught to students through spoon-feeding
method. This type of teaching primarily consists of a teacher-centered style of instruction
where the teacher provides the pupils with all the information they need to know for the
subject resulting in destroying initiative or curbing independent thought and action
(Collins American English Dictionary Online, n.d.). As a result, pupils become passive
learners who do not take responsibility for their own learning. They lack the curiosity to
become fluent in material and will eventually forget much of what they learned once the
lesson is completed.
Therefore, we pose the question, how can we best transfer
knowledge into long-term memory.

Raman (2010) stated that primary goal of education is to promote long-term
knowledge storage and retrieval, not just memories that fade after a given lecture or
conference. In education the process of retaining knowledge is essential for students to
become successful in learning science. Science concepts tend to build on one another
throughout the grade levels and long- term understanding and retention help students
retain prior and construct new knowledge about science concepts.
Considering that pupils have difficulties in understanding science concepts and

perform very low during TIMSS, utilizing Take-Pass Technique can be one of the
strategies in teaching Science to promote meaningful and lifelong learning and produce
pupils who possess various scientific processes, skills and prodigious ideas.
Analysis of the Problem

Lind (1999) emphasized that teachers cant give children wonderful ideas; children
need to discover or construct their own ideas. Developing new concepts or ideas is an
active process and usually begins with child-centered inquiry, which focuses on the
asking of questions relevant to the child. While inquiry involves a number of sciencerelated activities and skills, the focus is on the active search for knowledge or
understanding to satisfy students curiosity.
Based on our observations, pupils have difficulties understanding science concepts in
a way that they could not explain the concepts they are studying particularly the concepts
on weather like the elements of weather such as temperature, humidity, clouds, wind, air
pressure and precipitation, the different kinds of weather such as sunny, windy, cloudy
and stormy and the tools to be used such as thermometer, anemometer, wind vane and
barometer. In like manner, teachers also confirmed that pupils have difficulties in
understanding science concepts particularly on weather.
Statement of the Problem
This study aimed to enhance the retention skills of the Grade IV pupils through the
use of Take-Pass Technique.
Specifically, it sought answers to the following questions:

1. What are the pretest and posttest scores obtained by the Grade IV pupils?
2. Is there a difference between the pretest and posttest scores of the Grade IV
pupils when Take-Pass Technique is used in teaching weather?
3. Do Take-Pass Technique help improve the knowledge acquisition and
retention skills of science concepts?
Significance of the Study
The results of this research are highly significant in teaching science concepts among
Grade IV pupils. Specifically, the following were benefited.
Pupils. The results of this study may help pupils to better appreciate having science
as one of their subjects and it would enable them to enjoy finding answers to their why
and how questions.
Teachers. With the help of this study, teachers may be informed of other strategies
which are effective in teaching science concept particularly about weather. This may also
become their spring board in making instructional materials or coming up with other
effective activities.
Researchers. This study may equip the researchers with the necessary information
and skills in teaching science concept which could be beneficial for them in the future as
educators in their chosen field.
Chapter II
Methods and Procedure
This chapter presents the strategy or intervention method used, research instrument,
sources of data, data gathering procedure and tools for data analysis.
Strategy or Intervention
The researchers used the Take-Pass Technique to enrich the retention ability of the
Grade IV pupils on weather.
Take-Pass Technique is a cooperative group activity used to share or collect
information from each member of the group. Thus, in implementing the intervention, the
researchers assign groups to the pupils every meeting and they gave an activity wherein
each member of the group should give their idea to the given topic which will be used to
form a bigger idea.
The Research Instrument
A set of 20 item teacher-made test prepared by the researchers were used as tool in
measuring the retained science concepts of the Grade IV pupils on weather of Badoc
South Central School SpEd Center, Ester Elementary School and Shamrock Elementary
School . It was used in evaluating their initial and final knowledge about the science
concepts. It is a multiple choice type of test and questions were factual.
Sources of Data
The data were obtained from two sections of Grade IV pupils of Badoc South Central
School SPEd Center (BSCS-SC) in Badoc, one section of Grade IV pupils of Ester
Elementary School (EES) in Vintar and Shamrock Elementary School (SES) in Laoag
City during the second semester of the academic year 2015-2016.
Table 1.Distribution of Pupil Respondents by Cooperating Schools.
Cooperating Schools
Total No. of Pupils
Badoc South Central School- SpEd Center A
Badoc South Central School- SpEd Center B
Ester Elementary School
Shamrock Elementary School
35
45
25
30
Total
135
Table 1 shows the distribution of pupil respondents by cooperating schools. Based on

