Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

EFFECTIVENESS OF SELF-PACED TEACHING APPLICATION FOR RETENTION (STAR) IN

ENHANCING SCIENCE PERFORMANCE
AMONG GRADE 8 LEARNERS

MICHELLE A. MORTEL

Southville 1 Integrated National High School

Endorsed by:

MYRNA B. BASCO

Principal

Reviewed by:

JEFFREY A. ASTILLERO, PhD

SEPS, Planning and Research

Recommending Approval:

RANDY B. PUNZALAN, CESO VI

Asst. Schools Division Superintendent

APPROVED:

CHRISTOPHER R. DIAZ, CESO V

Schools Division Superintendent

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BERF Action Research Completed Report

EFFECTIVENESS OF SELF-PACED TEACHING APPLICATION FOR
RESEARCH TITLE RETENTION (STAR) IN ENHANCING SCIENCE PERFORMANCE
AMONG GRADE 8 LEARNERS

I. ABSTRACT

This study aimed to enhance the science performance of grade 8 students through the

implementation of Project STAR, an offline e-book utilizing Kotobee learning instructional

resources.

A quasi-experimental design, specifically a pretest-posttest non-equivalent group design,

was employed involving both experimental and comparison groups. A teacher-made

questionnaire, validated by experts, was utilized to assess the participants' performance.

Paired sample t-test and Cohen’s d were employed to analyze the pretest, and post-test

scores. The results revealed a significant increase in post-test scores compared to pretest

scores, indicating the effectiveness of PROJECT STAR in strengthening students' science

performance. The intervention emphasized the importance of reinforcing foundational science

concepts to improve academic performance.

PROJECT STAR demonstrated promising outcomes in enhancing students' science

proficiency. In conclusion, the findings suggest that Project STAR, utilizing Kotobee learning

resources, can effectively improve grade 8 students' science performance. This highlights the

potential of integrating innovative instructional materials in educational settings to enhance

learning outcomes and academic performance. Further research is warranted to explore the

long-term effects and scalability of such interventions.

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II. Acknowledgement

The researcher wants to extend her profound gratitude to the following individuals who,

in some way, assisted in the completion of this study.

Honorable Christopher R. Diaz, CESO V, Schools Division Superintendent, and Randy B.

Punzalan, CESO VI, Assistant Schools Division Superintendent, for their outstanding

leadership, commitment, wisdom, continuous support and encouragement on this research

study;

Jeffrey A. Astillero, PhD, SEPS, Planning and Research and to Mrs. Myrna B. Basco,

Principal of Southville 1 National High School for the warm acceptance to conduct the study

and for the words of encouragement to make this study a success one;

Chona Calvelo, Ernesto Luzaran Jr., Leodigario Mendoza and my dearest sister Margie

Papasin, deserve recognition for sharing their knowledge and expertise, guidance in validating

the research instruments of this study.

Randolf D. Mortel, the spouse of the researcher, and Randell Carl A. Mortel and Raelle

Mayhew A. Mortel, the sons of the researcher, who served as her inspirations and for their

immense love and unwavering support in the entire journey of her study and throughout the

process in conducting this research paper.

Profound gratitude to Grade 8 Participants and their parents, whose time and their

willingness to share their experiences were indispensable. This work owes its completion to

their invaluable contributions;

The researcher wants to express her heartfelt gratitude and appreciation to those

who are knowingly or unknowingly contributed to the realization of this study and to those

individuals whose identities are not revealed.

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And, most importantly, to the Lord Almighty Father for providing the researcher with

guidance, protection, knowledge, wisdom, perseverance and life.

His divine presence has been the cornerstone of his research journey.

III. Context and Rationale

The COVID-19 pandemic significantly disrupted education systems worldwide, prompting

an urgent need for digitalization. In the Philippines, the shift to digital education has been

particularly pressing as the nation navigates the aftermath of prolonged school closures. The

transition back to in-person instruction, led by the Department of Education (DepEd), marks a

critical juncture in the country’s educational history. Despite the setbacks in educational

standards due to the pandemic, this period has catalyzed a digital transformation within the

education sector, reshaping the landscape of science, research, and innovation.

