“ATO NI BAY:” MOTHER TONGUE WORKSHEETS TO IMPROVE ACADEMIC

PERFORMANCE OF TECHVOC STUDENTS IN PRACTICAL RESEARCH 2

An Action Research Proposal

Presented to the
Regional Research Committee

ELIZABETH T. MALIMBOG
Master Teacher II
Molopolo National High School
DIVISION OF DAVAO DEL SUR

February 2022
 I. CONTEXT AND RATIONALE

In the absence of face-to-face classes due to the covid 19 pandemic,

teachers encounter several challenges in delivering the lessons. One of these

dilemmas is whether or not the student understands the concepts in the module

written in English language, unlike before that the teacher can translate or simplify

terms and concepts immediately inside the classroom.

In Practical Research 2 (Quantitative Research) subject the texts are

obviously written in English. Its contents are highly technical with varied tasks that

require higher cognitive participation. With this, I observe that many of the written

tasks in the module were not performed especially so by the Technological and

Vocational (TechVoc) track students. In fact, many of their outputs are poorly done or

they only answer those assessment tasks with answer key, and if being asked why

they did not make those writing activities in research, they just simply said and

scratched their head, “because we did not understand ma’am, because it is difficult

and we don’t understand English.” These actions eventually lead them to poor

performance (Dukhan, Cameron, & Brenner, 2016).

It is in this situation that the teacher in Practical Research 2 thinks of an

alternative which is the use of worksheet written in mother tongue (Visayan dialect)

with direct explanations and instructions. Mother tongue education is supported by

educators due to its applicability to the cognitive development of a child. Learners

have difficulties in developing cognitive skills when taught through the medium of a

second language especially if it is not related to the learners’ mother tongue (McNab,

1989, as cited by Mwakira & Mwangi, 2021). Even UNESCO (2005) advances the

point of view that learner’s mother tongue is the best for expressional and

understanding of concepts. Therefore, it is believed that if the teacher will make a

worksheet written in mother tongue it could somehow improve their understanding of

the subject and somehow increase their written participation and performance in

Practical Research 2 subject.

This is also true with Bagheri and Fazel (2014) claims that translation assists

students in acquiring writing, facilitates their comprehension, helps them develop and

express ideas in another language, and increases their motivation to learn. Although

translation has long played a controversial role in English teaching and learning, but

nowadays, in the new normal classroom, this perspective is changing and more

teachers have believed the facilitating role of the first language.

With the hope of increasing techvoc students’ performance, the teacher in

Practical Research 2 would want to pursue an alternative or intervention which is to

make a worksheet based on MELCs and it will be written in Visaya. All the

instructions and the explanation of concepts and the assessment tasks will be

instructed in Visaya as much as possible through the help of google translator.

II. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

In order to address the problem on the difficulty of students in understanding

concepts in Practical Research 2 subject and with the hope to increase their

academic performance , I proposed a Mother Tongue Worksheet. This worksheet is

based on MELCs and Lesson Plan covering the second quarter of their lesson. It is

made by the teacher intended for the techvoc low performing students. The

worksheet is simplified, contextualized with the use of the necessary parts or

activities/assessment tasks/ and or evaluation part of the lesson plan. This will also

be checked and be validated by the other master teacher available in school and the

school head. So, basically the worksheet contains, motivation activity, concepts

explanation, activity proper, analysis questions, abstraction activity, application

activity, evaluation or the objective type of test, and assignment all written in

vernacular. Further, the visayan dialect used in this worksheet is translated through

the help of google translator and if there are words in visaya that is too deep or

unfamiliar to the students, it will be paraphrased or the most common word will be

used instead.

The worksheets will cover the following competencies: 1. chooses appropriate

quantitative research design CS_RS12-IIa-c-1; 2. describes sampling procedure and

the sample CS_RS12-IIa-c-2; 3. plans data collection procedure CS_RS12-IIa-c-

5, 4. plans data analysis using statistics and hypothesis testing (if appropriate)

CS_RS12-IIa-c-6, 5. presents written research methodology CS_RS12-IIa-c-7.

 With the topics mentioned above, it is believed to cover the two most

important topics of Practical Research 2 that could lead them to make their final

output, the quantitative research proposal.

III. ACTION RESEARCH QUESTIONS

This action research is hoped to answer the following questions:

1. How does mother tongue worksheet improve the academic performance of

TechVoc RAC students in Practical Research 2 subject?

2. What changes in the level of academic achievement of students in Practical

Research 2 after exposing them to the teacher-made mother tongue worksheet?

IV. ACTION RESEARCH METHODS

Participants and/or Other Sources of Data and Information

This study will be participated by the senior high school Technological

Vocational Students majoring Domestic Refrigeration and Air-conditioning.

