Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan

502065-Pata Integrated School

Claveria East District

GRAPHICS IN IMPROVING THE PERFORMANCE OF GRADE 6 PUPILS IN

EXPLAINING HOW THE DIFFERENT BODY ORGANS WORK

Marilou U.
Paclob
Teacher III
Pata Integrated School
Claveria East District

Completed Action Research

2022

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
0
 GRAPHICS IN IMPROVING THE PERFORMANCE OF GRADE 6 PUPIULS
IN EXPLAINING HOW THE DIFFERENT BODY ORGANS WORK

MARILOU U. PACLOB
Teacher III

I. Abstract

It cannot be denied that despite the efforts of teachers in giving quality education,
pupils are continuously struggling in science subject. Because of this, the teacher-
researcher conducted an action research to test the effectiveness of Graphics in
Improving the Performance of Grade 6 Pupils in Explaining How the Different Body
Organs Work. This study aimed to identify the effectiveness of using graphic
organizers, pictures, images, illustrations, and video clips to improve pupils’
performance in explaining how the different body organs work together and was
conducted at Pata Integrated School, SY 2021-2022. Total enumeration was used to
determine the participants. The researcher used Quasi-Experimental One-group
Pretest-Posttest Research Design with pretest and posttest as main sources of data. To
answer the research questions, scores were tabulated, analyzed, and interpreted using
Mean, Standard Deviation, Paired Sample t-test and Cohen’s d. Apparently, results
show that there’s a significant difference in the computed t-value, thus- there’s a huge
effect of the intervention. The result clearly implies that it was effective, and
participants were able to improve their performance. The research was disseminated
through a presentation during a staff meeting and during the Division research forum.
It may also be presented to higher level for adoption and utilization. Similar studies
may be conducted to test its validity as a strategy in other competencies or learning
areas. It’s also recommended that results may be a basis for inclusion in the SIP and
AIP. Furthermore, science teachers may use Graphics in regular classes or for
remediation.

Keywords: Graphic Organizers, Video Clips, body organs, Remedial Instruction

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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II. Acknowledgment

The researcher wishes to convey her deepest gratitude to the following

who had touched her life and extended valuable assistance and professional

guidance in the conduct of this study:

Foremost, to the Lord Almighty, for blessing her with everything that

she needed and for sending her people who served as wind beneath her

wings and became instruments to realize this piece of work.

Dr. Benjamin D. Paragas, CESO III, Regional Director, DepEd Region

02 for his unparalleled support in research;

Dr. Orlando E. Manuel, CESO V, Schools Division Superintendent of

SDO Cagayan, for always supporting the programs and activities of research;

Dr. Wilma C. Bumagat, Dr. Chelo C. Tangan, and Dr. Romel L. Libang,

Assistant Schools Division Superintendents, for their motivation to conduct

research;

Dr. Rowena S. Matila, Senior Education Program Specialist, Planning

and Research Division, and to the Division Technical Working Group for

their constructive comments, suggestions and encouragement for the

improvement of this study;

Dr. Maribel S. Arellano, Dr. Zenaida O. Quilenderino, Mrs. Princess I.

Unabia, Mrs. Jonah Germinal, Mr. Arnel N. Castillo, Dr. Lyrah Marie C.

Macabugao, Mrs. Anita L. Aguidan, and Dr. Elisher Raṅ a, for their great help

in improving the manuscript and sharing their expertise in the statistical

analysis and interpretation of the gathered data used in the study;

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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 To the ever-supportive District Supervisor of Claveria East District, Dr.

Judith D. Baclig, and former PSDS, Dr. Ralph L. Bona, for igniting her

passion for research and for the words of encouragement and inspiration to

pursue and complete this research;

To the District Research Committee, Dr. Jovy Grace S. Crisostomo, Dr.

Nenita N. Cañete, Dr. Framel Clemar G. de Peralta, Dr. Bernaldo R. Macugay

Jr., Mr. Rodel P. Agcaoili, and Mrs. Lerma Molina for the endless patience

and valuable assistance and the suggestions they shared until its

completion;

To Pata Integrated School Family, headed by the principal, Mrs. Elisa P.

Castillejos, co-teachers, pupils and parents for the endless support and

inspiration to finish this action research;

To all the respondents together with their parents and guardians who

readily and willingly accepted the challenge to cooperate in the

implementation of this study; and

To her loving family, her source of strength and inspiration, for their

love, and for being her support system in all her endeavors.