the table, 35 pupils came from Badoc South Central School- SpEd Center -A, 45 are
pupils from Badoc South Central School- SpEd Center B,
25 came from Ester
Elementary School and 30 are from Shamrock Elementary School. To sum it up, there are
135 pupil respondents involve in this study.
Data Gathering Procedure
First, a letter of request was made and checked by the research adviser. Next, the
letter of request was approved by the research adviser. Then, the research adviser and the
Principal of every school signed the letter of request. The letter of request was given to
the Principal of Badoc South Central School SPEd Center (BSCSSC) in Badoc, Ester
Elementary School (EES) in Vintar and Shamrock Elementary School (SES) in Laoag
City. The researchers made one lesson plan for each subject matter. The research adviser
then checked the lesson plans. The researchers let the cooperating teacher check again the
lesson plans because it is their present lesson. A pretest was administered and its results
were recorded and tabulated. After the implementation of the pretest, the researchers used
Take Pass Technique to teach the pupils. One science concept was discussed every
day for three consecutive days. On the first day, the different types of weather were
discussed, during the second day was about the different elements of weather and on the
third day, it is the generalization on weather. The researchers administered posttest and
the results were recorded and tabulated. Results of the pretest and posttest were
compared. During the intervention an informal interview was also made to the Grade IV
pupils of the different designated schools as regards to their comments on the conduct of
the study.
Data Analysis
Data were gathered through pretest and posttest, it was answered by the selected section
of Grade IV pupils of the three schools where the researched was administered. The
pretest and posttest evaluated the retention skills of the pupils on the science concepts
they learned specifically on weather through the use of Take Pass Technique.
The scores were interpreted using the following range of interval point scores:
Range Interval
16-20
11-15
6-10
1-5
Descriptive Interpretation
Outstanding
Very Satisfactory
Satisfactory
Poor
CHAPTER III
Results and Discussion
This chapter presents the findings of the study and their interpretations.
After conducting the pretest, intervention and posttest, the researchers have the following
results on enriching the retention skills of the grade IV pupils on weather through the use
of the Take-Pass Technique.
Table 2 represents the mean of the pretest and posttest scores of Grade IV of Badoc
South Central SpEd Center-A.
The table clearly shows an improvement in the retention skills of the pupils as shown
in the mean scores from 8.57 to 12.10. It also indicates improvement in their
understanding about the concepts on weather. The enrichment in the retention of these
concepts was honed through the use of Take-Pass Technique. It is noted that only 6
(17.14%) pupils got very satisfactory scores and after conducting the intervention, 26
(74.14%) pupils got very satisfactory scores and 1 (2.86%) pupil already got an
outstanding score.
Table 2.Frequency distribution of Pretest and Posttest Scores of Grade IV in BadocSouth
Central School SpEd Center-A.
Score
Descriptive
Pretest
Posttest
F
%
F
%
Ranges
Interpretation
16-20
Outstanding
1
2.86
11-15
Very Satisfactory 6
17.14
26
74.28
6-10
Satisfactory
27
77.14
8
22.86
1-5
Poor
2
6.72
Total
Mean
35
100
8.57
35
100
12.10
Table 3. Frequency Distribution of Pretest and Posttest Scores of Grade IV in Badoc

South Central School B.
Score
Descriptive
Pretest
Posttest
F
%
F
%
Ranges
Interpretation
16-20
Outstanding
2
4.44
11-15
Very Satisfactory
39
86.67
6-10
Satisfactory
37
82.22
4
8.89
1-5
Poor
8
17.78
Total
Mean
45
100
45
6.71
100
12.89
Table 3 represents the mean of the pretest and posttest scores of Grade IV of Badoc
South Central SpEd Center-B.
This table reveals that Take-Pass Technique enriched the retention skills of the
pupils as shown in the mean score from 6.71 to 12.89.
It can also be gleaned in the data presented that in the pretest, 37 (82.22%) out of 45
pupils got satisfactory scores and after conducting the intervention, 39 (86.67%) already
got very satisfactory scores and 2 (4.44%) got outstanding scores.
Table 4 shows the mean of the pretest and posttest scores of Grade IV pupils of Ester
Elementary School.
The pupils evaluation of their retention skills on weather concepts reveals that there
is an improvement as shown in the mean scores from 6.44 to 11.92.
The date presented shows that in the pretest, 17 (68.00%) of the pupils got scores
within the range of 6-10 scores which indicates satisfactory performance, 8 (32.00%) got
scores within the range of 1-5 which indicates poor performance while in the posttest 2
(8.00%) already got outstanding scores, 14 (56.00%) got very satisfactory scores, and 9
(36.00%) got satisfactory scores.
10
Table 4. Frequency Distribution of Pretest and Posttest Scores of Grade IV Pupils in Ester
Elementary School.
Score
Descriptive
Pretest
Posttest
F
%
F
%
Ranges
Interpretation
16-20
Outstanding
2
8.00
11-15
Very Satisfactory
14
56.00
6-10
Satisfactory
17
68.00
9
36.00
1-5
Poor
8
32.00
Total
25
Mean
100
25
6.44
100
11.92
Table 5 clearly shows the mean of the pretest and posttest scores of Grade IV of
Shamrock Elementary School.
The data presented reveals that the use of Take-Pass Technique enhanced the
retention skills of the pupils particularly in weather concepts as shown in the mean scores
of 14.37 to 16.57.
It also shows in the table that 19 (63.33%) pupils got very satisfactory scores and 10
(33.33%) pupils got outstanding scores in the pretest while in the posttest, 7 (23.33%)
pupils got very satisfactory scores and 23 (76.67%) already got outstanding scores.
Table 5.Frequency Distribution of Pretest and
Elementary School
Score
Descriptive
Pretest
F
Ranges
Interpretation
10
16-20
Outstanding
11-15
Very Satisfactory 19
1
6-10
Satisfactory
1-5
Poor
Total
Mean
30
Posttest Scores of Grade IV in Shamrock

