Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Surigao del Sur
Barobo District I
JAVIER NATIONAL HIGH SCHOOL
EBEIS No. 304863

Developing Manipulative Skill in Microsoft Word through

SOP (Student on Practice) Activity

Researchers:

RENE R. MAPALAD

ELVIE V. ITALIO

RIZZA MAE S. BAGSICAN

Area of Focus:

TEACHING-LEARNING

MARCH, 2018
I. Context and Rationale

As we enter the 21stcentury, technology has become significant part of our lives and

learning. Its importance is undeniable due to the fact that in today’s dynamic world, without it life is

so meaningless. Thus, technology helps in bringing tools together that ease creation, exchanges

information, making tasks easier and can solve mankind’s problems. In terms of education,

technology plays a vital role. In fact, students in 21st century have to be acquainted with almost

ubiquitous information and communications-related digital technologies (e.g., Web, handheld

devices, cell phones, gaming consoles). Children growing up today are becoming increasingly

comfortable using these technologies for interacting with information, Prensky(2006).

Computer literacy is the knowledge and ability to use computers and technology

efficiently. Computer literacy can also refer to the comfort level someone has with using

computer programs and other applications that are associated with computers. And that

Microsoft Word is a powerful tool for anyone who writes. With it, you can create any text

document from a simple letter, to a research paper, to professional book length manuscripts.

Your finished work can be simple text, or include special formatting, illustrations, tables and

more (Barney).

Students of Javier NHS were grown up in a community that is not fully digitized in terms of

computer education. Out of 358 students in Javier NHS, there are six grade 12 pioneers for

Senior High School S.Y. 2017-2018 who encountered difficulties in encoding their outputs in

several subjects resulting to unattainable outcome. They hardly manipulate MS WORD which is

important in doing their activity, assignment and research as well. There are several factors that

made this problem remain unsolved.

One of these is the inaccessibility to educational technology such as computer in which the

students even the parents cannot address the said issue. This follows the fact that the students

are computer illiterate.

 As observed, grade 12 students are lack of interest in doing their task specifically

computer related works. The Pre-Test conducted by the researchers last October 2017 which

focus on Microsoft Word revealed that 60% of them were not mastered. In order to develop

manipulative skills of grade 12 students, the researchers believe that through SOP (Student on

Practice) Activity, the issue will be addressed.

II. Research Questions

Specifically, the researchers aim to answer the following;

1. What is the performance level of grade 12 students in MS Word during pre-

test?

2. What is the primary factor that lead to low performance of the Grade 12

students in MS Word?

3. What is the performance level of grade 12 students in MS Word after the

implementation of SOP Activity?

4. Is there a significant difference in the test result of the respondents in Pre-Test

and Post Test?

III. Proposed Intervention

The SOP (Student on Practice) activity will be proposed after the result of the

conducted pre-test that was used as basis for the analysis. To develop the manipulative skills in

MS word of grade 12 students in Javier NHS, the teachers will allow the students to use their

personal laptop every last period in the afternoon class for 30 minutes. This is to support the

said activity and serve as tool in terms of manipulating MS word from November 2017 to

January 2018. The students will be provided a video presentation as guide to Microsoft Word.

After watching the video, each student will be given exercises from the Project EASE (Computer

Education III) Module 2. They will answer the said exercises directly using the computer.

Answers will be checked and the result will be the basis for another appropriate skill needed to

be acquired.
IV. Methodology

A.) Participants and/or other Sources of Data and Information

This research focuses on the development of manipulative skills of Grade 12 in MS

word. The respondents of this study are six (6) enrolled Grade twelve (12) students of Javier
NHS who are low performance in MS word. The intervention of MS word through “SOP Activity”
will be from November to January of 2nd semester S.Y. 2017-2018.
B.) Data Gathering Method

Test questionnaires were used to trace out viable target-respondents for exclusive

action. The questionnaires given to grade 12 students which contain questions from Project

EASE (Technology and Livelihood Education Computer Education III) will be divided into two

parts, pre-test and post-test. The said activity will be supervised by the grade 12 adviser. The

pre-test was given before the intervention conducted and the post-test was also given after the

intervention was conducted.

V. Results and Discussions

Table 1. Distribution of students’ scores based on MS Word Pre-test

Item CORRECT Total No. of

Correct % Remarks
No. ANSWER
Responses
1 B 2 33 Not Mastered
2 B 0 0 Not Mastered
3 D 4 67 Nearing Mastery
4 C 2 33 Not Mastered
5 A 1 17 Not Mastered
6 C 2 33 Not Mastered
7 B 4 67 Nearing Mastery
8 A 1 17 Not Mastered
9 D 2 33 Not Mastered
10 A 1 17 Not Mastered
11 A 1 17 Not Mastered
12 B 4 67 Nearing Mastery
13 C 2 33 Not Mastered
14 C 4 67 Nearing Mastery
15 B 3 50 Nearing Mastery
16 A 4 67 Nearing Mastery
17 D 3 50 Nearing Mastery
18 A 0 0 Not Mastered
19 A 4 67 Nearing Mastery
20 C 1 17 Not Mastered
Legend: 50 – below –Not Mastered; 51 – 74 – Nearing Mastery; 75 – Above – Mastered

The table shows the pre-test of Grade 12 students in MS Word Processing skills. There

was 60.00 % not mastered skills of the students. If not given attention these students will be

having difficulties in accomplishing their projects and other paper works using the MS Word.
 Table 2. Factors affecting low performance in Microsoft Word

Yes Somewhat No

1. I am comfortable using a mouse and keyboard 4 1 1

2. I know how to change text and insert pictures. 1 1 4

3. I have used MS Word before. 2 1 3

4. I use a computer often. 0 4 2

5. I find computer work difficult. 6 0 0

6. I am interested in learning about Microsoft Word. 5 1 0

Based on the table above, it shows that the primary reason of the students has difficulty
in computer work. Furthermore, the table revealed that they were interested in Microsoft Word.

