use of sample lp thesis

8/10/2019 Use of Sample LP Thesis

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USE OF SAMPLE LESSON PLAN

CHAPTER I

THE PROBLEM: RATIONALE AND BACKGROUND

Background of the Study

Department of Education in the Division of Quezon implemented Teaching Required

Dance in all public elementary schools. It was under the supervision of the former

superintendent Gloria P. Potes since school year 2012-2013 and has been implemented in the

present under the supervision of Tolentino G. Aquino, the Public Schools Division

Superintendent of Quezon. The TRD focused in teaching Local Folk Dance to elementary

pupils to pay tribute to Philippine dance culture because dancing is considered as co-curricular

activity and it is taught in tandem with the MSEP curriculum.

On the other hand, as a researcher/as a science teacher, dancing is also the researchers

specialization. The love for dancing gave the researcher the idea to integrate TRD in teaching

Science, it is one way on how to improve the teaching-learning process in the field of

education. The researcher has been triggered by the current trend in the education which is

going out-of-the-box. The main reason why this study is being conducted is to make some

changes in teaching classroom subjects through the integration of dance which is under the

required dance in a science lesson plan.

Integrating the Arts with other subjects works because students are able to use different

strategies and learning styles to explore a variety of subject areas. Students who struggle in

science, for example, might enjoy the content more if it is presented in the context of an art

activity, ultimately increasing their desire to learn. Giving students opportunities to dance, act,


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draw, paint, or play music draws on their strengths and broadens their learning experience

across the curriculum.

A school district has the ability to organize the lives of teachers just as it organizes the

lives of the students. Teachers continue to dwell within the realm of their respected

departments and subject areas. The added weight of tracking only solidifies the detachment

that teachers and students often feel about their work. Recognizing some of the discontent,

educational reform has taken center stage throughout the past decade and its magnitude is

documented in a variety of educational literature. Teachers, school board members and

administrators are continuously urged to rethink their existing school structure. In many cases

teachers are willing to accept change and many are interested in issues concerning reform in

hopes of creating a curriculum that meets the demands of the informational overload. A

foundation such as this has allowed integrated curriculum to emerge with a considerable

amount of support.

As educators, we are constantly searching for new ways to help students make sense of

the multitude of lifes experiences and the bits and pieces of knowledge they gain from a

traditionally departmentalized curriculum. Students today continue to move from one

discipline to the next forcing the information to be disconnected to anything that resembles

real life situations. To lighten some of the fragmentation our students and teachers experience,

holistic and integrated curriculums are being proposed and adopted by many school districts.

A major driving force behind integrated teaching and learning is the belief that when themes,

subjects, or projects are combined students begin to see meaningful connections between the

subject matter. Material then serves as a vehicle for learning rather than simply pieces of


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information. In addition to this, repetition of material from one subject to the next is essentially

eliminated.

Arts education proponents suggest that studying the arts provides a variety of academic

and social benefits to young people and can enhance students ability to learn other subjects,

including the development of skills in reading, language development, and math. Its seen as a

powerful way to promote creativity and critical thinking, among other skills.

Instructional practices in dance support and are enhanced by learning not only in other

arts disciplines, but in core content areas such as mathematics, science, social studies, and

English language arts.

Teaching Required Dance can play a great role in the field of education. It has to

enhance the learning of the pupils. Therefore Teaching Required Dance can be considered as

Dance Education. Individually, each word, dance and education, offers an opportunity for

endless interpretation, and the combination of terms fails to provide any additional simplicity.

The diverse perceptions of dance education and what it can or should be, have led to a trend of

narrowing definitions of dance education as an attempt to focus on, and thus clarify, the

benefits of individual forms. How has this trend affected the successful integration of dance

into the public school curriculum, and what has it meant for the understanding of dance

education as a whole.

Teaching Required Dance is composed of various Philippine Folk Dances. One of

these folk dances is Tiklos. Tiklos (also called pintakasi ) is the Waray equivalent to the

bayanihan . Groups of people work for somebody without hoping for anything in return.


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They work odd jobs like clearing forests, digging the earth for wells, moving a nipa hut to a

new location or even building a house! In all these for free. Of course grateful benefactors

would offer drinks and food; but it is not always expected. The peasants cooperate for the

social and economic progress of their community.

Ba-Ingles is another folk dance under TRD and it is derived from the words Baile

and Ingles meaning English dance. This dance was supposedly brought to the Philippines in

the early days by English tradesmen. It has the nature and characteristics of some English

dances except for the last figure, which is typical of the dances of the Ilocanos from Cabugao,

on the island of Luzon, Ba-Ingles was presented by Mrs. Francisca Reyes Aquino in 1962 at

Standford University and again recently by Bernardo Pedere at the University of the Pacific

Folk Dance Camp at Stockton.

Dance and Education offer an opportunity for endless interpretation and the

combination of terms fails to provide any additional simplicity. The diverse perceptions of

dance education and what it can or should be, have led to a trend of narrowing definitions of

dance education as an attempt to focus on, and thus clarify, the benefits of individual forms.

This trend affected the successful integration of dance specifically Tiklos and Ba Ingles into

the selected lesson in Science 4 in Don Gregorio C. Yumul Sr. Elementary School.

Narrowing the researchers lens so as to find an entry point for exploration of the

opening inquiries, the researcher specifically focus on the way that creative movement has

been manipulated to support dance educations integration into the public school curriculum,

resistance that has been attributed to teachers insecurities with dance and the misconception


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Statement of the Problem

This study aimed to develop and evaluate the level of acceptability of the sample

lesson plan in Science 4 integrated with the Tiklos and Ba-Ingles.

Specifically, it sought to answer the following questions:

1. What is the level of acceptability of the sample lesson plan on selected topics in

Science 4 with Tiklos and Ba-Ingles integration in terms of?

a. lesson content?

b. learning process?

c. level of involvement/participation of the pupils?

d. assessment of learning?

2. What is the match pairing result of the two groups of the respondents in terms of the

first periodical rating in Science 4 and in MSEP 4?

3. Is there a significant difference between the pretest results of the experimental and

control group?

4. Is there a significant difference in the posttest results of the two groups?

5. Is there a significant difference between the pretest and posttest results of the


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experimental and control group?

Hypotheses

H1: There is no significant difference between the pretest results of the experimental

and control group.

H2: There is a significant difference between the post test results of the experimental

and control group.

H3: There is a significant difference between the pretest and posttest results of the

experimental and control group.

Significance of the Study

The findings generated from this study will be useful most of all to the immediate

recipients of the sample lesson plan, the students of DGCYSES the Don Gregorio C. Sr.

Elementary School principal and teachers, the Lopez West District and all entities of

Department of Education directly or indirectly affected, influenced and benefited.

Students will be benefited much since the sample lesson plan will mean improvement

which take into consideration vital educational components such as curriculum and

instructions, delivery systems, tools for learning, and innovations. Eventually, improvement in

the service delivery system will result to benefits for the students, the main stakeholders and

the recipients of such development.


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Teachers will benefit a lot from this study since they can align themselves along the

direction of the propose lesson plan. Likewise, they may comfortably cull the needed

adjustments and preparations in so far as teaching methodology, strategies and innovations are

concerned. Likewise, the study will help them engage themselves in developing the needed

actions to curb out perennial problems such as the problem on how to teach Science lively.

The principal of Don Gregorio C. Yumul Sr. Elementary School will benefit through

determining entry points, modes of delivery, and priorities, to make the programs more

relevant and consistent with the needs, likewise, it will help them develop a deeper insight in

the alignment of school management and supervision. Since the study sets forth the direction

of the university the administrators will be able to harness confidence particularly in attaining

the schools mission, vision and objectives, these will put forth to the school the kind of

intervention needed to realize such goals and objectives.

The parents as stakeholders will benefit from this study being assured of a sound and

responsive program which will address the goals and meet their expectations. DGCYSES has a

strong link with parents and this can be strengthened more by the result of the study.

The community will gain from this study since any improvement in the school as

directed by the projections made will eventually lead to turn out of ideal graduates who are

better equipped and prepared in rendering service to the society.

Through integration of Tiklos and Ba-Ingles into lesson in selected topics in Science 4,

pupils are more eager to learn because the more experiences they have the more learning they

get.


