THE EFFECTS OF STRATEGIC INTERVENTION MATERIAL IN
COMMERCIAL COOKING TO STUDENTS’ ACADEMIC
PERFORMANCE IN TECHNOLOGY AND
LIVELIHOOD EDUCATION
AN ACTION RESEARCH
Prepared by:
EMMA D. LUMOGDANG
Koronadal National Comprehensive High School
Paraiso Extension
City Schools Division
Region XII
April 2015
INTRODUCTION
Every school, the access to quality education is a global concern. The K to 12
Basic Education Program (BEP) implemented in elementary and secondary school.
Technology and Livelihood Education (TLE) is an exploratory subject for Grade 7 and
Grade 8 introduced the different learning activities which will prepare the students to
be skillful before they take the step into the world of work.
However, the access of students’ Learning Module and Teachers Learning
Guide was limited and there was no module available for the students to help them in
the teaching-learning process as prescribed in the curriculum. Without modules and
other instructional materials, student’s learning is negatively affected and their
learning level becomes dense resulting to least learned competency.
With this problem, the researcher makes a progress on how to bridge the
learning gaps in Grade 7 students; the development of Strategic Intervention Material
(SIM) in Technology and Livelihood Education (TLE) particularly in Commercial Cooking
is the answer.
Furthermore, in the formulation of Strategic Intervention Material, would help
students to think critically.
STATEMENT OF THE PROBLEM
This study is a two folded effort tried to do an analysis of Grade 7 least learned
competencies in TLE and use the results to develop Strategic Intervention Material
(SIM) in teaching Secondary Education.
Specifically, the purpose of this study is to:
1. Determine the pre-test score of students in Technology and Livelihood
Education (TLE 7).
2. Determine the post-test score of students in Technology and Livelihood
Education (TLE 7).
3. Find out if there is a significant difference in the pre-test and post-test results in
TLE 7 using the SIM.
RELATED LITERATURE
This chapter consists of various readings that are related to the study that gave
significant insights that helped much in the development of this present study. Included here
is the Strategic Intervention Materials (SIM) developed by the researcher that make the
learners and the teachers become more productive and make them more confident.
Balacuit (2001) Performance is a factor that assesses student learning outcomes.
Classroom objective in teaching were established as part of evaluation in which pupils were
the subject of evaluation and being assessed by evaluators if how much a pupil acquires and
retains in the course of his participation in the classroom activities.
According to Catedrilla (2000) the pupils’ performance level functions are: 1.)
communicating teachers’ expectations; 2.) providing feedbacks to pupils and 3.) informing
instructional decisions.
Holmes (2012) Learning gaps are referred to as being the
difference between where students currently are in their
education level and where they should be; to determine a
child’s learning gap, teachers and students should both
perform and assess a variety of ongoing task.
Furthermore, learning gaps are the difference
between what we know about effective learning and what is
currently happening in the classroom. Addressing learning
gaps is done by identifying the learning gap first and
implementation is important in developing the quality of
teaching in order to close the gap.
According to Rosenshine et al. (2009) intervention studies in which
students have been taught to generate questions as a means of improving
their comprehension. Overall, teaching students the cognitive strategy of
generating questions about the material they had read resulted in gains in
comprehension, as measured by tests given at the end of the
intervention.
Consequently Teichert and Stacy (2002) the effectiveness of
intervention for a college general chemistry course was designed to apply
research on students’ preconceptions, knowledge integration, and
student explanations in interviews. They found out that intervention
group students are better than the control group students.
The Conceptual Framework
Figure under the conceptual framework presented the schematic diagram of the study which
investigated The Effects of the Strategic Intervention Materials (SIM) to Students’ Academic
Performance in Technology and Livelihood Education in teaching K to 12 Curriculum.
INDEPENDENT VARIABLES
DEPENDENT VARIABLES
Learning Gaps in
Technology and
Livelihood
Education
Development
and Validation of
Strategic
Intervention
Material in
Commercial
Cooking
Students’ Academic
Performance
Fig. 1 Conceptual Framework of the Study.
METHODOLOGY
This chapter deals with the research design, locale of the study, respondents of the
study, the sampling technique, data gathering instrument, data gathering procedure and
the statistical tools to be used in the study.
