IMPROVING THE ENGAGEMENT LEVEL OF THE PRIMARY PUPILS THROUGH

INTERACTIVE LEARNING STATIONS

An Action Research
Presented to the Faculty of Instructions
LIBON COMMUNITY COLLEGE
Libon, Albay

In Partial Fulfilment
Of the Requirement for the Degree
BACHELOR OF ELEMENTARY EDUCATION

Myla M. Surwez
Jaltheya Jayden S. Rojas
Baby Jane B. Siaron
Aljon L. Baroso

November 2024
 I. CONTENT AND RATIONALE

In the realm of education, sparking students' interest and keeping them engaged

is essential for fostering a productive and enjoyable learning environment. Student

engagement goes beyond merely paying attention; it involves the active participation of

students in their own learning process, making connections between new information

and their own experiences. This is particularly vital for young learners, as early positive

experiences in education can shape their attitudes and approach to learning in the long

term.

However, maintaining student engagement, especially among primary-grade

pupils, can be challenging in a traditional classroom setting. Young learners are

naturally curious and energetic, and their attention spans are often limited. This calls for

innovative strategies that not only capture their interest but also sustain it in meaningful

ways.

According to DepEd Order No. 13, s. 2015, effective classroom assessment

within the K to 12 curriculum involves engaging students through varied and interactive

strategies. This order highlights the need for teaching methods that motivate and

actively involve learners in their educational journey. At West Carisac Elementary

School, observations show that 63% of primary pupils experience disengagement, such

as wandering attention and low group task involvement. These issues contribute to

inconsistent academic performance, particularly in areas requiring critical thinking and

active participation.
 Interactive learning stations were chosen as the intervention because they

address these specific challenges by providing hands-on, engaging activities that align

with the pupils’ developmental needs and diverse learning styles. Research supports

their effectiveness in boosting student engagement, collaboration, and academic

outcomes. For instance, incorporating localized materials and activities ensures that

pupils find the lessons relatable and meaningful, enhancing their connection to the

learning process.

Interactive learning has gained prominence in educational research, particularly

for its positive effects on student engagement and academic performance. Traditional

educational approaches often underestimate the importance of interactive techniques,

mistakenly assuming that students will naturally engage with the material (Ullah &

Anwar, 2020). However, numerous studies indicate that active learning strategies are

crucial for fostering student interest and improving academic outcomes (Yannier et al.,

2021). Active learning environments prompt students to participate meaningfully, which

enhances comprehension and retention of information.

Research demonstrates that implementing interactive learning stations can

significantly boost engagement among primary school pupils. For instance,

incorporating hands-on activities within classroom settings is linked to higher learning

outcomes and increased motivation (Ullah & Anwar, 2020; Yannier et al., 2021). These

stations provide varied learning experiences and accommodate different learning styles,

making education more inclusive.

A study by Smith et al. (2023) highlights that students exposed to interactive

learning methods exhibit greater enthusiasm for their studies and show substantial
improvements in academic performance. Such approaches create dynamic learning

environments where students are encouraged to take ownership of their educational

journeys.

Research by Taylor et al. (2022) demonstrates that the integration of interactive

learning stations significantly enhances student collaboration, leading to improved

problem-solving skills and increased participation in classroom discussions. This

collaborative environment fosters a sense of community among pupils, encouraging

them to engage more actively with the learning material.

In this study, localized materials such as puzzles featuring local animals,

community-inspired storytelling props, and recycled craft materials will be used to

enhance engagement. West Carisac Elementary School in Libon, Albay, strives to

create an engaging learning environment that supports both academic success and

personal growth. However, recent classroom observations and teacher feedback have

highlighted a need to improve student engagement, particularly among pupils in Grades

1, 2, and 3. Of the 65 pupils observed, approximately 63% show signs of

disengagement, including wandering attention, low involvement in group tasks, and

limited enthusiasm for class activities. This disengagement is particularly noticeable

during subjects that demand active participation and critical thinking. By addressing

these specific challenges through interactive learning stations, this action research aims

to foster active participation, improve learning outcomes, and cultivate a more dynamic

and inclusive classroom environment. Moreover, quarterly assessments and a pre-test

conducted by the researchers reveal inconsistent academic performance, especially in

areas that require higher-order thinking. Out of the 65 students, 41 have demonstrated
inconsistent scores, which may be tied to their lower engagement levels. Teachers have

expressed concerns that the traditional lecture-based teaching methods may not fully

address the needs of young learners, who often thrive in more interactive, hands-on

learning environments. These observations, supported by feedback from teachers and

inconsistent assessment results, underscore the need for a more engaging, innovative

approach to teaching. To address this challenge, this action research proposes the

implementation of Interactive Learning Stations. These stations will provide varied,

hands-on learning experiences that cater to diverse learning styles, encouraging active

participation and creativity. The goal is to enhance student interest, boost engagement,

and create a more dynamic learning environment. The effectiveness of this approach

will be measured through improvements in student behavior, participation, and

academic performance, both in daily classroom activities and formal assessments.

The significance of this study to the selected pupils of West Carisac Elementary

School is rooted in its objective to enhance their learning interest and engagement,

which are essential for their overall academic development. This action research

proposes the implementation of Interactive Learning Stations as an innovative

intervention aimed at providing hands-on and interactive learning experiences that

foster active participation and critical thinking. Each station will consist of activities such

as storytelling, puzzles, reading, art, group discussions, and movement-based tasks,

meticulously designed to align with specific learning objectives and accommodate

diverse learning styles. The stations will be rotated on a weekly basis, with students

engaging in a different station each week. This intervention will be seamlessly

integrated into daily classroom routines, allowing pupils to work in small groups or
individually. The materials utilized at these stations will be low-tech and resourceful,

ensuring adaptability across various subjects. Ultimately, the goal of this approach is to

enhance academic performance while cultivating a more positive attitude toward the

learning process among the pupils.

II. ACTION RESEARCH QUESTIONS

This study mainly aimed to improve the engagement level of the primary pupils through

interactive learning stations.

Specifically, it answered the following questions:

1. What is the engagement level of the primary pupils before and after the

intervention?

2. How effective is the interactive learning stations in improving the engagement

level of the pupils?

III. INNOVATION, INTERVENTION, AND STRATEGY

To enhance the engagement level of primary grade pupils at West Carisac

Elementary School, the researchers implemented an innovative intervention involving

interactive learning stations within the classroom. This intervention aimed to foster

collaboration, hands-on experiences, and creative thinking by providing varied

opportunities for active participation suited to different learning styles.

The intervention consisted of eight interactive learning stations, each designed to

promote active engagement with the curriculum and encourage critical thinking. These
stations were rotated weekly, and each station focused on unique activities aligned with

specific learning objectives.

To evaluate the effectiveness of the intervention, the researchers administered a

pre-test before its implementation to assess the pupils' initial level of learning interest

and engagement. After the intervention period, a post-test was conducted to determine

changes in the pupils’ academic performance and participation. The comparison of the

pre-test and post-test results provided measurable data regarding the intervention's

impact.

The researchers collaborated with the classroom teacher to ensure that the

content and activities in each station were aligned with the daily lessons and learning

goals. The interactive stations were incorporated into classroom routines and were also

reflected in the weekly lesson plans. Each week, one station was set up in the

classroom and made available for pupils to explore individually or in small groups. The

researchers carefully selected appropriate strategies based on the competencies and

localized the materials to ensure relevance and relatability. The stations used low-tech,

easily accessible resources adaptable to various subjects.

Throughout the intervention period, the researchers monitored student

engagement and collected feedback from both pupils and the teacher. Adjustments

were made as needed to improve the design and delivery of each station. The

consistent use of these interactive learning stations resulted in a noticeable

improvement in pupil participation, interest, and appreciation for classroom learning.

The eight interactive learning stations included the following:

1. Storytelling and Drama Station: Provides opportunities for students to

create and act out short skits or stories related to the lesson. This station

enhances verbal expression and creativity, fostering a deeper connection to

the lesson material.

Mechanics:

 Students listen to a story read by the teacher or played through audio.

 Pupils work in pairs or small groups to create short skits or dialogues

based on the story’s theme.

 Groups present their skits to the class, focusing on expression,

creativity, and staying true to the story's elements.

 Feedback is provided by peers and the teacher to encourage

improvement.

2. Puzzle and Manipulatives Station: Offers puzzles, matching games, and

other manipulatives to challenge students in solving problems related to the

subject matter. This station emphasizes hands-on learning and critical

thinking.

Mechanics:

 Pupils select from a variety of puzzles or manipulatives related to the

subject matter.

 They work individually or in pairs to complete the task (e.g.,

assembling a jigsaw puzzle of local landmarks, matching vocabulary

words, or solving math problems).

  Completed tasks are reviewed by the teacher or checked using answer

keys.

 Rewards (e.g., stickers or stars) are given to students who complete

the challenges.

3. Reading and Reflection Station: Includes books, story cards, and picture

materials aligned with the lesson. After reading, students can draw or discuss

their thoughts with peers, which promotes comprehension and reflection.

Mechanics:

 Students select a book, story card, or picture material related to the

lesson.

 They read quietly or with a partner.

 After reading, pupils either draw a scene from the story, write a few

sentences summarizing it, or discuss it with a peer.

 Reflections are shared with the teacher or the group.

4. Art and Craft Station: Encourages students to express their understanding

through drawing, painting, or crafting projects connected to the lesson. This

station reinforces learning through creative and tactile activities.

Mechanics:

 Pupils are given art materials and a prompt related to the lesson (e.g.,

create a drawing of a local animal or design a poster about the

environment).

 Students work individually or in pairs to complete their artwork.

 Completed crafts are displayed in the classroom for recognition.

  Teacher evaluates creativity and effort.

5. Group Discussion Station: Sets up a space where students can gather in

small groups to discuss questions prompted by the teacher or displayed on

the classroom television. This station promotes sharing ideas and peer

learning.

Mechanics:

 Students are divided into small groups and provided with discussion

prompts (e.g., "What are the roles of community helpers in our town?").

 Each group assigns a recorder and a presenter.

 Pupils discuss the topic, sharing ideas and opinions.

 Groups present their key points to the class.

6. Physical Activity and Movement Station: Integrates movement-based

activities such as charades, role-playing, or relay games. This station

supports kinesthetic learning and makes learning physically engaging.

Mechanics:

 Pupils participate in movement-based games such as charades (acting

out vocabulary words) or a relay race involving math problem-solving.

 Activities are conducted in teams to encourage teamwork.

 Points are awarded for successful completion of tasks.

 Teacher moderates the games to ensure everyone participates

actively.
7. TV and Visual Learning Station: Uses the classroom television to display

educational videos or images that support the lesson. After watching,

students can discuss their observations, reinforcing visual learning.

Mechanics:

 Students watch a short video or view images related to the lesson topic

(e.g., a video about Philippine traditions).

 After watching, they answer questions, either verbally or in writing,

based on what they observed.

 Small group discussions follow to reinforce learning.

 Teacher provides additional context or clarifies key points from the

visual material.

8. Sensory Exploration Station: Introduces activities that involve different

senses, such as touch, smell, and hearing, by using materials like textured

objects, scent jars, or sound makers. This station supports sensory

engagement and helps students connect with lesson topics in a multi-sensory

way, enriching their learning experience.

Mechanics:

 Pupils explore a variety of stones with different textures, sizes, and

colors (e.g., smooth pebbles, rough volcanic rocks, shiny stones).

 They are tasked with sorting the stones by texture, size, or color or

matching them to their uses in local culture (e.g., “Which stone is used

for grinding?”).
  Pupils discuss their observations with the teacher or peers, sharing

what they feel, see, or think about the stones.

 The teacher connects the activity to topics like natural resources or

geography.

The aim of this study was to enhance the engagement and learning interest of

primary grade pupils at West Carisac Elementary School and measure the effectiveness

of the intervention using interactive learning stations. To ensure the smooth and

continuous implementation of the intervention, the study was conducted through pre-

assessment and post-assessment, along with the structured application of the

intervention. The researchers first administered a pre-assessment to determine the

pupils’ initial level of engagement and interest in learning. Afterward, the implementation

of the interactive learning stations was carried out, followed by a post-assessment to

gather data and assess the effectiveness of the intervention. The researchers served as

the direct implementers and providers of the materials used in the intervention, while the

school head or class adviser had the freedom to monitor and evaluate whether the

intervention was properly conducted and effective.

