Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
_____________________________________________________________________________________________________________
OFFICE OF THE SCHOOLS DIVISION SUPERINTENDENT

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

THE EFFECTIVENESS OF ACTIVITY CENTERS IN ACADEMIC PERFORMANCE OF

GRADE 11 LEARNERS IN STATISTICS AND PROBABILITY

SHORT DESCRIPTION OF THE RESEARCH

This study aims to determine the effects of Activity Centers to the students’
performance in Mathematics, especially in Statistics and Probability.

RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

one (check only one main research
) theme)
(

) National ( /) Teaching and Learning

(

) Region ( ) Child Protection

( ) Schools Division ( ) Human Resource Development
( ) District ( ) Governance
(/ ) School (check up to one cross-cutting theme, if
applicable)
( ) DRRM
(check only one) ( ) Gender and Development
(

/
(/
) Action Research ) Inclusive Education

( ) Basic Research

( ) Others (please specify):

FUND SOURCE (e.g.

SERF, AMOUNT
SEF, others)*
DEPED Php 27,475.00
TOTAL AMOUNT

*indicate also if proponent will use personal funds

B. PROPONENT INFORMATION

LEAD PROPONENT I INDIVIDUAL PROPONENT

LAST
NAME: FIRST NAME: MIDDLE NAME:
SAMACO GENELYN SAMACO
BIRTHDATE POSITION I
(MM/DD/YYYY) SEX: DESIGNATION:
12/02/1987 F TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/ PALAWAN/SALVACION NATIONAL HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

0950-286-8883 0945-692-5697 [email protected]

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH PROJECT

(DEGREE TITLE)
enumerate from bachelor's
degree up to doctorate degree

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR'S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

` CHRISTINE HEIDI S. BICO-GARCELLANO

Name and Signature of Immediate Supervisor
Position I Designation: -------School Head
Date: --------02/23/2021
ANNEX 2:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I/We, GENELYN P. SAMACO understand that conflict of interest refers to situations

in which financial or other personal considerations may compromise our judgement in
evaluating, conducting, or reporting research.

2. I/We hereby declare that we do not have any personal conflict of interest that may
arise from our application and submission of our research proposal. We understand
that our research proposal may be returned to us if found out that there is conflict of
interest during the initial screening as per (insert RMG provision).

3. Further, in case in any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct our research, we will duly report it to the
research committee for immediate action.

4. I/We understand that we may be held accountable by the Department of Education

and (insert grant mechanism) for any conflict of interest which we have intentionally
concealed.

PROPONENT: GENELYN P. SAMACO

SIGNATURE: __________
DATE: 02/23/2021
ANNEX 3:

DECLARATION OF ANTI-PLAGIARISM

1. I/We, GENELYN P. SAMACO, understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s of. These includes
explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledge and referencing.

2. I/We hereby attest to the originality of this research proposal and has cited properly
all the references used. We further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. We shall use
appropriate citations in referencing other works from various sources.

3. I/We understand that violations form this declarations and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).

PROPONENT: GENELYN P. SAMACO

SIGNATURE: __________

DATE: 02/23/2021
Republic of the Philippines
Department of Education
MIMAROPA Region
Division of Palawan
Busuanga District
Salvacion National High School

AN

ACTION RESEARCH PROPOSAL

THE EFFECTIVENESS OF ACTIVITY CENTERS IN ACADEMIC PERFORMANCE OF

GRADE 11 LEARNERS IN STATISTICS AND PROBABILITY

Genelyn P. Samaco
Teacher 1
Salvacion National High School
Junior High School Department

December, 2020

I. CONTEXT & RATIONALE

Educators face the challenge of providing instruction for diverse learners with variety

of needs and learning styles. According to Swanson, 1999, “Often teachers do not feel the

time to do something about it or are not sure of what to do.”, this shows that a particularly

powerful instruction must be designed where the educators could give time to monitor the

progress of the students. In today’s generation, learners frequently use the advent of

technology to create their own version of almost everything allowing them to create

something new. Teachers need to be more aware that some students need more time to

learn and practice new concept in a way that they can express their own ideas in a given

task. Thus, as mentioned by King – Sears, 2007 “Educators must be organized and focused

to implement Activity centers” Nowadays, one of the challenges being encountered by math

teachers is the ability of the learners to relate mathematical concepts to real – life

applications. We are very much aware that practical application in real life situation is vital in

teaching mathematics. A learner who has difficulties in analyzing, planning and organizing

mathematical concept may use other way of solving a math problem. There are lots of

strategies to be used to help them relate the problem to their learning styles. The

researcher will conduct the study in Salvacion National High School, Salvacion Busuanga

Palawan. This study will focus to grade 11 senior high school students who are subjected to

activity center instruction. The data gathering will start from the 2nd Quarter up to the 4 th

quarter of the school year 2020-2021.

