GROUP 3

GROUP 3

GROUP LEADER: CAHIL, NOEL S.
MEMBERS:
MOSO, ODA GRETCH S.
SUBA, JERLIE J.
VALENCIA, APRIL ROSE T.
TITLE 1: PEER TUTORING AMONG GRADE 10 TECHNOLOGY

LIVELIHOODEDUCATION LEARNERS IN POLOMOLOK NATIONAL HIGH
SCHOOL: ITS EFFECT TO THE PROGRESS OF THEIR ACADEMIC
PERFORMANCE
A. RESEARCH GAPS:
Generally, this research will focus and aim to answer the following research questions or
gaps:
1. What significant benefits will the learners gain from doing peer tutoring?
2. What is the frequency of learners conducting peer tutoring every week?
3. Is there a significant difference between the students’ academic performances and
the frequency of peer tutoring?
B. RESEARCH METHODOLOGY AND APPROACH
Quantitative research method will be applied in the entire research process. To

gather the data needed for the research, research questionnaires will be given to the
intended/target samples and will be asked significant questions to answer the research
gaps. Along with, three advisers will also be asked to identify five (5) learners from their
section who have gained significant increase from the 1st to the 2nd grading period. In
addition, to get the results of the significant difference of the respondents’ quarterly
grades, the researcher will use statistical tool called T-Test to test the validity of the
hypotheses. The study will use nonprobability, purposive sampling which will select
random respondents who will be assessed and will be asked on the following procedures
of the study.
C. CONTRIBUTION/INNOVATION OF THE PROPOSED RESEARCH
Topping (2013) asserts peer tutoring serves as an effective way to improve self-
esteem in students. Peer tutoring aids interaction among peers not only academically but
also socially. Hartman (2014) conducted an evaluation study and reported that peer
tutoring increases the students’ motivation to learn.
The researcher believe that peer tutoring contributes a significant and positive
results on the personal and academic growth of learners and will imbibe more supportive
relationships among learners themselves unto greater possibilities of more productivity
and well-developed research outcomes.
This study will benefit the school’s learners and its teachers since the research
will give the students and teachers the ideas about the positive contributions of peer
tutoring to their fellow learners’. If given the chance, the result of the study will be
disseminated to the teachers to full encouragement to their learners in conducting peer
tutoring among themselves. This activity shall also be considered by the school’s admin
and shall also teach learners and teachers strategies on how to imbibe positive learning
withing their classmates and the classrooms through interactive talks, seminars, and
activities. Through this, learning becomes a three-way process, more interactive and more
engaging.
TITLE 2: CONTEXTUALIZED STRATEGIC INTERVENTION MATERIAL: ITS
EFFECTIVENESS IN ENHANCING ACADEMIC PERFORMANCE OF GRADE 9
COOKERY STUDENTS.
WHAT IS THE STUDY ALL ABOUT:
This study aims to determine the effectiveness of Contextualized Strategic Intervention

Material (SIM) in enhancing the academic performance of Grade 9 cookery students.
Specifically, this study will answer the following questions:
1. What are the learned competencies to be included in the Strategic Intervention

Material (SIM)?
2. What are the contents of SIM to be developed?
3. What is the level of cookery students’ academic performance before the
implementation of SIM?
4. What is the level of cookery students’ academic performance after the
implementation of SIM?
5. Is there a significant difference between the pre-test and post-test scores of the
experimental group?
IDENTIFY THE RESEARCH GAPS:
How effective contextualized Strategic Intervention Material can enhance the academic
performance of grade 9 cookery students?
WHAT RESEARCH METHODOLOGY OR APPROACH ARE YOU USING?
The descriptive and quasi-experimental methods of research will be used in this study.
According to Calderon (1993), “Descriptive Research is a purposive process of gathering,
analysing, classifying, and tabulating data prevailing conditions, practices, beliefs, processes,
trends, and cause-effect relationships and then making an adequate and accurate interpretation
about such data with or without the aid of statistical methods.” This method will be used in
determining the validity of the Strategic Intervention Material.
The researcher will also used the quasi-experimental type of research specifically pretest
and post-test design to measure the effectiveness of the integration of Strategic Intervention
Material in teaching Grade Nine (9) Cookery. The group of students who will be subjected to
remedial class varies depending on their scores in every formative pretest. The developed CSIMs
will be implemented to determine the significant learning experiences of students and their effect
on their conceptual understanding.
WHAT IS THE MAIN CONTRIBUTION OR INNOVATION OF YOUR RESEARCH?
Development of contextualized strategic intervention material (SIM) in cookery 9 to

enhance the academic performance of grade 9 cookery students.
TITLE 3: A CREATION OF LEARNING MATERIAL FOR TLE COOKERY 9: THE
PROCESS OF MAKING BIGNAY WITH LUYANG DILAW WINE
WHAT IS THE STUDY ALL ABOUT?
This study aims to create learning material that provide students with a comprehensive
understanding of the process of making Bignay with Luyang Dilaw Wine while emphasizing
safety and responsible consumption.
This is also to encourage students to experiment with different proportions of ingredients

to find the taste that suits their preferences.
Discuss the potential health benefits of Luyang Dilaw (turmeric) in the wine, such as its
anti-inflammatory properties.
IDENTIFY THE RESEARCH GAPS:
Cross-Curricular Integration: Investigate the feasibility and benefits of integrating this

cooking lesson with other subjects, such as biology (fermentation), history (cultural context), or
mathematics (measurement conversions). Assess whether cross-curricular approaches enhance
learning outcomes.
WHAT RESEARCH METHODOLOGY OR APPROACH ARE YOU USING?
Evaluation and Impact Assessment Method:
- After the learning material has been implemented, conduct an evaluation to assess its impact on
students' knowledge and skills related to Bignay with Luyang Dilaw Wine-making.
11. Dissemination: WHAT IS THE MAIN CONTRIBUTION OR INNOVATION OF

YOUR RESEARCH?
The contribution and innovation of this learning material lie in its ability to provide
students with a comprehensive and engaging learning experience that goes beyond theoretical
knowledge. It connects culinary skills with science, culture, responsibility, and practical life
skills, making it a valuable resource in the field of TLE Cookery education.

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GROUP 3

GROUP LEADER: CAHIL, NOEL S.

TITLE 1: PEER TUTORING AMONG GRADE 10 TECHNOLOGY

B. RESEARCH METHODOLOGY AND APPROACH

Quantitative research method will be applied in the entire research process. To

C. CONTRIBUTION/INNOVATION OF THE PROPOSED RESEARCH

WHAT IS THE STUDY ALL ABOUT:

This study aims to determine the effectiveness of Contextualized Strategic Intervention

1. What are the learned competencies to be included in the Strategic Intervention

IDENTIFY THE RESEARCH GAPS:

WHAT RESEARCH METHODOLOGY OR APPROACH ARE YOU USING?

WHAT IS THE MAIN CONTRIBUTION OR INNOVATION OF YOUR RESEARCH?

Development of contextualized strategic intervention material (SIM) in cookery 9 to

WHAT IS THE STUDY ALL ABOUT?

This is also to encourage students to experiment with different proportions of ingredients

IDENTIFY THE RESEARCH GAPS:

Cross-Curricular Integration: Investigate the feasibility and benefits of integrating this

WHAT RESEARCH METHODOLOGY OR APPROACH ARE YOU USING?

Evaluation and Impact Assessment Method:

11. Dissemination: WHAT IS THE MAIN CONTRIBUTION OR INNOVATION OF

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