Digital devices, especially smartphones, have become ubiquitous among students.

However, this prevalence has sparked concerns about students' focus, as there is a tendency

for these devices to divert attention towards social media and recreational activities rather

than academic pursuits. This issue is particularly evident in science education, where the

emphasis on theoretical knowledge and skill acquisition is often overshadowed by digital

distractions. Recognizing this challenge, educators advocate for integrating digital learning

resources tailored to enhance student engagement and proficiency, especially in science. The

assertion is that access to appropriate digital tools can significantly improve learning

outcomes and skill development, which are crucial for students' long-term success.

The Philippines has been actively involved in both national and international

assessments of educational performance. The findings of assessments in the Science subject

are one of the things to take into considerations. These outcomes can be indicative of the

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type of education that is offered in the Philippines.

The COVID-19 pandemic has profoundly impacted educational practices globally. For

instance, in Russia, varying regional school closures led to significant differences in learning

outcomes, particularly in science literacy among different grade levels. Similar trends were

observed in the Philippines, where students demonstrated significant deficiencies in science

competency in the 2022 Programme for International Student Assessment (PISA). These

findings highlight the urgent need for interventions to improve science education and, by

extension, the country’s standing in global education rankings.

On March 11, 2022, the Department of Education (DepEd) announced the Philippines'

participation in the 2022 Programme for International Student Assessment (PISA). PISA

assessed a total of 7,193, 15-year-old students' performance from 188 schools in the country

in a variety of subjects, including science. (Department of Education [DepEd], 2022) In the

PISA 2022 results, Science proficiency in the Philippines was primarily at Level 5 or 6, with

very few students achieving top performance (OECD average: 7%). These students possess

the ability to independently and creatively apply their scientific knowledge to a wide range of

circumstances, including ones they are not familiar with. In science, about 23% of Filipino

students received a Level 2 or higher (OECD average: 76%). These students, at the very least,

are able to identify the proper explanation for well-known scientific principles and, in simpler

situations, apply this knowledge to determine if a conclusion is supported by the available

facts. (OECD, 2023).

In response to the PISA 2022 results, DepEd Undersecretary for Curriculum and Teaching

Gina Gonong responded to the findings' announcement by saying that although most nations

had seen a decline in performance, the performance was still positive. Also, Prof. Leonor

Magtolis Briones, director of the SEAMEO INNOTECH Center, acknowledged the PISA 2022

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findings and the potential ramifications for the future. Briones emphasized the necessity for

children to have a higher quality education because they would make up the majority of the

nation's workforce in the future. (SEAMEO Innotech, 2023).

The Southville 1 Integrated National High School has identified a concerning trend

regarding students' retention of scientific knowledge and skills. Despite initial instruction and

support, a significant number of students exhibit difficulty in retaining and applying learned

concepts over time. This poses a challenge not only in terms of academic performance but

also in preparing students for future academic and career pursuits that rely heavily on a solid

foundation in science.

Integrating technology into education has become a cornerstone of modern educational

practices, driven by the rapid pace of technological innovation. Among various technological

tools, e-books have emerged as a promising innovation for enhancing learning effectiveness.

Kotobee Author, an interactive e-book creator developed by Microsoft, exemplifies this

potential by allowing educators to create engaging, interactive learning materials. Studies

have shown that such interactive learning e-books can significantly improve student

engagement, critical thinking, and knowledge retention.

This study focuses on the Self-Paced Teaching Application for Retention (STAR), which

leverages the capabilities of Kotobee Author to enhance science instruction and student

learning outcomes. STAR aims to create an engaging, dynamic learning environment where

students can actively participate in their education and progress at their own pace. By

incorporating interactive components like touch-based games, test questions, and multimedia

elements, STAR seeks to promote deeper learning experiences and higher academic

performance.