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Don Gregorio C. Yumul Sr. Elementary School will gain major benefits from the

results of the study especially in terms of the projections and programs along the mission and

vision of the school.

The Lopez West District as one of the known districts in Quezon in elementary level

will gain the assurance of attaining the goals parallel to its direction and would yield products

of expected quality and standards. It will stimulate and develop the imagination and critical

thinking, and refines cognitive and creative skills of the pupils in Lopez West District.

Scope and Limitation

Public Elementary Schools in Quezon has been implementing the Teaching Required

Dance since year 2012 in the MSEP curriculum. This study is primarily focused in the

integration of the Tiklos and Ba-Ingles in the selected topics in Science Grade 4 of Don

Gregorio C. Yumul Sr. Elementary School. The researcher has conducted a quasi-experiment

study using two sections of the said school with heterogeneous sectioning. DGCYSES is a

public elementary school under the Lopez West District in Quezon. The result of this study

will be used to enhance the lesson plan in teaching Science 4.

Theoretical Framework

This study is bounded to the Participation Theory, Constructivism, and Evaluation

Theory.

According to Sherman (2005), in the classroom, the teacher can use Constructivism to

help teach the students. The teacher can base the instruction on the cognitive strategies,


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experiences, and culture of the students. The teacher can make the instruction interesting by

correlating it with real life applications, especially applications within the students own

communities. Students can work and collaborate together during particular activities. The

teacher can provide feedback for the students so they know what they can do independently

and know what they need help with. New concepts can be related to the students prior

knowledge. The teacher can also explain how new concepts can be used in different contexts

and subjects. In this study, the new concept is the integration of TRD in selected topics in

Science 4.

The Lassens (1979) Participation Theory as cited by Fajardo (1994) advocated for

people to participate in the implementation of plans in the decision making on what the plans

should be in evaluation, and in control of the plans for implementation. The participation of

teachers, non-teaching personnel, pupils and other stakeholders of the school was considered

because it determines their awareness of the implementation of required dance.

The Evaluation Theory of Ursal as cited by Dessler (1986) indicates that certain course

of action should be assessed periodically to determine if there is any deviation from the

expected output. This should be given the corresponding corrective actions before serious and

critical damage occurs. In line with the teaching required dance in the Fourth District of

Quezon thorough evaluation is needed to ensure that the objective of the activity has been

attained and if its integration in other subjects can be possible.

There is a need for the school to integrate co-curricular activities like dance to improve

the pupils personality. The only way to institute it is to have the proper implementation of the


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dance program for the public schools.

Conceptual Framework

Figure I. Conceptual Paradigm of the Use of Sample Lesson Plan with Integration of Tiklos

and Ba-Ingles in Science 4.

The conceptual framework displayed the instructional design process. Each element

overlaps with the instructional product in a cyclical fashion showing a never-ending cycle in

the process.


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The researcher prepared the sample lesson plan in Science 4 with the integration of

Tiklos and Ba-Ingles. The lesson plan was evaluated and validated through the assistance of

the Science and MSEP teachers in Lopez West District who have been teaching for more than

five years.

As for the respondents, the researcher selected the control and experimental groups to

be used in the quasi-experiment which comprise two sections of Grade 4 in Don Gregorio C.

Yumul Sr. Elementary School. Pre-test has been conducted to the two groups in order to

evaluate their levels of understanding. After conducting the pre-test, the experimental group

used the enhanced lesson plan in Science 4 with integration of Tiklos and Ba-Ingles, while the

control group has been taught without the integration.

After the integration of TRD, the post-tests were utilized to the two groups and the

results are analyzed by the researcher. Getting the mean of the evaluations will determine if

there is a need to integrate the Tiklos and Ba-Ingles in lesson plans specifically in teaching

science subject.

The pre-test and post-test design allowed the researcher to measure the potential effects

of the intervention by examining the difference in the pre-test and post-test results which does

not allow researcher to test whether this difference would have occurred in the absence of the

intervention. To get the true effects of the intervention, it is necessary to have both

experimental group and a control group. As the names suggest, the experimental group

receives the intervention. The control group, however, gets the traditional method. By having

both a group that received the intervention and another group that did not, researchers can


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control for the possibility that other factors not related to the intervention (e.g., students getting

accustomed to a test, or simple maturation over the intervening time) are responsible for the

difference between the pre-test and post-test results. It is also important that both the

experimental group and the control group are of adequate size to be able to determine whether

an effect took place or not. While the size of the sample ought to be determined by specific

scientific methods, a general rule of thumb is that each group ought to have at least 25

participants. After getting the post-tests from experimental group and control group the results

are analyzed by the researcher.


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Definition of Terms

Co-Curricular is an activity take place during the school day.

Folk Dance is defined by the researcher as the contest piece used by the public

elementary schools in the Fourth District of Quezon.

Intervention operationally defined by the researcher as the art of dance injected to one

of the major subjects in elementary curriculum of DepEd.

Heterogeneous is a type of sectioning where students are separated into groups without

applying the ranking of grades.

Pre-Intervention is the evaluation conducted before the integration of Tiklos and Ba

Ingles.

Post-Intervention is an evaluation conducted after the integration of Tiklos and Ba

Ingles.

Quasi-experiment known as natural or in-situ experiments, are experiments in which

subjects are beyond the control of the experimenter and are not randomly assigned.

Teaching Required Dance (TRD) is the dance implemented in the Fourth District of

Quezon. It is composed of different local folk dances to be taught in grade levels.


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CHAPTER II

RELATED LITERATURE AND STUDIES

Related Literature

Tiklos and Ba-Ingles

Tiklos (also called pintakasi ) is the Waray equivalent to the bayanihan . Groups of

people work for somebody without hoping for anything in return. They work odd jobs like

clearing forests, digging the earth for wells, moving a nipa hut to a new location or even

building a house! In all these for free. Of course grateful benefactors would offer drinks and

food; but it is not always expected. The peasants cooperate for the social and economic

progress of their community.

The Tiklos is a native peasant dance of Leyte. Very early in the morning, the leader of

the tiklos beats the tambora, a kind of drum made from a hollow trunk of a tree with a carabao

hide head. Next comes sounds of the subing (bamboo flutes) and the guimbal-a small snare

drum with a head of a parchment made from the skin of a wildcat.

The peasants come out with grass hooks, bols and other garden tools and farm

implements. Led by the band, they march together to work in the fields. During breaks the

peasants enjoy themselves with tuba (a native wine) and the rest dance the tiklos accompanied

by the subing (plawta) , guimbal and tambora drums or when available, the sista played by

the band. The Tiklos music is also played to call them back to work


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Ba-Ingles (bah-eeng-LEHS) is derived from the words "Bai le" and "Ingles" meaning

English dance. This dance was supposedly brought to the Philippines in the early days by

English tradesmen. It has the nature and characteristics of some English dances except for the

last figure, which is typical of the dances of the Ilocanos from Cabugao, on the island of

Luzon. Ba-Ingles was presented by Mrs. Francisca Reyes Aquino in 1962 at Stanford

University and again recently by Bernardo Pedere at the 1978 University of the Pacific Folk

Dance Camp at Stockton.

Integration of Dance

According to the Maryland Fine Arts Education Instructional Tool Kit (2006),

integration of learning outcomes across disciplines may take a number of different forms,

including: Incorporation of a content standard (i.e., learning outcome) from one content area to

enhance that in another; Identification of universal themes and commonalities between and

among content areas to enhance knowledge and skills in each; Application of skills, materials,

and processes from one content area to create a product that will have meaningful application

in another; and Use of knowledge about something in one content area to shape a creative

product or process in another.

Instructional practices in dance support and are enhanced by learning not only in other

arts disciplines, but in core content areas such as mathematics, science, social studies, and

English language arts. Dance education provides an interdisciplinary context for exploring

many key ideas that include: Understanding of the physiology of the human body (science);

Interpretations of literary texts (language arts); Application of mathematical concepts


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(mathematics); and Understanding ways in which social and cultural values are expressed

throughout history (social studies).

Burke (2009) said that there was even more of a dividend, as this boy showed me:

"Changing the ways we learn will help us later on, because we will be more open minded."

Arts in education is powerful, and it works. A White House advisory panel recently made the

case for reinvesting in arts education and drew special attention to arts integrati on,

suggesting that it can boost student motivation and provide both academic and social benefits.

