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I.

Title Page

WEB HUNTING STRATEGY IN ENHANCING THE

PERFORMANCE OF GRADE 8 STUDENTS IN

ARALING PANLIPUNAN
II. APPROVAL SHEET
III. Table of Contents

Title Page

Approval Sheet

Parts

A. Situation

B. The Problem

C. Plan of Action

D. Action/Implementation

Reflection

Bibliography

Appendices

Curriculum Vitae
IV.

A. THE SITUATION

Coinciding with the rapid development of Information and

Communication Technology (ICT) in education, learning even out of the

classroom has become the ultimate goal of education. In this way,

learning is no more restricted by time or place and is supported by online

resources (e-resources) through the use of Web Hunting. It is for a fact that

there has been a dramatic increase of the technological-based learning

among schools. Most of the schools now even elementary curriculum

requires the use of technology-based learning and technology - based

teaching. And who would not want the use of technology to be employed in

the classroom?

In this age of globalization, where society is being transformed and is

transformed by technology, so too are innovative ways in teaching and

learning processes. It should be affirmed that as time flies, the number of

Filipino learners has rapidly increased. These learners are full of hopes and

dreams to learn. There may be some variables that may hamper the learning

process however this should not block the goal of the teacher to bring the

lesson to the open. Moreover, teachers should mutually enforce the


emergence of internet as a fast learning channel. It must revolutionize the

teaching process. As the last few decades have affirmed the role of internet,

education then should be searching for solutions (Calvert, 2008). It should

be brought into the classroom and be incorporated in the curriculum

(Barbara Ten Brik, 2009).

As the domain of Information Technology is witnessing innovations

and developments at a rapid race, education should not be left in using the

internet as an instructional strategy in teaching to enrich and motivate the

learners to take challenges in their academic life. One of the most powerful

and rewarding strategy at the fingertips of teachers is the Internet. Indeed,

through it, lessons capture teachable moments as the teacher sees students’

eyes light up with excitement, as the web expands the moment with pictures,

facts, human stories that somehow makes learning comes alive (Becker,

2009).

Above other things, the use of information and communication

technology (ICT) in education is a strategy to facilitate interaction and

access information in learning more about the given topic. However, finding

a source of or set of structured e-resources to facilitate learning within


specific course remains to be a big challenge in educational institutions

especially in secondary schools.

Information and Communication Technology refers to a technology -

supported teaching and learning that enables understanding and utilizing of

information and online communication (Hammond, 2004).

Indeed, its presence has become indispensable part of education,

which is a power to enable learners to appraise their aspirations and

interests. It was disclosed by Reinhart and Schneider (2001) that the use of

Information and Communication Technology (ICT) supported learning in

education owes too much to the emergence of an information society. It is

all because in any technological strategy that is used for learning, the

designed system should add values to the learning process and support

learners to achieve better outcomes, (Biggs, 2003). This concept was then

supported by Christie and Ferdos (2004), stating that beneficial ICT strategy

support achieving good pedagogical results in education. In fact, the

appropriate private use of ICT facilitates all kind of interactions.

The potential of the teacher to use technology enhances the teacher

and students’ thinking and develop the latters’ eagerness to learn more about

the subject. In this sense, Web Hunting can be used fruitfully especially
nowadays that K to 12 Program is in its full swing. Other benefit of this

strategy is to explain difficult topics using the computer generated

applications. Indeed, technology equips teachers to teach with high quality

content giving them enough time to explain difficult concept. It is with this

concept that the teacher-researcher believes that the use of WEB HUNTING

nurtures students in learning more about the different lessons in the Araling

Panlipunan subject. As Zhang (2010) pointed out, websites offer students

rich resources of materials-both authentic and instructional as well as

attractive and friendly interface, wind pictures, pleasant souls which

intensify across students’ learning in the Araling Panlipunan subject. This

connotes that student will performed better if they engaged in modern

technologies like using the web. It means that student are more active and

engaging in their class discussion. They don’t only see but they hear it as

well. Their memories of retention will stay longer in their minds.

There has never been a perfect classroom setting. Although the

researcher has been maintaining her commitment to maximize classroom

management, still the diversity of learners is one factor to be considered.