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Given the shifting educational landscape, it is crucial to understand how integrating

technology impacts learning objectives and processes. This study explores the effectiveness

of interactive learning e-books, particularly using Kotobee Author, in enhancing science

instruction. It examines the perspectives and experiences of teachers and students to provide

insights into how technology is transforming contemporary teaching methods.

In summary, the integration of digital learning tools is essential for modern education. By

fostering student engagement and improving learning outcomes, such tools can help bridge

the gap between technological proficiency and academic knowledge. This study aims to

demonstrate the potential of interactive e-books like those created with Kotobee Author to

revolutionize science education in the Philippines.

IV. Innovation, Intervention and Strategy

OECD's 2022 Programme for International Student Assessment (PISA) result, average

performance in science did not vary much across OECD nations between 2018 and 2022, and

scientific performance was largely unchanged in 33 out of 71 countries/economies.

(Organization for Economic Cooperation and Development [OECD], 2023) In the Philippines,

PISA 2022 results found the Filipino students that participated were five or six years behind.

(Bautista, 2023) and to have some of the lowest ratings in math, reading, and ranked third

from the bottom in science. The Philippines came in at number 80 in science. (Hernando-

Malipot, 2023).

These suggest that students' science performance have to be improved, since they

reflect how well the country is performing in the education sector and its competitiveness in

the international market. Stronger understanding of scientific concepts is demonstrated by

advanced science skills, which also increase individual student performance and a country's

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overall standing in the global education rankings. To begin with, action plans and intervention

programs can be utilized in a school context to address the difficulties students face.

For Phase 1-pre-implementation, its objective is to determine the level of science

performance of the Grade 8 students. This phase includes the planning and early assessment

of the incoming Grade 8 students for the school year 2023-2024. The results of the early

assessment will be the basis of the intervention inside the classroom.

For Phase 2-development, this stage will be the development of offline e-book and

intervention materials needed in the intervention. The developed materials will be checked

and validated by the Department Head and Master Teachers to ensure its quality.

For Phase 3-implementation, its focus is on the execution of the developed materials in

phase 3. To guarantee the implementation, monitoring will be done weekly by the

Department Head and Master Teachers using a monitoring tool.

For Phase 4-post implementation, this phase will assess if there is an increase in the

science skills of the Grade 8 students through post assessment. This will also help the

teachers to analyze if the intervention program was effective in the classroom.

The scope of this research is on enhancing science performance of the students using

the Project STAR. In addition, this study only focuses on the effectiveness of Project STAR in

the science performance in Science of Grade 8 students during the 3rd quarter in the School

Year 2023-2024 of Southville 1 Integrated National High School. The respondents will be

selected from different sections regardless of their sex, age, and academic performance.

Selected respondents will utilize Project STAR, and some will not. The study will be limited to

the use of pre- and post-tests among respondents. This will be administered prior to and after

the use of the offline interactive e-book Kotobee in their Science subject. The contents of the

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offline interactive e-book Kotobee are based on the MELC (Most Essential Learning

Competencies) in the third quarter, mainly focusing on the following content: Particle Nature

of Matter, Atomic Structure, and Periodic Table (PT) of Elements. The application is limited to

offline use and may include videos, pictures, texts, audio, and animations or games.

This study focuses on the Self-Paced Teaching Application for Retention (STAR), which

leverages the capabilities of Kotobee Author to enhance science instruction and student

learning outcomes. PROJECT STAR aims to create an engaging, dynamic learning environment

where students can actively participate in their education and progress at their own pace. By

incorporating interactive components like touch-based games, test questions, and multimedia

elements, PROJECT STAR seeks to promote deeper learning experiences and higher academic

performance.

V. Action Research Questions

This study aimed to evaluate the effectiveness of the STAR program in improving the

science performance of Grade 8 students at Southville 1 Integrated National High School

during the 2023-2024 school year.

Specifically, it attempted to answer to the following questions:

1. What is the level of science performance of the two groups in terms of their pretest,

formative test, and posttest?