MARILOU UTRERA- PACLOB

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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III. Context and Rationale

Science is defined as applied knowledge. It is a subject that has an

impact on our everyday activities. The inclusion of Science and Technology

in the school curricula aimed that all citizens need to achieve a degree of

scientific literacy to enable them to participate effectively as citizens of the

modern societies. Science allows learners to explore their world and discover

new things.

Science is frequently perceived to be of great importance because of its

links to technology and industry which, from a national perspective, may be

areas with high priority for development. Consequently, science is included

as a core element in elementary and secondary levels despite conceptual

complexity and high cost of implementation. But with the problems

persisting today in our classrooms, our stand for functional literacy to

empower learners specifically in science is at stake. The dearth of

instructional materials, low academic achievement and inability of learners

to have face to face learning due to COVID-19 pandemic are just some of the

few hindrances that hamper us from equipping our learners with an

appropriate strategy that will enable them to better understand and master

the competency.

The Department of Education in the Philippines implemented the new

K to 12 Curriculum which started last school year 2012-2013 by virtue of

the Republic Act 10533 or the Enhanced Basic Education 2013. Section 17,

Article II of the Philippine Constitution mandates the State to give priority to

Education, Science and Technology to foster patriotism and nationalism,

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
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accelerate social programs and promote total human development. Section

10, Article XIV further states that Science and Technology are essential for

nationalism, development, invention, innovation and their utilization.

Providing opportunities for the development of scientific attitudes,

technological skills and higher order thinking skills among learners.

The K to 12 science curriculum provides learners with the

competencies important in the teaching learning process. It envisions the

development of scientifically, technically, and environmentally literate and

productive pupils of society. The science curriculum aims to help children

develop basic scientific ideas and understanding of the different

competencies necessary for life’s skills and an advanced knowledge of

technology.

A study on poor performance of grade students conducted to learn

more about the situation of science teaching in Tanzania revealed that most

teachers used transmission (chalk and talk) rather than interactive, learner-

centered pedagogy. Teachers were seen to be authoritative, dogmatic and

inflexible. Their teaching emphasis in lectures was to convey science

content, and in some cases technical training for acquiring practical skills

(King’aru, 2018). The said study affirms that science subject should be

taught in a more interactive and learner-centered methodology.

The rapid advancement of science and technology poses a significant

challenge to the entire humanity to keep up with the fast societal

development rhythmically, most especially in the third world and developing

countries like the Philippines. Being in rhythmic motion does not merely

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Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
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imply acquiring advance facilities and technologies but rather, the

acquisition and enhancement of knowledge and skills essential in meeting

the demands of the highly competitive and scientifically inclined society

must be given with more attention (Bernardo, 2018).

For a decade of teaching the Science subject in the Grade 6 class in

Pata Integrated School (formerly Pata Elementary School), it has been an

observation that pupils display low mastery in explaining how the different

body organ systems work together. In the school year 2019-2020, only 9 out

of 36 pupils manifested mastery of the subject matter. In school year 2020-

2021, only 8 out of 19 pupils were able to master the lesson as manifested

by the item analysis in the second quarter. Same observation was also

revealed by the result of the pupil’s summative tests and their rating in their

performance output using rubrics.

In view of these, the researcher has thought of various strategies that

will help improve the performance of Grade 6 pupils in the said competency.

It is in this context that this action research was undertaken, hence,

Graphics in Improving the Performance of Grade 6 Pupils in Explaining How

the Different Body Organs Work.

IV. Innovation, Intervention, and Strategy

Graphics is an innovative teaching tool which uses a combination of

different graphic organizers, illustrations, pictures or images and motion

pictures or video clips which as an aid for learners in better understanding

the competency as well as for mastery. Graphics are helpful learning tools

for learners to organize, clarify, or simplify complex information—they help

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
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pupils construct understanding through an exploration of the relationships

between concepts. The use of images and illustrations was used in

presenting abstract concepts. Teaching with images helped develop learners’

visual literacy skills, which contributed to their overall critical thinking

skills. Since learners today are hooked with educational videos as a tool for

learning everything, the use of video clips in explaining the lessons seemed

easier and more interesting. Abstract topics like how the different body

systems work seemed difficult to teach and learn and downloaded and

contextualized videos helped a lot.

