oplan cola (continuous learners assessment): an...

ISSN - 2456-785Xhttp://ijirem.com

JIREM Vol.: 03 ll Issue II ll Pages 14-17 ll Jun 2019

OPLAN COLA (Continuous Learners Assessment): an Intervention Program for ENSCIMAFILAP

Dr. Romeo E. Endraca, Aries B. Manalo, Emelina L. Barlao, Connie R. Endraca, Dr. Ma. Victoria B. Maligayo

Rosario National High School, P. Burgos Street, Sapa II, Rosario, Cavite, Philippines

Abstract: Introduction: The research study titled Oplan Cola (Continuous Learners Assessment) focus on determining the achievement level of the participant before and after the implementation of the intervention.

Methods: Descriptive Method of research was used on the study wherein sixty participants were purposively selected to undergo the intervention program. The program was consist of five questions of varying degree base on Blooms Taxonomy and Gagnes nine levels of learning. Pre-test and Post-test was given before and after the intervention to determine the status of the participants in each learning areas. Mean, Standard Deviation, and Mean Percentage Score was used to interpret the data collected. Difference on Mean Percentage Score was used to know the improvement seen in each subject areas.

Results: In accordance to result of the intervention given it was observed and noted by the researcher that OPLAN COLA: (Continuous Learners Assessment) showed an interesting facts. First, formative assessment would help on eliminating difficulties on least mastered competencies. Second, retention of concepts discuss during the quarter was enhanced. Third, participants became more familiar on the type questioning given. These facts was proven by the difference on Mean Percentage Score of the participants wherein the low mastery level of the participants was at closely approaching to mastery after the intervention.

Implications: Learnings cannot be done without knowing the simple ideas. Scaffolding practice must be done during assessment wherein the levels of questioning must be developed from remembering to creating part. In this way mastery of the concepts can be achieved. In some points it was observed by the researcher that the intervention given must be done in regular basis after the identification of least mastered competencies. This ensure retention of the ideas among the subject or participants.Keywords:

Content And Rationale: In 2013 a major reform was made by the Philippine government on the education system of the country. The previous 10 year basic education had an additional two years. This reform was done on the view of bringing our country globally and improving the quality of education. Although there were several efforts made by the government to improve the quality of education in the country report still showed negative result. According to the EFA report of 2015 at World Education Forum held at Incheon, Korea, the National Achievement Test Result of the elementary was 6%below from the 75% targeted national mean. It is even worse on the secondary level were the national mean percentage score was 23% away from the targeted national mean. This alarming result of the National Achievement Test was true to all learning areas included on the said exam. In lieu to this every educational institution device ways on how to increase the achievement level of their students. In 2016, Likha Molino IV Elementary School created an intervention that was reported to raise their achievement level. The intervention program was named Project 555. It highlighted the used of 5 item

tests for 5 days in 5 learning areas.(T.G. Semino SSP Regional Lecture 2017) The said intervention program was modified by the Division of Cavite wherein the 5 item tests were made in increasing difficulties base on Bloom's Revised Taxonomy and Gagne's Nine levels of learning and the knowledge structure approach.(J.S. Jimenes lecture on SBM 555 Division of Cavite) The modification was made on the premise on Vygotsky Zone of Proximal Development wherein scaffolding was used. Scaffolding in education pertains to variety of instructional techniques used to move students progressively toward stronger understanding and independence in l e a r n i n g . ( r e t r i e v e d f r o m h t t p s : / / www.edglossary.org)Motivated by the ideas of the intervention program, Rosario National High School implemented the said program and named it OPLAN COLA (Continuous Learners Assessment). The program aimed to guide the learners toward understanding and independence on the five subject areas. The said objective can be achieved through continuous assessment of learners output. Assessment was considered as integral part of instruction for it will

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tell if the goal set by the educator was met. Most of decision made in school with regards to grades, placement, advancement, instructional needs, curriculum and others were affected by the assessment made.(retrieved from https://www.edutopia.org> assessment) The researcher therefore acknowledge the significance of scaffolding in assessment. These combined ideas were the major basis of Oplan COLA which showcase scaffolding practice in conduct of assessment among learners.

Action Research Questions: The general aim of this research was to determine the achievement level of the student in the five learning areas. Specifically it answered the following questions:

What was the achievement level of the students on the five learning areas before the implementation of Oplan COLA?

What was the achievement level of the students on the five learning areas after the implementation of Oplan COLA?

What is the difference on the achievement level of students before and after the implementation of Oplan COLA?