Posttest
F
33.33
63.33
3.34
23
7
76.67
23.33
100
30
100
14.37
16.57
11
Table 6 shows the results of the pretest and posttest mean scores of the four
cooperating schools.
The table clearly shows the enrichment of the retention skills of the pupils
particularly on weather concepts as shown in the mean scores from 9.02 to 13.37. It
shows that there is a difference of 4.35 between the pretest and posttest mean scores
when Take-Pass Technique was used in teaching.
It is noted that the mean scores of Badoc South Central School SpEd Center- A
greatly improved from 8.57 to 12.1 while Badoc South Central School SpEd Center- B
improved from 6.71 to 12. 80. On the other hand, Ester Elementary School got 6.44 mean
score in the pretest and increased to 11.92 in the posttest while Shamrock Elementary
School got 14.7 in the pretest and 16.57 in the post test.
This table further shows that the total mean scores of the three cooperating schools
from the pretest to the posttest increased, hence, the use of the Take-Pass Technique
enriched the retention skills of the Grade IV pupils on weather.
Table 6.Total Mean Scores of Pretest and Posttest by the Cooperating Schools.
Cooperating Schools
N
Pretest Mean
Posttest Mean
Badoc South Central School-A
Badoc South Central School-B
35
45
25
30
Total
135
Mean
Legend:
N Total Number of Pupils
d difference
8.57
6.71
6.44
14.37
12.10
12.89
11.92
16.57
9.02
13.37
d= 4.35
12
The different responses from the pupils during the interview also proved that the
use of the Take-Pass Technique enriched the retention skills of the learners. Here are
some of the comments of the pupils after the intervention:
Pupil of Badoc South Central School SpEd Center- A: Nagmayat
diay groupingsmi maam, nagragsak iti agubra nu by group ken nu usto
diay sungbatmi maam ket plus points idiay groupmi. (We love our
groupings and the points given to us if we answer the question of our
teacher.)
Pupil of Badoc South Central School SpEd Center - B: Nalaka
ken nabiit ti sumungbat nu agtitinnulungkami maam. (It is easy to
construct ideas by helping each other.)
Pupil of Ester Elementary School: Dagidiay inubrami maam ket
nag-challenging ken naragsak kami a nagubra. (The activities prepared
are so challenging and we are having fun working with our group.)
Pupil of Shamrock Elementary School: I am so happy reporting
in front of my classmates and it boosts my confidence in speaking with
many audiences.
13
CHAPTER IV
Conclusion and Recommendation
This chapter presents the conclusion derived and recommendations being forwarded.
Conclusion
Based on the findings, it is concluded that the use of Take-Pass Technique in
teaching weather enriched the retention skills of the Grade IV pupils. Moreover, when the
students participate in the activity through collaborative work, it is easier for them to
construct their own ideas and remember the concept.
Recommendation
On the basis of the findings and conclusion, the researchers recommend that teachers
may use Take-Pass Technique in teaching science concepts in order for the learners to
create their own ideas and make generalizations from their own understanding. It is also
recommended that they may provide creative activities that create opportunities where all
learners can freely participate. Lastly, the researchers also recommend to future
researchers to use Take-Pass Technique in teaching science concepts to further test its
effectiveness for a longer period of time.
14
References
West, M. (2012).Is Retaining Students in the Early Grades Self-Defeating?.Retrieved
from
http://www.brookings.edu/research/papers/2012/08/16-student-retentionwest.
Moraga R. &Rahn, R. nd. Studying Knowledge Retention through Cooperative Learning
in
an
Operations
Research
Course.
Retrieved
from
http://www.niu.edu/CEET/p20/scholarship/vol2/B13D.pdf
Clark,
D. (2010). What is Plan B? Not Plan A!.Retrieved from

http://donaldclarkplanb.blogspot.com/2010/05/10-techniques-to-massivelyincrease.html
Kim, J. (2010). An integrated theory for improved skill acquisition and retention in the
three
stages
of
learning.
Retrieved
from
http://acs.ist.psu.edu/papers/kimRKaccepted11.pdf
15
APPENDICES
16
Appendix A
Letters of Request to Conduct Research
Mariano
Marcos State University

Laoag City
February 1, 2016
MRS. ETHELIA G. PRIETO
Principal II
Badoc South Central School SPEdCenter
Badoc, ILocosNorte
Madam:
As a graduating student of the degree, Bachelor in Elementary Education(BEED), major
in General Education, I am tasked to conduct an action research titled, Enriching the
Retention Skills of Grade IV Pupils on Weather Through the Use of Take-Pass
Technique in partial fulfillment of the requirements in EDUC 200, Practice Teaching.
In this regard, may I request that I be allowed to conduct the said study in your school
particularly in Grade 4 class. This study aims to promote cooperative learning to develop
the pupils understanding of the different science concepts and attitude in the 21 st century
education.
Rest assured that the results will be kept with utmost confidentiality and used for research
purposes only.
I look forward for your approval of these requests.
Thank you very much.
Respectfully yours,
(SGD) LEIZEL JOY A. IDNAY
(SGD) COLLEEN KAYE M. HILARIO
Researchers
17
Noted:
(SGD) MRS. ROMELYN T. LAGURA
Adviser
Recommend Approval:
(SGD) PROF. ESTRELLA B. LUIS

(SGD) DR. LILYBETH C. AGNO

College Research Coordinator
18

Laoag City
February 1, 2016
MR. FREDERICK C. CAMACHO
Principal
Vintar, IocosNorte
Sir:
education.
purposes only.
Respectfully yours,
(SGD) EXCEL B. IRORITA
Researcher
Noted:
Adviser
19
Recommend Approval:


20
Mariano
Marcos State University

Laoag City
February 1, 2016
MR. JOVENCIO ASUNCION JR.
Principal IV
Laoag City, IlocosNorte
Sir:
education.
purposes only.
Respectfully yours,
(SGD) IVAN DOMINIQUE C. JARA
Researcher
Noted:
Adviser
21
Recommend Approval:


Appendix B
22
Teacher-Made Test
Laoag City
Pre-Test/ Post-Test
Name: ___________________________ Grade & Section _________Score _________
Direction: Read the questions carefully then encircle the best answer.
1. What do you call the general condition of the atmosphere for a day?
a. climate
b. season
c. temperature
d. weather
2. What condition is necessary for cloud formation?
a. high amount of heat
b. lightning
c. thunder
d. water vapor in the air
3. The sun is shining brightly. The leaves of the trees are not moving. Clothes hang
under the sun dry fast. What kind of weather is being described?
a. Cloudy Day
b. Stormy Day
c. Sunny Day
d. Windy Day
4. When the air can no longer hold water vapor, the air is said to be
a. evaporated.
b. hot.
c. precipitated
d. evaporated
5. What is the function of thermometer?
a. It measures a bodys temperature.
b. It measures how clouds are formed.
c. It measures the speed of the wind.
d. It measures the direction of the wind.
6. When the large branches of a tree keep swaying, the wind is said to be
a. calm.
b. light.
23
c. moderate.
d. strong.
7. Which of the following is NOT an example of precipitation?
a. frost
b. hail
c. rain
d. sleet
8. What does L means on the weather map?
a. High Pressure
b. Lawn Pressure
c. Low Pressure
d. Light Pressure
9. Why are salt particles important in the formation of the clouds?
a. They act as condensation nuclei where water droplets condense.
b. They make the surrounding air cooler and heavier.
c. They make the atmosphere saturated.
d. They make the clouds grow bigger and darker.
10. How can you measure the air temperature during a stormy day?
a. By using a thermometer.
b. By using an anemometer.
c. By using a wind vane.
d. By using a compass.
11. When there is no rain for a while, it is a
a. drought.
b. flood.
c. tornado.
d. typhoon.
12. A batch of severe wind that can cause damage to houses, places, things, and
people if they are in the path.
a. drought
b. flood
c. tornado
d. typhoon
13. What tool is used to measure the amount of humidity in the air?
a. anemometer
b. hygrometer
c. barometer
d. thermometer
14. Why is a weather forecast important?

a. so that you can plan ahead your activities for the day.
b. so that you can read a weather map accurately.
c. so that you can tell whether the weather will be fine or not.
24
d. both a and b.
15. What factor affects the size, shape, and color of a cloud?
a. air temperature
b. air pressure
c. condensing water vapor
d. wind speed
16. When do farmers plant rice?
a. During hot months
b. During rainy season
c. During stormy season
d. During summer
17. What do you wear during sunny days?
a. boots and rain coats
b. light-colored clothes
c. jacket
d. thick clothes
18. Enzo got the temperature of four liquids in cups labeled A, B, C, and D. Cup A
has 40C, cup B has 15C, cup C has 60C and cup D has 10C. Which cup
contains the hottest liquid?
a. Cup A
b. Cup B
c. Cup C
d. Cup D
19. When air pressure over a region changes, it causes the ______________ to
change direction.
a. air pressure
b. moisture
c. temperature
d. wind
20. What is the direction of the wind shown in the picture?
a.
b.
c.
d.
going to
going to north
going to south
going to west
east
Appendix C
Detailed Lesson Plans in the Implementations
25
A Detailed Lesson Plan in Teaching Science IV

I.
II.
Objectives: Through Take-Pass Technique, the pupils should be able to:

1. define weather;
2. identify the different kinds of weather; and
3. describe the different kinds of weather and their effects to individuals.
Subject Matter: Kinds of Weather
References: Science and Health 4 by NatividadAlegredel Prado, pp. 249-252
Enjoying Science and Health Workbook, pp 146-147
Materials: Pictures, mania paper, box, board marker, bond paper, show me board
Science Ideas:
Rainy: Comes from clouds; wet liquid; different types of clouds produce
different intensities of rain.
Stormy: Strong winds; lightning and thunderstorm occurs; heavy rains.
III.
Thunderstorms are generated by temperature imbalances in the

atmosphere
The warming of the air near the Earth's surface and/or the cooling of the
air above the surface causes instabilities and convective overturning of
various layers of hot and cold air.
Procedure
Teachers Activity
A. PREPARATION
1. Science Trivia
What do you notice when there are no
clouds in the sky?
What can you feel when there are
no clouds?
What can you feel when there are
clouds?
What are the effects of the
absence or presence of clouds in the sky?
The temperature changes
depending upon how much clouds in the
sky.
Pupils activity
We feel warm or hot teacher.