This webinar will explore the potential of bringing together the arts with other subjects in a

mutual learning experience and point to promising examples, as well as the challenges to

ensure that such efforts achieve their academic goals.

In 2012 Nobori s article on How the Arts Unlock the Door to Learning he answered the

questions What do Mars and modern dance have to do with each other? How do you connect

fractions with Andy Warhol? At Wiley H. Bates Middle School, in Annapolis, Maryland, the

answer is arts integration. Every teacher there is committed to weaving the arts and standard

curricula together to create a richer and more lasting learning experience for their students.

This study is very timing in the current situation of the DepEd curriculum where we are in the

transition period of K to 12. This will lead for the improvement of the learning of the pupils in

the Fourth District of Quezon. In the present study same question might be asked about the

relationship of Tiklos and Ba-Ingles in the Science topic relating to Skeletal System a human.

The integration of dance led the pupils to better comprehension through the movements.

Robelen (2013), in his ar ticle he mentioned that The Infusion of the Arts appears to be


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Gaining a Stronger Foothold at a Time When Advocates Are Struggling to Ensure Time and

Support for Their Disciplines . The idea of integrating the arts, including dance, into the

broader curriculum is not new, but it appears to be gaining a stronger foothold in public

schools, proponents say, though national data are not available. The growth comes as arts

education advocates struggle to ensure adequate time and support for the arts in schools

whether music, visual arts, theater, or dance amid the financial straits facing many districts

and other challenges, such as pressure to boost test scores in core subjects like reading and

math.

Science Daily (2008) stated that combining math and dance concepts allows people to

experience a physical sensation of the often abstract concepts of math. Mathematical problem-

solving is incorporated when creating new dances, which can even inspire new mathematics.

Concepts can be taught in the ballroom and applied in the classroom, bring together

movement, rhythm, geometry, and more.

Related Studies

Rashid (2005), in his study said that co-curriculum is a very important and essential

part of an education system. It is the co-curriculum aspect of the education that prepares and

molds the student to be holistic. Nevertheless more emphasis has generally been given to the

curriculum aspect resulting from the students inability to link the excellence in performance

academically to the active participation in co-curriculum. In this present study the researcher

aimed to answer the degree of acceptability of the lesson with the integration of Tiklos and Ba

Ingles as form of art to enhance the learning process of the pupils in the day-to-day lessons.


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Appel (2006), in his study on Arts education in California's schools has experienced

peaks and valleys over the decades, due to budgetary cutbacks and an almost exclusive focus

on literacy, mathematics and science achievement. Gradually, the tide is beginning to turn, and

interest in arts education has experienced a resurgence of sorts, resulting from new fine arts

requirements at the university level, keen interest in using multiple modalities and

intelligences and research that showed that the arts help better prepare students for college or

the workplace. In this study, the author discusses the benefits of arts integration; emphasizes

that arts integration requires careful thought, planning and assessment; and provides an

example of a successful collaboration between arts provider and the schools. Parallel to the

previews study arts has something to do in elevating the learning process of the pupils like

injecting Tiklos and Ba Ingles in certain topic in Science 4.

Drake (2004) in his Meeting Standards Through Integrated Curriculum Alexandria,

VA: Association for Supervision and Curriculum Development. The authors argue that an

interdisciplinary approach to standards provides teachers with opportunities to make the

curriculum more purposeful and relevant and can increase student achievement while also

being creative, innovative, and interesting. The researcher in this study needed to go out-of-

the-box in order to integrate the Tiklos and Ba-Ingles dance into a lesson in Science 4. Being

creative is part of a teacher in order to provide a better learning process.

(Baltimore, 2011). Arts education may not just help raise test scores but also the

learning process itself, as a recent study revealed. This report on the Maryland school system

found that skills learned in the visual arts could help improve reading and the counterparts

fostered in playing an instrument could be applied to math. Researchers and officials believe


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that arts education can be a valuable education reform tool, and classroom integration of

creative opportunities could be key to motivating students improving standardized test scores.

Catterall et al., (2012), in their study since arts integration was first implemented at

Bates, the percentage of students achieving or surpassing standards for reading has grown

from 73 percent in 2009 to 81 percent in 2012, and from 62 percent to 77 percent for math

during the same period, while disciplinary problems decreased 23 percent from 2009 to 2011.

According to the National Assessment of Educational Progress (NAEP) data, math and reading

scores among students in grades 6-8 have shown a long trend of improvement across the state

of Maryland. However, the percentage of students proficient or advanced at Bates has grown

nearly 12 times faster than the state in reading, and four times faster in math. Science

achievement among eighth graders also has outpaced the state from 2009 to 2011. Teachers

and staff report that arts integration has been one of the key reasons for the school's

improvement. Several research-based practices contribute to the success of arts integration at

Bates Middle School.

Poll (2005) on the attitudes of Americans toward arts education, commissioned by

Americans for the Arts, revealed strong public support. Among the findings agree the arts are

vital to providing a well-rounded education for children, a 2% increase over 2001. 79% agree

an arts education encourages and assists in the improvement of a childs attitudes toward

school. 79% believe that arts education helps teach children to communicate effectively with

adults and peers. 83% agree incorporating the arts into education is the first step in adding

back whats missing in public education today. 54% rated the importance of arts education a

ten on a scale of one to ten. 93 % believe that its important enough for them to get


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personally involved in increasing the amount and quality of arts education.

Barry (2010), Oklahoma A+ Schools: What the Research Tells Us 2002-2007, Volume

3: Quantitative Measures (PDF). Edmond, OK: Oklahoma A+ Schools/University of Central

Oklahoma. Five-year evaluation study on the effectiveness of A+ arts-integrated school reform

strategies in Oklahoma schools, based on a survey of students, teachers, and professional-

development faculty. Students participating in the A+ Schools program had higher

achievement on standardized tests, better attendance, and decreased disciplinary problems,

were more engaged, and demonstrated more positive attitudes toward classroom activities.

Teachers reported having more positive attitudes about arts integration and about teacher

collaboration, and parent and community involvement increased.

Thompson (2012). The Arts and Achievement in At-Risk Youth: Findings from Four

Longitudinal Studies, Research Report #55 (PDF). Washington, DC: National Endowment for

the Arts. This report examines the academic and civic behavior outcomes of teenagers and

young adults (with a focus on those from lower socioeconomic status) who have engaged

deeply with the arts in or out of school. In several small-group studies, children and teenagers

who participated in arts education programs have shown more positive academic and social

outcomes in comparison to students who did not participate in those programs. They had

higher school grades and test scores and greater rates of honors society membership, high

school graduation, college enrollment and achievement, volunteering, and engagement in

school or local politics.

Brown S, Martinez MJ, & Parsons LM (2006). The study on Cerebral Cortex in


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revealed how various parts of the brain are active during dance. Researchers had amateur

tango dancers lay flat on their backs while in a functional Magnetic Resonance Imaging

(fMRI) machine to see what brain areas were active during particular tasks.

The dancers feet were resting against an inclined surface so that movements and dance

steps could be performed. The music used during the experiment was tango, and the dancers

performed tango steps. The study investigated three aspects of dancing such as: synchronizing

movement with music; moving with a regular vs. irregular rhythm; and moving the legs in

particular patterns though space. As expected, the usual areas of the brain involved in

movement were active during all experimental tasks (as opposed to resting). This study by

Martinez and Person brought the researcher into the present study. The integration of dance

specifically Tiklos and Ba Ingles improved the ratings of the pupils who undergone in the

experimental group.

Burnaford (2005), includes an historical overview, definitions and theoretical

frameworks for arts integration, research and evaluation studies as well as methods and

practices for each of the art forms. the National Middle School Association supported

curriculum for students that "is relevant, challenging, integrative, and exploratory." Integrative

learning opportunities include: Engage students in rigorous, in-depth study; Address reading,

writing, and other fundamental skills within all subject areas; Enhance critical thinking,

decision-making, and creativity; require students to reflect on their learning experiences;

Enable students to apply content and skills to their daily lives; Cultivate multiple

intelligences and students' individual learning styles.


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Omoke (2009) examined the role of co-curricular activities in social and academic

development among students in Suneka division of Kisii South District in Kenya. The study

showed that co- curricular activities contributed towards students social development in a

number of ways: instilling discipline, building tolerance, enhancing co-operation, creating a

sense of responsibility, improving in judgment, accepting defeat and improving moral values.