Specifically, they are the grade 12 students who enrolled for the school year 2022-

2023 of Molopolo National High School who were identified as low performers based

on their first grading grades in PR 2 subject. It is estimated to have more or less

twenty (20) male student-participants in this study. Aside from the RAC students

who are the main source of data through interview and answered worksheets, the
teacher will also utilize the rubrics to rate their written outputs, observation notes, and

a teacher-made survey questionnaire to suffice the data needed.

Data Gathering Methods

In gathering the data needed for this action research, the teacher will do the

following: First, examine students’ outputs/ grades during 1st quarter; second,

administer the worksheets instead of modules; third, check their outputs with the use

of rubric; fourth, give them the survey questionnaire, and finally, conduct semi-

structured interview to the participants.

Data Analysis Plan

The data gathered in this action research will be analyzed through the use of

Thematic Analysis (TA) and triangulation. Thematic analysis method is

systematically identifying, organising, and offering insight into, patterns of meaning

(themes) across a dataset. Through focusing on meaning across a dataset, TA

allows the researcher to see and make sense of collective or shared meanings and

experiences of the participants (Braun & Clarke, 2012). In addition, the researcher

will adhere to the process of TA in which the teacher will be familiarizing with the

data, generating initial codes, searching for themes, reviewing themes, defining and

naming themes, and producing the report (Kiger & Varpio, 2020).

Triangulation on the other hand, refers to the use of various methods or data

sources to build a thorough understanding of phenomena (Patton, 1999). It also

 refers to the use of several methodologies or data sources in qualitative research to

obtain a full understanding of phenomena. In addition, triangulation has also been

considered as a qualitative research strategy to test validity through the convergence

of information from different sources (Patton, 1999) and it has also been seen as a

qualitative research approach for determining validity by combining data from several

sources.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

Theme/ Physical Time Persons Resources

Objective Activities
Areas Target Frame Involved Needed

Writing of February
Approved Proposal 16-27, Researcher
Research Manuscript 2022
Proposal
Teaching Approval of
Work Plan
and Research
Learning Proposal in DepEd
Cost March-
Estimates the school, Authorities,
To improve May, 2022 Book paper,
division and Researcher
the computer ink,
Data regional food and
academic levels
performance Gathering snacks,
of TechVoc Methods and transportation
Crafting of July-
students of Instruments allowance,
the August reproduction
Molopolo intervention 2022 cost, binding
NHS in expenses,
Data School
Practical Conduct of November communication
Collection Head,
Research 1 Research and 2022- expenses
Activities Teachers (internet)
subject Data January
and
Collection 2023
Initial Researcher
Reports on
Findings and
Analysis Interpretation January-
of the Data Februarry Researcher
Interpretation Gathered 2023
of the Data
Collected
 Writing of the
March
Final Researcher
Final 2023
Manuscript
Research
Report Securing of
the Certificate
Acceptance of
Report from DepEd
Acceptance
the April 2023 Authorities,
from the
Committee Researcher
Regional
Research
Action Plan Committee
DepEd
Liquidation
Authorities,
of Funds Dissemination
Researcher,
Used of the Results June 2023
Other
to the Field
concerned
persons

VI. COST ESTIMATES

Budgetary Requirements Key

Physical Funding
Activities Persons
Target Expenditure Estimated Source
Involved
Items Cost
Approved book paper,
Research computer ink,
Proposal food and
snacks,
1. Pre transportation DepEd
Work Plan PhP
Research allowance, DepEd Authorities,
reproduction 4,000.00
Stage Basic Researcher
Certificate of cost,
Acceptance communication Education
expenses Research
Copy of MOA (internet) Fund
(BERF)
Data Collection book paper,
Activities computer ink,
food and
FIRST
Initial Reports snacks, School
2. Actual transportation TRANCHE
on Findings PhP (80%) Head,
Research allowance;
and Analysis reproduction 8,000.00 Teachers,
Stage
cost, Researcher
Interpretation communication
of the Data expenses
Collected (internet)
 Final Research book paper,
Report computer ink,
food and
Acceptance snacks,
3. Post Report from transportation DepEd DepEd
Research the Committee allowance, Basic Authorities,
Stage communication Education Researcher
Liquidation of expenses Research
Funds Used (internet), Fund
binding PhP
(BERF)
Copy of MOA
expenses 3,000.00

book paper,
Disseminated computer ink, food SECOND
the results in the and snacks, TRANCHE DepEd
scholarly journal transportation (20%) Authorities,
4. Research
Dissemination
and presented in allowance, Researcher,
conferences and communication Research
research expenses
Organizations
congress (internet), binding
expenses

VII. PLANS FOR DISSEMINATION AND UTILIZATION

The results of this action research will be disseminated through existing

mechanisms of the Department of Education (DepEd) such as School Learning

Action Cell Session, In-Service Trainings, Enhanced School Improvement Plan

(eSIP) of the school, and even in the division, regional, national and international

research colloquium. The study will also be disseminated through Aguhon, the official

research journal of DepEd Regional Office XI.