We feel cold teacher.
The clouds affect the
temperature of the environment
teacher.
26
2. Review
We will have a simple activity
called, Guess Me, Pick Me. I will
group you into 5 and you will help each
other to do the activity (The groupings
will be by row).
There are 5 questions and you need to
choose or pick the best answer. Youhave
10 seconds to answer and write it on your
card board. When the time is up, raise
your answers. And each correct answer is
equivalent to one point.
Listen carefully because I will only
read the questions twice. Understood?
1. It is the effect of electrification
within a thunderstorm and can be seen
mostly during a storm.
electricitylightning thunder
2. It is the sound produced by the
explosive expansion of air heated by a
lightning stroke.
electricitylightning thunder
Yes teacher!
lightning
thunder
floods
3. It is the effect of heavy rain that

causes water enter in the households.
floods landslide earthquake
4.It is a tool in measuring the hotness
or coldness of the body or the
environment.
anemometer barometer
thermometer
5. It is a flat map or chart showing
weather conditions over a wide area at a
particular
time,
compiled
from
simultaneous observations at different
places.
contour map political map
weather map
3. Motivation
thermometer
weather map
27
The teacher let the pupils sing the

Weather Song. (BINGO TUNE)
Weather Song
(To the Tune of Bingo)
There was a time when we were wet
And rainy was the weather
r-a-i-n-y, r-a-i-n-y, r-a-i-n-y
and rainy was the weather.
There was a time when we were hot
And sunny was the weather
s-u-n-n-y, s-u-n-n-y, s-u-n-n-y
and sunny was the weather.
(The pupils will sing)
There was a time when we were cool

And windy was the weather
w-i-n-d-y, w-i-n-d-y, w-i-n-d-y
and windy was the weather.
There was a time when we were cold
And snowy was the weather
s-n-o-w-y, s-n-o-w-y, s-n-o-w-y
and snowy was the weather.
Do you like the song?
What is all about the song?
So what is the weather when the soil was
wet?
What is the weather when we feel
hot/warm?
When was the time when we feel cold?
When was the time when we were cool?
So what do we mean when we say
weather?
Very good!
B. PRESENTATION
What can you see on the top of the table?
Yes! It is a gift if fromKuya Kim. Do you
know who is he?
Yes teacher!
The song is all about the
weather teacher.
When the soil is wet, the
weather is rainy day teacher.
When we feel hot/warm, the
weather is sunny day teacher.
The time when we feel cold is
snowy day teacher.
The time when we feel coo was
windy day teacher.
Weather is the condition of the
day teacher.
We can see a big box teacher.
Yes teacher! He is the reporter
on the segment Weather,
28
Weather Lang
Thats true! Listen carefully because I will
read the message of Kuya Kim to us.
Dear Grade IV,
I sent to you this box and it is called, The
Weather Mystery Box. There are
mysterious treasures inside of it and you
need to discover what are these. But before
that, follow these directions to understand
the message well. Earn points and you will
receive rewards!
First, you need to guess the picture
through arranging the jumbled words. The
group who can arrange it first will get 10
points and five points to others. Second,
write ideas that clearly describe the
picture. Each group member must give his
or her own idea. And finally, the group
leader will report the ideas they created.
This challenge is so simple. God bless!
What do we call this box?
Did you understand the letter of Kuya
Kim?
Okay. Now, lets have the groupings and
its the same just like the first activity.
Each group will draw one treasure to
discover. I will give manila paper for you to
paste the picture and where you can write
your ideas. Understood?
(When the group got the treasures, the
teacher will repeat the instruction given by
Kuya Kim)
Before we are going to start the discovery
of treasures, what are the things we should
remember when working in group?
The box is called, The Weather

Mystery Box teacher!
Yes teacher!
Yes teacher!
When we are working in group

we should be working together
and help each other teacher.
we should not roam around the
room and do unnecessary
activities teacher.
29
Okay. You can start your activity now!

Treasure 1: Sunny Day
Treasure 2: Rainy Day
Treasure 3: Stormy Day
Treasure 4: Windy Day
Treasure 5:
Day
3. COMPARISON AND
Cloudy
we should keep quiet while

doing the activity teacher.
(The pupils will do the activity)
30
ABSTRACTION
Times up! Arrange your chairs and sit
properly. You may now post your work on
the board. Get ready leaders for the report.
Before we go on, I have here the criteria in
grading your work. Will you read?
3- Complete ideas are clearly stated and
organized. Reported aloud, clear and
elaborated.
2- Ideas are clearly stated and organized.
Reported aloud and clear.
1- Ideas are stated. Reported aloud and
clear.
3- Complete ideas are clearly

stated and organized. Reported
aloud, clear and elaborated.
2- Ideas are clearly stated
and organized. Reported aloud
and clear.
1- Ideas are stated. Reported
aloud and clear.
What group will be the first to report?

(Volunteer from the group or the leaders)
Treasure 1: Sunny Day
During Sunny day, the day is
shining so bright and hot.
During Sunny day, the leaves of
the trees are not moving.
During Sunny day, the clothes
hang under the sun dry fast.
Treasure 2: Rainy Day

During rainy day, the rain
pours heavily.
During rainy day, there is no
sun that is shining.
During rainy day, floods may
occur.
Treasure 3: Stormy Day
During stormy day, the sun is
not shining.
During stormy day, there are
dark, low hanging clouds in the
31
sky.
During stormy day, the wind is
moving very fast.
During stormy day, there are
lightning and thunderstorm.
During stormy day, there are no
classes in the school.
Treasure 4: Windy Day
During windy day, there are no
clouds in the sky.
During windy day, the air is
moving fast.
During windy day, the leaves of
the trees are being blown away.
Treasure 5: Cloudy Day
During cloudy day, we can see
are different formations of
clouds.
During cloudy day, clouds
cover the sky.
Thank you reporters. What do you call the

general condition of the day?
What are the different kinds of weather?
Very good! These are just some of the

different kinds of weather. However, I have
here additional kinds of weather. Let us
read.
The general condition of the