The use of interactive learning stations helped create an engaging and enjoyable

learning environment. The researchers believed that this intervention would lessen the

number of disengaged or passive learners and support a more active and enthusiastic

participation in classroom activities among the pupils at West Carisac Elementary

School.

IV. ACTION RESEARCH METHODS

 The researchers used a pre-experimental research design with a validated pre-

test and post-test as the primary data gathering instrument.

PRE- INTERACTIVE POST-

ASSESSME LEARNING ASSESSME
NT STATION NT

This method was a research scheme in which a group of primary grade pupils at

West Carisac Elementary School was observed after a treatment had been applied to

test whether the treatment had the potential to cause a change. This design aligned with

the goals of the study, focusing on measuring the impact of interactive learning stations

on student participation and engagement levels. The procedure involved administering

a pre-assessment before the intervention to establish the students' initial levels of

engagement and academic performance. Following the implementation of the

interactive learning stations, the researchers conducted a post-assessment to evaluate

the effectiveness of the intervention in improving these areas. The intervention

consisted of integrating eight interactive learning stations into classroom activities, each

designed to promote hands-on experiences and critical thinking across various subjects.

By comparing the pre-assessment and post-assessment results, the researchers

assessed the impact of these stations on the pupils' engagement levels and academic

performance. The results were then analyzed using statistical methods to determine the

significance of any observed changes in interest and engagement, providing a

comprehensive evaluation of how effectively the interactive learning stations fostered a

more engaging learning environment.

A. Participation and/or other Sources of Data and Information

The table below shows the respondents of the study. It can be seen that a total of

forty-one (41) primary pupils from West Carisac Elementary School were the

respondents, and their learning interest and engagement were assessed.

Table 1

Respondents of the Study

Respondents Frequency (F) Percentage (%)

Grade 1 8 19

Grade 2 16 39

Grade 3 17 42

TOTAL 41 100%

The following meticulously selected instruments were employed to systematically

gather comprehensive data and information essential for addressing the research

problems outlined in this study:

1. Interactive Learning Stations: These were the materials and activities

needed for the intervention, aimed at enhancing the engagement level of the primary

pupils. The researchers set up eight interactive learning stations, each offering hands-

on activities related to the curriculum, such as storytelling, puzzles, reading, and group
discussions. The pupils were divided into small groups and rotated through the stations

on a weekly basis.

2. Pre-assessment/Post-assessment: This was a 10-item test derived from the

competencies. Both the pre-assessment and post-assessment consisted of 10 items

each. The results helped determine the effectiveness of the intervention in improving

the engagement levels and academic performance of the pupils at West Carisac

Elementary School.

B. Data Gathering Methods

After the finalization of the research instrument, the initial step of the researcher

was made. The following stages are observed to gather necessary data which

substantiate the posed action research problems.

a.
1 Observation on the class participation
b.
performance of the learners in class

2 c. Preparation on the Making of Interactive

Learning Stations

3 Administering the Treatment

Administering the Observation after the

4 Intervention were Applied
 5 Data Analysis

The selection of pupils at West Carisac Elementary School was based on the

pupils' class participation and academic performance. Data on the pupils' performance

levels were collected before and after the intervention, and both sets of data were used

to determine the effectiveness of the intervention. The researchers began by observing

the class participation of the learners to establish a baseline. Following this, they

implemented eight interactive learning stations designed to enhance student

engagement and promote active learning. After the intervention, another round of

observations was conducted to assess any changes in participation and engagement.

The results were evaluated in relation to the research objectives, and the findings were

interpreted after the data had been statistically analyzed. This form of sample design

was utilized in the study as it included the forty-one pupils required for the study.

C. Data Analysis Plan

In analyzing the gathered data, the following statistical tools were employed.

c1. Mean Score. The result of the pre-assessment and post-assessment were

subjected to this statistical tool using the formula:

x=
∑x
n

where: x̄ = Mean Score

x = scores

n = Number of respondents
 c2. Mean Percentage Score (MPS). The performance of the students was

determined before and after administering the treatment using the formula.

MS
MPS ¿ x 100
HPS

where:

PL = Mean Percentage Score

MP = Mean Score

HPS = Highest Possible Score

100 = constant

V. DISCUSSION OF RESULTS AND REFLECTION

To determine the effectiveness of the implemented intervention, the engagement

levels of the primary pupils at West Carisac Elementary School were

systematically assessed before and after the use of interactive learning stations.

The following tables present the relevant data and findings, offering meaningful

insights into how the intervention contributed to improving pupil engagement

within the classroom setting.

Engagement Level of Primary Pupils in Pre-Test

Engagement in educational contexts refers to the extent to which pupils

actively participate, maintain focus, and show interest during learning activities. It
is considered a critical factor in fostering academic success, as it influences

motivation, retention, and overall academic performance. Effective engagement

involves cognitive, behavioral, and emotional components, all of which are

essential in creating an enriching learning environment.

In the pre-test phase of this study, the engagement levels of the primary

pupils were assessed to establish a baseline. This baseline measurement was

crucial for understanding the pupils' initial levels of involvement in classroom

activities and served as a reference point for evaluating the impact of the

intervention. The findings from the pre-test indicated varying degrees of

engagement among the pupils, with some showing clear signs of disengagement

such as lack of focus, minimal participation in activities, and a lower degree of

enthusiasm.

These initial observations underscore the need for targeted interventions

aimed at improving student engagement. The implementation of interactive

learning stations was designed to address these challenges by providing

dynamic, hands-on learning experiences that cater to diverse learning styles and

encourage active involvement.

Tables were presented to determine the primary pupils’ engagement level

before the usage of the interactive learning stations developed by the

researchers.

Table 2

Level of Engagement of Primary Pupils Before the Intervention

Indicators Highest Possible Score (HPS = 5)

 Grade 1 Grade 2 Grade 3

Mean Score (MS) 1.88 2.50 2.59

Mean Percentage Score (MPS) 37.50% 50.00% 51.76%

The data presented in Table 2 revealed the engagement levels of primary pupils

at West Carisac Elementary School before the introduction of the interactive learning

stations. The results show varying levels of engagement across Grade 1, Grade 2, and

Grade 3 pupils. Specifically, Grade 1 had a mean score of 1.88, with a performance

level of 37.60%, indicating a relatively low level of engagement. Grade 2 had a slightly

higher mean score of 2.56, corresponding to a 51.20% performance level, while Grade

3 exhibited the highest pre-intervention engagement, with a mean score of 2.59, and a

performance level of 51.80%.

Reflecting on these figures, it is evident that the primary pupils' engagement

levels were below optimal levels across all three grades, with Grade 1 pupils displaying

the most need for improvement. The relatively low engagement in Grade 1 indicates

that these pupils may benefit from interventions that provide more interactive and

hands-on learning experiences. Furthermore, the lack of high engagement in Grade 2

and Grade 3 suggests that even older pupils would benefit from strategies that increase

their participation and enthusiasm for learning.

The implications of this data are significant for educational planning and strategy.

The data highlights the need for an innovative approach to classroom instruction, one

that encourages active participation and motivates students to engage with the content.
The low performance levels across all grades suggest that traditional teaching methods

might not be sufficient to capture and maintain the attention of these young learners.

This emphasizes the importance of implementing interactive and learner-centered

activities, such as the interactive learning stations, to foster deeper engagement and

improve academic outcomes.

Given these results, the introduction of interactive learning stations has the

potential to address the issues identified. By providing dynamic, hands-on learning

experiences, these stations are designed to cater to diverse learning styles, encourage

active participation, and stimulate students' interest. The expected outcome is an

increase in student engagement, which could positively impact academic performance

and contribute to a more effective and enjoyable learning environment. Future

assessments will measure whether these strategies effectively improve student

involvement and academic success.

Engagement Level of Primary Pupils in Post-Test

After the implementation of the interactive learning stations, a post-test was

administered to assess any improvements in the pupils’ engagement levels. This

assessment served to measure how the intervention influenced students' participation,

interest, and involvement in classroom activities. The goal was to determine whether the

learning stations encouraged more active engagement, increased motivation, and

improved behavior during class tasks. The results were expected to show higher levels
of focus, collaboration, and enthusiasm among the pupils. The findings from this post-

test provide valuable insights into the effectiveness of interactive strategies in

addressing low engagement and creating a more dynamic and responsive learning

environment for young learners. These results also serve as a basis for recommending

more learner-centered approaches in primary education to sustain meaningful

classroom involvement.

Table 3

Level of Engagement of Primary Pupils After the Intervention

Highest Possible Score (HPS = 5)

Characteristics
Grade 1 Grade 2 Grade 3

Mean Score (MS) 4.83 4.73 4.82

Mean Percentage Score (MPS) 96.56% 94.69% 96.47%

The data presented in Table 3 shows a significant increase in the engagement

levels of primary pupils after the implementation of interactive learning stations. Grade 1

pupils achieved a mean score of 4.83, equivalent to a mean percentage score (MPS) of

96.56%. Grade 2 pupils obtained a mean score of 4.73 (MPS of 94.69%), while Grade 3

pupils recorded a mean score of 4.82 (MPS of 96.47%). These results indicate that

pupils across all grade levels demonstrated very high levels of engagement following

the intervention.

The consistently high scores reflect a strong positive response to the interactive

learning stations. Pupils became more participative, showed greater interest in class
activities, and were more focused during lessons. This improvement suggests that the

intervention successfully addressed the previously observed low engagement levels,

particularly among pupils who had shown signs of disengagement such as lack of focus

and minimal participation.

The implication of these findings is that interactive, hands-on learning strategies

are highly effective in stimulating learner interest and improving classroom involvement

in primary grades. By catering to different learning styles and promoting active

participation, interactive learning stations contribute to a more inclusive and responsive

learning environment. These results support the integration of similar learner-centered

strategies in classroom routines to sustain pupil engagement and enhance educational

outcomes.

Effectiveness of Interactive Learning Stations in Improving the Engagement Level

of the Pupils

Table 4

Effectiveness of Interactive Learning Stations in Improving the Engagement Level

of Grade 1 Pupils

Before After
Indicator
Implementation Implementation
Mean Score 1.88 4.83
Mean Percentage Score 37.50 96.56
MPS Difference 59.06
Interpretation Extremely Effective
 The data in Table 4 shows a clear and impressive improvement in the

engagement levels of Grade 1 pupils after the implementation of interactive learning

stations. Before the intervention, the pupils had a mean score of 1.88 (37.50% MPS),

indicating a relatively low level of engagement. However, after the intervention, the

mean score increased significantly to 4.83 (96.56% MPS), reflecting a marked

improvement in student participation, enthusiasm, and focus during classroom activities.

This dramatic shift from low to high engagement underscores the effectiveness of the

interactive learning stations as an intervention.

The implications of these results are significant for educational practice. The

substantial improvement in engagement suggests that the interactive learning stations

successfully captivated the pupils’ attention, fostered active participation, and created a

more dynamic learning environment. Such hands-on, student-centered approaches are

essential in encouraging young learners to take an active role in their learning journey.

The intervention not only improved academic engagement but also contributed to the

creation of a more positive and motivating classroom atmosphere. This success

indicates that incorporating similar interactive strategies into future lessons could lead to

sustained improvements in student engagement and overall academic performance.

Table 5

Effectiveness of Interactive Learning Stations in Improving the Engagement Level

of Grade 2 Pupils

Before After
Indicator
Implementation Implementation
Mean Score 2.50 4.73
Mean Percentage Score 50.00 94.69
 MPS Difference 44.69
Interpretation Extremely Effective

The data in Table 5 reveals a substantial improvement in the engagement levels

of Grade 2 pupils following the implementation of interactive learning stations. Before

the intervention, the pupils had a mean score of 2.50, which corresponds to a 50.00%

mean percentage score (MPS). After the intervention, the mean score increased

significantly to 4.73, representing a 94.69% MPS. This improvement of 44.69

percentage points indicates that the interactive learning stations were highly effective in

enhancing student engagement across the grade.

The considerable increase in engagement levels suggests that the intervention

captured the pupils' attention, promoted active participation, and contributed to a more

stimulating learning environment. As a result, Grade 2 pupils became more involved in

classroom activities, showing improved focus and enthusiasm. These findings support

the idea that interactive, hands-on learning experiences play a crucial role in enhancing

student engagement and can positively impact academic performance. Given the

success of this intervention, it is clear that incorporating such strategies into regular

classroom routines could foster more effective and engaging learning environments for

young learners.