2. Is there a significant difference between the formative test mean scores of the

experimental and comparison groups?

3. Is there a significant difference between the posttest mean scores of the

experimental and comparison groups?

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4. Is there a significant difference between the pretest and posttest mean score of each

group?

5. What sustainability plan can be proposed to improve the science performance of the

grade 8 learners in Southville 1 Integrated National High School?

Vl. Action Research Methods

A. Participants and/or Sources of Data and Information

The Participants were from two sections of Grade 8 students during the S.Y. 2023-2024

of Southville 1 Integrated National High School in the City Schools Division of Cabuyao,

Laguna. These students were categorized as beginning learners and were selected based on

match pairing process using their pretest scores. The experimental group was from 8-Wisdom,

whereas the comparative group was from 8-Trustworthy. The selection process involved

matching students from both groups who obtained the same score on the pretest.

The actual Participants of this study were sixty (60) participants, each of whom had

thirty (30) students. The experimental group used STAR, while the comparison did not use

Project STAR instead, they used grade 8 instructional materials from DepEd. Although the 23

blind participants were involved in the teaching-learning process, their scores were not taken

into account in this study’s data analysis.

B. Data Gathering Methods

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Before conducting the study, the researcher first asked permission from the authorities

concerned. She primarily wrote a formal letter to the School Head of Southville 1 Integrated

National High School, Mrs. Myrna B. Basco, to conduct action research with the Grade 8

Science learners as the target Participants. Then, the researcher constructed the offline e-

book using the Kotobee application, along with pretest, formative test and post-test which

were validated by the three Master Teachers: two subject specialists and one language

editor. After careful evaluation and securing the approval of the principal, the researcher

formally informed the parents about the proposed study. STAR was implemented in the

beginning of third grading period of the school year 2023-2024. The researcher started the

administration of the pretest to the two sections: 8- Wisdom as the experimental group and 8-

Trustworthy as the comparison group. The participants were selected considering their scores

in the pretest with a process called matching pairing. Those who were not chosen were

considered as blind respondents.

The scores of each student in all formative assessments were recorded by the

researcher. After finishing the administration of the instructional materials, the researcher

administered the posttest. The researcher recorded the posttest scores for statistical

treatment.

C. Data Analysis Plan

The research instrument utilized in this study comprised an offline e-book developed

using the Kotobee application, accompanied by a 50-item multiple-choice pretest, formative

tests, and a posttest. The offline e-book served as the primary instructional material,

containing lessons, activities, videos, and assessments relevant to the third grading period

curriculum. The content of the e-book underwent rigorous validation and acceptance by

Master Teachers and the of Southville 1 Integrated National High School, ensuring its

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relevance and appropriateness for grade 8 learners. The pretest, formative tests, and posttest

were carefully designed to assess students' science skills and knowledge acquisition. The

pretest was based on the Periodical Test administered prior to the third grading period,

providing a baseline measure of students' understanding.

Formative assessments were derived from pre-approved modules by the Department of

Education, with adjustments collaboratively made alongside educational professionals to

ensure congruence with instructional goals. The post-assessment, crafted by the researcher,

underwent validation by three Master Teachers: two specializing in science education and one

language editor, along with the Head Teacher, ensuring its reliability and alignment with

instructional content.

Validation of the research instruments was a critical component of ensuring the

validity and reliability of study findings. The offline e-book and questionnaire underwent a

thorough validation process, which included an assessment of content, format, design,

operability, presentation, organization, and accuracy. Construct validity was established by

aligning the questionnaire with the Table of Specifications (TOS) and adopting tests from the

Department of Education for enhanced reliability.

The results of the instrument validation indicated high levels of acceptance and reliability

among educational experts. Adjustments were made based on feedback received during the

validation period, resulting in the development of a final set of research instruments that met

the criteria for validity and reliability. The meticulous attention to instrument validation

contributed to the overall robustness of the study's methodology and the credibility of its

findings.