II. Innovation, Intervention And Strategy: The researcher used the modified project 555 as an intervention program for five learning areas which include English, Science, Mathematics, Filipino, and AralingPanlipunan. This intervention program includes 5 item tests consisted of varying level of difficulties based on the modern concept of Blooms Taxonomy. These questions were given to the participants on the schedule given in each learning areas. The questions given starts at the remembering level until it reach the creating level. Pre-test and Post-test given to participant also followed the same format of preparation. The test items produced were based on the least mastered competencies identified by teachers of the five learning areas respectively.

Iv. Action Research Methods:

Participants and/or other Sources of Data and Information:

The participants on this program consist of 100 students from the G10 that was identified to have low performance on the five subject area. Each participant was identified base on the periodical test result and academic performance of the students.

Data Gathering Methods: Descriptive method of research was used on the research done. In this method

the pre-test and post-test design was applied by the researcher. A test questionnaire was prepared for both the pre-test and post-test. The test was checked by the appointed Head and OIC in the five subject areas. In the preparation of test questionnaire least mastered competencies for every quarter were considered. While on choosing the participants purposive sampling was used by the researcher. The participants were selected based on their academic performance and achievement level.

Data Analysis Plan:On the treatment of data the researcher made used of mean, standard deviation and mean percentage score of students before and after implementation of the program. Graphical presentation of the average mean were also presented on comparing the result of the pre-test and post-test result. In describing the distribution of scores or data collected the standard deviation was used. Mean percentage score were used to describe the difference between the pre-test and post-test.

Iv Findings: October 2017 mark the start of the implementation of another intervention program for five learning areas which include English, Science, Mathematics, Filipino and Araling Panlipunan. These learning areas are the one measured during National Achievement Test. This test assess the quality of learning achieved by the student during the whole duration of their basic education. In aspiration to improve the achievement level in these learning areas an intervention program called project 555 was made by Likha Molino IV Elementary School. These intervention program was modified by the Division of Cavite and was adopted by our school which we called Oplan COLA. The various data before and after implementation were presented on the next pages of this research

Data Table No. 1 Pre-Test Result on the Conduct of Oplan COLA

Data table no. 1 showed result of the pre-test done before the implementation of Oplan COLA. Based on the data table given above English had an average mean of 20.17, Science had 34.28, Mathematics had 11.34, Filipino had 36.06 and AralinPanlipunan had. On the five learning areas given Mathematics had the lowest mean and MPS during the pre-test. The data also showed that the distribution of score was not that


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widely spread compared to Science that has a standard deviation of 7.24 which means that the score were widely spread. The homogeneity of score was high on E n g l i s h , M a t h e m a t i c s , F i l i p i n o a n d AralingPanlipunan. Considering the Mean Percentage Score of the five learning and based on the legend used on the LOA the mastery level of students on the five learning areas were still at the low mastery level.Data Table No. 2 Post-Test Result on the Conduct of Oplan Cola

After the implementation of Oplan COLA a post test was conducted which yielded the data given above. It showed that AralingPanlipunan had highest mean that was equal to 54.33 with an MPS of 90.55 This was followed by English with an average mean of 41.17 with an MPS equal to 69.28. Next to English was Science with an average mean of 39.71 with an MPS of 88.32. While Filipino and Mathematics had an average mean equal to 37.44 and 27.03 respectively. The standard deviation of the average mean given showed that scores of the students were homogenous in nature except in science that had a score which can be considered as widely spread. The mastery level of the students based on MPS and the legend used for LOA result, all scores fall on closely approaching mastery.Figure No. 1 Oplan COLA Pre-Test VS Post Test Mean Percentage Score

Figure no 1 showed a comparison of the Mean Percentage Score of the five learning areas. Among these learning areas AralingPanlipunan showed a great difference on its MPS followed by Mathematics, English and Science. AralingPanlipunan had a difference of 60.76 on their MPS. While Mathematics had 39.22 difference on MPS. This was followed by English with 35.67 difference on its MPS. Science

MPS had difference of 31.19. Among the five learning areas Filipino had a minimal difference on its MPS which is only equal to 2.31. A great increased on the MPS was observe in various learning areas except for Filipino thus, we could consider the implementation of Oplan COLA successful. Although all learning areas only reach the closely approaching mastery level still the improvement could be consider significant. There were several factors noted by the researcher that probably affect the result of the program. These factors includes attendance of the participants during Oplan COLA implementation, period covered by the program, and the support of the parents for the program. These factors considerably affect the result of the study therefore the researcher recommend to further study the program considering the factors mentioned.

V. Action Research Workplan and Timelines

VI. Cost Estimates: The table below shows the estimated cost for expenses to the conduct of this action research.

Vii. References

https:// www.edutopia.org>assessment


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Retrieved March 15, 2017 from https:// www.edglo ssary.org>scaffolding Philippine Education for All 2 0 1 5 p p x x i A v a i l a b l e f r o m unesdoc.unesco.org>images


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oplan cola (continuous learners assessment): an...

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