Research Design
This study follows a Research and Development (R&D) paradigm. The variables are
learning gaps in Technology and Livelihood Education, Development of Strategic
Intervention Material (SIM) in Commercial Cooking. These needs and problems were used
as inputs to the proposed Strategic Intervention Material to enhance the learning
performance of the Grade 7 students in the Pre-Test and Post-Test related to Commercial
Cooking. After administering and scoring the Pre-test, item analysis was made in order
to determine what competencies were least mastered. The least mastered
competencies were the basis for constructing the SIM and it was utilized as an
intervention material. The SIM undergo content validation before it was finally given to
the students ready for use.
Significance of the Study
This Action Research is beneficial to the teachers to improve
instruction resulting to higher academic performance of the Grade7 students
in TLE.
To improve the performance and academic skills of the Grade 7
students of Koronadal National Comprehensive High School-Paraiso
Extension in Technology and Livelihood Education particularly in Commercial
Cooking.
To introduce the interesting activities of a Strategic Intervention
Material (SIM) to the students.
Research Respondents
The twenty-nine (29) Grade 7 students of Koronadal National
Comprehensive High School-Paraiso Extension were the samples of the
study. The identified least mastered competencies in the Pre-Test for the
Second Grading period was the basis of developing the SIM based on the
result of the item analysis.
Instrumentation
The following research instruments used in this study were Pre-Test/Post-Test,
and the Strategic Intervention Material designed to help teachers provide the students
who need support to make progress.
It tries to increase and deepen skills, knowledge and understanding from
concrete to what is more abstract.
It gave students the opportunity to explore their understanding and make
sense of these new ideas.
Furthermore, an intervention material meant to recall the concepts and skills
to help the learners master a competency-based skill which they were not able to
develop during classroom discussion.
The Strategic Intervention Material has five parts: the guide card, activity card,
assessment card, enrichment card, and reference card. The guide card stimulated the
students of interest on the topic discussed and gave a preview of what they would
learn.
Activity Card, Assessment Card, and Enrichment Card are series of activities with
different level of difficulties to excite their interest as they answer the SIM.
Intervention
The SIM utilized in this study entitled “Fairy Lady and Her Kitchen,” was made
by the researcher. Skill in this SIM focuses on the classification and naming of cooking
materials, kitchen utensils and equipment that are commonly found in the kitchen.
Activities included to meet the objective were designed suited within the
students’ comprehension through text, pictures and illustrations. The researcher
reproduced the copies of SIM. The Pre-test was conducted with 10 test items paperpencil test and 10 students (not respondents) were requested by the researcher to
answer the SIM for improvement purposes before SIM were distributed for student
consumption and the Post –test was conducted after the SIM was administered.
Table I. Pre-Test and Post Test Result.
Score
Without the Use of SIM
Total
(Frequency X Score)
0
0
0
49
42
15
28
9
2
0
0
145
Frequency
10
9
8
7
6
5
4
3
2
1
0
Total
MPS
0
0
0
7
7
3
7
3
1
0
1
29
50%
With the Use of SIM
Total
(Frequency X Score)
120
81
56
7
0
0
0
0
0
0
0
264
Frequency
12
9
7
1
0
0
0
0
0
0
0
29
91.03%
Table I presents the mastery performance score of the students on the
least learned competency as identified in the SIM both pre-test and post-test.
It can be noted from the data that the MPS during the Pre-test is significantly
low with 50% while MPS on the Post-test registered 91.03% . MPS on PostTest had increased by 41.03 over the Pre-test.
Based from these findings, the SIM is an effective intervention to increase
the least learned competencies. Hence, the SIM is recommended.
FINDINGS/CONCLUSION
As the result of the conduct of the SIM by the researcher, the following interventions
were realized and made through the initiative and effort of the researcher; it was found out
that there was a significant difference between the pre-test and post-test results in TLE using
the SIM.
The SIM issued and tested to the students was found effective because it has an
improvement to the mastery of the students as specified objectives in TLE (Commercial
Cooking) Second Grading for the SY 2014-2015.
It is further; I conclude that the performance and academic skills of the Grade 7
students of KNCHS-Paraiso Extension in Technology and Livelihood Education particularly in
Commercial Cooking had improved due to SIM provides self-directed activities and students
are learning by doing at the same time they are enjoying.