Table 6

Effectiveness of Interactive Learning Stations in Improving the Engagement Level

of Grade 3 Pupils

Indicator Before After

 Implementation Implementation
Mean Score 2.59 4.82
Mean Percentage Score 51.76 96.47
MPS Difference 44.71
Interpretation Extremely Effective

The data in Table 6 shows a marked improvement in the engagement levels of

Grade 3 pupils after the introduction of interactive learning stations. Before the

intervention, these pupils had a mean score of 2.59 (51.76% MPS), indicating moderate

engagement. However, after the intervention, the mean score increased significantly to

4.82 (96.47% MPS), demonstrating a 44.71 percentage point gain. This substantial

improvement highlights the effectiveness of the interactive learning stations in capturing

the pupils’ attention, encouraging participation, and increasing their focus during class

activities.

The implications of these findings are significant for classroom teaching

strategies. The noticeable improvement in engagement suggests that interactive

learning stations, which provide varied, hands-on activities, can successfully enhance

student involvement and motivation. These results underscore the value of such

learner-centered strategies in fostering a more dynamic and engaging classroom

environment. Given the success of the intervention, integrating interactive learning

stations into regular teaching practices could lead to sustained improvements in student

engagement and overall academic performance.

Conclusions

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

1. The results indicate that before the introduction of interactive learning stations, the

primary pupils exhibited low engagement levels, with varying degrees of

disengagement across Grades 1, 2, and 3. Specifically, Grade 1 pupils showed the

most significant need for improvement in their engagement levels. On the other

hand, after the intervention using interactive learning stations, the engagement

levels of the pupils significantly improved, as shown by the dramatic increase in

mean scores across all grades. This highlights the effectiveness of interactive,

hands-on activities in fostering greater student involvement in classroom tasks.

2. The analysis demonstrates that the use of interactive learning stations was highly

effective in improving the engagement levels of primary pupils. The data shows a

consistent and substantial increase in engagement scores, indicating that the

intervention successfully encouraged active participation, heightened interest, and

enhanced focus among students. This supports the notion that interactive learning

strategies are powerful tools in promoting a more engaging and student-centered

learning environment.

Recommendations

Based on the conclusions, the following recommendations were covered:

1. Incorporate interactive learning stations into the regular curriculum to maintain

and further improve student engagement across various subjects.

 2. Extend the use of interactive learning stations to higher grade levels, ensuring

that students at all stages benefit from engaging, hands-on activities.

3. Provide ongoing professional development for teachers to enhance their skills in

effectively using interactive learning stations, ensuring the activities remain

engaging and educational.

4. Encourage parents to create interactive learning experiences at home to

reinforce skills learned in the classroom and support overall student engagement.

5. Conduct regular assessments to measure the long-term effectiveness of

interactive learning stations, ensuring sustained improvements in student

engagement and academic performance.

VI. ACTION PLAN

Below is the action research plan and timeline followed during the duration of the

study.

Status of
Research Activities Target Date
Implementation

1. Observation of elementary school September 9 – Done

21, 2024

2. Formulating research title September 23, Done

2024

3. Have the research instructor and the October 5, 2024 Done

research adviser check the formulated

 action research title

4. Drafting the context rationale and October 7, 2024 Done

intervention for the approved action

research title

5. Have the research adviser check the October 9, 2024 Done

formulated pre-test to the selected

respondents

6. Administration of pre-test to the October 10, Done

selected respondents 2024

7. Crafting of the action research October 13, 14, Done

proposal and sample intervention. 18, 19, 21, 2024

8. Presentation of action research November 8,

proposal 2024

9. Administration of Interactive Learning

Stations

10. Administered the post-test

11. Data gathering and analysis

12. Final revision of output

13. Final Output

VII. REFERENCES
Bregman, A. S. (1990). Auditory scene analysis: The perceptual organization of sound.

Cambridge, MA: The MIT Press.

DepEd Order No. 13, s. 2015. Policy Guidelines on the K to 12 Curriculum. Retrieved

from www.deped.gov.ph on October 2021.

Ho, J., & Thukral, H. (2009). Tuned in to student success: Assessing the impact of

Interactive radio instruction for the hardest-to-reach. Journal of Education for

International Development, 4(2), 34-51.

Smith, A., Johnson, B., & Lee, C. (2023). The effects of interactive learning methods on

student engagement in primary education. International Journal of Educational

Research, 112, 45-62.

Taylor, R., Martinez, L., & Gonzalez, P. (2022). Enhancing collaboration through

interactive learning stations: A case study. Journal of Classroom Interaction, 57(3), 15-

29.

Ullah, M., & Anwar, M. (2020). The role of active learning in enhancing student

engagement and performance: A review of literature. Educational Research Review, 15,

123-134.

Yannier, L., Green, T., & Smith, R. (2021). Active learning strategies and their impact on

academic outcomes in primary education. Journal of Educational Psychology, 113(4),

678-692.
 I. FINANCIAL REPORT

Clearly stated in the table below the expenses allowed in the study. However, the

money used for the expenditures are from the own pocket of the researchers.

Nature of Expenses Cost (PhP)

Printing 2 000.00

Transportation 500.00

Internet fees 300.00

Materials for the Manipulatives 1 000.00

TOTAL 3 800.00
 GRADE 1 LESSON PLAN
FIRSTWEEK
(Storytelling and Drama Station)
 SECOND WEEK
(Puzzle and Manipulatives Station)
 THIRD WEEK
(Reading and Reflection Station)
 FOURTH WEEK
(Art and Craft Station)
 FIFTH WEEK
(Group Discussion Station)
 SIXTH WEEK
(Physical Activity and Movement Station)
 SEVENTH WEEK
(TV and Visual Learning Station)
 EIGHT WEEKS
(Sensory Exploration Station)
 GRADE 2 LESSON PLAN
FIRSTWEEK
(Storytelling and Drama Station)
 SECOND WEEK
(Puzzle and Manipulatives Station)
 THIRD WEEK
(Reading and Reflection Station)
 FOURTH WEEK
(Art and Craft Station)
 FIFTH WEEK
(Group Discussion Station)
 SIXTH WEEK
(Physical Activity and Movement Station)
 SEVENTH WEEK
(TV and Visual Learning Station)
 EIGHT WEEKS
(Sensory Exploration Station)
 GRADE 3 LESSON PLANS

FIRST WEEK
(Storytelling and Drama Station

BANGHAY ARALIN SA ARALING PANLIPUNAN 3

LAYUNIN
Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa mga
gawaing pangkabuhayan at bahaging
ginagampanan ng pamahalaan at ang mga
kasapi nito, mga pinuno at iba pang
naglilingkod tungo sa pagkakaisa, kaayusan at
kaunlaran ng mga lalawigan sa kinabibilangang
relihiyon.
Pamantayan sa Pagganap Nakapagpapakita ng aktibong pakikilahok sa
mga gawaing panlalawigan tungo sa ikauunlad
ng mga lalawigan sa kinabibilangang rehiyon
Mga Kasanayan sa Pagkatuto Naiuugnay ang kapaligiran sa uri ng
pamumuhay ng kinabibilangang lalawigan
AP3EAP-IVa-1
Kaalaman Naiuugnay ang kapaligiran sa uri ng
pamumuhay ng
kinabibilangang lalawigan o lungsod.
Unang Araw (Camarines Norte at Camarines
Sur
Kasanayan Nailalarawan ang uri ng pamumuhay ng
kinabibilangang lalawigan.
Pagpapahalaga Nasasabi ang mga uri ng kapaligirang makikita
sa isang lalawigan o lungsod.
NILALAMAN Kapaligiran at Ikinabubuhay sa mga Lalawigan
ng Kinabibilangang Rehiyon
MGA KAGAMITANG PANTURO
Mga Sanggunian
Mga Pahina Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang Araling Panlipunan book
Mag-aaral
3.Mga Pahina ng Teksbuk

4.Karagdagang Kagamitan Mula sa

LR Portal
5.Iba Pang Kagamitang Panturo Larawan ng mga uri ng kapaligiran, tsart o
 powerpoint tungkol sa mga lalawigan ng
Camarines Sur at Camarines Norte

IV. PAMAMARAAN
GAWAIN NG GURO GAWAIN NG MAG- AARAL
Preliminary Activities

a. Pagbati
Magandang hapon mga bata! Kamusta ang Magandang hapon po, Ma’am. Mabuti po kami.
inyong araw?
Opo, Ma’am
Mabuti! Kaya, handa ba kayong makilahok
ng aktibo at mag-enjoy sa leksyon natin
ngayon? Maaari ko bang asahan iyon?

b. Panalangin

Bago tayo magsimula sa leksyon ngayong

hapon, humingi tayo ng gabay mula sa
Makapangyarihang Diyos at ipaliwanag ang (Isang mag-aaral ang mangunguna sa
ating mga isipan upang lubos nating panalangin.)
maunawaan ang leksyon.
_________Puwede mo bang pangunahan
ang dasal?

c. Pamamahala sa Silid-aralan

Nais ko sanang hilingin sa lahat na ayusin Maayos na pag-aayos ng upuan at pagliligpit

ang inyong mga upuan nang maayos at ng kalat.)
tiyakin na walang kalat sa inyong paligid,
sa bilang ng 5, 1, 2, 3, 4, 5.

d. Pagtse-tsek ng Pagdalo
(Checking of Attendance)
Wala po, Ma’am.
Sino ang hindi pumasok ngayong araw?
Naniniwala akong nandito ang lahat.
Natutuwa ako na alam ng bawat isa ang
mga benepisyo ng regular na pagpasok sa
klase.

A. Balik- aral sa nakaraang aralin at/

o pagsisimula ng bafong aralin
Bago natin simulan ang ating aralin, may
nais akong itanong sa inyo. Ano-anong Sa aming lugar, ang palay ang pangunahing
produkto o pagkain ang kilala sa inyong produkto. Dahil maraming palayan dito,
lugar? Sa inyong palagay, maaaring nakikilala ang aming lugar bilang isa sa mga
makilala ang inyong lugar dahil sa mga pinagkukunan ng bigas.
produktong ito?
(At iba pang sagot ng mga bata na alam nila)

Mahusay! lahat ng sagot ay magagaling

dahil tunay na alam nyo ang produkto at
pagakain na kilala sa atin
B. Paghahabi sa layunin ng aralin

Ngayong araw sa ating bagong aralin sa

Araling Panlipunan, magkakaroon tayo ng
isang masayang gawain upang mas
maunawaan natin ang ating paksa.
Naghanda ako ng isang aktibidad para sa
inyo. Gusto nyo ba ng gawain?
Opo Maam!

Kung ganoon, makinig kayong mabuti. Sa

ilalim ng inyong mga mesa, may inilagay
akong magkakapirasong larawan ng
dalawang uri ng hanapbuhay. Ngunit hindi
lahat ay may larawan—ang ilan sa inyo ay
walang makikitang piraso sa ilalalim ng
mesa.

Para sa mga nakahanap ng larawan,

pagsama-samahin ninyo ang mga piraso
upang mabuo ang puzzle at ipaskil sa
pisara. Kapag nabuo na ito, pag-usapan
natin kung anong uri ng hanapbuhay ang Opo! Handa na po kami!
nasa larawan.Handa na ba kayo?
(Lahat ay maghanap ng bahagi ng larawan na
babagay o bubuo sa kanilang hawak)

C. Pag-uugnay ng mga halimbawa sa

 bagong aralin

Batay sa larawan na inyong nabuo mula sa

puzzle, ngayon ay magkakaroon tayo ng
pangkatang gawain! Hahatiin ko kayo sa
dalawang pangkat. Ang bawat pangkat ay
magtutukoy kung anong hanapbuhay ang
maaaring makita sa inyong larawan batay
sa kapaligiran nito.

UNANG PANGKAT
(Katubigan)
HANAPBUHAY Pamantayan sa Paggawa

Pagkakaisa - 30
Tamang Kasagutan - 50
Tamang Oras - 20
Kabuuan - 100

PANGALAWANG PANGKAT
(Malapit sa mga Sakahan)
HANAPBUHAY

D. Pagtatalakay ng bagong konsepto

at paglalahad ng bagong
kasanayan #1

Buksan ninyo ang inyong aklat sa Araling

Panlipunan, pahina 160–162.