Learners regard the Araling Panlipunan subject as just one of the subjects so

they think of it as easy and not interesting. The subject then becomes
secondary among their priorities. Aside from these, learners tend to

prioritize other subjects. Hence, the use of Web Hunting is highly suggested

as it increases students’ motivation to learn (Ferrer, 2013).

So then, teachers should consider learners’ perspectives for

instructional design of the courses and to enable learners to engage

interactively in improving the learning system. (Concannon, Flyn and

Campbell, 2005). Similarly, the internet provides the students several

avenues from which essential information and data can be sourced out to

help them enhance their skills and competencies maximally. And this is

done through the use of Web Hunting.

Web hunting or Cyber hunting is an educational lesson which

introduces the internet to students. It is often used as a strategy in teaching

the students how to search the Internet and how to use the resources and

information available in the Internet (Kirscner & Woperie 2010). This aims

to focus on gathering information from websites to answer questions or to

support a concept on a particular subject matter. This intends to hunt for

facts or information to provide details for the answer to the question.

Nevertheless, this is a fact-finding exercise where students answer a

list of questions or solve problems as they practice information seeking


skills. A Hunt therefore, is a powerful strategy to introduce the study of a

new subject or to supplement the exploration of various sides of an issue.

Moreover, learning is the art of developing a skill or knowledge. It is

an extremely complex human process. Traditional education emphasizes

learning the “what”, whereas the Information Age requires learners to be

competent and to understand the process of learning the “how” (Wikipedia).

Thus, modern Web-based learning provides means to fundamentally change

the way in which instruction in Araling Panlipunan is delivered to students.

Therefore, teaching Araling Panlipunan using Web Hunting should be a

meaningful experience for both the teacher and the learner because websites

are designed to provide learners with a “self-help” learning resource to

complement traditional textbooks (Calvert, 2010). From this, instead of

going to libraries, learners search using Google and other Search Engines

(Berners Lee, 2007).

The alternative technique of using Web Hunting within the context of

instruction can be easily incorporated into the daily activities of the learning

process in the classroom (Rohan, 2009). Indeed it plays a vital role in a

students’ life. It serves as an innovative, informative and entertaining

strategy as students use their time to navigate the teacher-selected sites for
the information on a particular subject matter. This diminishes the need for

extensive investments in print resources that quickly become outdated or

irrelevant. Imagine that a single book can be used only by one student at a

time, whereas, a single page can be accessed by millions. By far, Web

Hunting serves as a teaching strategy which aids the teacher to beat the

monotonous use of textbooks. It gives the teacher the joy of selecting a topic

from the curriculum and then search for appropriate websites or web related

resources that can range from pure text based online resource to online video

related resources from www.youtube.come as an example. How exciting

Araling Panlipunan classes would be when teachers will learn to adopt Web

Hunting. This will elicit thinking from the learners on different levels.

Deeper exploration on certain Araling Panlipunan topics will then be met.

Moreover, Web Hunting provides a wealth of resources and

information that makes teaching-learning exciting since it is an ideal

mechanism to encourage students to take full responsibility for their own

learning. Through this, they find different learning resources on the web;

they become participants in their quest for knowledge. Hence, in the near

future, this world will be a “learning society” in which education is

promoted among young students to learn to maximize net navigation.


Remember that, the worlds’ best teachers are not repositories of knowledge

but skilled navigators who lead young minds to discover and understand,

because learning is about reinventing the wheel, for which all learners in

Araling Panlipunan have the opportunity to do it through Web Hunting.

From this context, the researcher takes the challenge and is more than

willing to take the risk in leading an action to find out the most effective way

to come up with a better if not the best strategy in teaching the Araling

Panlipunan subject. The use of Web Hunting is the absolute answer. The

researcher believes that the ability to incorporate educational opportunities

that web hunting promises will tremendously be the key ingredient in

making it possible for teachers to address the core educational challenge.

They should try something new and different, something that captivates

students’ attention and interest and that is using Web Hunting. Come to

think of this, traditional teaching allows the teacher spends time on writing

the vital points and important information on the chalkboard. While with the

use of Web Hunting, the class becomes more attentive, more active and the

teacher just uses the button and keyboard to show significant content in a

few seconds. Moreover with the same courseware, the teacher does not need
to write some notes several times in different classes, hence saving time and

energy.