Further, well – designed activity centers can provide students with diverse learning

needs and opportunities to be more actively engage in learning, practice new skills,

increase proficiency in skills required and apply knowledge or skills to new scenarios or

situations in teaching Statistics and Probability.

II. REVIEW OF RELATED LITERATURE

This chapter includes the related literature and studies after the through and in- depth

search done by the researcher. This will also present the synthesis of the theoretical and

conceptual framework to fully understand the research to be done and lastly the

definition of terms for better comprehension of the study.

On the effects the use of different Learning Styles in Learning Mathematics

As the saying goes “Every flower is unique” students are unique as well. Educators

are hopeful to provide instruction for diverse learners. Students differ in their learning

styles according to Sinnerton et al (2014) investigated awareness of educator about

learning style preferences to enhance the education and training of allied health

professionals. It was also recommended for teachers to pay more attention in student’s

learning style and use appropriate teaching methods. In 21 st century teachers are

facilitators in the classroom to make the learning experience more relatable to individual

learning style of students; teachers try new strategy in teaching.

On the Definition of Learning Centers

(King- Sears 2007) Learning centers is an organizational method that can be used to

provide students with small-group instruction, practice and review activities, and

increased active engagement in learning. A learning center is a space set aside in the

classroom that allows easy access to a variety of learning materials in an interesting and

productive manner. Centers are designed to enhance the learning of concepts, skills,

themes, or topics. This learning can take place after a topic is presented to students,

during the course of presenting important concepts, or as an initial introduction to

material in the text. Student empowerment has become a new concern in school

management. Lowe (1995) defines empowerment as a process of which an individual

have the motivation and skills necessary to perform their responsibilities a sense of

achievement in the performed tasks in school. This can be learned and put to practice by
the student through competencies incorporated in the integrated course that will enable

the student to find answers to challenges in performing the tasks required by the subject.

On the Effectiveness of Activity Centers for Diverse Learners

Effective teaching is a highly complex process that involves the ability to skillfully

perform numerous tasks simultaneously. This study merely serves to guide teachers

interested in organizing their classroom into activity centers; using research-based

teaching strategies for effective instruction for diverse learners; and developing a

classroom community based on cooperative and supportive working relationships,

quality work, and high expectations for everyone’s participation, performance, and

learning. According to Gallimore and Tharp (1992), the most effective learning results

when (a) collaboration between students and teachers is accompanied by discussion;

(b) instructional activities are meaningfully connected to students’ prior experience and

knowledge; and (c) instruction is conversational and occurs within the learner’s zone of

proximal development (ZPD), zone of proximal development (ZPD), zone of proximal

development defined by Vygotsky (1978, p. 86) as “...the difference between the actual

developmental level as determined by independent problem solving and the level of

potential development as determined through problem solving under adult guidance or in

collaboration with more capable peers. Based on these ideas, Tharp et al., (2000) this

study anchored from the study of CENTER FOR RESEARCH ON EDUCATION,

DIVERSITY & EXCELLENCE (CREDE) “Designing Effective Activity Centers for Diverse

Learners”. This is a guide for teachers at all grade levels and for all subject areas.

Designing and delivering activity centers may also be accomplished based on these five

pedagogy standards: Joint Productive Activity, Language and literacy Development,

Contextualization, Challenging Activities, and Instructional Conversation Tharp et al.,

(2000). The first standard, Joint Productive Activity (JPA), is collaboration on a shared

product or goal. Collaboration between the teacher and a small group of students, or
between peers, encourages active participation, interaction, the exchange of information,

and sharing of views, problem solving and thinking strategies. More important, joint

productive activities allow the teacher, other adult, or more capable peers to provide

sufficient assistance and support to ensure the success of all participants, while

encouraging active participation by students with varying levels of skill and knowledge.

The second standard, Language and Literacy Development (LLD), is a primary objective

of activity centers and can best be accomplished by providing activities that are rich in

language use. Language is best learned through purposeful conversation in authentic

contexts. The third standard, Contextualization (CTX), guides teachers in linking

concepts and instruction to students’ prior knowledge or experience from home, school,

or community. Contextualization is connecting, linking, or bridging what children learn in

school to real life contexts. The fourth standard, Challenging Activities (CA), promotes

complex instructional tasks to teach course content and higher order thinking skills. It is

extremely important to note, however, that all activity center tasks are designed to

ensure student success – challenge refers to the level of cognitive complexity required to

perform the task. The fifth standard, Instructional Conversation (IC), provides the context

for teachers and students to work closely together in a small group discussion that has a

clear academic goal. In an IC, the teacher listens carefully to assess students’ levels of

understanding; assists learning by restating, praising, encouraging, and questioning

about views, judgments, rationales or experience; and weaves instructional content with

students’ prior knowledge. This result was conducted by one of CREDE’S research and

demonstration schools document (Mc Claure 2008).