Batay sa inyong nakikita, binasa at sa ating

ginawang gawain tungkol sa hanapbuhay
na may kinalaman sa katubigan at mga
lugar na malapit sa sakahan

Katanungan:

1. Anong kayang mga hanapbuhay ang

makikita sa Camarines Norte? Camarines Sa Camarines Norte ay ang pagsasaka
Sur? (At iba pang kasagutan na nakita sa libro)
 Sa Camarines Sur naman ay pangingisda
(At iba pang kasagutan na nakita sa libro)

2. Anong uri ng hanapbuhay kaya ang

maaring matagpuan sa bahaging may
kabundundukan? Bahaging katubigan? Ang hanapbuhay sa kabundukan ay ang
pagsasaka, pag aalaga ng hayop at iba pa.

At sa katubigan naman ay ang

pangingisda ,pag susurfing, at pagtitinda ng
produktong dagat.

Mahusay! Sa tingin ko, may sapat na

kayong kaalaman tungkol sa ating aralin
ngayon.

E. Pagtatalakay ng bagong konsepto

at paglalahad ng bagong
kasanayan #2

Ngayon, upang mas maunawaan natin ang

iba’t ibang uri ng produkto at hanapbuhay
sa Camarines Norte at Camarines Sur,
inihanda ko ang isang PowerPoint
presentation. Makakatulong ito upang mas
malinaw ninyong maunawaan ang ating Opo!
aralin.Handa na bang makinig?

CAMARINES NORTE:

May malaking taniman ng pinya

 (Ang lahat ay nakikinig)

Mga ginto mula sa minahan sa paracle

Camarines Norte

Dinarayo ng mga Turista ang Isla ng

Calaguas na may puting baybayin na
bantog sa mga taong gustong mag-
surfing.

CAMARINES
SUR:
Matatagpuan ang Lawa ng Buhi kung saan
mahuhuli ang pinakamaliit na isda sa
buong mundo, ang “sinarapan’.
 Bantog sa produktong gawa sa buri,
rattan at iba pa. Gumagawa din ng mga
sala set,cabinet at iba pang gamit na
gawa sa kawayan.

F. Paglinang sa Kabihasnan(Tungo
sa Formative Assessment)

Magpapakita ako ng isang larawan, at ang

gagawin ninyo ay tukuyin kung anong uri
ng hanapbuhay ang maaaring ginagawa sa
lugar na ito.

Pagtatanim ng gulay at prutas o palay

Mag alaga ng hayop

Pagkokopra

G. Paglalapat ng aralin sa pang-araw

araw na buhay
 "Ang Magkaibang Mundo
nina Lando at Kiko"
Paggamit ng: Storytelling and Drama Station
Sa isang maliit na bayan sa Pilipinas, may
dalawang magkaibigan na sina Lando at
Kiko. Si Lando ay nakatira sa baryong
malapit sa ilog at dagat, samantalang si
Kiko ay lumaki sa kabundukang
napapaligiran ng mga punongkahoy at
palayan.
Tuwing umaga, si Lando ay maagang
gumigising upang tumulong sa kanyang
amang mangingisda. Bitbit ang lambat at
bangka, sila'y pumapalaot upang manghuli
ng isda. Pagkauwi, tinutulungan din niya
ang kanyang inang nagtitinda ng isda sa
palengke. Sa kanilang barangay, may mga
taong gumagawa rin ng lambat at gamit
pangisda, na siyang mahalaga sa kanilang
kabuhayan.
Samantala, sa kabilang bahagi ng bayan, si
Kiko ay abala rin sa pagtulong sa kanyang Grupo 1:
pamilya. Tinutulungan niya ang kanyang Hanapbuhay sa Katubigan
ama sa pagtatanim ng gulay at palay.  Mga mag-aaral ay maaaring gumanap
Kapag anihan na, sila'y nagtutulungan sa bilang:
pag-aani at paglalagay ng palay sa sako.
May panahon ding sinasamahan niya ang Mangingisda (gumagamit ng lambat o
kanyang lolo sa pangangahoy— bangka)
naghahakot sila ng kahoy mula sa bundok Tagagawa ng lambat o gamit pangisda
upang gawing uling. May mga alaga rin Nagtitinda ng isda sa palengke
silang kalabaw at manok, na inaalagaan
nila araw-araw.  Gagayahin nila ang kilos at gawain ng
mga taong ito at ipapakita sa klase kung
Ngayon magkakaroon ulit tayong paano sila nagtatrabaho.
pangkatang gawain dito hahatiin ko kayo
sa dalawang grupo at ang gagawin natin
ang Role Playing base sa ating binasang
maikilng kwento. Handa na ba kayo? Grupo 2:
Hanapbuhay sa Kabundukan
 Mga mag-aaral ay maaaring gumanap
bilang:

Magsasaka (nagtatanim, nag-aani)

Mangangahoy (naghahakot ng kahoy,

 gumagawa ng uling)

Tagapag-alaga ng hayop (nag-aalaga ng

kalabaw, kambing o manok)

 Ipapakita nila ang aktwal na kilos ng

kanilang hanapbuhay sa pamamagitan ng
pag-arte.

Bigyan natin ang pangkat isa ng "Ang

galing nyo Clap" 1,2,3 palakpak 1,2,3
ipadyak ang paa,Ang galing nyo!

Para sa pangkat 2:
“Ang husay nyo Clap” 1,2,3 palakpak 1,2,3
padyak ang paa Ang husay nyo!

H. Paglalahat ng Aralin

Ano nga ulit ang hanabuhay at produkto ng

Camarines Norte? At ano naman sa
Camarines Sur? (Sinagot ng mga bata ang tanong.)

Paano inaangkop ng mga tao ang kanilang

hanapbuhay sa uri ng Kapaligiran?

I. Pagtataya ng Aralin

Kolumn A
1.

2.

3.
4.

5.

Kolumn B

a. Pangingisda
b. Pagtatanim
c. Pagtuturo
d. Paggawa ng Minatamis na Pili
e. Tindera sa Mall

Takdang-aralin/Karagdagang Gawain

Basahin ang uri ng kapaligiran mayroon ang Sorsogon at Masbate

Kagamitan ng mag-aaral pahina 163-165

INIHANDA NI:

JALTHEYA JAYDEN S. ROJAS

(BEED 4-A)

SECOND WEEK
(Puzzle and Manipulatives Station)
 DETAILED LESSON PLAN IN SCIENCE 3
OBJECTIVES
A. Content Standards The learner demonstrate understanding of
people, animals, plants, lakes, rivers,
streams, hills, mountains, and other
landforms, and their importance
B. Performance Standards The learner should be able to express their
concerns about their surroundings through
teacher-guided and self–directed activities

C. Learning At the end of the lesson, the learners should

Competencies/Objectives be able to:
Name the landforms and bodies of water
found in one’s community. (S3ES-IVa-b-1)
II. CONTENT Naming the landforms and bodies of water
found in one’s community.
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from
Learning Resource Portal
6. Other Learning Resources PowerPoint presentation and images
IV. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
ENGAGE
Preliminary Activities

a. Greetings

Good morning class! How is your

 day so far? Good morning, Ma’am. We are good.

That’s good to hear! So, can I

expect full energy and active
participation from you?
Yes, Ma’am.

b. Prayer
Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten
our mind to completely understand
the lesson this morning. (One pupil will lead the prayer)
_________Would you please lead
the prayer?

c. Classroom Management
I would like to request everyone to
arrange your chairs properly and
make sure there are no trashes
around you, in a count of 5, 1,2
(Arranging of chair properly and picking the
3,4,5.
trash)

d. Checking of Attendance
Who’s absent for today’s period?
I think everyone is present. I’m so
glad that everyone understands the
reasons for coming to school
regularly. None, Ma’am

Before we formally begin our lesson, I have

a game planned for you.

Do you know the game of "scrambled

game
I will show some pictures, and what you will
do is arrange the correct words that
describe what is in the picture.
Yes, ma’am!

Are you ready?

VOLCANO

NOVLCOA
HILLS

LISH

RIVER

I
RRIEV

MOUNTAINS
 NNMOTAUIS

Very good pupils!

Ask: Volcano
● What words did you formed during Hills
our activity?
River
Mountains

Naming landforms and bodies of water

● What do you think we will discuss

today? What will it be about?”

Yes ma'am
Excellent pupils!

B. Before we start our activity, we

will sing a song first.”

Mga Anyong Lupa at Anyong Tubig (All the students sang together.)

(In tune of: My Toes, My Knees)

Bundok, bulkan,
 Kapatagan, Burol (3 ulit)
anyong lupa sa paligid natin

Dagat, ilog
Lawa at talon (3 ulit)
anyong tubig sa paligid natin
Yes Ma'am!
Did you enjoy the song we sang?

Very good children!

EXPLORE
In order for us to enlighten our minds about
the lesson for today, I prepared another
activity here.
The norms to be followed while having a
I’ll divide your class into two groups. But
group activity are as follows:
before that what are the norms to be
followed when we are having a group 1. Give your best
activity? 2. Respect others
3. One person talks at a time
4. Use good communication
5. Participate with interest

Now, you are reminded of the norms to be

followed while having a group activity.

I will give you a picture puzzle, and you will

put it together. Afterward, write whether it is
a landform or a body of water

GROUP 1
Picture 1:
PAGGAMIT: Puzzle and Manipulatives
 Station

Desert
(The pupils will be given enough time to do
their group activity)

GROUP 2
Picture 2:

Sea

EXPLAIN
Have you finished?
1. Group presentation (The students will present their finished
2. Comparing of the result of activities output in front of the class)
3. Checking of outputs using the
rubrics.
Very Nice! I am very pleased you were able
to finish the task given to you. Now, let’s
discuss your output by simply checking
your output.
ELABORATE

● What are the landforms found in

your community?
Mountains
 Volcano

● What are the bodies of water found

in your community?
Sea
River
Falls

Well done, class! I am very impressed with

your performance today. Now, let’s have a
short quiz before we end our class today.
Best of luck students!

EVALUATE
Look at the set of pictures on each number. Write if it is a landform or a water form in the
picture
Cave

1._________________
Valley

2.________________
Canyon
 3.________________
Lake

4._______________
Pond

5._____________
Agreement
Draw one landform and one water form/bodies of water on a bond paper.

PREPARED BY:

JALTHEYA JAYDEN S. ROJAS

(BEED 4-A)

THIRD WEEK
(Reading and Reflection Station)

DETAILED LESSON PLAN IN SCIENCE 3

I. OBJECTIVES
A. Content Standards The learners demonstrate
understanding of people, animals,
 plants, lakes, rivers, streams, hills,
mountains, and other landforms, and
their importance
B. Performance Standards The learner should be able to Express
their concerns about their surroundings
through teacher-guided and self –
directed activities.
C. Learning At the end of the lesson, the learners
Competencies/Objectives should be able to:
Describe one’s environment that is
made up of life forms, land, water and
air (S3ES-IVa-b-1)
II. CONTENT Describing one’s environment that is
made up of life forms, land, water and
air
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from
Learning Resource Portal
6. Other Learning Resources PowerPoint Presentation, paper chart
and marker
IV. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
ENGAGE
Preliminary Activities
a. Greetings
Good morning class! How is your
day so far?

That’s good to hear! So, can I

expect full energy and active Good morning, Ma’am. We are good.
participation from you?
 Yes, Ma’am.

b. Prayer
Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten
our mind to completely understand
the lesson this morning.
_________Would you please lead
the prayer?

(One pupil will lead the prayer)

c. Classroom Management
I would like to request everyone to
arrange your chairs properly and
make sure there are no trashes
around you, in a count of 5, 1,2
3,4,5.
(Arranging of chair properly and picking
the trash)

d. Checking of Attendance
Who’s absent for today’s period?
I think everyone is present. I’m so
glad that everyone understands the
reasons for coming to school
regularly.
None, Ma’am

Before we formally begin our lesson, I have

a question to ask
°What do you see in this room? Name
as many as you can.
°What place in your surroundings do
you like most? Why?
°What place in your surroundings don't (The students have their own answers
you like? Why? based on what they see around them.)

Grade 3, do you want to sing?