With the above literature, the researcher asserts her full responsibility

to answer the needs of the learners. She has to bridge the gap and answer on

the call of the 21st Century learning so then; it is her goal to use Web

Hunting to intensify the performance of Grade 8- students in her school.

In addition, the researcher wants to enhance the performance of the

students in order for them to have a better understanding in studying the

Araling Panlipunan subject. She has to prove that Araling Panlipunan

subject is not a boring subject. It is a subject wherein students can travel

around the world. By using the web, they will discover more about their

country and other countries as well.

The researcher as a Araling Panlipunan teacher is aware of the dismal

results of the students’ performance in Araling Panlipunan in the previous

periodical test. This only manifest that learners do not possess sufficient

mastery of competencies, skills and concept.

It is along this premise that the researcher conducts this study which

determined the enhancement of performance of grade 8 students.


B. THE PROBLEM

This study aimed to find out the effectiveness of web hunting as an

instructional strategy to improve the performance of Grade 8 students in

Araling Panlipunan during the school year 2015-2016.

Specifically, it sought to answer the following problems:

1. What are the least mastered competencies in Araling Panlipunan 8

during the School Year 2014-2015?

2. What is the performance of the Experimental Group and Control

Group of Grade 8 students as revealed in the pretest?

3. Is there a significant difference between the performances of the two

groups of Grade 8 students prior to the experiment as revealed by the

pretest?

4. What is the performance of the Experimental group and Controlled

group of Grade 8 students after the experiment as revealed by its post-

test?

5. Is there a significant difference between the performance of Grade 8

students (Experimental group) exposed to Web Hunting Strategy

before and after the experiment as revealed by the pretest and pot-

test?
6. Is there a significant difference in the performance of grade 8 students

exposed to Conventional strategy (Control group) before and after the

experiment as revealed by the pretest and post-test?

7. Is there a significant difference between the performances of the two

groups of grade 8 students after the experiment as revealed by the

post-test?

C. PLAN OF ACTION

c.1. Objectives

1. To be able to identify the least mastered competencies in Araling

Panlipunan 8 during the School Year 2014-2015?

2. To be able to compare the performance of the Experimental Group

and Control Group of Grade 8 students as revealed in the pretest?

3. To be able to determine if there is a significant difference between

the performances of the two groups of Grade 8 students prior to the

experiment as revealed by the pretest?

c.2 Time Frame

Performance of Grade 8 students in Araling Panlipunan during the

school year 2015-2016.

c.3 Target Subjects


The subjects of this study were the Grade 8 students of Buenlag National

High School during the school year 2015-2016 wherein the two sections are

being used in the study. The grade 8- Earth assigned in Web Hunting

Strategy (WHS) group while the grade 8-Venus assigned in Conventional

Strategy (CS) group.

c.4 Activities to be undertaken

The test which employed as a pretest and a post-test was content validated

by experts in the field of test construction composed of 3 Departments and 2

Master Teachers based on a given set of criteria used by Decena (2014).

After the content validity of the test has been established, it was tried-out to

a group of thirty (30) Grade 8 students who were not respondents of the

study.

c.5 Evaluation Criteria

1. To answer sub – problem no.1

The researcher conducted an item analysis of the periodical test results

in order to determine the least mastered competencies of grade 8 students in

Araling Panlipunan by employing the percentage of correct response (PCR).

The results on the item analysis were described using a 4-point Likert scale

as shown:
Percentage of Correct Response Descriptive Equivalent

75% and above Mastered (M)

50%-74% Nearing Mastery (NM)

25%-49% Low Mastery (LM)

24% & below No Mastery (NoM)

2. To answer and analyze sub- problems 2 and 4, means and standard

deviation were used. This determined the performance of the two groups

before and after the experiment.

3. t-test for correlated and non – correlated means. This were used to

answer and analyze sub-problem 3, 5, 6, and 7 to determine whether or

not there is a significant difference between the means of their scores for

the administered pretest and post-test for the two groups after being

exposed to different instructions.

D. ACTION IMPLEMENTATION

d.1 Research Design

The researcher used the experimental method of research. It employed

the Two Group Pretest – Post-test design in which the Experimental group
received the Web Hunting Strategy (WHS) while the Control Group the

Conventional Strategy (CS). Comparisons were made before and after the

intervention.

d.2 Research Strategies

The researcher used the item analysis for the third periodical test

result School Year 2014 - 2015 to identify the least mastered competencies.