Framing each instructional activity between an opening and a closure is an effective

routine for developing, modeling, and practicing the community values necessary for

activity center instruction. The goals of opening and closures are to facilitate cooperative

working relationships; encourage quality work by students, both independently and

jointly with peers and the teacher; and promote high expectations for everyone’s

expectations, participation, performance, and learning. Instructional framing includes five

phases; Phase I: During Phase I, instruction occurs in a whole-class setting following the

opening. During the instructional activities, between the opening and closure, the

teacher floats to assist while students work individually, with partners, or in small groups.

Phase II: Students work on two to five different activities (as opposed to ‘activity centers’

that are semi-permanent stations) that occur simultaneously. Phase III: In addition to

having students work on different tasks occurring simultaneously, some with the

teachers assistance and some independent of teacher assistance, the teacher routes

students through the activities in various patterns so that each student has the

opportunity to work with every other student in the classroom. Phase IV: Initially, one

activity center is created as a permanent structure in the classroom, with an established

location and all necessary resources. Phase V: While students continue working in a

variety of groupings at the independent activity centers, the teacher engages students in

Instructional Conversation in homogeneous groups at the IC center, which is now the

primary vehicle for teaching. The important outcome of activity centers is the

development of the values necessary for a successful classroom community.

THEORETICAL FRAMEWORK

Activity centers -also called learning areas, centers of interest or activity

centers -are defined as a system used to organize a class or materials in a class

(Jackman, Beaver & Wyatt, 2014;Metin, 2017) and an instructional method used to

promote the social and academic development of children (McCarthy, 1977as cited in

Naimoli-Ginter, 2008. Learning centers maximize learning through a variety of tasks

and activities that allow children to work and learn at their own pace while, at the

same time, allowing them to practice their pre-knowledge (King-Sears, 2007;Texas

Workforce Commission, 2002). Devany (2005), Pellegrino (2007) and Kostelnik,

Soderman, Whiren, Rupiper (2015) have emphasized that creating learning centers

in educational environments allows meeting individual learning needs and having

meaningful learning experiences.

Design Activity IMPLEMENTATION OF ACTIVITY

Centers CENTER DESIGN
Planning of Pre test
Delivery Mode POST TEST

Figure1. Conceptual Paradigm

This figure shows that the use of design and delivery of Activity Centers which is the

independent variable will affect to the performance of the learners in Statistics and

Probability which is the dependent variable.

III. ACTION RESEARCH QUESTIONS

The conduct of this study aims to determine the effects of Designing and

Delivering Activity Centers to the performance of Grade 11 learners in Statistics

and Probability.

Specifically, it seeks answers to the following questions:

1. What is the result of the Pre-Test conducted to the Grade 11 Senior High

School Students?

2. What is the result of the Post Test conducted to the Grade 11 SHS students?
3. Is there any significant difference between the result of Pre Test and the Post

Test?

4. What is the effect of activity center design and delivery to the Grade 11 Senior

High School students in academic performance in Statistics and Probability?

Research Hypotheses:

H0: There is no significant effect between the use of activity centers and academic

performance of Grade 11 students in Statistics and Probability

Ha: There is a significant effect between the use of activity centers and academic

performance of Grade 11 students in Statistics and Probability

IV. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The researcher proposed intervention to lessen the students who have problems in

mathematical skills. It aims to provide variety of delivery to cater the students’ learning

style. The teacher will use the activity center design as basis of day to day instructions.

This design will be conducted through phase 1 to phase 4 following the competency of

each session. The fifth phase will be conducted on Thursday. This program will be

conducted to selected grade 11 students from every block. The instruction and planned

activities will be designed by the teacher. The controlled and uncontrolled groups will

study the same competency. Teacher will deliver the instruction several times of the

said program. There will be a summative test to measure if the program affects the

performance of participants in Statistics and Probability. The scores in the pre- test and

post-test will be classified using the criterion such as:

Very High – (at least 25 correct responses);

High – (19 – 24 correct responses);

Average – (13 – 18 correct responses);

Fair – (6 to 12 correct responses; and

Poor- (at most 6 correct responses)

Definition of Terms

Learning Activity Centers Is a teaching strategy that serves as the

treatment in the study.

Student’s Performance It is defined as the result of scores of the

students in the pre – test and post – tense in

Statistics and Probability.

Result in Pre – test It is the result of respondents in Statistics

and Probability subject before attending the

program.

Result in Post – test It is the result of respondents in Statistics

and Probability subject after attending the

program.