Yes, ma’am!
Okay, I have prepared a song for you, and
you will sing it. The title of the song is
Bahay Kubo. Do you know this song?

(All the students sang together.)

- Bahay Kubo
Very good pupils!
-Various Vegetables
Ask:
 What things are found in the bahay
kubo? -Tree
-Garden full of vegetables
 What do you see in the picture?

Excellent pupils!

EXPLORE
In order for us to enlighten our minds about
the lesson for today, I prepared another
The norms to be followed while having a
activity here.
group activity are as follows:
I’ll divide your class into two groups. But
1. Give your best
before that what are the norms to be
2. Respect others
followed when we are having a group 3. One person talks at a time
activity? 4. Use good communication
5. Participate with interest

Now, you are reminded of the norms to be

followed while having a group activity.

GROUP 1
 Activity 1: "Things in Our
Surroundings”

In this activity, we will think about the things

we see around us at school. I will show you
a chart to guide you. You can write down
what you see in your surroundings and
describe them. After that, you will share
what you wrote. This will help us learn
more about the things around us
Halimbawa:
BAGAY Ano ang Paano Nasaan
gamit ito ito?
nito? tingan?

Mesa Ginaga Gawa Nasa

mit ito ito sa silid-
upang kahoy aralan.
umupo at may
at apat na
magsul paa.
at ng (The pupils will be given enough time to
gawain. do their group activity)

GROUP 2
Activity 2: "Take a Tour Around"
In this activity, you will go on a little tour! I
will ask you to look at different places
outside, like your school. You will describe
what you see and feel about each place.
But remember, we must be careful when
going outside. Afterward, you will share
what you noticed with the class.

Things to describe
Garden:
"In the garden, there are many plants
and flowers. It smells fresh and nice.”
EXPLAIN
Have you finished?
1. Group presentation
2. Comparing of the result of activities
3. Checking of outputs using the (The students will present their finished
rubrics. output in front of the class)

Very Nice! I am very pleased you were able

to finish the task given to you. Now, let’s
discuss your output by simply checking
your output.
ELABORATE
There is a poem story to be read. And USING
listen carefully. Reading and Reflection Station

Your friend Earl lives on a farm. His father

and brother take good care of the pond
near their house. There are plants like (The students are doing the assigned
ferns, kangkong, and grasses near the
drawing.)
pond. Small weeds and plants grow well in
the pond that serves as food for some
dalag. Draw inside the box the different
plants found near and in the pond.

● How do the plants in and around the

The plants in and around the pond
pond help the animals living there?
provide food, shelter, and protection to
Can you explain why these plants
are important to the pond's the animals living there.
ecosystem?”

Additionally, the plants help clean the water

by absorbing waste and adding oxygen,
which is essential for fish and other
organisms in the water. Therefore, these
plants are important in maintaining a
healthy ecosystem in the pond.”
Well done, class! I am very impressed with
Yes Ma'am!
your performance today. Now, let’s have a
short quiz before we end our class today.
Best of luck students!
EVALUATE
Quiz: Understanding Your Surroundings. Answer the following questions based on
your surroundings.
1. Can you draw a picture of your home and the things you see around it?

2. What are the different plants and animals you can find near your home?n

3. How do the things around your home help you and your family?

4. What is the most important thing in your surroundings? Why?

5. How do you take care of the plants or animals near your home?

Agreement
Search or study the landforms and bodies of water and write them in your
notebook.

PREPARED BY:

JALTHEYA JAYDEN S. ROJAS

(BEED 4-A)

FOURTH WEEK
(Art and Craft Station)

DETAILED LESSON PLAN IN SCIENCE 3

OBJECTIVES
A. Content Standards The learners demonstrate understanding
of… people, animals, plants, lakes, rivers,
streams, hills, mountains, and other
landforms, and their importance
B. Performance Standards The learners should be able to… express
their concerns about their surroundings
through teacher-guided and self-directed
activities
C. Learning At the end of the lesson, the learners
Competencies/Objectives should be able to:
Observe and describe the school’s
surroundings (S3ES-IVa-b-1)
II. CONTENT Observing and describing the school’s
surroundings
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from Learning
Resource Portal
6. Other Learning Resources Images, Video Clip, Guiding chart, Pen
marker
IV. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
ENGAGE
Preliminary Activities
a. Greetings

Good morning class! How is your day

so far?
Good morning, Ma’am. We are good.
That’s good to hear! So, can I expect
 a full energy and active participation
from you?
b. Prayer
Before we begin the lesson this Yes, Ma’am.
morning, let us ask the guidance of
almighty God and let us enlighten our
mind to completely understand the
lesson this morning.
_________Would you please lead
the prayer? (One pupil will lead the prayer)

c. Classroom Management
I would like to request everyone to
arrange your chairs properly and
make sure there are no trashes
around you, in a count of 5, 1,2 3,4,5.
(Arranging of chair properly and picking the
d. Checking of Attendance trash)
Who’s absent for today’s period?
I think everyone is present. I’m so
glad that everyone understands the
reasons for coming to school
regularly.
None, Ma’am

Before we formally begin our lesson,I have

prepared a video clip.Are you ready?
Yes, ma’am!

Okay, watch and listen carefully because

later I will show you a picture that you will
have to guess. All of these can only be seen
in the video clip.
https://youtu.be/n8jVbA--PZw?feature=shared Yes, ma’am!

(The students are watching and listening)

 Yes Ma'am.We are ready!

Now that you have finished watching, we

will have a game where you will guess the
names of the different types of landforms
shown in the pictures. Are you ready?

MOUNTAINS (bundok)

1.
HILLS(burol)

2.

VALLEY( lambak)

3.
PLATEAUS(talampas)
4.
PLAIN(kapatagan)

5.
1.Mountains
Very good pupils!
2.Hills
Ask:
3.Valley
● Repeat, what are the five landforms
in the picture I showed? 4.Plateaus
5.Plain

Excellent pupils
EXPLORE

In order for us to enlighten our minds about

the lesson for today, I prepared another
activity here. I’II divide you in two groups USING
Art and Craft Station
GROUP
1 AND 2

In this activity, I will provide guidelines and a

school map. You will go outside in two (The pupils will be given enough time to
groups. Complete the chart and answer the their group activity)
questions below. Also, prepare materials for
drawing that you will use for the activity.

What can you say about our school

surroundings?
 DRAWING
LANDFORMS

PLANTS

ANIMALS

Guided Questions:
 Ano ang masasabi mo tungkol sa (The pupils answered questions
kapaligiran ng ating kapaligiran ng correctly)
ating paaralan?
 Ano ang natutunan mo sa gawaing
ito?
EXPLAIN
Have you finished?
1. Group presentation (The students will present their finished
2. Comparing of the result of activities output in front of the class)
3. Checking of outputs using the
rubrics.
Very Nice! I am very pleased you were able
to finish the task given to you. Now, let’s
discuss your output by simply checking your
output. (Everyone stands up)

"Now that your group has finished, may I

ask everyone to stand up and give 1,2,3 clap 1,2,3 stomp the feet,Ang galing
yourselves a “Ang galing galing ko Clap” galing ko!
ELABORATE
Our school is our second home. Most of our
time daily is spent in school rather than in
our home. Important living things such as
plants and trees should be present. They
provide us with the air that we breathe in
and at the same time refresh our
surroundings. Landforms provide us areas
to walk on, run through and do various tasks
and activities. Conserving and preserving
them does not only give beauty to the place
and provide vital food resources for us, but
also protects us from various illnesses
Application:
● You were walking on the school
grounds and saw scattered pieces of
papers on it. What should you do? I will pick up the pieces of paper and throw
Why? them in the trash bin. This will help keep
our school clean and beautiful. A clean
school makes everyone happy and safe

● How can we take care of our school’s

surroundings to keep it safe and
beautiful?
We can take care of our school by not
throwing trash anywhere, watering the
plants, and not stepping on the grass or
picking flowers.

Well done, class! I am very impressed with

your performance today. Now, let’s have a
short quiz before we end our class today.
Best of luck students!
EVALUATE
Draw the surroundings of the school. Let them write five (5) sentences about it.

Level of Criteria
Performance

Excellent The pupil draws the school’s

(10 points) surroundings, and writes five (5)
sentences about it creatively

Very Good The pupil draws the school’s

(5 points) surroundings, and write three (3)
 sentences about it.

Fair (1 point) The pupil draws the school's

surroundings.

Agreement
Draw a picture of the most beautiful part of your school
PREPARED BY:
JALTHEYA JAYDEN S. ROJAS
(BEED 4-A)
 FIFTH WEEK
(Group Discussion Station)

DETAILED LESSON PLAN IN SCIENCE 3

OBJECTIVES
A. Content Standards The learners demonstrate understanding of
people, animals, plants, lakes, rivers,
streams, hills, mountains, and other
landforms, and their importance
B. Performance Standards The learners should be able to express
their concerns about their surroundings
through teacher-guided and self –directed
activities
C. Learning At the end of the lesson, the learners
Competencies/Objectives should be able to:
Describe the things found in the
surroundings (S3ES-IVa-b-1)
II. CONTENT Describing the things found in the
surroundings
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from Learning
Resource Portal
6. Other Learning Resources Chart and pen ,Guiding sheet
IV. PROCEDURE
TEACHERhjh’S ACTIVITY PUPIL’S ACTIVITY
ENGAGE
Preliminary Activities
a. Greetings
Good morning class! How is your day
so far? Good morning, Ma’am. We are good.

That’s good to hear! So, can I expect

 a full energy and active participation
from you?
Yes, Ma’am.
b. Prayer
Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten our
mind to completely understand the (One pupil will lead the prayer)
lesson this morning.
_________Would you please lead the
prayer?
c. Classroom Management (Arranging of chair properly and picking the
I would like to request everyone to trash)
arrange your chairs properly and
make sure there are no trashes
around you, in a count of 5, 1,2 3,4,5.
d. Checking of Attendance
Who’s absent for today’s period?
None, Ma’am
I think everyone is present. I’m so
glad that everyone understands the
reasons of coming to school regularly.

Before we formally begin our lesson, I have

a game planned for you.

Good day, class! Today, we will play a fun

game called Charades to learn more about
the things around us. You will act out
different animals, plants, or trees without
speaking, and your classmates will guess Yes, ma’am!
what it is!"

I will pick a student to choose a word from

the box. They will act it out using only
movements, and the first one to guess
correctly will take the next turn. Remember, Yes Ma'am, we are ready!
no talking—just actions! And give hints if it is
animals, plants or tree. Are you ready?
Let’s begin!

● DOG (tumahol, ilabas ang dila na

parang humihingal)

● CARABAO (itaas ang kamay sa may

ulunan na parang may sungay)

(The students are playing the game and

enjoying it.)
● RICE PLANT (tumayo at igalaw ang
katawan na parang sumasayaw sa
hangin)

● MANGO TREE (magkunwaring

pumipitas ng mangga mula sa puno)

● MORINGA /MALUNGGAY TREE

(nagpipitas habang pinuputol ang
sanga at hinihimay ito)

The words I guessed are things we see in

Very good pupils! our surroundings. They are animals, plants,
Ask: and trees that make our environment
beautiful and healthy.
● What can you say about the words
that you have guessed?

Excellent pupils!
EXPLORE
In order for us to enlighten our minds about
the lesson for today, I prepared another
activity here
The norms to be followed while having a
. group activity are as follows:
I’ll divide your class into two groups. But 1. Give your best
before that what are the norms to be 2. Respect others
followed when we are having a group 3. One person talks at a time
activity? 4. Use good communication
5. Participate with interest

USING
Group Discussion Station
Now, you are reminded of the norms to be
followed while having a group activity.

RUBRICS:
This activity is called "Find Me." I will allow
you to go outside and explore what you can
Level of CRITERIA
find in your surroundings. But remember to
Performance
be careful! You will have 3 minutes to search
outside.
Excellent The group correctly
identified and described
(10 points) 5 plants or animals
found in the school.
GROUP 1
Find and identify the plants in your Very Good The group identified 3-4
school. plants or animals but
(5 points) had minor mistakes in
naming or describing
What plants are found in your school? them.

1. Fair The group identified

only 1-2 plants or
2. (1 point) animals with many
3. mistakes.

4.
5.

What can you say about them?