Graphics was utilized among the respondents instead of making them

used the ready-made learning modules downloaded from the DepEd learning

portal. The researcher came up with a contextualized Self-Learning Modules

and Activity sheet where Graphics was incorporated. This made learning

more enjoyable and lasting considering that the tool is self-directed among

learners, interesting, and interactive. Graphic organizers, illustrations,

images, and video clips were altogether utilized for enrichment activity

through Learning Activity Sheets. Example of Graphic Organizers used are

concept map, flow charts, diagrams, sequence charts, and others. With the

social media continuing to gain popularity, the researcher took advantage of

the widespread platforms that helped in the delivery of continuing education

among learners. Group chats were created while google classrooms and

virtual classes were conducted to monitor the learning progress of the

pupils. The videos used were downloaded from the internet, contextualized

and were uploaded to the class Group Chat for the learners to watch or to

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
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download. Aside from uploading it to the group chat, a copy of which were

also sent directly to the learner’s email address. For those pupils who does

not have an access of the internet, the teacher went to visit the said learner

to their home and transferred the video through Bluetooth.

Graphics was used for two weeks, accompanied with the contextualized

learning module. Each learning module was contextualized in such a way

that the graphic organizers and illustrations were used for visualization and

mastery of the competency. The videos served as additional resources that

helped learners to visualize abstract topics like how the different body

systems work making it more understandable and interesting to learn while

having fun.

The intervention materials were distributed to the pupils through their

parents along with their other learning modules. Virtual classes were

conducted during the implementation and monitoring. For those who were

not able to join online classes, the researcher home-visited the pupils to give

them individualized instruction on how to use material. Phone calls were

also made to check whether they understood the lessons or not. The class

group chat was also utilized to give instructions whenever necessary.

V. Action Research Questions

This action research aimed to improve the performance of Grade 6

learners in explaining how the different organ systems work together using

Graphics.

Specifically, it aimed to answer the following questions:

1. What are the mean pretest and posttest scores of the learners?

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
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2. Is there a significant difference between the pretest and post test scores

of the pupils after the implementation of Graphics in their performance?

3. What is the effect size of the Graphics in improving the competency of

Grade 6 pupils in explaining how the different organ systems work

together?

4. What activity plan should be done to sustain the intervention and its

utilization?

VI. Action Research Methods

The study made use of the Quasi-Experimental particularly One-group

Pretest-Posttest Research Design where the same set of respondents takes

the pretest and posttest.

a. Participants and /or Other Sources of Data Information

Total enumeration was used to determine the participant of the study

comprising 10 males and 10 females or a total of 20 pupils enrolled in Grade

6 Section A for the School Year 2021-2022 in Pata Integrated School,

formerly Pata Elementary School. The sources of data were the pre-test and

post test result validated by the School Quality Assurance team using the

Test Validation tool by Bernardo G. Lim, Roy D. Tumaneng, Phd, FHEA.

These data were interpreted and analyzed.

b. Data Gathering Procedure

After securing the necessary approval from the school authorities,

School Research Committee, and parents/guardian, this research was

implemented.

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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 Total enumeration in choosing the participants. The data gathering

period for the administration of pretest, implementation of the intervention

and posttest was done from Monday to Friday from November 26 to

December 13, 2021. The pretest is a 20-item multiple choice test, carefully

crafted and quality assured by the school quality assurance team to ensure

that it conforms with the table of specification. The learners took the pretest

on November 26, 2021, and scores were recorded and tabulated. Then, the

intervention was implemented after the pretest. Graphics was utilized as

intervention in Grade 6 lessons particularly in explaining how the different

organ systems work together. The parallel posttest was administered after

the implementation of the intervention. After tabulating and analyzing the

scores and answers, results, discussion, and reflection were written to

complete the study.

c. Ethical Issues

Letter of intent to conduct the research was sent to the proper school

authorities. Letter of consent was sent to parents of target participants of the

study. All the leaners were allowed by their respective parents or guardians

and were included in the study. Identities of the leaners were kept

confidential. Individual responses of the participants were never disclosed

and were presented to further protect their anonymity.

Further, author or articles, journals, or books that were used as

references were properly acknowledged and given due credit.

Moreover, a Memorandum of Agreement with the Barangay Councils of

Barangay Pata East and Pata West, school, and parents was executed for the

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
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consent of face-to-face monitoring with the assurance that strict compliance

with the IATF health and safety standards and protocol was observed.