Table 3. Mean Percentage Score and Standard Deviation of the students based on MS Word
Pre-test and Post-Test

Pre-Test Post-Test
Item CORRECT Total No. of Total No. of
No. ANSWER Correct % Remarks Correct % Remarks
Responses Responses
1 B 2 33 Not Mastered 5 83 Mastered
2 B 0 0 Not Mastered 4 67 Nearing Mastery
4 C 2 33 Not Mastered 4 67 Nearing Mastery
5 A 1 17 Not Mastered 5 83 Mastered
6 C 2 33 Not Mastered 6 100 Mastered
8 A 1 17 Not Mastered 5 100 Mastered
9 D 2 33 Not Mastered 5 83 Mastered
10 A 1 17 Not Mastered 4 83 Mastered
11 A 1 17 Not Mastered 4 67 Nearing Mastery
13 C 0 0 Not Mastered 6 100 Mastered
18 A 0 0 Not Mastered 5 83 Mastered
20 C 0 0 Not Mastered 5 83 Mastered
MPS 16.67 % 83.25 %
Standard Deviation 0.85 0.72
The table shows the manipulative skills of Grade 12 students in MS Word Processing

after the SOP activity was increased of 66.58 % from the pre-test result in their MPS. Therefore,

it could be concluded that the “SOP activity” is significant in addressing the difficulty in

manipulating the MS Word processing skills.

Figure 1. Distribution of students’ scores before and after SOP intervention

Distribution of Scores
6 6
6
5 5 5 5 5 5
5
4 4 4 4
4

3
2 2 2 2
2
1 1 1 1
1
0 0 0 0
0
1 2 4 5 6 8 9 10 11 13 18 20

Pre test Post Test

The graph shows the improvement of Grade 12 students in MS Word manipulative skills

through SOP activity. It is evident that there is a great increased of their manipulative skills in

MS Word processing. Therefore, SOP activity is effective to develop the manipulative skills in

MS Word processing of the students.

Table 4. Significant Difference in the test result of the respondents in Pre-Test and the Post-
Test result

Variable T-Test Interpretation

1.25325E-07 Significant Difference
The table shows that the Pre-Test and the Post-Test have significant difference given

with a p-value of less than 0.05. It indicates that the result of Pre-Test is significantly different

from the Post Test result due to the SOP intervention conducted.
VI. CONCLUSION AND RECOMMENDATION

a.) Conclusion

1. The performance level of grade 12 students in MS Word during pre-test is

60% of them were not mastered.

2. The result has correlated to causative factors that affect low performance in

Microsoft Word such as difficulty in computer work, interest in learning about

computer, comfort in using mouse and keyboard, experience and frequency in using

computer.

3. The performance level of grade 12 students in MS Word after the implementation

of SOP Activity is 66.58% increase of mastery level compared to the Pre-Test

conducted last October 2017 in which 60% of them were not mastered.

4. Pre-Test and Post Test results of the respondents have a significant difference

given with a p-value of less than 0.05. It indicates that the result of Pre-Test is

significantly different from the Post Test result due to the SOP intervention

conducted.

b.) Recommendation

1. Pre-Test and Post Test of MS Word should be hands on.

2. There should be sustainability of SOP (Students on Practice) activity.

3. School must produce more computer units and have ICT expert.
VII. REFERENCES

Bangert-Drowns, R.(1993). The word processor as an instructional tool: A meta-analysis of word

processing in writing instruction. Review of Educational Research, 63, 69-93.

https://www.youtube.com/watch?v=96qyl4FwBCU

https://www.youtube.com/watch?v=S-nHYzK-BVg&t=86s

https://www.youtube.com/watch?v=zh6y3sGwImU

https://www.youtube.com/watch?v=f_rtfV5BD7I

Kaminski, K., Seel, P., & Cullen, K. (2003). Technology-literate students? results from a survey
of freshman students at colorado state university. 2002 Annual Proceedings-Dallas:
Volume, 213.

Prensky, M. (2006). Don’t bother me Mom—I’m learning.St. Paul, MN: Paragon House.

Young, R. (2008). Using technology tools in the public school classroom. University of
Wisconsin: Unpublished Master’s Thesis.
 IX. FINANCIAL REPORT
A.) Action Research Work Plan and Timeline

Time Source Amount

Activities Nature of Expenses Total
Frame of Plan Needed

October,
Planning Bond Paper, ink MOOE ₱50.00 ₱ 50.00
2017

Miscellaneous fee (₱500.00)

Implementation Nov. 2017- Other fees ( 400.00)
Personal 900.00 900.00
of the Activities Dec.. 2018 ₱ 900.00

Evaluation of the January

Bond Paper, ink etc MOOE 300.00 300.00
Results , 2018

Submission of February,
Bond Paper, ink etc. MOOE 1,800.00 1,800.00
the Final Results 2018

Total Amount ₱3,050.00

B.) Cost Estimates

MONTHS
October November December January February March
Activities
2017 2018

Planning

Implementation of the
Activities in the Project

Evaluation of the
Results

Submission of the Final

Results