What did you learn from the activity?
(The pupils will be given enough time to do
GROUP 2 their group activity)
Find and identify the animals in your
school.
What animals are found in your school?

1.
2.
3.
4.
5.

What can you say about them?

What did you learn from the activity?
EXPLAIN
Have you finished?
1. Group presentation (The students will present their finished
2. Comparing of the result of activities output in front of the class)
3. Checking of outputs using the rubrics.
Very Nice! I am very pleased you were able
to finish the task given to you. Now, let’s
discuss your output by simply checking your
output.
ELABORATE
● Are those plants and animals helpful
to the environment? Why?
Yes, plants and animals are helpful to the
environment. Plants give us air to breathe,
and animals help keep nature balanced.
Plants and animals are very useful in the
community. They provide food, shelter,
comfort, other resources and protection to us
and to the entire environment.

Giving proper care to plants is important.

Activities such as watering, exposing to right
amount air and sunlight, applying organic
fertilizers, and weeding out greatly help them
grow healthy.
For the animals, giving them right and
proper amount of food, water, shelter, love
and exercise is very important.

● Many plants in your yard are

withering. What should you do to help I will water the plants every day, give them
them grow healthy? enough sunlight, and remove dry leaves to
help them grow healthy.

Well done, class! I am very impressed with

your performance today. Now, let’s have a
short quiz before we end our class today.
Best of luck students!
EVALUATE
Match the words in Column A with the correct description in Column B. Write the letter of
the correct answer.

COLUMN A COLUMN B

1. TREE A. An insect that flies 1.

2. DOG B. A small green plant 2.

3. BUTTERFLY C. A plant that gives shade 3.

4. GRASS D. An animal that barks 4.

 5. FLOWERS E. A plant that is colorful and smells good 5.

Answers:
1. C
2. D
3. A
4. B
5. E

Agreement
Draw one plant and one animal that you see in your surroundings. Then, write their
names below your drawing.

PREPARED BY:

JALTHEYA JAYDEN S. ROJAS

(BEED 4-A)

SIXTH WEEK
(Physical Activity and Movement Station)

BANGHAY ARALIN SA ARALING PANLIPUNAN 3

LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa mga
gawaing pangkabuhayan at bahaging
ginagampanan ng pamahalaan at ang mga
kasapi nito, mga pinuno at iba pang
naglilingkod tungo sa pagkakaisa,
kaayusan at kaunlaran ng mga lalawigan
sa kinabibilangang relihiyon.
B. Pamantayan sa Pagganap Nakapagpapakita ng aktibong pakikilahok
sa mga gawaing panlalawigan tungo sa
ikauunlad ng mga lalawigan sa
kinabibilangang rehiyon
C. Mga Kasanayan sa Pagkatuto Naiuugnay ang kapaligiran sa uri ng
pamumuhay ng kinabibilangang lalawigan
AP3EAP-IVa-1
Kaalaman Naiuugnay ang kapaligiran sa uri ng
pamumuhay ng kinabibilangang lalawigan
o lungsod.
Ikalawang Araw ( Sorsogon at
Masbate)
Kasanayan Nailalarawan ang uri ng pamumuhay,
tirahan, kasuotan ayon sa kapaligiran ng
kinabibilangang lalawigan o lungsod.
Pagpapahalaga Nabibigyang pagpapahalaga ang mga
produktong nakukuha sa kinabibilangang
lalawigan o lungsod sa pamamagitan ng
malikhaing pagguhit.
II. NILALAMAN Kapaligiran at Ikinabubuhay sa mga
Lalawigan ng Kinabibilangang Rehiyon
III. MGA KAGAMITANG PANTURO
Mga Sanggunian
1. Mga Pahina Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang Araling Panlipunan Kagamitang mag-aaral
Mag-aaral Bikol pahina 364-365
3.Mga Pahina ng Teksbuk

4.Karagdagang Kagamitan Mula sa

LR Portal
5.Iba Pang Kagamitang Panturo Larawan ng mga uri ng kapaligiran, tsart o
powerpoint tungkol sa mga lalawigan ng
 Sorsogon at Masbate

IV. PAMAMARAAN
GAWAIN NG GURO GAWAIN NG MAG- AARAL
Preliminary Activities

a. Pagbati
Magandang hapon mga bata!
Kamusta ang inyong araw? Magandang hapon po, Ma’am. Mabuti po
kami.
Mabuti! Kaya, handa ba kayong
makilahok ng aktibo at mag-enjoy sa
leksyon natin ngayon? Maaari ko Opo, Ma’am
bang asahan iyon
b. Panalangin

Bago tayo magsimula sa leksyon

ngayong hapon, humingi tayo ng
gabay mula sa Makapangyarihang
Diyos at ipaliwanag ang ating mga
isipan upang lubos nating
maunawaan ang leksyon. (Isang mag-aaral ang mangunguna sa
_________Puwede mo bang panalangin.)
pangunahan ang dasal?

c. Pamamahala sa Silid-aralan
Nais ko sanang hilingin sa lahat na
ayusin ang inyong mga upuan nang
Maayos na pag-aayos ng upuan at
maayos at tiyakin na walang kalat sa
pagliligpit ng kalat.)
inyong paligid, sa bilang ng 5, 1, 2, 3,
4, 5.

d. Pagtse-tsek ng Pagdalo
(Checking of Attendance)
Sino ang hindi pumasok ngayong
araw?
Naniniwala akong nandito ang lahat.
 Natutuwa ako na alam ng bawat isa Wala po, Ma’am.
ang mga benepisyo ng regular na
pagpasok sa klase.

A. Balik-aral sa nakaraang aralin at/o

pagsisimula ng bagong aralin

Bago tayo magsimula sa ating bagong

aralin, magbalik-aral muna tayo. Sa mga uri
ng pamumuhay sa mga taga Camarines Sur
at Camarines Norte.

Sundin ang mga sumusunod:

1. Sa saliw ng isang tugtugin, ipapasa

ninyo ang isang kahon na
naglalaman ng iba't ibang sitwasyon
o kapaligiran.
2. Kapag tumigil ang awitin, ang huling
mag-aaral na may hawak ng kahon
ay bubunot ng isang sitwasyon.
3. Babasahin niya ito nang malakas, at
kayo ay sasagot batay sa inyong
kaalaman.

Ang tanong:

 Ano ang pangunahing hanapbuhay

sa Camarines Norte?
 Ano ang pangunahing hanapbuhay
sa Camarines Sur?
 Anong prutas ang mas kilala sa
pagtatanim sa camarines sur?
 Anong lalawigan ang mayaman sa (Ang lahat ng mag-aaral ay sumali at
produktong yari sa kawayan tulad ng ginawa ang ipinapagawa ng guro)
buri at rattan.
 Anong lalawigan ang pinakamalaking
pinagkukunan ng pinya?
Mahusay! lahat ng sagot ay magagaling
dahil tunay na alam nyo ang produkto at
hanapbuhay ng lalawigan ng Camarines
Norte at Camarines Sur.
B. Paghahabi sa layunin ng aralin
 PAGGAMIT NG
Physical Activity and Movement
Ngayong araw tumungo naman tayo sa Station
bagong aralin sa Araling Panlipunan,
magkakaroon tayo ng isang masayang
gawain upang mas maunawaan natin ang Opo Maam!
ating paksa. Naghanda ako ng isang
aktibidad para sa inyo. Gusto nyo ba ng
gawain?

Kung ganoon, makinig kayong mabuti. Sa

ating gawain ay magkakaroon tayo ng
tinatawag na “TRABAHO KO, HULAAN
MO!”
Kung saan may ginawa akong meta card na
may nakasulat na iba't ibang uri ng
hanapbuhay.Bubunot ang isang mag-aaral
ng isa sa mga ito, iaarte niya ito, at kayong Opo! Handa na po kami!
mga kaklase ang huhula kung anong
hanapbuhay ang kanyang ipinapakitang
galaw. Handa na ba kayo?

MGA HUHULAAN:
 PANGINGISDA
 PAG AALAGA NG HAYOP
 PAGSASAKA NG PALAY (Ang mga estudyante ay gaganap ng
 PAGMIMINA hanapbuhay na kanilang nabunot.)
 BANGKERO

C. Pag-uugnay ng mga halimbawa sa

bagong aralin
Para sa ating pangkatang gawain
inaasahang iuugnay ninyo ang angkop na
hanapbuhay ng mga mamamayan batay sa
mga larawan ng kanilang kapaligiran. Ibig
sabihin, titingnan ninyo ang mga larawan ng
iba't ibang kapaligiran at tukuyin kung
anong uri ng hanapbuhay ang karaniwang
ginagawa ng mga tao dito.
UNANG PANGKAT
SORSOGON ANGKOP NA
HANAPBUHAY

Pamantayan sa Paggawa

 Pagkakaisa - 30
 Tamang Kasagutan - 50
 Tamang Oras - 20
 Kabuuan - 100

PANGALAWANG PANGKAT
MASBATE ANGKOP NA
HANAPBUHAY

D. Pagtatalakay ng bagong konsepto

at paglalahad ng bagong
kasanayan #1

Buksan ninyo ang inyong aklat sa Araling

Panlipunan, pahina 364–365.
Batay sa inyong binasa at sa ating
ginawang gawain kanina tungkol sa
lalawigan ng Sorsogon at Masbate sa
produkto at hanapbuhay nito. mayroon
akong katanungan.

Opo Maam
Katanungan:
1. Anong mga produkto ang makikita sa
Sorsogon? Masbate?

2. Batay sa mga produkto, ano kaya ang

mga hanapbuhay o hilig ng mga (Ang mga estudyante ay nagbigay ng
mamamayan sa Sorsogon? Masbate? kanilang sagot)

Mahusay! Sa tingin ko, may sapat na

kayong kaalaman tungkol sa ating aralin
ngayon.
E. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #2

Sa pamamagitan ng aking inihandang

power point presentation.Babasahin natin
ang ang mga impormasyon ukol sa uri ng
hanapbuhay, kasuotan at tirahan sa
Sorsogon at Masbate. Makakatulong ito
upang mas malinaw ninyong maunawaan
ang ating aralin.Handa na bang makinig?

SORSOGON:
Dinarayo sa pagkakaroon ng butanding na Opo!
sinasabing “the gentle giant”
May daungan ng mga sasakyang pandagat
sa Pilar at Bulan na maaring sakyan ng mga
pasahero papuntang Bisaya at Mindanao

MASBATE:
Inaalagaan ang mga matatabang baka dahil (Ang lahat ay nakikinig at nagbabasa)
sa pagkakaroon ng maraming kabundukan.
Maraming isda at iba pang yamang dagat
ang ipinagbibili dito.

F. Paglinang sa Kabihasnan(Tungo
sa Formative Assessment)

Magpapakita ako ng listahan ng

hanapbuhay na naaayon sa kapaligiran ng
Sorsogon at Masbate. At ang gagawin ninyo
ay tukuyin kung ito ba ay angkop sa
hanapbuhay na naayon sa kapaligiran o
hindi.

Gagamit tayo ng masayang mukha 😊

kung tama at malungkot na mukha 😢
kung mali para mas madali nating Opo! Handa na po kami!
maintindihan. Handa na ba kayo?
(Ang mga bata itataas ang hawak nilang
masayang mukha😊 at malungkot na
mukha 😢)

Sorsogon
 Paggawa sa mga pabrika  😢
 Pag-aalaga ng baka  😢
 Pagtanim ng mga niyog, mais at iba  😊
pa  😊
 Bangkero ng mga ferry patungo sa
visayas.

Masbate  😊
 😊
  Pag-aalaga ng baka  😢
 Pangingisda
 Pagtatrabaho sa pabrika

G. Paglalapat ng aralin sa pang-araw

araw na buhay

Ngayon magkakaroon ulit tayong

pangkatang gawain dito hahatiin ko kayo sa
dalawang grupo kung saan ang kasagutan
nyo ay ipapakita sa pamamagitan ng
pagguhit.

Grupo 1
Bilang mag-aaral, ano ang gagawin
mo kung ang lugar na iyong
kinabibilangan ay dinarayo ng
maraming turista? Iguhit ang sagot.

(Bibigyan ng chart kung saan iguguhit ng

bawat grupo.)