atmosphere of the day is called
weather teacher.
The different kinds of weather
are rainy, sunny, windy, stormy,
and cloudy teacher.
32
With the different kinds of weather, does it

affect the activities of man especially the
farmers?
How? What activities do you do during
rainy days?
What are the activities do you do on sunny
days?
D. GENERALIZATION
There is a concept map on the board. And
you need to fill it up by answering the
guide questions that I will read. Raise your
hands
if
you would
1
like
to
answer.
1. These are the different conditions of the

day.
2. It is a kind of weather when the sun is
shining brightly and very hot.
3. The leaves of the trees are being blown
away, there is no clouds and the air is
Yes, teacher.
During rainy days, we plant

palay or vegetables teacher.
During sunny days, we harvest
palay under the sun teacher.
D iff ere
nt
Kinds
Of
W eath
er Storm y C loudy
Sunny W indy Rainy
Kinds of weather.
Sunny
Windy
Rainy
33
moving fast.
4. Raindrop falls from the clouds and
sometimes it may cause floods.
5. There are thunder, lightning and strong
winds that causes destruction of houses and
other infrastructures.
6. Clouds greatly covers the sky.
E. APPLICATION
Using the same groups, they will answer
it through show-me-board. The teacher
will check immediately their answers by
giving corresponding grades. (1 point to
5 points only)
Stormy
Cloudy
1. The rain starts to fall.

There was no announcement
as to the cancellation of
classes. What will you do?
2. It is summer time and the
sun is up. The family is
planning for an activity at the
end of the week. What will you
suggest?
3. There is a storm and it starts flooding in
your area. What will you do?
IV. Evaluation: Identify what kind of weather is shown on the picture.
B. Identify
the weather
described in the following sentences.
34
1.
2.
3.
4.
The sun shines brightly, its very hot. Sunny

We cannot see the sun, it is covered by dark clouds. Cloudy
There are low thin clouds along the road to Baguio. It is also cold. Foggy
Heavy rain pours with strong winds. It has also lightning and thunder.
Stormy
5. A young boy playing his kite in the sky. Windy
V. Assignment
Direction: Listen to the radio or watch television. Write the weather condition
you heard on your paper.
A Detailed Lesson Plan in Science 4
I.
II.
Objectives
Through a take pass technique, the Grade 4 pupils should be able to:
1. identify the elements of weather;
2. differentiatethe elements of weather; and
3. perform the given activities and participate actively in the class
discussion.
Subject Matter: ELEMENTS OF WEATHER

References: The New Science Links Worktext in Science and Health 4 by:
Evelyn T. Larisma and Jan Jason M. Mariano.
Materials: Manila paper,
Science Ideas:
Clouds are formed when warm air rises and water condenses into tiny
droplets of liquid as it cools.
Humidity is the amount of water vapor in the air.
Air Pressure is the downward force exerted by the weight of the air.
Wind is the movement of the air in the atmosphere.
Precipitation is the falling of water in the clouds.
Temperature is how hot or cold the atmosphere is, how many degrees it is
above or below freezing. Temperature is a very important factor in
determining the weather, because it influences or controls other elements
of the weather, such as precipitation, humidity, clouds and atmospheric
pressure.
III.
Procedure
Teachers Activity
A. PREPARATION
1. Science Trivia
Did you know that:
Light travels faster than sound. If
the lightning occurs before the
thunder in less than three seconds
then the typhoon not so far away.
Take for example the distance of a
football field. If the thunder
happens after the lightning in more
than 5 seconds then the typhoon is
far away from the place where you
have seen the lightning.
2. Review
(The teacher will introduce a game
which is the show me board)
( In their respective group they will
be given cardboard, chalk and
eraser to answer the following
question. In 10 seconds all their
board should be raise for the
teacher to check whether it is
correct or wrong. The group that
will get the highest score will be
declared as winner)
1. Rain pours heavily and
certain places are already
experiencing food.
2. Strong winds; lightning and
thunderstorm occurs; heavy

rains.
3. They
are generated by
temperature imbalances in
the atmosphere.
4. The sun shines brightly

5. They trees are swinging
Pupils Activity
35
1. rainy
1. rainy
2. stormy
3. thunderstorms
4. sunny
5. windy
3. Motivation
( The teacher will show a picture )
1. Precipitation
2. Clouds
The elements of weather are
3. Humidity
Clouds, Humidity, Temperature,
(Theleaders
pupils will
will go
answer
theand
(The
in front
(The
pupils will read the
4.
Wind
question in a one half sheet
informations about wind given
of paper)
by the teacher)
5. Temperature
36
A Detailed Lesson Plan in Science IV