Throughout the research process, ethical considerations were meticulously attended to.

Participants provided informed consent, and measures to safeguard confidentiality were

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diligently implemented to preserve their privacy. Transparent and comprehensive information

was provided to participants, ensuring their full understanding of their involvement in the

study. Upholding ethical principles and conducting rigorous instrument validation, the

researcher maintained the standards of academic integrity in this study.

Quantitative methods were employed to assess the efficacy of the STAR program. The

data analysis involved the following statistical tools:

1. Mean and Standard Deviation: Used to gauge participants' science skill levels in

pretest, formative test, and posttest phases.

2. Independent T-test: Conducted to ascertain significant differences between the

formative test mean scores of the experimental and comparison groups. Also used to identify

significant differences between the posttest mean scores of both groups.

3. Cohen’s d: Measured the effect size of the mean difference.

4. Paired T-test: Determined significant differences between the pretest and posttest mean

scores within each group.

VII. Discussion of Results and Reflection

Various tables elucidate the outcomes derived from data collection, interpretation, and

analysis conducted in this investigation, aimed at evaluating the efficacy of Project STAR in

augmenting the scientific skills of eighth-grade students.

Table 1. Pretest, Formative Test and Posttest Mean Scores of the Students in the
Experimental and Comparison Groups
Group Interpretat
Test Mean SD
(n=30) ion
Experimental 20.97 5.88 Low
Pretest
Comparison 20.97 5.88 Low
Experimental 39.80 4.76 High
Formative
Comparison 33.17 4.16 High
Experimental 43.87 3.13 Very High
Posttest
Comparison 37.67 3.70 High
Legend: 41.0-50=.0 Very High; 31.0-40.9= High; 21.0-30.9=
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Average; 11.0-20.9= Low; 1.0-10.9= Very Low

The study assessed the effectiveness of the STAR intervention program, utilizing an

offline interactive e-book, in enhancing the science performance of Grade 8 students through

a quasi-experimental design. The experimental group used the STAR program, while the

comparison group received conventional instruction. Table 1 presented the mean scores,

standard deviations (SD), and performance interpretations for the pretest, formative test, and

posttest of both groups. Both groups exhibited similarly low pretest mean scores, indicating

comparable baseline science skill levels. Both groups had a pretest mean score of 20.97

(SD=5.88), both interpreted as "Low." During the formative test, the experimental group

scored significantly higher, with a mean of 39.80 (SD=4.76), compared to the comparison

group's 33.17 (SD=4.16), indicating improved performance. In the posttest, the experimental

group demonstrated notably higher mean scores at 43.87 (SD=3.13) interpreted as “Very

High” compared to the comparison group's 37.67 (SD=3.70 ), interpreted as "High." These

results underscore the effectiveness of STAR in enhancing science skills, aligning with

previous studies highlighting the impact of strategic intervention materials. The consistent

superior performance of the experimental group across assessments highlights STAR's

potential in promoting meaningful learning and academic achievement in science education.

Future research should explore the program's scalability and long-term effects across diverse

settings and populations.

Table 2. Test of Significant Difference between the Formative Test Mean Scores of
Experimental and Comparison Group

Group Mean- Cohen's Effect

Test Mean SD t
(n=30) Diff d Size
Experimenta
Formativ 39.80 4.76 5.75 Very
l 6.63 1.48
e ** Large
Comparison 33.17 4.16

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** - Test is Significant @ p-
value<0.01. df=58.
Cohen's d <=0.19: Very Small, d <=0.49: Small, d <=0.79: Medium, d <= 1.19:
Large, d<=1.99: Very Large; d>=2.0: Huge.