When it comes to utilization, the results of the study may be utilized in the

decision-making process of the school with which this study concerned with. This

may also be utilized in making and revising the department’s policies related to the

study undertaken.
 VIII. REFERENCES

Bagheri, M. S., & Fazel, I. (2011). EFL Learners Beliefs about Translation and its

Use as a Strategy in Writing. Reading Matrix: An International

OnlineJournal, 11(3).

Braun, V. & Clarke, V. (2012) Thematic analysis. In H. Cooper, P. M. Camic, D. L.

Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of

research methods in psychology, Vol. 2: Research designs:

Quantitative, qualitative, neuropsychological, and biological (pp. 57-71).

Washington, DC: American Psychological Association.

Carter N, Bryant-Lukosius D, DiCenso A, Blythe J, Neville AJ. The use of

triangulation in qualitative research. Oncol Nurs Forum. 2014 Sep;41(5):545-7.

doi: 10.1188/14.ONF.545-547. PMID: 25158659.

Dukhan, S., Cameron, A., & Brenner, E. (2016). Impact of mother tongue on

construction of notes and first-year academic performance. South African

Journal of Science, 112(11-12), 1-6.

Mwakira, G., & Mwangi, V. (2021). The use of mother tongue language and its effect

on academic performance in public schools in Kenya. International Journal of

Linguistics, 1(1), 20-27.

United Nations Educational, Scientific and Cultural Organization (2005). Advocacy

brief on mother tongue-based teaching and education for girls. Bangkok:

UNESCO.
Annex 1. RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT
OF IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION

RESEARCH TITLE:
“Ato Ni Bay”: A Mother Tongue Worksheet to Improve Academic Performance of
TechVoc Practical Research 2 Students
SHORT DESCRIPTION OF THE RESEARCH
Conducting this action research which is qualitative in nature aims to explore how does a
worksheet written in Visayan dialect improve the academic performance of the the
Technological and Vocational low performing students majoring Refrigeration and Air-
conditioning (RAC) in Practical Research 2 and determine w hat changes in the level of
academic achievement of these students in Practical Research 2 after exposing
them to the teacher-made mother tongue worksheet. By addressing this problem in
my own classroom first, I could test strategies that worked and develop a plan to
share those strategies with colleagues in my Senior High School department.
RESEARCH CATEGORY (Check only RESEARCH AGENDA CATEGORY (Check
one) only one main research theme)
o National √ Teaching and Learning
o Region o Child Protection
o Schools Division Human Resource Development
o District o Governance
 School (Check up to one cross-cutting theme, if
applicable)
(Check only one) o DRRM
o Gender and Development
√ Action Research
o Inclusive Education
Basic Research
o Others (please specify):
______________
FUND SOURCE (e.g. BERF, SEF,
AMOUNT
Others)*
Basic Education Research Fund (BERF) PhP 15,000.00
*Indicate also if proponent will use personal funds

B. PROPONENT INFORMATION

LEAD PROPONENT/INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

MALIMBOG ELIZABETH
TIOGANGCO
 BIRTHDATE SEX: POSITION/DESIGNATION:
(mm/dd/yyyy):
FEMALE MASTER TEACHER II
07/06/1979
REGION/DIVISION/SCHOOL (whichever is applicable)
MOLOPOLO NATIONAL HIGH SCHOOL, DIVISION OF DAVAO DEL SUR
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
0945-7492-150 0960-6492-759 [email protected]
EDUCATIONAL
ATTAINMENT (DEGREE TITLE) TITLE OF THESIS/RELATED RESEARCH PROJECT
Enumerate from bachelor’s degree
up to doctorate degree

Bachelor of Secondary
None
Education major in English
Master of Arts in Education
major in English Language Assessment Tasks Used by the Grade 7 Teachers
Teaching
SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

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

IRIS F. ESPIJA
Name and Signature of Immediate Supervisor

Position/Designation: School In-charge

Date: February 27, 2022

Annex 2. DECLARATION OF ANTI-PLAGIARISM

1. I, ELIZABETH T. MALIMBOG, understand that plagiarism is the act of taking and

using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgement and referencing.

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

3. I understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education and the Basic Education Research Fund grant mechanism.

PROPONENT: ELIZABETH T. MALIMBOG

SIGNATURE:

DATE: FEBRUARY 27, 2022

Annex 3. DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ELIZABETH T. MALIMBOG, understand that conflict of interest refers to

situations in which financial or other personal considerations may compromise my
judgment in evaluating, conducting, or reporting research.1

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that my
research proposal may be returned to me if found out that there is conflict of
interest during the initial screening as per provision in the Research Management
Guidelines.

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

4. I understand that may be held accountable by the Department of Education and

the Basic Education Research Fund for any conflict of interest which I have
intentionally concealed.

PROPONENT: ELIZABETH T. MALIMBOG

SIGNATURE:

DATE: FEBRUARY 27, 2022