I.
1.
2.
3.
4.
II.
Objectives:
Through take-pass technique, the Grade IV pupils should be able to:
differentiate weather from climate;
describe the different types of weather;
identify the different elements of weather; and
define what a weather is.
Subject Matter: Weather
Reference:
The New Science Links Worktext in Science and Health 4 by: Evelyn T.
Larisma and Jan JasonM.Mariano.
Materials: manila paper
Science Ideas:
Humidity is the amount of water vapor in the air.
Air Pressure is the downward force exerted by the weight of the air.
Wind is the movement of the air in the atmosphere.
Precipitation is the falling of water in the clouds.
Temperatureis how hot or cold the atmosphere is, how many degrees it is
above or below freezing.
Weather is the state of the atmosphere at a place and time as regards heat,
dryness, sunshine, wind, rain, etc
III.
Procedure
Teachers Activity
A. PREPARATION
Good morning Grade IV
Pupils Activity
Good morning teacher.
a. Science Trivia
Did You know that
There are bolts of lightning striking
somewhere on Earth every second and it
usually last around 1 or 2 microseconds.
b. Review
Last Tuesday we had learned about the
different kinds of weather and yesterday
was all about the elements of weather.
Right?
37
Now, let us see if you really understood

our lessons. Bring out a sheet of paper
and we will just recall some of the
concepts we had tackled.
c. Motivation
Very good children, now which of the
different kinds of weather do you like
most?
Why do you like sunny?
Yes teacher.
(The pupils will bring out their paper)
The kind of weather I ike most is sunny

teacher.
I like sunny, because during sunny day

we often go to the beach and I really
enjoy those moments.
(Other pupils will also raise their hands
and they will choose what kind of weat
do they like most and why)
B. PRESENTATION
Very good children. Today, I have here my
weather mystery box and everyone should
pick his/her lucky weather condition. Who
knows, on this condition, you will find the
person you are waiting for so long. Are you
ready?
Okay, I will go to you as you will pick, but
be sure that nobody should open the one
which she/he picks so that we will open it
together. Is it okay for you?
(The teacher will facilitate the grouping and
the pupil who got the same kind of weather
will be on one group)
Yes teacher.
Yes teacher.
Very good pupils. Now, we will go outside

the classroom, as we proceed to our covered
court.
What can you see children?
(The pupils go silently to the covered

court)
38
Very good. Yes, today we will experience

how to do Gallery walk.
Gallery walk says that, we have 5 stations
and in each station there are tasks to be done
by every group. And each group is given 3
minutes in every station such that all groups
should experience every station.
Understood?
There are papers for you to put your answers
and we have a color designated for every
group. Red for 1, blue for 2, yellow for 3,
green for 4 and orange for 5. After you have
written your answers on your paper, you
should put it on the box wherein nobody is
allowed to open. Is that clear?
Station 1
a. What are the 5 major kinds of weather
and describe each briefly.
Station 2
a. What are temperature and humidity as
elements of weather?
Station 3
a. What are precipitation, atmospheric
pressure and wind as elements of
weather?
Station 4
a. How does weather affect our daily lives?
Station 5
a. Define weather?
There are different stations scattered on

the place teacher.
Yes teacher.
Yes teacher.
(The pupils participate actively in the

gallery walk)
C. COMPARISON AND ABSTRACTION
Very good children. Now lets go to all the
stations and let us see all your answers.
Station 1
39
What are the 4 major kinds of weather and

describe each briefly.
Let us read all your answers.
Very good. Yes, we have sunny, windy,
cloudy, stormy and rainy.
Les proceed to station 2
What are temperature and humidity as
elements of weather?
(Group1-5 will read their answers)
Excellent. Temperature is how hot or cold

the atmosphere is, how many degrees
Celsius(centigrade) it is above or below
freezing (0C). and Humidity is the amount
of water vapor in the air.
Lets go to station 3.
What are precipitation, atmospheric pressure
and wind as elements of weather?
Very good. Precipitation is the term given to
moisture that falls from the air to the ground.
Atmospheric pressure (or air pressure)is the
weight of air resting on the earth's surface.
And wind is the movement of air masses
from high pressure areas (highs) to low
pressure areas (lows).
Then lets proceed to station 4.

How does weather affect our daily lives?
Yes, weather affects our daily activities. Our
activities depend on what kind of weather do
we experience such that, there are activities
that we do during sunny days but we could
not do during rainy days.
And now, we are ready to go to station5.
Define weather?
40
Very good, weather is the state of the

atmosphere at a place and time as regards
heat, dryness, sunshine, wind, rain, etc.
D. GENERALIZATION
Very good children. Now, what are the
different kinds of weather?
What are the elements that affect our

weather?
E. APPLICATION
Now, during sunny day, what is the best food
that you could eat?
The different kinds of weather are Sunn

Cloudy, Rainy, windy and stormy.
The six eements that affect our weather

are Temperature, Humidity, Air Pressur
Precipitation and wind.
During sunny day, the best food that we

could eat areHalo-halo and Ice cream
teacher.
How about during rainy season, what kind of

clothes you should wear?
During rainy season, we shoud wear th

clothes teacher.
I.
Evaluation:
Identify what is asked in every item.
___1. It is an element which talks about hotness or
coldness.
___2. It is the day to day condition of a particular
place.
___3. It is the amount of water vapor in the
atmosphere.
___4.It is the moisture that falls from the air to the
ground.
___5.It is the weight of air resting on the earth's
surface.
V. Assignment
List all the activities that you do during
sunny, cloudy, rainy, windy and stormy.
41
Appendix D
Documentation
42
Conducting the Teaching Intervention in Badoc South Central

School SpEd Center
43
Conducting the Teaching Intervention in Badoc South Central

School SpEd Center
44
Conducting the Teaching Intervention in Ester Elementary

School
Conducting the Teaching Intervention in Shamrock

Elementary School
Curriculum Vitae
Name:
Colleen Kaye M. Hilario
Sex:
Female
Age:
20
Address:
#3 Alogoog, Badoc, IlocosNorte
45
Date of Birth:
September 21, 1995
Place of Birth:
City of Batac
Civil Status:
Single
Name of Parents:
Father:
Joseph E. Hilario
Occupation:
Architectural Draftsman
Mother:
Evelyn M. Hilario
Occupation:
Teaching
Educational Background:
Elementary:
Badoc South Central School SpEdCenter