The outcomes of an Independent-Samples t-Test revealed a highly significant statistical

difference in formative test scores between the experimental and comparison groups. The

experimental group, using the Self-Paced Teaching Application for Retention (STAR) with

Kotobee, demonstrated superior performance with a mean difference of 6.63 points,

t(58)=5.75, p-value<0.01. Cohen’s d value of 1.48 indicated a "Very Large" effect size,

confirming a substantial difference between the groups. These findings align with previous

research by Leenknecht et al. (2021) and Lee et al. (2020), which highlighted the positive

impact of formative assessments on student learning outcomes. Leenknecht et al.

underscored the relationship between students' needs fulfillment and their engagement and

motivation through formative evaluation. Similarly, Lee et al. found that formative e-

assessments enriched student learning experiences by providing timely feedback an

effectiveness of the STAR intervention, emphasizing the benefits of using interactive e-books

for formative assessments and self-paced learning. This suggests that the STAR program

significantly enhances comprehension and learning outcomes compared to traditional

methods. These results underscore the importance of integrating innovative, technology-

driven formative assessments to create engaging and effective learning experiences,

ultimately improving academic achievement in science education.

Table 3. Test of Significant difference between posttest mean scores of each

group.

Me
Group Cohen'
Test Mean SD t an- Effect Size
(n=30) sd
Diff
Posttest Experimental 43.87 3.13 7.01 6.2 1.81 Very Large
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Comparison 37.67 3.70 ** 0

** - Test is Significant @ p-
value<0.01. df=58.
Cohen's d <=0.19: Very Small, d <=0.49: Small, d <=0.79: Medium, d <= 1.19:
Large, d<=1.99: Very Large; d>=2.0: Huge.

The outcomes of the Independent-Samples t-Test (Table 3) indicate a significant

disparity in posttest mean scores between the experimental and comparison groups, with

t(58)=7.01, a mean difference of 6.20, and a p-value<0.01. This highly significant result

warranted the calculation of Cohen’s d to assess the effect size, which was found to be

substantial (Cohen’s d = 1.81). The marked disparity in post-test scores highlights the

effectiveness of the STAR intervention in enhancing students' science performance,

particularly in Chemistry. By comparing the post-test scores of the experimental group

exposed to STAR with those of the comparison group undergoing traditional instruction, the

study demonstrates the positive impact of the STAR program. These findings align with

related studies by García-Sierra et al. (2024) and Ardiawan et al. (2024), which emphasize the

importance of tailored interventions and diverse learning resources in improving student

outcomes.

The significant difference in post-test scores underscores STAR's effectiveness in

bolstering students' scientific proficiency. The use of the interactive e-book Kotobee within the

intervention facilitated deeper comprehension and retention of scientific concepts compared

to conventional methods. This underscores the potential of innovative teaching approaches,

such as self-paced learning applications, in optimizing STEM education outcomes. The data

confirm that the implementation of STAR resulted in tangible benefits for students' post-

assessment performance, highlighting the value of technology-enhanced interventions in

fostering academic achievement and skill development in STEM fields.

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Table 4. Test of Significant Difference between Pretest and Posttest Mean Scores of

Experimental and Comparison Groups

Mean- Effect
Group (n=30) Test Mean SD t Cohen's d
Diff Size

Posttest 43.87 3.13

Experimental 18.92 ** 22.90 4.86 Huge
Pretest 20.97 5.88
Comparison Posttest 37.67 3.70 11.17 ** 16.70 3.40 Huge
Pretest 20.97 5.88
** - Test is Significant @ p-value<0.01. df=29.
Cohen's d <=0.19: Very Small, d <=0.49: Small, d <=0.79: Medium, d <= 1.19: Large, d<=1.99: Very Large;
d>=2.0: Huge.

The results of the Paired-Samples t-Test reveal a significant difference between the

pretest and posttest mean scores of both the experimental and comparison groups, indicating

substantial improvements in science performance. The calculated Cohen’s d values further

confirm the significant impact of the intervention, with both groups demonstrating

considerable enhancements in their science skills.

This study aimed to assess the efficacy of STAR, employing an offline interactive e-

book, in enhancing Grade 8 learners' science performance. Analysis of the pretest and

posttest results demonstrates a marked improvement in science scores for both experimental

and comparison groups, with the experimental group exhibiting a notably greater increase.