Other ethical issues prescribed in Research Management Guidelines

under DepEd Order No. 16, s. 2017 were strictly followed.

VII. Discussion of Results and Reflection

The following tables present the pretest and posttest mean scores

of the Grade 6 pupils using Project Graphix.

Table 1. Pretest and Posttest Mean Scores of Pupils

Test N Mean (x) Std. Deviation

Pretest 20 6.35 1.53
Posttest 20 14.35 1.79

There were twenty (20) pupils who participated in this study wherein all

of them took the pretest and posttest. It can be gleaned from the table that

the mean score of pupils in the posttest which is 14.35 is higher compared

to the pretest mean score 6.35, and the computed Standard Deviation of the

pretest are closer from one another while the scores in the posttest are

dispersed. The result shows that there is an improvement in the level of

achievement or performance of pupils after having utilized the intervention.

The data further implies that the pretest scores shows that there is a

very limited knowledge of the pupils in the said competency while the

posttest results shows that there is an evident improvement of their

understanding and skills because the competency is better understood by

the pupils using the graphics as a tool in explaining the lesson as well as in

the given enhancement activities.

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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 The result affirms the findings of King’aru (2018) that science subject

should be taught in a more interactive and learner-centered methodology to

ensure higher performance of learners.

It is also analogous to the results of the study of Porillo (2019) titled,

“Utilization of Video Clips as Tool: A Way of Improving Grade V Pupils'

Performance in Science at Macalamcam A Elementary School. The findings

showed that the utilization of video clips in teaching Science lessons

enhanced the academic achievement of the pupils.

Gleaning from the results, it can be concluded therefore that Graphics

is very effective in improving the skill of the pupils in explaining how the

different body organs work together. This could be attributed to the fact that

pupils could easily remember lessons because they can visualize the concept

using graphic organizers, illustrations, and video clips.

Table 2. Test of Difference Between the Pretest and Posttest

Test N Mean Df t- t- p-value Level of Remarks

(x) value critical @.05 significance
value

Pretest 20 6.35
19 - 2.09 1.88E- .05 Significant
Posttes 20 14.5 18.13 13
t

Table 2 shows that the probability value of 1.88E-13 is less than the

0.05 level of significance and the computed t-value of 18.13 is greater than

the t-critical value of 2.09. It implies that there is a significant difference.

The significant improvement of the pupils in their performance as

shown by the probability value proves that there is a positive effect of

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
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Graphics on the performance of grade 6 pupils in explaining how the

different organs in the body work together.

The result conforms with the findings of Lemueco (2019) which states

that teachers who use instructional video report that their students retain

more information, understand concepts more rapidly and are more

enthusiastic about what they are learning. With video as one component in a

thoughtful lesson plan, students often make new connections between

curriculum topics and discover links between these topics and the world

outside the classroom making learning more concrete and lasting.

Moreover, the findings also affirm the result of a study conducted by

Condidorio (2010) that while completing graphic organizers, teachers have

observed a higher level of engagement, accountability, and creativity among

the students which resulted to higher performance of students in science.

The results shows that Graphics contributed much to the improvement

of the performance of the pupils in explaining how the different body organs

work together.

Table 3. Effect Size of Project Graphix

Cohen’s
Test N Mean SD Scale Remarks
d value
6.35 1.53 Above 2.0-Huge
Pretest 20
1.20-2.0-Very
Posttest 20 14.5 1.79 Huge
Large
4.60 effect
0.80-1.91-Large
0.50-0.79-
Medium
0.20-0.49-Small
0.01-0.19-Very
Small

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
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 Table 3 presents the data in determining the effect size of the Graphics

with the use of Cohen’s d. It can be gleaned from the table that the value of

Cohen’s d is 4.60, which means that there is a huge effect on the performance

of Grade 6 pupils in explaining how the different organs of the body work

together.

The findings corroborate with the result of the study Antoine (2013) on

the effect of graphic organizers on science education specifically on human

body systems. It is concluded in the said study that graphic organizers foster

better student achievement in science classrooms than guided note taking

with PowerPoint presentations. It was found out that the use of graphic

organizer instruction was significantly better for student achievement when

compared to the use of PowerPoint instruction and that there was much more

interaction between student and teacher during the graphic organizer lessons.