Research examining the effect specifically of arts integration on student achievement

appears to show mixed results as well. For example, a 2007 research overview of studies from

2000 to 2005 suggested that while there are many advantages to arts integration, there was a

lack of strong empirical research to support the notion that it boosts student achievement. At

the same time, the study in the International Handbook of Research in Arts Education, argued

that focusing chiefly on standardized- test data is misguided and fails to fully capture

cognitive gains and other benefits, such as improved student motivation. The study said that

for arts integration to succeed, it requires a strong commitment from classroom teachers and

close collaboration with arts specialists, a point made by many dance advocates. Effective

integr ation should be done with mutual support of both disciplines.


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CHAPTER III

METHODS AND PROCEDURES

This chapter intends to present the methods and procedures which consist of the research

design, subjects of the study, research locale, respondents, sampling technique, research

instrument, data gathering procedure, and statistical treatment to be utilized in the analysis and

interpretation of data.

Research Design

This study used the quantitative research. Under quantitative research is the quasi-

experiment which aims to evaluate interventions but that do not use randomization. Similar to

randomized trials, quasi-experiments aim to demonstrate causality between an intervention and

an outcome. Quasi-experimental studies can use pre-intervention and post intervention

measurements as well as nonrandom selected control groups. The strength of an experiment is

its capacity to demonstrate cause-and-effect relationships. In order to confirm cause-and-

effect, the researcher must construct a situation where all other possible causes are eliminated.

Given the situation of having to use intact classrooms, this study used a quasi-experimental

pretest-posttest group design to investigate the use of the effect of the lesson with the

integration of the required dance for teaching skeletal and muscular systems in Science 4 as

compared to traditional classroom instruction.


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Sampling Design and Procedures

The sample respondents were determined using the purposive sampling technique. It

also involved the deliberate selection of individuals based on certain pre-defined criteria. The

first periodical rating in Science 4 and MSEP 4 are utilized for match-pairing wherein the

participants of the study were identified.

The regression discontinuity (RD) design was applied wherein some of the participants

are assigned to experimental groups based on an observed variable (call this the assignment

variable) and those with values of the assignment variable below the threshold are assigned to

a control group (that is, they do not receive the treatment).The Grade 4 class Adarna was

chosen to be the control group while the Grade 4 class Agila was chosen to be the

experimental group.

Research Instrument

The researcher adopted the Kirkpatricks evaluation tool for the evaluation and

validation of the sample lesson plan with the integration of Tiklos and Ba-Ingles. To ensure

the validity of the lesson plan with the integration of required dance, it was evaluated by 20

MSEP teachers and 20 Science 4 Teachers from Lopez West District. The data gathered from

the evaluation helped in the enhancement of the lesson plan with the integration of Tiklos andBa Ingles.

Another instrument used in the study is the pretest and posttest examination. The

pretest was administered to assess the level of understanding of the respondents on a certain


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concept in Science before discussion. After the administration of the pretest, an item analysis

was made. The result of the item analysis helped the researcher to retain, improve and discard

questions from the pretest and enabled her to develop a similar test for the posttest. The result

of the posttest will measure how effective or not an intervention used in the presentation of the

lesson.

Data Gathering Procedures

The researcher sought for the permission of the Schools Division Superintendent to

distribute survey questionnaire to the target evaluators of the sample lesson plan integrated

with Tiklos and Ba-Ingles. After the letter was approved by the authority, a letter of request

were handed to the school principal to ask permission to administer questionnaires and the

researcher to gather necessary data.

The sample lesson plan with integration of Tiklos and Ba-Ingles was used as

intervention lesson material in teaching Science for the experimental while the control group

was exposed to traditional way of teaching.

A pretest was administered before an intervention as introduced to the experimental

and control group and a posttest after the intervention was utilized.

Statistical Treatment of Data

In analyzing the results, the researcher used tables so that readers would easily

understand the results of the study. The frequency and percentage distribution was applied to

analyze and interpret the data gathered on the demographic profile of the respondents. The

researcher used the simple percentage formula and frequency distribution in the collection and


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interpretation of the data gathered using percentage, weighted mean, and ranking.

Percentage

P = f x 100 / N

where:

P = percentage

F = number of respondents

N = total number of respondents

To determine the validity of the Lesson Plan with the integration of Tiklos and ba-

Ingles the weighted mean was applied.

Weighted Mean

WM = fw/ N

where:

WM = weighted mean

fw = sum of the product of the frequency and the weight

N = number of respondents

The evaluation checklist used a five point scale as shown below. The following scale

was used in the interpretation:

Scale Range Verbal Interpretation

5 4.21 5.00 Highly Acceptable4 3.41 4.20 Very Acceptable

3 2.61 3.40 Moderately Acceptable

2 1.81 2.60 Slightly Acceptable


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1 1.00 1.80 Not Acceptable

To answer problem 2 (determining the significant difference between the first

periodical rating in Science 4 and MSEP 4), Pearson product moment correlation was used.

The Pearson moment correlation determines the strength of the linear relationship or

association between two variables in interval or ordinal scale. The periodical ratings of the

respondents are considered as interval data. Since the data is in interval scale, it is appropriate

to use the Pearson moment correlation to determine the strength of relationship between the

The formula for Pearson Product Moment of Correlation is:

r xy= x xyn

)(][)([ 222 yn x xn

where:

r xy= coefficient of the correlation between variables X and Y

xy= the sum of the cross products XY

x= the sum of the scores belonging to X

y= the sum of the scores belonging to Y

x 2= the sum of squared scores belonging to X

y2= the sum of squared scores belonging to Y

(x) 2= the square of the sum of scores belonging to X

(y) 2= the square of the sum of scores belonging to Y

N= the number paired observation

The table below was used to interpret the Pearson r:


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Coefficient of Correlation Interpretation(+ or -) 1.00 Perfect Correlation(+ or -) 0.90- 0.99 Very High Correlation(+ or -) 0.70- 0.89 High Correlation(+ or -) 0.40- 0.69 Moderate Correlation(+ or -) 0.20- 0.39 Low Correlation(+ or -) 0.01- 0.19 Very Low Correlation(+ or -) 0 No correlation

The t-test for independent samples was used to answer problems 2 which dealt with the

pretest of the experimental and control group and their respective posttest results. The t-test is

applied when samples are taken from different groups and that the samples from the first group

must not be related to the sample selected to the second. Moreover, the two groups of

participants are assumed to be statistically equivalent at the beginning of the study.

The formula is:

Likewise, the ANCOVA or Analysis of Covariance was utilized to determine the

significant differences of the posttest scores of the control and experimental group.

The Analysis of Covariance (generally known as ANCOVA) is a technique that sits

between analysis of variance and regression analysis. This test was applied in this study for the

purpose of increasing the precision of comparisons between the pretest and posttest of each

group and between the two groups. This is done by accounting the variations of the variables

involve in the study.


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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data obtained from the administration of the survey

research instruments used in the study. The data are confined in tables with its analysis and

interpretation and supported by related literature and studies.

The first part of this chapter illustrates the curricular validity of the enhanced lesson

plan on selected topics in Science 4 with the integration of Tiklos and Ba-Ingles. It shows the

weighted mean of each criterion based on the evaluation made by the Science teachers and

MSEP teachers in Lopez West District. It also presents the profile of the Science and MSEP

teachers who validated the lesson plan that will be used as intervention material in teaching

science concepts.

The second part of this chapter tackles the homogeneity of the respondents based on

their first periodical rating in Science 4 and MSEP 4 which is relative to the possible outcome

of this study. The findings revealed the association between the two given variables.

The third part focuses on the significant difference between the pretest results of the

experimental and control group. The primary goal of this part of the study is to show that the

characteristics of the respondents on both groups used in this study are similar in nature before

an intervention is used in one of the two groups.

The fourth part exhibits the significant difference between the pretest of the two groups

as well as their posttest results.

The last part reveals the significant difference between the pretest and posttest results


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of the experimental and control group using the lesson plan on selected topics in Science 4

with the integration of Tiklos and Ba-Ingles.