The findings align with prior research, emphasizing the positive effects of innovative

instructional approaches on student learning outcomes in STEM subjects.

The results revealed that integrating technology-enhanced interventions, such as STAR,

can substantially enhance science education and contribute to overall student achievement.

By utilizing interactive e-books and animated learning materials, educators can engage

students more effectively and promote academic success in science education.

Conclusions

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Based on the findings of the study, the following conclusions were drawn:

In conclusion, the rejection of the hypothesis suggesting no significant difference between the

formative mean scores of the experimental and comparison groups indicates that there was

indeed a notable distinction between these scores. Therefore, the intervention applied to the

experimental group had a discernible impact on their formative scores compared to the

comparison group, supporting the alternative hypothesis.

The rejection of the hypothesis positing no significant difference between the posttest

mean scores of the two groups signifies that there was indeed a meaningful discrepancy

between these scores. Hence, the intervention administered to the experimental group had a

notable effect on their posttest performance compared to the comparison group, confirming

the alternative hypothesis.

In conclusion, the rejection of the hypothesis suggesting no significant difference between the

pretest and posttest mean scores of each group indicates that there was indeed a substantial

distinction between these scores within both the experimental and comparison groups. Thus,

both groups experienced a noticeable change in their performance from the pretest to the

posttest phase, supporting the alternative hypothesis.

Recommendations

In the light of the findings and conclusions drawn from the study, the following are

recommended:

1. Teachers may promote active engagement by considering the incorporation of interactive

e-books to enrich student learning experiences. Intervention materials may be chosen based

on their relevance and applicability to students' lives and experiences, thereby enhancing

their engagement and comprehension.

2. The school may facilitate the development of intervention materials across all learning

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areas to enhance the overall quality of education provided. This inclusive approach ensures

that students receive support and resources tailored to their diverse learning needs and

interests.

3. Consideration may be given to adopting STAR as intervention materials for teaching

Science 8 at the District or Division level. To optimize its effectiveness, ongoing monitoring

and support from experts may be necessary, ensuring that the intervention aligns with

curriculum objectives and student learning outcomes.

4. Further research may explore the potential benefits of utilizing interactive e-books to

enhance students' performance across various learning areas beyond Science. By

investigating the effectiveness of interactive e-books in different contexts, educators can gain

valuable insights into their broader impact on student learning and academic achievement.

VIII. Action Plan

Based on the result of the study entitled “EFFECTIVENESS OF SELF-PACED TEACHING

APPLICATION FOR RETENTION (STAR) IN ENHANCING SCIENCE PERFORMANCE
AMONG GRADE 8 LEARNERS”, the researcher proposed a sustainable plan.
Ti
m
Perso Succes
e Res
Objec Activiti ns s
Phase Fr ourc
tive es Involv Indicat
a es
ed or
m
e
Pre- Asses - On Scienc Prete Complet
Imple s and Conduct e e st ion of
menta prepa diagnos mo teache mate Pretest
tion re tic nth rs, rials, assessm
stude assessm bef Depart curri ents
nts ents. ore ment culu and
for the Head, m validate
interv - Thi Master guid d
ention Analyze rd Teach es, interven
. results qu ers. com tion
to art puter material
identify

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gaps.
-
Develop
and
validate
er. s, s.
interven
print
tion
ers.
material
s.
-
Facilitat
e
interven Inter
tion venti
sessions Grade on
. 8 mate
Delive
studen rials, Improve
r
- ts, class d
interv Ent
Conduct Scienc room science
ention ire
During weekly e s, perform
effecti thi
Imple quizzes teache moni ance
vely rd
menta and rs, torin during
and qu
tion formativ Depart g interven
monit art
e ment tools tion
or er.
assessm Head, , sessions
progr
ents. Master asse .
ess.
Teach ssme
- ers. nt
Provide shee
feedbac ts.
k based
on
results.
Post- Evalu - Tw Scienc Post- Statistic
Imple ate Adminis o e asse ally
menta interv ter post- we teache ssme significa
tion ention assessm ek rs, nt nt
effecti ent s Depart tools improve
venes tests. aft ment , ment in
s and - er Head, data post-
plan Analyze the Master anal assessm
sustai data for th Teach ysis ent
nabilit effectiv ird ers, softw scores
y. eness. qu school are, and

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-
Conduct
review
meeting
s.
-
Prepare art admini meet docume
a report er strator ing nted
with en s. facili recomm
recomm de ties. endatio
endatio d. ns.
ns.