Result of this study is also in accordance with the findings of Lemueco

(2019) in her study on Effectiveness of Using Video Clips in Enhancing the

Performance of Grades 6 Pupils in Science. The study confirms that teachers who

use instructional video report that their students retain more information,

understand concepts more rapidly and are more enthusiastic about what they are

learning. With video as one component in a thoughtful lesson, students often

make new connections between curriculum topics and discover links between

these topics and the world outside the classroom.

The result therefore strongly conveys the impression that Graphics is

effective in improving the performance of Grade 6 pupils in explaining how the

different organs of the body work together. It is implied that it plays a very

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
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important role in improving the said skill among the pupils as manifested by

the huge effect size of the intervention.

Table 4. Activity Plan to Sustain the Intervention and Its Utilization

Strategies Programs Activities Task Resources Timeline

Person Material Finan
Involved cial
To sustain Research Reinforce Giving of online Proponent Phone 500 January
the developm ment on and offline Parents call, 2022
intervention ent on the use of activities using Pupils Group onwards
in improving Graphics the Graphics Chat,
the interventio Google
performance n Meet,
of Grade 6 USB
pupils in Bond
explaining paper
how the Ink
different Evaluate Conduct follow- Proponent Load 500 January
body organs the up activity Parents 2022
work. sustainabi through phone Pupils onwards
lity of the call and video
interventio call
n
Maximized Recommend the School reprodu 1000 January
the use of use of the Head ction of 2022
the intervention to Proponent the onwards
interventio fellow teachers Teachers interven
n specially those tion
who are
teaching science
Recomme Seek the PSDS Soft 200 February
nd the approval of the School Copy/ 2023
utilization proper Heads hard onwards
of the authorities in Teachers copy of
interventio the District or the
n in the the utilization of interven
District the materials. tion

Adoption Encourage Proponent Bond 200 February

of the fellow teachers teachers paper 2023
interventio to adopt the Folders onwards
n intervention Fastener
ink
Strengthe Establish Proponent 100 March
n partnership with stakehold Bond 2023
partnershi stakeholders to ers paper onwards
p and help sustain the Folder
communit intervention Fastener
y linkages ink
TOTAL 2,500

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
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As of: 7-2-2018 Page:
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 Table 4 presents the plan of activity to sustain the utilization of

Graphics and to further enhance the intervention material in improving the

performance of grade 6 pupils in explaining how the different body organs

work together.

Further dissemination shall be conducted to other group of teachers in

the district as well as to other districts in the division. Likewise, it shall be

disseminated with the stakeholders and the Barangay Council to encourage

them to have budgetary allocation for internet connectivity in the barangay

hall for utilization of pupils. The parents shall be encouraged to take part in

the sustainability and proper utilization of the intervention materials to their

children in regular class basis or for remediation purposes. School head

shall also be encouraged for its inclusion in the SIP and AIP for funding of its

reproduction and binding for a more efficient utilization.

The researcher shall continue to utilize the intervention in coming

school years and the next set of pupils. The intervention materials shall also

be made as a basis in developing parallel tools in improving or enhancing

performance of pupils in other learning competencies.

Moreover, the researcher shall furnish the Division Quality Assurance

Team a copy of Graphics for further suggestions and recommendation for its

possible publication, be it in digital or in print media.

Summary of Findings

The following are the summary of findings obtained in the conduct of

the study:

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 1. The mean scores of the pretest and posttest of the pupils are 6.35

and 14.35 with standard deviation of 1.53 and 1.93, respectively.

2. There is a significant difference between the pretest and posttest

scores of the pupils as shown by the computed t-value of -18.13, and

P-value of 1.88E-13. The result shows that the difference between the

pretest and posttest is significant. It means that the posttest mean

score is significantly higher than the pretest mean score.

3. Using Cohen’s d, the effect size of using the intervention is huge

effect as indicated by the computed value which is 4.6.

4. To sustain the utilization of the intervention, the researcher shall

use the intervention in the coming school years and the next sets of

pupils. The intervention materials shall also be made as a basis in

developing parallel tools in improving or enhancing performance of

pupils in other learning competencies. Moreover, the researcher shall

furnish the Division Quality Assurance Team a copy of Graphics for

further suggestions and recommendation for its possible publication,

be it in digital or in print media.