Badoc, Ilocos Norte
2002-2008
(With Honors)
High School:
Sinait National High School

Sinait, Ilocos Sur
2008-2012
Tertiary:
Mariano Marcos State University- College

of Teacher Education
Laoag City
Bachelor in Elementary Education
Course:
Seminars/Training Attended:
Action Research Seminar-Workshop

November 27, 2015
(Participant)
Curriculum Vitae
Name:
Leizel Joy A. Idnay
Sex:
Female
Age:
19
Address:
#11 Labut, Badoc, Ilocos Norte
46
Date of Birth:
March 18, 1996
Place of Birth:
Badoc, Ilocos Norte
Civil Status:
Single
Name of Parents:
Father:
Premencio L. Idnay
Occupation:
Farmer
Mother:
Eulogia A. Idnay
Occupation:
Housekeeping
Elementary:
Labut Elementary School

Badoc, Ilocos Norte
2002-2008
(Valedictorian)
High School:
Sinait National High School

Sinait, Ilocos Sur
2008-2012
(Salutatorian)
Tertiary:

Laoag City
Course:

November 27, 2015
(Participant)
Curriculum Vitae
Name:
Excel B. Irorita
Sex:
Female
Age:
20
Address:
#14 Ester, Vintar, IlocosNorte
47
Date of Birth:
September 13, 1995
Place of Birth:
Vintar, Ilocos Norte
Civil Status:
Single
Name of Parents:
Father:
Emilio M. Irorita
Occupation:
Farmer
Mother:
Juliana B. Irorita
Occupation:
Housekeeping
Elementary:

2002-2008
(Valedictorian)
High School:
Pallas Integrated School

2008-2012
(Valedictorian)
Tertiary:

Laoag City
Course:

November 27, 2015
(Participant)
Curriculum Vitae
Name:
Ivan Dominique C. Jara
Sex:
Male
Age:
19
Address:
#20- A Gabut Norte Badoc, Ilocos Norte
48
Date of Birth:
April 18, 1996
Place of Birth:
Badoc, IlocosNorte
Civil Status:
Single
Name of Parents:
Father:
Dominador L. Jara
Occupation:
Provincial Jail Guard
Mother:
Prosperidad G. Cainglit
Occupation:
Housekeeping
Elementary:
Gabut Elementary School

Badoc, Ilocos Norte
2002-2008
(With Honors)
High School:
Juan Luna Memorial Academy Inc.

Badoc, Ilocos Norte
2008-2012
(9th Honor)
Tertiary:

Laoag City
Course:

November 27, 2015
(Participant)

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Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION

ENRICHING THE RETENTION SKILLS OF GRADE IV PUPILS ON

COLLEEN KAYE M. HILARIO

Submitted in Partial Fulfillment of the Requirements

BACHELOR IN ELEMENTARY EDUCATION

CHAPTER I-PROBLEM IDENTIFICATION

Analysis of the Problem

Statement of the Problem

Significance of the Problem

CHAPTER II-METHODS AND PROCEDURE

The Research Instrument

Data Gathering Procedures

CHAPTER III-RESULTS AND DISCUSSION

CHAPTER IV-CONCLUSION AND RECOMMENDATIONS

A. Letter of Request to Conduct Research

C. Detailed Lesson Plans Used in the Implementation

Distribution of Pupil Respondents by Cooperating School

Frequency Distribution of Pretest and Posttest Scores of

Frequency Distribution of Pretest and Posttest Scores of

Frequency Distribution of Pretest and Posttest Scores of

Frequency Distribution of Pretest and Posttest Scores of

Total Mean Scores of Pretest and Posttest by the

Therefore, we pose the question, how can we best transfer

knowledge into long-term memory.

Considering that pupils have difficulties in understanding science concepts and

Analysis of the Problem

Specifically, it sought answers to the following questions:

Table 1 shows the distribution of pupil respondents by cooperating schools. Based on

25 came from Ester

Table 3. Frequency Distribution of Pretest and Posttest Scores of Grade IV in Badoc

Posttest Scores of Grade IV in Shamrock

D. (2010). What is Plan B? Not Plan A!.Retrieved from

Marcos State University

(SGD) PROF. ESTRELLA B. LUIS

(SGD) DR. LILYBETH C. AGNO

Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION

(SGD) PROF. ESTRELLA B. LUIS

(SGD) DR. LILYBETH C. AGNO

Marcos State University

(SGD) PROF. ESTRELLA B. LUIS

(SGD) DR. LILYBETH C. AGNO

14. Why is a weather forecast important?

A Detailed Lesson Plan in Teaching Science IV

Objectives: Through Take-Pass Technique, the pupils should be able to:

Thunderstorms are generated by temperature imbalances in the

We feel warm or hot teacher.

3. It is the effect of heavy rain that

The teacher let the pupils sing the

(The pupils will sing)

There was a time when we were cool

The box is called, The Weather

When we are working in group

Okay. You can start your activity now!

Treasure 2: Rainy Day

Treasure 3: Stormy Day

Treasure 4: Windy Day

we should keep quiet while

3- Complete ideas are clearly

What group will be the first to report?

Treasure 2: Rainy Day

Thank you reporters. What do you call the