Project STAR's sustainable plan is divided into three distinct phases: pre-implementation,

during implementation, and post-implementation. Every stage is planned to guarantee the

project's efficacy and long-term viability.

In the Pre-Implementation phase, the objective is to assess the level of science

performance of the Grade 8 students. This phase includes the planning and early assessment

of the incoming Grade 8 students for the school year 2023-2024. The results of the early

assessment will be the basis of the intervention inside the classroom. Activities include

conducting diagnostic tests to identify learning gaps, followed by the development and

validation of intervention materials using offline interactive e-book Kotobee. This phase is

scheduled to take place one month before the third quarter to ensure that all necessary

preparations are in place. Science teachers, along with the Department Head and Master

Teachers, will be involved in analyzing results and validating materials. Resources required for

this phase include diagnostic test forms, curriculum guides, and technological equipment. The

success of this phase is measured by the completion of assessments and the preparation of

validated intervention materials.

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During the Implementation phase, its focus is on the execution of the developed

materials. To guarantee the implementation, monitoring will be done weekly by the

Department Head and Master Teachers using a monitoring tool. The intervention sessions will

be conducted using the developed materials, and weekly quizzes and formative assessments

will be used to track students improvement. Feedback will be provided based on assessment

results to support student learning. This phase will span the entire third quarter to ensure

continuous intervention. Teachers will lead the implementation, with support and oversight

from the Department Head and Master Teachers. Resources needed include classrooms,

intervention tools, and monitoring sheets. The success of this phase will be measured by

improved quiz scores and active student engagement during the intervention sessions.

The Post-Implementation phase will assess if there is an improvement in the Science

performance of the Grade 8 learners through post assessment. This will also help the teachers

to analyze if the intervention program was effective in the classroom focuses on evaluating

the effectiveness of the intervention and planning for its sustainability. Post-assessments will

be administered to measure improvement in science performance, and the data will be

analyzed to determine the success of the project. Review meetings will be held to discuss the

results and formulate strategies for sustaining the intervention in future academic years. This

phase will take place two weeks after the third quarter ended. The Science teachers,

Department Head, Master Teachers, and school administrators will work together to evaluate

the results and prepare recommendations. The success indicator for this phase is a

statistically significant improvement in post-assessment scores and a detailed report with

actionable recommendations for sustaining the project.

This sustainable plan ensures that Project STAR is implemented systematically, with a

clear timeline and measurable outcomes. By addressing students' gaps, monitoring progress,

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and evaluating results, the plan guarantees continuous improvement in students' science

performance and provides a foundation for long-term success.

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 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON

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X. Financial Report

ELIGIBLE
ACTIVITY QUANTITY COST
EXPENDITURES
P 280 x 4 reams
1. Gathering Data Supplies ₱ 1415.00
P 295 black ink refil x 1pc
2. Mobile load Communication expenses P 1000 x 1 month ₱ 1000.00
3. Presentation of
Expenses related to
the study in a P 6000 x 1 conference ₱ 6000.00
research conference research dissemination
Reproduction,
4. Printing and
printing and binding P 950 ₱ 950.00
binding cost
costs
₱ 9365.00
TOTAL

Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-2114
Email Address: [email protected] Doc. Ref. Code RO-PPRD-F017 Rev 00
Effectivity 10.07.22 Page 30 of 30
Website: depedcalabarzon.ph
Certificate No. PHP QMS
22 93 0085