Part I. Curricular Validity of the Sample Lesson Plan on Selected Topics in Science 4with the Integration of Tiklos and Ba-Ingles

Table 1

Profile of the Seasoned Science and MSEP Teachers who Evaluated the Validity of the Sample Lesson Plan on Selected Topics in Science 4 with the Integration of Tiklos and Ba-Ingles

Highest Educational AttainmentFrequency PercentageMA Graduate 3 7.50Earned Units in MA 15 37.50Bachelors Degree(BEED/BSE)

22 55.00

Number of Years in Teaching6 10 years 14 35.00

11 20 years 16 40.0021 30 years 10 25.00

Rank/Current Position

Elem. Grade Teacher I 8 20.00Elem. Grade Teacher II 14 35.00Elem. Grade Teacher III 11 27.50Master Teacher I 5 12.50Master Teacher II 2 5.00

Subject Taught Science 20 50.00MSEP 20 50.00TOTAL 40 100.00

Table 1 shows the profile of the Science and MSEP teachers who evaluated the sample

lesson plan in Science 4 with the integration of Tiklos and Ba-Ingles.


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The data revealed that near half (45%) of the respondents who validated the sample

lesson in Science already have MA units and 3 of them have already their Masters degree

while the remaining 55% have Bachelors degree.

Majority of the respondents (65%) have been teaching for more than 11 years of which

10 of them had been in the service in the past 21-30 years. 82.50% of the teacher respondents

hold the rank Elem. Grade Teacher I-III and only 7 are Master teachers.

Table 2

Weighted Mean of the Validity and Acceptability of the Sample Lesson Plan on SelectedTopics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Overview ofthe Lesson

Lesson ContentWeighted

MeanQualitativeDescription Rank

1. Objectives involve the use of skills that willimprove comprehension.

4.38 HighlyAcceptable

4

2. It considers the number of pupils. 4.25 Highly

Acceptable

7

3. The materials match the interest, age andlanguage level of the pupils.


5

4. It has the consistency from the objective to theevaluation.


1

5. It is meaningful to the pupils. 4.43 HighlyAcceptable

2.5

6. It gets the students' attention and prepare themfor the lesson that will follow.


2.5

7. It is student- centered . 4.25 HighlyAcceptable

7

8. Creative and uses something more interesting. 4.23 HighlyAcceptable

9

9. Considered interweaving of task/skills/ processand contents.


7

WEIGHTED AVERAGE MEAN 4.34Highly

Acceptable


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Legend:4.21 5.00 Highly Acceptable (HA)3.41 4.20 Very Acceptable (VA)2.61 3.40 Moderately Acceptable (VA)1.81 2.60 Slightly Acceptable (SA)1.00 1.80 Not Acceptable (NA)

Table 2 shows the validity and acceptability of the overview of the lesson integrated

with Tiklos and Ba-Ingles. The data revealed that all components of the sample lesson plan

with Tiklos and Ba-Ingles is highly acceptable with an obtained weighted average mean 4.34.

The data above also revealed that the sample lesson plan has consistency from the

objective to the evaluation garnering the highest weighted mean 4.45 qualitatively described

highly acceptable. It was followed by the statements the lesson is meaningful to pupil and

the lesson gets students attention both obtained a weighted mean of 4.43 qualitatively

described highly acceptable.

On the other hand, the statement that dealt with the creativity on the presentation of

the lesson gained a weighted mean 4.23 and the least among the nine factors.


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Table 3

Weighted Mean of the Validity and Acceptability of the Sample Lesson Plan on Selected

Topics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Learning Process

Learning Process WeightedMean

QualitativeDescription

Rank

1. It provides meaningful connections between andamong learning opportunities, prior knowledge,relevant events and the learners lives andexperiences.


3

2. It employs/utilizes integrative strategies. 4.33 HighlyAcceptable

2

3. It provides varied activities to encourage participation of everyone especially slowlearners.

4.15 VeryAcceptable

4

4. It provides activities for interactive/ group work/cooperative learning.


1

5. It provides varied learning activities congruentto the objectives of the lesson.

4.10 VeryAcceptable

5


Acceptable

Legend:

4.21 5.00 Highly Acceptable (HA)3.41 4.20 Very Acceptable (VA)2.61 3.40 Moderately Acceptable (VA)1.81 2.60 Slightly Acceptable (SA)1.00 1.80 Not Acceptable (NA)

Table 3 shows the weighted mean of the validity and acceptability of the learning

process on the sample lesson plan in Science 4 integrated with Tiklos and Ba-Ingles. It

obtained a weighted average mean of 4.25, qualitatively described highly acceptable.

Three criterions in the learning process provides interactive, group work or

cooperative learning activities (wm = 4.45), utilizes integrative s trategies (wm = 4.33) and


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provides meaningful connection to the pupils (wm = 4.23) received a rating of highly

acceptable.

On the other hand, provision of varied activities to the pupils to encourage

participation and provision of activities congruent to the objective of the lesson garnered a

weighted mean of 4.15 and 4.10, respectively, qualitatively described very acceptable.

Table 4

Weighted Mean of the Validity and Acceptability of the Sample Lesson Plan on SelectedTopics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Level of

Involvement/Participation of the Pupils

Level of Involvement/Participation of the Pupils WeightedMean

QualitativeDescription

Rank

1. The pupils are actively engaged throughout thelesson.


1

2. The pupils are reflected Higher Order ThinkingSkills (HOTS)

4.15 VeryAcceptable

3

3. The pupils are generally motivated to learn. 4.18 VeryAcceptable

2


Acceptable

Legend:4.21 5.00 Highly Acceptable (HA)3.41 4.20 Very Acceptable (VA)2.61 3.40 Moderately Acceptable (VA)1.81 2.60 Slightly Acceptable (SA)1.00 1.80 Not Acceptable (NA)

The above table shows the level of involvement and participation of the pupils on the

sample lesson plan in Science 4 with Tiklos and Ba-Ingles. The evaluators agreed that the


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lesson plan exhibits pupils active involvement throughout the lesson obtained the highest

weighted mean 4.35, described as highly acceptable.

Meanwhile, the statements that expressed that pupils are generally motivated to

learn and the lesson reflects HOTS garnered a weighted mean 4.18 and 4.15, respectively,

qualitatively described very acceptable.

In general, in terms of the involvement and participation of the pupils in the developed

lesson plan it obtained a weighted mean of 4.23, described as highly acceptable

Table 5

Weighted Mean of the Validity and Acceptability of the Sample Lesson Plan on SelectedTopics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Assessment of

Learning

Assessment of Learning Weighted

Mean

Qualitative

Description

Rank

1. Learning is evaluated through seatworkexercises/ paper and pencil tests.


1

2. Learners other needs were diagnosed after thelesson.

4.10 VeryAcceptable

3

3. The lesson is assessed to determine if theobjectives were attained within the allotted time.

4.20 VeryAcceptable

2

WEIGHTED AVERAGE MEAN 4.19Very

Acceptable

Legend:

4.21 5.00 Highly Acceptable (HA) 3.41 4.20 Very Acceptable (VA)2.61 3.40 Moderately Acceptable (VA) 1.81 2.60 Slightly Acceptable (SA)1.00 1.80 Not Acceptable (NA)

Table 5 shows the weighted mean of the validity and acceptability of the assessment of

learning on the sample lesson plan in Science 4 integrated with Tiklos and Ba-Ingles. It

obtained a weighted average mean of 4.19, qualitatively described very acceptable.