Controlled Group It is the group of respondents who did not

receive any treatment

Uncontrolled Group It is the experimental group.

Treatment It refers to the use of Activity Centers as a

teaching strategy

Effects of Activity Centers It refers to the result of the use of Activity

Centers as a teaching strategy to the

student’s performance

V. ACTION RESEARCH METHODS

A. Participants and/or Other Sources Of Data and Information

This research will be conducted to the Grade 11 Senior High School

Students of Salvacion National High School currently enrolled in Statistics and

Probability subject.

B. Data Gathering Methods

The data will be gathered through giving a Pre-Test to grade 11 SHS

students to identify students enrolled in Statistics and Probability subject.

After delivering the design for activity center for several times, the researcher

will conduct a Post Test to the participants to identify if there is a development

to the students ability after using the program.

C. Data Analysis Plan

This research is a quantitative research after the data was gathered, The

researcher will analyze using the different statistical tools: the mean of the Pre

Test and at the same time the mean of the Post Test. The mean of the Pre Test

will be compared to the Post Test, if there is a difference between the mean of

Pre Test and Post Test, frequency counts, standard deviation, and t – test.

The mean and standard deviation will be used to describe the performance

of the respondent’s result in the pre-test and post – tense. T- test will determine

whether there is a significant effect in the use of Activity Centers to the academic

performance of the learners in Statistics and Probability. The data will be

processed through the use of Microsoft Excel.

VI. ACTION RESEARCH WORK PLAN AND TIMELINES

TASK DECEMBER JANUARY FEBRUARY MARCH APRIL

Pre Implementation W W W W W W W W W W W W W W W W W W W W
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
a. Preparation of
the research
proposal
b. Preparation and
conduct of the
pre-test
Implementation
a. Innovation,
Intervention and
Strategy
Post Implementation
a. Preparation and
conduct of Post
Test
b. Data Analysis
c. Preparation of
the Research
Report
d. Dissemination
of Findings

ELIGIBLE ITEMS PARTICULARS QUALITY UNIT COST UNIT COST

Supplies and Bond Paper 5 reams 1,425.00 1,425.00

Materials Printer 1 pc 7,500.00 7,500.00
Ink 5 sets 1,000/set 5,000.00
Fastener 1 box 50.00 50.00
Stapler 1 pc 100.00 100.00
Ring Binder 5 meters 80/meter 400.00
Domestic Travel 5,000.00
Expenses

Communication Load 1,000.00

Expenses Wi fi 1 pc 1,000.00 1,000.00

Reproduction, 3,000.00 3,000.00

printing and
binding cost
Food and other 3,000.00 3,000.00
incurred expenses
during the conduct
of research
Other expenses Misc. 5,000.00 5,000.00
related to
research
dissemination
(registration Fee,
tarpaulin, stand,
notarial fee, etc.)

GRAND TOTAL 27, 475.00

VII. COST ESTIMATES

VIII. PLANS FOR DISSEMINATION AND ADVOCACY

Results of this study will give significance to different groups of people who are

involved in the teaching-learning process of the K-12 program. The results of this

research will be disseminated in Salvacion National High School and Busuanga District

through District Conferences and LAC Sessions.

The study will benefit the learners and educators of DepEd, the result of the study

will give idea for designing intervention program or teaching and learning process with

right expectations, pacing, organization, grouping strategies, and accountability, we can

optimized learning through the use of this study.

IX. REFERENCES

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., &

Wenderoth, M.P. (2014). Active learning increases student performance in science,

engineering, and mathematics. Proceedings of the National Academy of Sciences 111

(23) 8410-8415. 

https://doi.org/10.1073/pnas.1319030111

Prince, M. (2004) Does active learning work? A review of the research. Journal of

Engineering Education 93 (3) 223-231. https://doi.org/10.1002/j.2168-

9830.2004.tb00809.x

Hilberg, R. et al. (2003). Designing Effective Activity Centers for Diverse Learners.

Center for Research on Education, Diversity and Excellence

Online Materials

LA 2.4 Designing Activity Center 1-- the Teacher Center - Integrating Content and

Language Instruction (edtechbooks.org)

5 Types of Learning Stations You Might Want in Your Classroom | Education World

LiteracyLrngCentrs_DiverseStudents_Vol2_eBook.pdf (engaginglearners.com)

Learning Centers, Part 1: Why they’re Important | Scholastic

A New Approach to Learning Centers | Scholastic

Finding Center: How Learning Centers Evolved in a Secondary, Student-Centered

Classroom on JSTOR

https://www.classcraft.ccom/blog/creative-ways-to-teach-diverse-learners/

https://teach.com/blog/how-to-engage-a-classroom-of-diverse-learners/