RECOMMENDATIONS
1. To further improve the mastery level in TLE by the Grade 7 Students in Koronadal
National Comprehensive High School-Paraiso Extension, SIM is the answer.
2. Teachers should have an advocacy to design or develop SIM not only in this
specific objective but in other competencies in TLE and other subjects.
3. Teachers may adopt the SIM for teaching-learning convenience.
Republic of the Philippines
Department of Education
Region XII
City of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
Paraiso Extension
Technology and Livelihood Education (Commercial Cooking)
Second Grading
SY 2014-2015
Pre-test/Post-test Score of Grade 7
Students in Grade 7-Bonifacio
Student # 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Total
MPS 10*The
Increase
item test used
Pre-Test
Post-Test
Score
Percentag
Score
Percentag
e
e
7
70
10
100
5
50
9
90
5
50
9
90
4
40
9
90
4
40
9
90
4
40
8
80
3
30
8
80
0
0
7
70
7
70
10
100
4
40
8
80
4
40
8
80
7
70
10
100
6
60
10
100
3
30
8
80
4
40
8
80
3
30
9
90
7
70
10
100
7
70
10
100
6
60
9
90
7
70
10
100
5
50
10
100
6
60
9
90
7
70
10
100
6
60
10
100
6
60
9
90
6
60
9
90
2
20
8
80
4
40
10
100
6
60
10
100
145
264
50% from the assessment
91.03% activity
was taken
Increase
3
4
4
5
5
4
5
7
3
4
4
3
4
5
4
6
3
3
3
3
5
3
3
4
3
3
6
6
4
card of the SIM.
41.03
Republic of the Philippines
Department of Education
Region XII
City of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso Extension
ITEM ANALYSIS
Subject: TLE 7 (Commercial Cooking)
No. of Students Tested: 29
Objectives
No. of
Items
1. Identify the names of
Cooking Materials, Kitchen
tools and equipment.
5
2. Classify things according to
Cooking Materials, Kitchen
Tools and Equipment
5
3. Use Kitchen Tools and
Equipment according to its
function.
5
4. Select and use chemicals
for cleaning and /or sanitizing.
5
6. Compute costs of
production according to
standard procedure.
5
8. Identify sign, symbols, and
data according to job
specifications.
9. Identify types of kitchens
and appropriate layouts.
16
17
18
19
20
11
12
13
14
15
1
2
3
4
5
6
7
8
9
10
26
27
28
29
30
21
22
23
24
25
31
32
33
34
35
36
37
38
39
40
41
42
43
5
5. Carry out measurements
and calculations in required
task.
7. Read and interpret kitchen
plan
Item Placement
5
5
5
44
10. Identify hazards and risks.
5
45
46
47
48
49
50
Prepared by: 50
EMMA D. LUMOGDANG
Teacher I/Subject Teacher
No. of Correct
Response
7
4
12
8
9
14
10
12
13
11
16
19
15
18
18
24
27
28
26
28
15
17
15
16
16
19
15
17
19
17
16
16
19
15
15
18
15
14
15
15
17
14
16
16
15
12
14
15
14
14
Subject Teacher: Mrs. Emma D. Lumogdang
Grading Period: 2nd grading Period
% of correct
Response
24
14
41
28
31
48
34
41
45
38
55
66
52
62
62
83
93
97
90
97
52
59
52
55
55
66
52
59
66
59
55
55
66
52
52
62
52
48
52
52
59
48
55
55
52
41
48
52
48
48
No. of Wrong
Response
22
25
17
21
20
15
19
17
16
18
13
10
14
11
11
5
2
1
3
1
14
12
14
13
13
10
14
12
10
12
13
13
10
14
14
11
14
15
14
14
12
15
13
13
14
17
15
14
15
15
% of wrong
Response
76
86
58
72
69
52
66
59
55
62
45
34
48
38
38
17
7
3
10
3
48
41
48
45
45
34
48
41
34
41
45
45
34
48
48
38
48
52
48
48
41
52
45
45
48
59
52
48
52
52
Mastered
(75% and
Above)
ANALYSIS
Nearing
Mastery
(50% to 74%)
Least
Mastered
(49% and
Below)
/
/
/
/
/
/
/
/
/
/
TOTAL
Noted by:
WILMER H. FETALINO
School Head
Table 2. Summary of Scores on the Validation of the Strategic Intervention Material in Technology
and Livelihood Education (Commercial Cooking) Entitled “Fairy Lady and Her Kitchen.”