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Part II. First Periodical Rating of the Respondents in Grade 4 Science and MSEP

Table 6 Pearson Moment Product Correlation Coefficient between the General Average of 50 Grade 4Students in Science and MSEP

Experimental Group Control Group

Respondent 1st Periodical Rating Average

Grade Respondent 1st Periodical Rating Average

Grade SCIENCE MSEP SCIENCE MSEP

Student 1 83.68 84.63 84.16 Student 1 84.31 83.67 83.99Student 2 83.43 83.33 83.38 Student 2 84.18 83.15 83.67Student 3 83.68 82.83 83.26 Student 3 82.08 83.92 83.00

Student 4 82.51 83.27 82.89 Student 4 82.68 82.55 82.62Student 5 81.33 84.01 82.67 Student 5 83.21 81.55 82.38Student 6 81.81 83.51 82.66 Student 6 82.87 81.80 82.34Student 7 82.15 82.30 82.23 Student 7 81.93 82.32 82.13Student 8 81.88 82.57 82.23 Student 8 81.51 82.70 82.11Student 9 83.37 81.07 82.22 Student 9 82.35 81.82 82.09Student 10 82.17 82.01 82.09 Student 10 82.26 81.57 81.92Student 11 82.38 81.13 81.76 Student 11 81.13 81.57 81.35Student 12 81.28 81.82 81.55 Student 12 81.35 80.80 81.08Student 13 81.61 80.81 81.21 Student 13 81.42 80.57 81.00Student 14 81.27 80.81 81.04 Student 14 80.93 80.92 80.93

Student 15 80.60 81.17 80.89 Student 15 81.48 80.17 80.83Student 16 80.91 80.70 80.81 Student 16 80.52 81.05 80.79Student 17 80.85 80.07 80.46 Student 17 81.10 80.32 80.71Student 18 80.70 80.05 80.38 Student 18 79.86 81.05 80.46Student 19 79.51 81.20 80.36 Student 19 80.47 80.32 80.40Student 20 80.08 80.60 80.34 Student 20 80.63 80.07 80.35Student 21 79.66 80.95 80.31 Student 21 80.41 80.20 80.31Student 22 79.73 80.88 80.31 Student 22 80.91 79.55 80.23Student 23 79.18 81.38 80.28 Student 23 79.51 79.70 79.61Student 24 80.21 80.32 80.27 Student 24 78.20 79.95 79.08Student 25 79.47 80.32 79.90 Student 25 78.77 79.30 79.04

VariableNo. ofRespondents Mean

MeanDifference

ComputedCorrelationValue

Interpretation Decision

Science 50 81.350.10 0.70 High

Correlation*Significant

MSEP 50 81.45


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Legend: (+ or -) 1.00 Perfect Correlation

(+ or -) 0.90- 0.99 Very High Correlation(+ or -) 0.70- 0.89 High Correlation(+ or -) 0.40- 0.69 Moderate Correlation(+ or -) 0.20- 0.39 Low Correlation(+ or -) 0.01- 0.19 Very Low Correlation

0.0 No correlation

The Pearson moment correlation determines the strength of the linear relationship or

association between two variables in interval or ordinal scale. The periodical ratings of the

respondents are considered as interval data. Since the data is in interval scale, it is appropriate

to use the Pearson moment correlation to determine the strength of relationship between the

ratings of the respondents in MSEP 4 and Science 4.

Table 6 showed the Pearson moment product correlation coefficient between the first

periodical rating in Science 4 and MSEP 4. The above table revealed the computed value of

the correlation coefficient 0.70 qualitatively described high correlation. The table depicted that

the highest average grade in both groups is 84 while the lowest average grade is 79.

It implies that there is a significant relationship or association that exists between

concepts in Science 4 and MSEP 4 as revealed by the tabular value of the strength of

relationship (legend). This means that some learning concepts in MSEP could be integrated in

selected topics in Science and vice-versa.


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Part III. Significant difference between the Pretest Results of the Experimental and

Controlled Group

Table 7 Pretest Results of the Control and Experimental Group

Control Group Experimental GroupClass Adarna Pretest Result Class Agila Pretest ResultStudent 1 13 Student 1 6Student 2 14 Student 2 12Student 3 16 Student 3 9Student 4 6 Student 4 8Student 5 6 Student 5 5Student 6 7 Student 6 7Student 7 7 Student 7 11Student 8 13 Student 8 5Student 9 12 Student 9 8Student 10 7 Student 10 5Student 11 12 Student 11 7Student 12 6 Student 12 7Student 13 9 Student 13 19Student 14 10 Student 14 11Student 15 8 Student 15 16Student 16 12 Student 16 9Student 17 9 Student 17 9Student 18 8 Student 18 13Student 19 16 Student 19 9Student 20 9 Student 20 8Student 21 12 Student 21 13Student 22 9 Student 22 14Student 23 15 Student 23 7Student 24 9 Student 24 6Student 25 8 Student 25 16

Variable No. ofRespondents Mean MeanDifference Tabulart-test Value Computedt-value

Decision

ControlGroup

25 10.120.52 2.069 0.526 Accept null

hypothesisExperimentalGroup

25 9.6


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Part IV. Significant difference between the Posttest Results of the Experimental Groupand Control Group thru the Integration

Table 8 Posttest Results of the Control and Experimental Group

Control Group Experimental GroupClass Adarna Posttest Result Class Agila Posttest ResultStudent 1 19 Student 1 14Student 2 15 Student 2 18Student 3 17 Student 3 17Student 4 7 Student 4 18Student 5 13 Student 5 18Student 6 10 Student 6 11Student 7 12 Student 7 22Student 8 15 Student 8 21Student 9 14 Student 9 16Student 10 16 Student 10 15Student 11 14 Student 11 15Student 12 9 Student 12 19Student 13 13 Student 13 25Student 14 12 Student 14 21Student 15 10 Student 15 19Student 16 17 Student 16 19Student 17 18 Student 17 16Student 18 14 Student 18 18Student 19 17 Student 19 18Student 20 12 Student 20 16Student 21 14 Student 21 18Student 22 10 Student 22 22Student 23 14 Student 23 13Student 24 9 Student 24 15Student 25 19 Student 25 20

Variable

No. of

Respondents Mean

Mean

Difference

Tabular

t-test Value Computedt-value Decision

ExperimentalGroup

25 17.764.16 2.069 4.601

AcceptalternativehypothesisControl

Group25 13.60


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Table 8 showed the summary of values for testing the difference between the posttest

results of the control and experimental group. The table reveals that the t-computed value of

4.601 is greater than the t-tabular value of 2.069 at 0.05 level of significance with 23 degrees

of freedom, which means the null hypothesis is rejected. This means that there is a significant

difference between the posttest results of the experimental and control group.

This result suggested that those students taught in Science with the integration of

Philippine folk dances (Tiklos and Ba-Ingles) performed better in the posttest than those

students that were taught using the conventional or traditional method of teaching.

It implies that Tiklos and Ba Ingles could be effectively integrated in teaching some

concepts in Science.


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Part V. Significant difference between the Pretest and Posttest Results of theExperimental and Control Group

Table 9 Pretest and Posttest Results of the Control and Experimental Group

Control Group Experimental GroupClass Adarna Pretest

ResultPosttestResult

Class Agila PretestResult

PosttestResult

Student 1 13 19 Student 1 6 14Student 2 14 15 Student 2 12 18Student 3 16 17 Student 3 9 17Student 4 6 7 Student 4 8 18Student 5 6 13 Student 5 5 18Student 6 7 10 Student 6 7 11Student 7 7 12 Student 7 11 22Student 8 13 15 Student 8 5 21Student 9 12 14 Student 9 8 16Student 10 7 16 Student 10 5 15Student 11 12 14 Student 11 7 15Student 12 6 9 Student 12 7 19Student 13 9 13 Student 13 19 25Student 14 10 12 Student 14 11 21Student 15 8 10 Student 15 16 19Student 16 12 17 Student 16 9 19Student 17 9 18 Student 17 9 16Student 18 8 14 Student 18 13 18Student 19 16 17 Student 19 9 18Student 20 9 12 Student 20 8 16Student 21 12 14 Student 21 13 18Student 22 9 10 Student 22 14 22Student 23 15 14 Student 23 7 13Student 24 9 9 Student 24 6 15Student 25 8 19 Student 25 16 20

Variable

Sum of

Squares(SS)

Degree of

Freedom(df)

Mean

Square(MS) ComputedF-value Tabular F-value Decision

Adjusted Mean 245.10 1 245.16.7975 36.06 4.05

AcceptAlternativehypothesis

Adjusted Error 319.48 47Adjusted Total 564.48 48


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Table 9 showed the summary of values for testing the significant difference between

the pretest and posttest results of the control and experimental group.

The Analysis of Covariance (generally known as ANCOVA) is a technique that sits

between analysis of variance and regression analysis. This test was applied in this study for the

purpose of increasing the precision of comparisons between the pretest and posttest of each

group and between the two groups. This is done by accounting the variations of the variables

involve in the study.

The table above presents that the t-computed value of 36.06 is greater than the t-tabular

value of 4.05 at 0.05 level of significance with 1 and 47 degrees of freedom, which implies

that the null hypothesis is rejected. It means that there is a significant difference between the

pretest and posttest results of the experimental and control group.