Grupo 2:
Kung papipiliin ka ng kapaligiran na
nais mong tirahan, ano ito? Bakit?
Iguhit ang sagot

Bigyan natin ang pangkat isa ng "Ang galing

nyo Clap" 1,2,3 palakpak 1,2,3 ipadyak ang
paa,Ang galing nyo!
Para sa pangkat 2:
“Ang husay nyo Clap” 1,2,3 palakpak 1,2,3
padyak ang paa Ang husay nyo!
H. Paglalahat ng Aralin

 Ano ang uri ng kapaligiran mayroon

ang Sorsogon at Masbate? Ang Sorsogon ay may maraming bundok,
ilog, at dagat. Mainit at maulan dito.
Mayroon din itong bulkan at mainit na
bukal.

Ang Masbate ay may malalawak na

damuhan, bundok, at maraming tubig sa
paligid dahil ito ay isang isla.

 Paano inaangkop ng mga tao ang

kanilang hanapbuhay sa uri ng
kapaligiran? Sa Sorsogon, maraming tao ang
nagsasaka ng palay, niyog, at gulay. May
mga mangingisda rin dahil may dagat dito.

Sa Masbate, maraming tao ang nagaalaga

ng baka dahil malawak ang damuhan.
Mayroon ding mangingisda dahil
napapaligiran ito ng dagat.
I. Pagtataya ng Aralin

Piliin sa loob ng kahon ang mga produkto at hanapbuhay na naaangkop sa kapaligiran.

Kopra pangingisda palay alimango bangus
abaka pagsasaka hipon tilapia mais

KATUBIGAN KABUNDUKAN/ KAPATAGAN

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
J. Takdang-aralin/Karagdagang Gawain

Basahin ang uri ng kapaligiran mayroon ang Albay at CatanduanesKagamitan ng mag-

aaral pahina

INIHANDA NI:
JALTHEYA JAYDEN S. ROJAS
(BEED 4-A)

SEVENTH WEEK
(TV and Visual Learning Station)
 DETAILED LESSON PLAN IN ENGLISH 3
I. OBJECTIVES
A. Content Standards The learner
a. demonstrates understanding of
processes in sight word recognition or
phonic analysis to read and
understand words
b. demonstrates understanding of
punctuation marks, rhythm, pacing,
intonation and vocal patterns as
guide for fluent reading and speaking
c. spell words that were introduced
during word recognition

B. Performance Standards The learner

a. Uses word recognition techniques to
read and understand words that
contain complex letter combinations,
affixes and contractions through
theme-based activities
b. Accurately and fluently reads aloud
literacy and informational texts
c. Hears and records sound in words
C. Learning Read the words with vowel digraphs /ai /
Competencies/Objectives (pail),/ay/ (bay) EN3PWR-Iva-b-8

Read grade 3 level texts consisting of words

with vowel digraphs and diphthongs with at
least 95-100% accuracy EN3F-Iva-h-1.6

Spell words that were introduced during word

recognition EN3S-Iva-b-4
II. CONTENT Reading Words with Vowel Digraphs
/ai / and, /ay/

Reading Grade 3 Level Texts Consisting

of Words with Vowel Digraphs and
Diphthongs with at least 95-100%
Accuracy

Spelling Words with Vowel Digraphs /ai /

and, /ay/
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages K to 12 English CG p. 64
3. Learner’s Materials Pages Mathematics 3 Learner’s Materials pp. 333-
336
4. Textbook Pages
 5. Additional Materials from Learning https://youtu.be/Q-bo7epob6k?
Resource Portal feature=shared
6. Other Learning Resources

V.PROCEDURE

TEACHER’S ACTIVITY PUPIL’S ACTIVITY

Preliminary Activities

a. Greetings
Good afternoon, Ma’am. We are good.
Good afternoon class! How is your day?

That’s great! So, are you willing to Yes, Ma’am.

participate actively and have fun during
today's lesson? Can I count on it?

b. Prayer (One pupil will lead the prayer)

Before we begin the lesson this
afternoon, let us seek the guidance of
Almighty God and enlighten our minds to
fully comprehend the lesson.
_________Would you mind leading the (Arranging of chair properly and picking the
prayer? trash)

c. Classroom Management
I would like to request everyone to
arrange your chairs properly and make
sure there are no trashes around you, in a Classroom Rules:
count of 5, 1,2 3,4,5. Before we start our 1. Be prepared for class.
lesson may we observe the following 2. Raise your right hand when you want to
classroom rules as we go through our speak.
discussion. Everybody please read it. 3. Participate in any class activities.
4. Follow the instructions.
5. Be quiet when the teacher is talking.
6. Listen attentively when someone is
reciting.
7. Finish the given task on time.

None, Ma’am.

d. Checking of Attendance
Who’s absent for today’s period?
I believe that everyone is there. I’m so
glad that everyone is aware of the
benefits of attending class regularly.
A. Reviewing previous lesson or
presenting the new lesson.

At this moment. I will show you a video

USING
TV and Visual Learning Station

(The students are watching a video)

Yes, Ma’am
Okay let’s start!

B. Establishing a purpose for the

lesson

I will show you a picture of a cloud and rain:

ASK:
What do you usually do whenever it is raining?
C. Presenting examples/instances of
the new lesson.

Present the objective of the lesson:

Now, listen as I read the poem. Then, you will
read after me

Hooray for Today! (The students are listening and reading.)

Hooray, the rain has gone away today!

I don‘t have to stay inside and wait.
Now I can go outside and play.
Hooray, the rain has gone away today!
I will spray my dog Jay with water,
and he will run away.
Hooray, the rain has gone away today!
My brain will relax without strain
I will paint my play train gray.
Hooray, the rain has gone away today!
I‘ll lay on the hay and soak up the sun
rays all day!
Tomorrow, I hope the sun will shine it‘s
rays
And the rain will stay far away!

D. Discussing new concepts and

practicing skills #1

Now, Read the following words in the poem we

read.

1. Hooray
2. Away
3. Today
4. Stay
(The students are reading the words in the
5. Spray
poem.)
6. Rain
7. Wait
8. Brain
9. Strain
10. Train

Ask:
What can you say about the words? Do they
have the same sounds?
The words are rhyming words because
they sound alike at the end
 E. Discussing new concepts
and practicing skills #2
Now, I will read you the words with vowel digraph
/ay/. Then repeat after me.

A. Look at the picture then read it’s name.

USING
TV and Visual Learning Station

Say:
Let’s now read sentences with vowel digraphs
/ay/.

1. Mario leads the way during our hiking.

2. The priest said, "Have a blessed day
ahead."
3. The children said their prayer before
they ate their lunch.
4. Juana loves to wear her gray pants.
(The students are reading the digraphs
/ay/ sentences)
Say: Let's now read words with vowel
digraph /al/. I will read first the words then
repeat after me.
 (The students are reading the digraphs
/ai/ sentences)

Say:
Let’s now read sentences with vowel digraphs
/ai/ in sentences

1. We gather snails to be used as bait.

2. I always wait for the rain.
3. She always paid the maids on time.
4. Juan buys chain for his dog.

Say: Spell the following words with vowel

digraphs ay and ai.

Now, I will read the words to the pupils.

1. play
2. gray
3. pay
4. rain
5. train

 "ay" is usually found at the end of a

word (e.g., play, stay, day, away).
 "ai" is usually found in the middle of a
word (e.g., rain, train, pain, wait).
F. Developing Mastery (Leads
to Formative Assessment) The norms to be followed while having a
group activity are as follows:
“Today we will be having group activity to 1. Give your best
practice more about our topic for today. 2. Respect others
3. One person talks at a time
4. Use good communication
GROUP 1 5. Participate with interest
Sing the song with following words with vowel
digraphs /ay/ and /ai/. 6. Support confidentially

(Group Arrangement)

(The pupils will be given enough time to do

their group activity)
GROUP 2
Read the lyrics with vowel digraphs ay and ai. Do
it by rapping

“Rainy Day Rap"

Yo, yo, it's a rainy day,

But we can still go out and play!
Sky is dark, looking gray,
Sun will shine, just wait, okay?
Jump in puddles, don’t delay,
Ride the train, shout hooray!
Use your brain, don’t feel pain,
After rain, fun stays the same! 🎶

GROUP 3
Read the words. Then circle the correct word.

Process the work of each group while performing

the activity. Let each group present their output.

"Let's give the group 1 you did it Clap!”

Group 1: You did it clap!

Group 2: Good job clap!
Group 3: Well done clap!

G. Finding practical
applications of concepts and
in daily living skills.

Let’s answer this. If you want to answer, just

raise your hand.

(The students will raise their hands)

"Excellent, Students! You really already know our

lesson today."

H. Making generalizations and

abstractions about the
lesson.

Ask: sounding out the long "A" sound (/ā/ like in

 How do you read words with vowel "cake").
digraphs /ay/ and /ai/?

I. Evaluating Learning

A. Read the following with the vowel digraphs /ay/ and /ai/. (The teacher may group the class
by pair or by group)
1. Stay
2. Way
3. Clay
4. Rain
 5. Pall
B. Spell the following words with vowel digraphs /ay/ and /ai/.
(The teacher will read the words.)
1. Pay
2. Say
3. Play
4. Wait
5. Gay

J. Additional Activities for Application

Cut 4 pictures with vowel digraph ay and ai. Do this in a coupon bond.

PREPARED BY:

JALTHEYA JAYDEN S. ROJAS

(BEED IV-A)

EIGHT WEEK
(Sensory Exploration Station)
 DETAILED LESSON PLAN IN SCIENCE 3
OBJECTIVES
A. Content Standards The learners demonstrate understanding
of people, animals, plants, lakes, rivers,
streams, hills, mountains, and other
landforms, and their importance
B. Performance Standards The learners should be able to express
their concerns about their surroundings
through teacher-guided and self –directed
activities
C. Learning The learners should be able to:
Competencies/Objectives
 Identify the bodies of water found in one’s
locality or community. (S3 ES lVa-b-1)
II. CONTENT Identifying The Bodies of Water Found in
One’s Locality or Community.
III. LEARNING RESOURCES
1. Curriculum Guide Pages
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from Learning Paper chart, pens, video and power point
Resource Portal presentation
6. Other Learning Resources Different Types of water Bodies | Types of
Waterforms with pictures and examples
https://youtu.be/U-rUl_OFBq0?
feature=shared

IV. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
ENGAGE
Preliminary Activities
 a. Greetings
Good morning class! How is your day
so far? Good morning, Ma’am. We are good.

That’s good to hear! So, can I expect

a full energy and active participation
from you? Yes, Ma’am.
b. Prayer
Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten our (One pupil will lead the prayer)
mind to completely understand the
lesson this morning.
_________Would you please lead the
prayer?
c. Classroom Management
I would like to request everyone to (Arranging of chair properly and picking the
arrange your chairs properly and trash)
make sure there are no trashes
around you, in a count of 5, 1,2 3,4,5.
d. Checking of Attendance
Who’s absent for today’s period?
I think everyone is present. I’m so
glad that everyone understands the
reasons of coming to school regularly. None, Ma’am

Review:
Class, let’s start with a question.

What bodies of water are found in your (Allow students to answer and gave their
community? Name some of them. answers.)
No, ma’am! (And they explained their
answers.)
How are the bodies of water different?
Similar?
I will show a picture.

It’s water Ma’am!

Ask: Water helps us by keeping our bodies

healthy. We use water for drinking, cooking,
Describe what it is. How does water help us?
cleaning, and watering plants. Animals and
plants also need water to live.

Before we start our lesson, I will show you a Yes Ma'am, we are ready!
video clip. Watch it carefully and listen
closely because it is related to our lesson.
After watching, I have an activity for you. Are
you ready to watch?

(The student is watching the video clip.)

Ask:
 What are the different bodies of water
they saw in the video presentation?
(The student answered the question and
 Have you seen a body of water like
 this in your community? Can you write wrote their answer on the board)
this on the board?

Excellent pupils!
EXPLORE
In order for us to enlighten our minds about
the lesson for today, I prepared another
activity here
The norms to be followed while having a
.
group activity are as follows:
I’ll divide your class into two groups. But
1. Give your best
before that what are the norms to be
2. Respect others
followed when we are having a group 3. One person talks at a time
activity? 4. Use good communication
5. Participate with interest

Now, you are reminded of the norms to be

followed while having a group activity.