Criteria
1. The SIM is Properly
constructed
2. The activities are sufficient.
3. The activities are within the
level of the students.
4. The activities are appropriate
to meet the desired
outcome/objectives.
5. The SIM measures what is
intended to measure.
6. The SIM is easy to evaluate.
TOTAL
Over- All
Strongly
Disagree
(1)
Disagree
(2)
Uncertain
(3)
Agree
(4)
Strongly
Agree
(5)
Mean
Descriptive
Equivalent
2
1
4.33
Agree
1
2
2
4.67
3.67
Strongly Agree
Agree
1
2
4.67
Strongly Agree
1
2
4.67
Strongly Agree
1
1.2
2
2.83
4.67
26.68
4.54
Strongly Agree
1
1
Strongly Agree
Table 2 presents the summary of the scores on the validation of the Strategic Intervention
Material (SIM) used in Action Research. As noted in table 2, experts ( 1 TLE Coordinator, 1
Teacher teaching TLE and the School Head) who validated the SIM strongly agree that the
activities selected are sufficient and appropriate to meet the desired outcome/objectives, measures
what is intended to measure and is easy to evaluate.
Likewise, experts agree that the SIM is properly constructed and the activities are within
the level of comprehension of the students.
Based on the findings, it can be concluded that SIM is an effective tool to be used as an
Action Research instrument since the overall descriptive equivalent is Strongly Agree with 4.54 as
an overall Mean.
Republic of the Philippines
Department of Education
Region XII
City of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL-Paraiso Extension
TABLE OF SPECIFICATION
School: KNCHS-Paraiso Extension
Subject: TLE 7 ( Commercial Cooking)
Subject Teacher: EMMA D. LUMOGDANG
Period
: 2nd Grading
LEARNING COMPETENCIES
No. of
Session
Knowledge
Comprehen
sion
Analysis
Application
Total
Percen
tage
1. Identify the names of Cooking
Materials, Kitchen tools and
equipment.
2. Classify things according to
Cooking Materials, Kitchen Tools and
Equipment
3. Use Kitchen Tools and Equipment
according to its function.
4. Select and use chemicals for
cleaning and /or sanitizing.
5. Carry out measurements and
calculations in required task.
6. Compute costs of production
according to standard procedure.
7. Read and interpret kitchen plan
3
11
12
13,14
15
5
10
3
16
17
18,19
20
5
10
3
1
2,3
4
5
5
10
1
6
7
8,9
10
5
10
3
26
27
28,29
30
5
10
2
21
22,23
24
25
5
10
2
2
31
36
32
37,38
33,34
39
35
40
5
5
10
10
3
41
42
43,44
45
5
10
2
24
46
10
47,48
14
49
16
50
10
5
50
10
100
8. Identify sign, symbols, and data
according to job specifications.
9. Identify types of kitchens and
appropriate layouts.
10. Identify hazards and risks.
TOTAL
Prepared by:
EMMA D. LUMOGDANG
Teacher
Noted by:
WILMER H. FETALINO
School Head
REFERENCES
Books
AQUIBO, M.A. (2002) Enhancing and Learning. Copyright June 2002.
Periodicals/Journals
TENEDERO, H. (2006) The HI Class Teacher. Copyright 2006
Unpublished Materials
BALLOS, V. (2006) Multi-Media Awareness: Its Effect on the Teaching Performance of Secondary Science Teachers in the
Division of Koronadal city and South Cotabato
Websites
[email protected] SOBERANO, L.(2014) Strategic Intervention Metrials in Chemistry: Its Development and
Effectiveness.
http://m.search.proquest.com/proquestws/mlogin
“Every
child is unique. It is therefore, the
responsibility of a teacher to prepare them to
become competitive, more productive and let them
ready to face the complexity of the world.”
THANK YOU
AND
GOD BLESS US
ALL!