This implies that those students taught using the integration of Tiklos and Ba Ingles in

teaching Science 4 performed better in the posttest than those students taught using the

conventional method of teaching.

In general, with all the data provided above, the posttest results of the experimental

group is higher than the posttest results of the control group. It implies that the use of

Tiklos and Ba-Ingles in teaching Science 4 is effective.


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the pupil-respondents as shown by the computed correlation value of 0.70, which has a

qualitative value of high correlation. It was found out that the pupils in Section Agila

and Section Adarna has almost the same average grade.

3. There is no significant difference between the pretest results of the experimental and

control group based on the t-computed value of 0.526 which is less than the t-tabular

value of 2.069 at alpha 0.05 level of significance.

4. There is a significant difference between the posttest results of the experimental and

control group based on the t-computed value of 4.601 which is greater than the t-

tabular value of 2.069 at 0.05 level of significance.

5. There is a significant difference between the results of pretest and posttest of the

experimental and control groups as shown by the F-computed value of 36.06 which is

greater than the t-tabular value of 4.05 at 0.05 level of significance.

Conclusions

1. The teachers of Science and MSEP who evaluated and validated the sample lesson plan

in Science 4 with the integration of Tiklos and Ba-Ingles rated the lesson plan highly

acceptable and can be used for try-out in classroom instruction to assess its usability

and effectiveness.

2. There is an association between the first periodical rating in Science 4 and MSEP 4 of

the pupil-respondents. This means that those students who performed well in MSEP

similarly performed well in Science. This ensured the homogeneity between the two


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groups of respondents.

3. There is no significant difference between the pre-test results of the experimental and

control group, which proved that the two groups were homogeneous and therefore

confirmed the appropriateness of the match-pairing.

4. There is a significant difference between the posttest results of the experimental and

control group which means those students taught using the developed lesson plan in

Science 4 with the integration of Tiklos and Ba Ingles performed better in the posttest

than those students that were taught using the conventional or traditional method of

teaching.

5. There is a significant difference between the pretest and posttest results of the

experimental and control group which means those students taught using the developed

lesson plan in Science 4 with the integration of Tiklos and Ba Ingles significantly

performed better in the posttest than those students that were taught using the

conventional method of teaching. The posttest result of the experimental group is

higher than the posttest result of the control group, which implies that the use of Tiklos

and Ba Ingles on selected topics in Science 4 is acceptable and very effective. The

researcher therefore concluded that using arts as integration in the different topics in

Science may result to higher degree of learning.


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Recommendations

Based on the conclusions, the following recommendations were made:

1. The integration of Tiklos and Ba Ingles could be used in presenting lessons on human

anatomy specifically skeletal and muscular system; proper counting and timing in

Mathematics; speech and demonstration in English; phenomenology and evolution of

Philippine folk dances in Social Sciences and Culture and art appreciation for MSEP.

Teachers need to keep track of their pupils performance to identify their needs and

learning levels so they can develop appropriate TRD materials to support these needs.

2. Teachers are encouraged to attend seminars and workshops on Teaching Required

Dance so that they will be guided in the preparation and development of the lesson plan

integrating Tiklos and Ba-Ingles.

3. The developed lesson plan integrating Tiklos and Ba-Ingles must be evaluated first by

experts before being implemented inside the classroom, especially if it is intended for

the whole district as part of their intervention plan.

4. Intervention materials like integrated lesson plan using dance are necessary to increase

not only the performance of the pupils but most importantly their participation in class

activity. Since it is already a part of intervention plan in the fourth District of Quezon,

teachers must religiously integrate dance in other subject areas.

5. Future researchers are encouraged to conduct related studies on the development of

lesson plan integrating other dance under TRD in other grade levels as well as in other


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References

Bergmann, Sheryle (1995). Creative dance in the education curriculum: justifying theunambiguous . Canadian Journal of Education 20: 156 -165.

Bickford, E. (2008). Integrating dance into the public school curriculum.

Burke, J. (2009, January 24). Chemistry meets choreography to enhance studentcomprehension . Euetopia.

Bonbright, Jane M. (2008). National agenda for dance arts education: The evolution of

dances an art from intersects with the evolution of federal interest and

support of arts education . Revised January 2007, http://www.ndeo.org

Brodzinsky, David M. Childrens comprehension and appreciation of verbal j okes in

relation toconceptual tempo . Child Development 48 (1977): 960 -967.

Clinton, Hillary Rodham (2007). The importance of dance education . Journal of Dance

Education 7: 37.

Dovan, S. J. (2007). Professional development supporting the integration of dance in the primary classroom. Queen's Land University of Technology.

Education, M. S. (2006). Maryland international toolkit . Retrieved fromhttp://www.mfaa.msde.state.md.us/source/MDFAintegrating_3e.asp.

Robelyn, E. W. (2010). Schools integrate dance into core academics . Education Week , 30 (12),1, 14-15.

Storey, K. L. (2010). Bridging gap:linking co-curricilar activities to student learningoutcomes in community college students .

Trochim, W. (2006, October 20). Research method knowledge base . Retrieved September 15,2013, from Quasi-Experimental Design:http://www.socialresearchmethods.net/kb/quasiexp.php
http://www.ndeo.org/http://www.ndeo.org/http://www.ndeo.org/http://www.ndeo.org/


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Appendix A

SAMPLE LESSON PLAN IN SCIENCE 4 WITH THE INTEGRATION OF TIKLOS

AND BA-INGLES

I. Objective : 1. Identify the different kinds of joints.2. Demonstrate how the skeletal system enables us to move through the dance Tiklos.3. Appreciate culture through dance.

II. Subject Matter: a. Topic : How the Skeletal System Enables Us to Move.

b. ReferenceScience and Health 4, pp. 29-34R-PELC I 1.1UBD Grade IV

c. Science ConceptsThe bones of the body are connected at the joints.Joints allow different kinds of motion or no motion at all.The different kinds of joints are hinge joint, pivot joint, ball-and- socket jointandGliding joint.Movements are easy and painless because of the movable joints, ligaments,cartilage and the synovial fluids.

d. Science Processes : Observing, Identifying, Demonstratinge. Vocabulary : Joints, synovial fluids, cartilages, ligamentsf. Materials : Model of the skeleton; speaker, cardboard,

g. Values : Appreciate culture through dance.

III. Learning Activities:

A. Guided Inquiry:1. Review

What protects the internal organs of our body?What bones make up the skeletal system?

2. MotivationLet the children hear the music.Can you identify what kind of music do you hear?


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Let the children stretch their body, head, shoulders, arms, hip and legs.Why can you move your body parts?Are there parts of your body, which you can move in different directions?

3.Science Vocabulary : Joints, synovial fluids, cartilages, ligaments, hinge joint, pivotJoint, Ball- and- socket joint, gliding joint

4. Presentationa. Presentation of Materials

Teacher will present the steps in the dance TIKLOS for the activity.(the dance has 4 dance steps)

b. Statement of the ProblemWhat are the different kinds of joints?

(pictures of different kinds of joints)How do bones move?

c. Setting of Standard

B. Guided Exploration

1. Activity ProperPupils will do the dance activity.

2. Discussion and AnalysisThere are different kinds of movable joints.1. Hinge joints

These joints can be bent back andforth in one direction only or move up anddown. These joints are found in elbows andknees.

2. Pivot JointThese joint allows to turn part of the body

without moving the part from where it is connected.Example of this joint is found in the neck.

3. Ball and socket joints

These joints allow circular movement. These joints are located in the shoulders and hips.

4. Gliding jointsThese joints allow flexible movements. These

joints are found in the wrist, hands and fingers.


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A. Which part of your body allows you to bend and rotate your bones?B. Which parts can bend your bones? What do we call these joints?C. Which parts can rotate your bones? What do we call these joints?D. What are found in the joints that help them move?

Let the pupils identify bones and joints involved in each movement.In the first figure of the dance, what kind of joint is involve? 2 nd? 3 rd?and last figure?

C. Guided Discovery1. Abstraction/Generalization:

How do people move?What are joints?

Why are they important?2. Application :Performing the dance Tiklos.

3. ValuingIs it important to know the different dances in our country?How can we take care of our joints?

IV. Evaluation:

Multiple Choice: Box the letter of the correct answer.1. What connects one bone to another at a point?