Conclusion

The results reveal that the posttest scores of the pupils are higher than

the pretest. A significant difference is very evident as shown by the computed

t-value and it manifests that there is a huge effect of the intervention in the

performance of the participants. The result therefore clearly implies that the

intervention was effective and that participants were able to improve their

performance in explaining how the different body organs work together.

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
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Recommendations

Based on the findings and conclusions of this study, the following

recommendations are hereby presented:

1. Teachers may intensify the utilization of Graphics in improving the

skill of the Grade 6 pupils in explaining how the different body organs

work together.

2. Teachers may conduct remedial sessions using Graphics in

remediating pupils in explaining how the different body organs work

together.

3. It is recommended that results of this study may be disseminated for

appropriate inclusion in the School Improvement Plan and Annual

Implementation Plan.

4. Researchers may conduct a parallel study to validate the findings or

even improve the result.

5. The proponent of this study may disseminate the result for future

reference and basis of topic-related research.

Reflection

For a decade of teaching science in grade 6 class, the researcher has

proven that Science is one of the core subjects that recorded low in terms of

pupils’ performance as manifested by the Mean Percentage Score (MPS) and

explaining how the different body organs work together is the hardest to be

understood by pupils.

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
18
 The said scenario became even worse during the onslaught of the

Covid-19 pandemic wherein face-to-face classes came to halt. During virtual

classes, pupils could hardly understand mere explanations coming from the

teacher or by just merely reading their modules, not to mention of the very

limited explanations in their Self-Learning Modules or SLMs.

Because of these challenges, the researcher thought of conducting

action research and conceptualized an intervention on how she could improve

the performance of her pupils in explaining how the different body organs

work together.

The conduct of the study seemed like a roller coaster ride, it has a lot of

ups and downs. There were so many challenges that she even thought of

quitting-overlapping activities, lack of self-motivation, health issues and many

other obstacles that hindered her from completing the research. However, for

the love of the learners, and with the help of the people around her including

her co-workers, her passion for excellence and her desire to bring out the best

among her learners once again was ignited and went ablaze. She continued

working with the intervention she conceptualized- the Graphics and spent

extra miles in completing the instructional materials she needed, until she

was able to make that intervention into a reality.

Graphics was implemented and its effectiveness as a tool was tested.

The researcher found out that it has a huge effect on the assimilation of

knowledge of the pupils and that their performance in explaining how the

different body organs work together significantly improved. It also revealed

that during discussions, it helped many pupils learn more effectively and

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
19
 broaden their knowledge paradigm and find related knowledge and

information for learning and promoted active and engaging lessons for the

best learning experience. At the same time, most of the pupils strongly

agreed that the use of graphic organizers, pictures, illustrations or images,

and video clips helped improve their understanding of the lesson and said

that it increases their confidence to participate actively in class. It is

therefore recommended that Graphics be adopted as a strategy in teaching

other competencies or subjects be it for regular class or in remediation.

VII. Action Plan

Resources
Strategies Program Activities Tasks
Physical Material Financi Timeline
al
To improve Research To Proponent Bond paper 500.00 February
the skills in development disseminate Teachers Folder 2022
sequencing on Read and the results of School Fastener
events of the Sequence this study to Head Face mask
Grade 2 Booklet the PTA, Research Face shield
pupils Barangay Focal Alcohol
through Officials, Person
Read and School Head Parents Reproduction 1500.00
Sequence and the Barangay of
Booklet District Officials intervention
material
Research To propose Proponent Bondpaper 200.00 January
Disseminat for a school Teachers Folder 28, 2022
ion forum or School Fastener
SLAC Head Face mask
Research Face shield
Focal Alcohol
Person
To publish Proponent Fare 1000.00 February
and /or Teachers Internet 2022
present the School connectivity
action Head allowance
research Research Face mask
conducted in Focal Face shield
district Person alcohol
Research To extend Proponent, Bondpaper 200.00 March,
Utilization technical School Folder 2022
assistance to Head, Fastener onwards
teachers who PSDS Facemask
want to faceshield
conduct Alcohol
action
research Ring/soft
within the binding of the 1000.00
school intervention
material

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
20
 TOTAL 4,400

VIII. References

The 1987 Constitution of the Republic of the Philippines – ARTICLE II, Section

17 | Govph. (n.d.). Official Gazette of the Republic of the Philippines.