In your group identify the bodies of water

found in your locality or community

GROUP 1
Name of Water Forms found in your
community
 GROUP 2
Draw the water forms found in your
community
(The pupils will be given enough time to do
their group activity)

GUIDED QUESTIONS:
 Anong anyong tubig ang matatagpuan
sa inyong komunidad?

 Mayroon bang anyong tubig sa inyong

komunidad na naging isang tanyag na
lugar o tourist spot? Banggitin ang
ilan sa mga ito.

 Ano ang kahalagahan ng mga anyong

tubig sa mga tao at iba pang
mga nabubuhay na nilalang sa
inyong komunidad?

EXPLAIN
Have you finished?
1. Group presentation (The students will present their finished
2. Comparing of the result of activities output in front of the class)
3. Checking of outputs using the rubrics.
Very Nice! I am very pleased you were able
to finish the task given to you. Now, let’s
discuss your output by simply checking your
output.
ELABORATE

Do you want to do an experiment?

I have prepared two glasses of water. We

will taste them and find out their differences.
Don't worry, it's safe!
Yes Ma'am!

Tasting Time:
🔹 First Glass – (Plain water, no salt)
🔹 Second Glass – (Water with salt) USING
Sensory Exploration Station

Can you describe the taste?

(All the student tasted the experiment.)

Correct! In our lesson today, we will learn

about the differences between freshwater
and saltwater.
Ma’am, the first water has no taste, but the
Now, I will show you pictures of different second one is salty!
bodies of water. You will identify whether it is
freshwater or saltwater. Raise the Happy
face 😊 if it is freshwater and a Sad face 😢 if
it is saltwater

Flash the image on the screen:

 RIVER
 OCEAN  😊
 BAY  😢
 LAKE  😢
 STREAM  😊
 GULF  😊
 SPRING  😢
 WATERFALL  😊
 POND  😊
 😊
Well done, class! I am very impressed with
your performance today. Now, let’s have a
short quiz before we end our class today.
Best of luck students!
EVALUATE
Look at the pictures below. Identify the bodies of water found in one’s locality or
community. Choose the correct answer from the choices found inside the bo

1.
4.

3.

2.

5.

Agreement
Draw a mountain and a hill you want to visit someday. Describe and list down their
similarities and differences.
PREPARED BY:

JALTHEYA JAYDEN S. ROJAS

(BEED 4 -A)
APPENDICES
 Appendix A
PERMIT TO CONDUCT STUDY

Republic of the Philippines

Commission on Higher Education
Region V (Bicol)
LIBON COMMUNITY COLLEGE
Libon, Albay

September 9, 2024

FERDELIZA D. RAGUAL
School Head
West Carisac Elementary School
West Carisac Libon, Albay

Ma’am:

Greetings of Peace!

The undersigned is taking- up the Bachelor of Elementary Education at Libon Community College will be
conducting an Action Research as one of requirements for the course. We believe that your school caters good
quality education and have great facilitators that will help as in enhancing our knowledge and skills us a future
educator.

In connection with this, we would like to ask you good office to allow us to conduct the following activities in your
school as chosen field of the study, to wit:

 Observe one class and interview teachers.

 Take necessary photos for documentation.
 Administer pre- and post-test.
 Implement intervention or the output of research.

Rest assured that the data we will gather will remain absolutely confidential and to be used in academic purpose
only. We believe that you are with us in our enthusiasm to finish the requirements as compliance for our subject and
to develop our wellbeing. Your approval to conduct this study will be great appreciated.

Very respectfully yours,

MYLA M. SURWEZ
Research Leader

Noted by: Recommending Approval:

JOHN MICHAEL R. AMOR, Ed D. AMELITA P. SADUESTE

College Instructor College Dean

APPROVED:
 FERDELIZA D. RAGUAL
School Head

Republic of the Philippines

Commission on Higher Education
Region V (Bicol)
LIBON COMMUNITY COLLEGE
Libon, Albay

January 27, 2025

FERDELIZA D. RAGUAL
School Head
West Carisac Elementary School
West Carisac Libon, Albay

Ma’am:

Greetings of Peace!
The undersigned are conducting an Action Research entitled “Improving the Engagement Level
of the Primary Pupils Through Interactive Learning Stations”

We are on the process of administering a pre-assessment, intervention, post-assessment.

Intervention, post-assessment. However, to make it possible. We would like to ask from your
good office to allow us gather data in your institution.

Rest assured that the data we will gather will remain absolutely confidential and to be used in
academic purpose only.
We hope of your positive response on this humble matter. Your approval to conduct this study
will be greatly appreciated,
Thank you and God bless!
Very respectfully yours,

MYLA M. SURWEZ
Research Leader

Noted by: Recommending Approval:

JOHN MICHAEL R. AMOR, Ed D. AMELITA P. SADUESTE

College Instructor College Dean

APPROVED:

FERDELIZA D. RAGUAL
 School Head

Appendix B
PRE-TEST

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V - Bicol
LIBON COMMUNITY COLLEGE
Libon, Albay
 Appendix C

POST-TEST

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V - Bicol
LIBON COMMUNITY COLLEGE
Libon, Albay
 Appendix D

TALLY SHEETS

PRE-TEST
GRADE 1

SCORES
RESPONDENTS PRE-TEST
Student 1 3
Student 2 2

Student 3 2

Student 4 1

Student 5 2

Student 6 2

Student 7 1

Student 8 2

GRADE 2

SCORES
RESPONDENTS PRE-TEST
Student 1 1
Student 2 3

Student 3 2

Student 4 3

Student 5 1
 Student 6 3

Student 7 2

Student 8 3

Student 9 3

Student 10 3

Student 11 2

Student 12 3

Student 13 3

Student 14 3

Student 15 2

Student 16 3

GRADE 3

SCORES
RESPONDENTS PRE-TEST
Student 1 2
Student 2 3

Student 3 3

Student 4 2

Student 5 3

Student 6 1

Student 7 3

Student 8 2

Student 9 3

Student 10 3

Student 11 3
 Student 12 2

Student 13 3

Student 14 3

Student 15 3

Student 16 2

Student 17 3

GRADE 1

W1 W2 W3 W4 W5 W6 W7 W8

4 5 5 5 5 5 5 5

5 5 4 5 4 5 4 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

5 5 4 5 4 5 4 5

4 5 5 5 5 5 5 5

5 5 5 5 5 5 4 4

5 5 5 5 4 5 5 5 MS MPS

4.75 5.00 4.75 5.00 4.63 5.00 4.63 4.88 4.83 96.56
 GRADE 2

W1 W2 W3 W4 W5 W6 W7 W8

4 5 5 5 5 5 5 4

5 4 5 4 5 5 5 5

5 4 4 5 5 5 5 5

4 4 5 5 5 4 4 5

5 5 5 4 5 5 4 5

4 5 4 5 5 4 5 5

5 5 5 5 4 5 5 5

5 5 5 5 5 5 5 5

4 4 4 5 5 5 5 4

5 5 5 5 5 5 5 5

5 5 5 4 5 5 5 5

5 5 5 5 5 5 5 5

4 4 5 5 5 5 5 4
 5 5 5 4 5 5 5 5

5 5 4 5 5 5 5 5

4 4 4 4 4 4 4 4 MS MPS

4.63 4.63 4.69 4.69 4.88 4.81 4.81 4.75 4.73 94.69

GRADE 3

W1 W2 W3 W4 W5 W6 W7 W8

5 4 4 4 5 5 5 5

4 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 4 5

5 5 5 5 5 5 5 5

4 5 5 5 5 4 5 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4
 5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 5

5 5 5 5 5 5 5 4 MS MPS

4.76 4.82 4.82 4.82 4.88 4.82 4.82 4.82 4.82 96.47
 Appendix E

COMPUTATION OF MEAN, MEAN PERCENTAGE SCORE (MPS) FOR PRE-TEST

AND POST TEST

 Appendix F
EVALUATION RATING SHEET FOR INTERACTIVE LEARNING STATIONS
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V - Bicol
LIBON COMMUNITY COLLEGE
Libon, Albay

Ratings of the Validators on the Improving the Engagement Level of the Primary

Pupils Through Interactive Learning Stations.

Name:(Optional) _______________________________________________

Position: __________________

Directions: Please indicate the level of effectivity of the intervention with each of this

statement by checking the appropriate number.

INDICATORS 5 4 3 2 1

1 The materials are user-

friendly and easy to

understand

2 The audio content is

engaging and maintains

pupil interest

3 The materials help improve

listening comprehension
 4 The competencies included

are suitable for pupils

5 The materials can be used

both by the pupils and

teachers

6 The materials help

enhance the performance

7 The content is appropriate

for grade level

8 The materials are attractive

and appealing in the eyes

of the pupils

9 The activities were

designed to measure their

true objectives

10 The audio content suitable

for the pupils

LEGEND: 4.20-5.00 - Highly Effective; 3.40-4.19- Effective; 2.60-3.39- Moderately

Effective; 1.80-2.59- Slightly Effective; 1.00-1.79 – Not effective

Appendix G

DATA GATHERING DOCUMENTATION

Appendix H
Ratings of the Validators on the the Improving the Engagement Level of the

Primary Pupils Through Interactive Learning Stations.

.
CURRICULUM
VITAE
SURWEZ, MYLA M.
West Carisac, Libon, Albay
Cell Phone #: 09945427862
Email Address: mylasurwez@gmail.com

PERSONAL INFORMATION
Date of Birth : February 2,2003
Place of Birth : West Carisac Libon, Albay
Age : 22 years
Gender : Female
Civil Status : Single
Citizenship : Filipino
Father : Ronald Surwez
Mother : Karen Surwez
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary Level : Libon Community College
2021 - Present
Secondary (SHS) : Libon Agro Industrial High School
2019 - 2021
Secondary (JHS) : Libon Agro Industrial High School
2015 - 2019
Elementary Level: : West Carisac Elementary School
2009 – 2015

I hereby certify that the above information is true to the best of my knowledge.

MYLA M. SURWEZ
ROJAS, JALTHEYA JAYDEN S.
Apud, Libon, Albay
Cell Phone #: 09511117171
Email Address: rojasjaltheyajayden@gmail.com

PERSONAL INFORMATION
Date of Birth : September 06,2002
Place of Birth : Apud, Libon, Albay
Age : 22 years old
Gender : Female
Civil Status : Single
Citizenship : Filipino
Father : Bascello Rojas
Mother : Rafaela Rojas
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary Level : Libon Community College
2021 - Present
Secondary (SHS) : Polangui General Comprehensive High School
2019 - 2021
Secondary (JHS) : Polangui General Comprehensive High School
2015 - 2019
Elementary Level: : Apud Elementary School
2009 – 2015

I hereby certify that the above information is true to the best of my knowledge.

JALTHEYA JAYDEN S. ROJAS

BABY JANE SIARON
San Jose, Libon, Albay
Cell Phone #: 09936553267
Email Address: siaronbabyane@gmail.com

PERSONAL INFORMATION
Date of Birth : January 6, 2001
Place of Birth : Libtong Libon, Albay
Age : 23 years
Gender : Female
Civil Status : Single
Citizenship : Filipino
Father : Romulo Siaron
Mother : Salve Siaron
Religion : Roman Catholic

EDUCATIONAL BACKGROUND
Tertiary Level : Libon Community College
2021 - Present
Secondary (SHS) : Libon Community College
2019 - 2021
Secondary (JHS) : San Jose National High School
2015 - 2019
Elementary Level: : San Jose Elementary School
2009 - 2015

I hereby certify that the above information is true to the best of my knowledge.

BABY JANE B. SIARON

ALJON L. BAROSO
San Jose, Libon, Albay
Cell Phone #: 09103265821
Email Address: aljonbaroso@gmail.com

PERSONAL INFORMATION
Date of Birth : April 26, 2002
Place of Birth : San Jose Libon, Albay
Age : 22 years
Gender : Male
Civil Status : Single
Citizenship : Filipino
Father : Arlie Baroso
Mother : Gina Baroso
Religion : Baptist

EDUCATIONAL BACKGROUND
Tertiary Level : Libon Community College
2021 - Present
Secondary (SHS) : Libon Community College
2019 - 2021
Secondary (JHS) : San Jose National High School
2015 - 2019
Elementary Level: : San Jose Elementary School
2009 - 2015

I hereby certify that the above information is true to the best of my knowledge.

ALJON L. BAROSO