A. joint B. tendon C. ligaments D. cartilage2. It allows movement in two opposite directions only.

A. hinge joint C. ball and socket jointB. fixed joint D. pivot joint

3. A kind of joint which enables you to move freely.A. hinge joint C. ball and socket jointB. gliding joint D. pivot joint

4. What helps bones move smoothly?

A. fluid B. flesh C. oil D. cartilage5. What do you call the oily fluid at the end of the bones?

A. synovial fluid C. jointsB. growth plate D. tendons


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V. Assignment:Draw a line to connect the bone in column A to its corresponding joint in column B

A B1. skull . . hinge joint2. elbow . . ball and- socket joint3. hip . . pivot joint4. neck . . gliding joint5. wrist . . suture joint


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I. Objective:1. Identify the muscle movements.2. Explain/ Demonstrate how muscles caused body movements through the dance Ba-

Ingles.3. Cooperate in group work.

II. Subject Matter:

a. Topic: Muscle Movements

b. References: BEC Science and Health 4 pp. 22-25

c. Science Concepts:Muscles always work in pair. They always pull. They

become tight, short and big when they pull. Our muscles

moved voluntarily and involuntarily.

d. Science processes : observing, inferring, demonstratinge. Materials: Activity Cards, Pictures

f. Value : Taking care of our muscles/ Awareness

III. LEARNING ACTIVITIES

a. GUIDED INQUIRY

1. |Review What are muscles made of?What do muscles do?

2. MotivationThe teacher will command his/her pupils to perform thefollowing body movements:

a. Rotating of the head d. Jumping b. Arm stretching e. Walkingc. Hip bending

Ask: Aside from our bones, what help the body to move?

Say: Lets find out how muscles caused body movements.

3. Science VocabularyAsk the pupils to rearrange the sets of letters on the board.


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MUSCLE MOVEMENTS

1. L U N V O I N R Y T A muscle movements that cannot be controlled. It continues to work evenwhen you are asleep

2. T A L U N V O R Y- muscle movements that can be controlled.

ACTIVITY CARDMUSCLE MOVEMENTS

a. PROBLEM: How do muscles move?

b. WHAT TO USE: Your heartbeat, your legs, guide card

c. WHAT TO DO:

1.. Feel your heart beat.2. Perform the dance Ba-Ingles. Then stop moving it.

d. WHAT HAVE YOU FOUND OUT:

1. Can you control your heartbeat? Why?2. Can you control the movements of your legs in the dance? Why?3. How do muscles move?

4. PRESENTATION a. Presentation of Materials

Presentation of the dance Ba-Ingles.(the dance has four steps)Present to the class an activity card and a guide card.

b. Statement of the problemWhat are the kinds of muscle movements are used in the dance?

c. Setting of StandardsWhat should be remembered when performing group activities?

d. Distribution of Activity Cards


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B. GUIDED EXPLORATION

1. Activity ProperFollow carefully the procedure written on the activity cards.

2. Group Reporting3. Analysis and Abstraction

1. How do muscles move?2. What is the difference between voluntary and involuntary movements of themuscles?3. Give an example of muscles that move voluntarily?4. Give an example of muscles that move involuntarily?

C. GUIDED DISCOVERY

1. Generalizationa. How do most muscles work? b. Which type of muscles can be controlled?c. Which type of muscles cannot be controlled?1. ApplicationIdentify the word described by each sentence.

________1. They give shape or form to your body. ________2. These muscles move at your will. ________3. It is made up of all the muscles in your body. ________4. These muscles are found in the walls of the heart and the stomach. ________5. Muscles always work this way.

3. ValuingWhy do we need to warm up before playing a game?

Guide CardMuscles can contract or tighten. They become short and big when muscles

pull. When you make a muscle you pull your arm toward your shoulder. But whenthe arm hangs looked and relaxed, the muscles become longer and thinner. You seethe same muscles movements on your legs.

All voluntary muscles of the body work in pairs. Vol un tary muscles aremuscles that can be controlled. You can start or stop moving these muscles at will.The muscles in your arms, legs, eyes and tongue are voluntary muscles. There aremuscles in the body which you cannot move at will. These are in volun tary muscles .They continue to work even when you are asleep. The muscles in the walls of yourheart, lungs and stomach are involuntary muscles.


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IV. EVALUATIONCopy the letter of the correct answer.

1. How do muscles work?

a. Alone c. with all muscles b. In pairs d. at joints only

2. Which type of muscles can be controlled?a. Voluntary muscles c. heart muscles

b. Involuntary muscles d. intestinal muscles3. Which type of muscles cannot be controlled?

a. Voluntary muscles c. skeletal muscles b. Involuntary muscles d. arm muscles

4. How does a pair of muscles work?a. contracting and relaxing c. relaxing only

b. contracting only d. bending

5. Where are involuntary muscles found?a. Heart c. feet

b. Hand d. mouth

V. ASSIGNMENTMake a list of outdoor activities, after each one, write the muscles in the activity.


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ENHANCED LESSON PLAN IN SCIENCE 4 WITH THE INTEGRATION OF

TIKLOS AND BA-INGLES

I. Objective : 1. Identify the different kinds of joints.2. Demonstrate how the skeletal system enables us to move through the dance Tiklos.3. Appreciate culture through dance.

II. Subject Matter: a. Topic : How the Skeletal System Enables Us to Move.b. Reference

Science and Health 4, pp. 29-34R-PELC I 1.1UBD Grade IV

c. Science ConceptsThe bones of the body are connected at the joints.Joints allow different kinds of motion or no motion at all.The different kinds of joints are hinge joint, pivot joint, ball-and- socket jointandGliding joint.Movements are easy and painless because of the movable joints, ligaments,cartilage and the synovial fluids.

d. Science Processes : Observing, Identifying, Demonstrating

e. Vocabulary : Joints, synovial fluids, cartilages, ligamentsf. Materials : Model of the skeleton; speaker, cardboard,

g. Values : Appreciate culture through dance.

III. Learning Activities:

A. Guided Inquiry:1. Review

What protects the internal organs of our body?Skeletal system

What bones make up the skeletal system?Skull - sensory organs, brainRib cage heart, lungsSpine spinal cordPelvic bones kidney, organs of the abdomen


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2. MotivationLet the children stretch their body, head, shoulders, arms, hip and legs.Why can you move your body parts?Are there parts of your body, which you can move in different directions?

3.Science Vocabulary : Joints, synovial fluids, cartilages, ligaments, hinge joint, pivotJoint, Ball- and- socket joint, gliding joint

4. Presentationa. Presentation of Materials

Teacher will present the music and movements/steps of the dance TIKLOS forthe activity, thus indicating each bone that is needed to move in order to dodance steps.

b. Statement of the Problem

What are the different kinds of joints?How do bones move?c. Setting of Standardd. Distribution of Activity Cards

ACTIVITY CARDProblem : How do bones move?Materials: Music of the dance TIKLOSAnswer this :

1. How does each of the following move?1.1 Head -1.2 Shoulder -1.3 Elbow -1.4 Wrist -1.5 Hip -1.6 Knee

2. Identify bones and joints involved in each figure of the dance.1.2.3.4.


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GUIDE CARDThe bones of the body are connected at the joints. There are different joints in

the human body. Joints allow different kinds motion or no motion at all. Movements are easyand painless because of movable joints , ligaments which hold the bones together at the joints,catilage which acts like a cushion with natural oil which keep the bones moist and the synovialfluids .

There are different kinds of movable joints

1. Hinge jointsThese joints can be bent back and

forth in one direction only or move up anddown. These joints are found in elbows and

knees.

2. Pivot JointThese joint allows to turn part of the body

without moving the part from where it is connected.Example of this joint is found in the neck.

3. Ball and socket jointsThese joints allow circular movement. These

joints are located in the shoulders and hips.

4. Gliding jointsThese joints allow flexible movements. These

joints are found in the wrist, hands and fingers.

B. Guided Exploration

1. Activity ProperPupils will recall the dance TIKLOS.

Answer the activity card.2. Reporting

3. Discussion and AnalysisA. Which part of your body allows you to bend and rotate your bones while dancing?B. Which parts can bend your bones? What do we call these joints?C. Which parts can rotate your bones? What do we call these joints?D. What are connected in the joints that help them move?

8/10/2019 Use of Sample LP

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