[Link]

constitution-of-the-republic-of-the-philippines/the-1987-constitution-

of-the-republic-of-the-philippines-article-ii/

The 1987 Constitution of the Republic of the Philippines – ARTICLE XIV,

Section 10 | Govph. (n.d.). Official Gazette of the Republic of the

Philippines. [Link]

1987-constitution-of-the-republic-of-the-philippines/the-1987-

constitution-of-the-republic-of-the-philippines-article-xiv/

Antoine, K. (n.d.). The Effect of Graphic Organizers on Science Education:

Human Body Systems.

[Link]

Bernardo, A. B., Limjap, A. A., Prudente, M. S., & Roleda, L. S. (2008).

Students’ Perceptions of Science Classes in the Philippines. Asia

Pacific Education Review, 9(3), 285-295.

[Link]

Condidorio, K. (2010). The Usefulness of Graphic Organizers in Enhancing

Science Learning [Master's thesis].

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
21
 [Link]

referer=&httpsredir=1&article=1110&context=education_ETD_masters

DO 16, S. 2017 – Research management guidelines. (2017, March 20).

Department of Education.

[Link]

management-guidelines/

Guidelines On the Required Health Standards in The Basic Education Offices

And Schools. (2020, June 25). Department of Education.

[Link]

_014.pdf

July 26, 2011, DO 57, S. 2011 – Policy guidelines in the implementation of the

special science elementary schools (SSES) project. (2011, July 20).

Department of Education.

[Link]

guidelines-in-the-implementation-of-the-special-science-elementary-

schools-sses-project/

K to 12 Curriculum Guide in Science (Kindergarten to Grade 10). (2016,

August). Department of Education. [Link]

content/uploads/2019/01/Science-CG_with-tagged-sci-

equipment_revised.pdf

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
22
King'aru, J. (2018). Factors Contributing To Poor Performance Of Science

Subjects: A Case Of Secondary Schools In Kawe Division, Kinondoni

Municipality,Tanzania.

Kwinram, S., Noisombut, T., & Worapun, W. (2022). The Development of

Science Learning Achievement and Analytical Thinking of Grade 7

Students Using 5E Inquiry-based Learning Cooperated with Graphic

Organizers. Journal of Educational Issues, 8(2), 433.

[Link]

Lemueco, T. (2019, January 19). Effectiveness of Using Video Clips in

Enhancing the Performance of Grade Six Pupils in Science (Vol. 3 No. 20

(2019). Ascendens Asia Publishing Pte. Ltd. (Singapore).

[Link]

1983

Most Essential Learning Competencies in Science 6. (2022, August).

Professional Learning Online Community of Teachers and for

Teachers - TeacherPH.

[Link]

[Link]

Porillo, R. (2019, January 19). Utilization of Video Clips as Tool: A Way of

Improving Grade V Pupils' Performance in Science at Macalamcam

Elementary School. Ascendens Asia Publishing Pte. Ltd. (Singapore).

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
23
 [Link]

870

Financial Report
. Item Unit Quantit Unit Total
Description/Particular y Cos Amount
s t
Research Printing Fee Page 30 5 150
Development
Folder Piece 5 6 30
Bond Paper ream 1 230 230
Fastener Piece 5 2 10
Flsh drive piece 1 350 350
Rewritable CD Piece 2 30 60
Facemask Box 1 50 50
Alcohol Bottl 1 50 50
e
Faceshield piece 2 10 20
Research Printing Fee set 5 50 250
Approval Folder piece 5 6 30
Research Reproduction Fee Page 20 3 60
Implementatio (Consent letter)
n Reproduction Fee of set 20 50 1000
Graphic Organizers
and Activity sheets
PPE Equipment set 1 50 50
( alcohol, facemask,
Face shield)
Research Printing Fee Page 100 5 500
Finalization
Bookbinding Piece 2 150 300

folder Piece 5 10 50
fastener piece 5 2 10
Rewritable CD Piece 5 30 150

Reproduction of Video Piece 5 50 500

Clips
Research Reproduction of Video Piece 5 50 500
Dissemination Clips

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
24
and Utilization Reproduction Fee of set 5 200 1000
Graphic Organizers
and illustrations
Grand Total 5,350.0
0

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: PLDT (078) 377-1065; Globe Landline (078) 255-5317, (078) 255-5318
Email Address: [Link]@[Link]
Website: [Link] Doc Code: FM-SGO-RES-009 Rev: 00
As of: 7-2-2018 Page:
25