A test which served as a Pretest and a Post-test was prepared and

administered before and after the try-out of the Web Hunting Strategy

(WHS).

d.3 Data to be collected

Before the conduct of this study, the researcher sought the permission

of all DepEd officials as she observed the proper protocol on this matter.

The Pretest was administered by the researcher to both groups

( control and experimental group) last November 3, 2015. After getting their

scores in the pretest the means and standard deviation were computed. The

experiment started November 9, 2015, traditional strategy like using

textbooks and other materials while the Experimental group (8-EARTH)

taught using web. The said experiment was conducted in the morning and

afternoon 7:30 AM – 8:30AM and 3:00PM – 4:00PM every Monday,


Wednesday and Thursday. The duration of the experiment which lasted for

30 days from November 9, 2015 to January 20, 2016.

After subjecting the experimental group using web hunting and

control group to traditional teaching, the researcher personally administered

the post-test to both groups last January 23, 2016. After which, the post-test

results were tabulated and computed for the mean and standard deviation.

The group in Web Hunting Strategy (WHS) is done by following

simple steps as follows:

 The lessons begin with a prayer and checking of attendance.

 After that, the teacher will give all the questions to be answered

by the students.

 There is allotted time for the students to searched the answers to

the questions.

 The teacher will see to it if the students are doing their task to

avoid misleading.

 After accomplishing the entire task, the teacher were discussed

the lesson briefly.

 Then there is a short quiz to test either the students understand

the lesson or not to measure their level of mastery.


The other group of students was the Conventional Strategy (CS)

group, where the discussions are in a traditional chalk and board student

learning, and there is no need to use the Web Hunting for them.

After the experiment which was conducted during the third grading

period, the researcher personally administered the 50-item multiple choice

post-test to both groups of students. It shall be noted this said test was also

administered to the two groups of students as a pretest.

d.4 Statistical Treatment of the Data

The researcher used the following statistical measures to properly

analyze and interpret the data.

1. To answer sub – problem no.1

The researcher conducted an item analysis of the periodical test results

in order to determine the least mastered competencies of grade 8 students in

Araling Panlipunan by employing the percentage of correct response (PCR).

The results on the item analysis were described using a 4-point Likert scale

as shown:

Percentage of Correct Response Descriptive Equivalent

75% and above Mastered (M)


50%-74% Nearing Mastery (NM)

25%-49% Low Mastery (LM)

24% & below No Mastery (NoM)

2. To answer and analyze sub- problems 2 and 4, means and standard

deviation were used. This determined the performance of the two groups

before and after the experiment.

3. t-test for correlated and non – correlated means. This were used to

answer and analyze sub-problem 3, 5, 6, and 7 to determine whether or

not there is a significant difference between the means of their scores for

the administered pretest and post-test for the two groups after being

exposed to different instructions.

To determine if there is a significant difference in the performance of

the two groups in the pretest, t-test for independent samples was used.

The same t-test will be used to compare the performance of the two

groups in the post test administered after the experiment.

To determine if there is a significant improvement in the performance

of each of the two groups after the experiment as revealed by its pretest

and the post test, t-test for correlated means was used.
d.5 Findings
Least Mastered Competencies OF GRADE 8 STUDENTS IN
ARALING PANLIPUNAN

The researcher conducted an item analysis of the periodical test results

for the third grading period in order to identify the least mastered

competencies of the grade 8 students in Araling Panlipunan. Table 1 reveals

the least mastered competencies of the students by making use of the

percentage of correct response (PCR) results.

Table 1
Least Mastered Competencies of GRADE 8 Students in Araling
Panlipunan
(2014-2015)
THIRD GRADING PERIOD PCR DE
Ang Pag-usbong ng Makabagong Daigdig: Ang
Transpormasyon Tungo sa Pagbuo ng Pandaigdigang
Kamalayan
1. Nasusuri ang katangian ng bourgeoisie. 68.75% NM
2. Natutukoy kung ano ang sa pinanahanan ng 83.75% M
mamamayan.
3. Nakikilala kung sino ang nagtakda ng kaayusang 51.25% NM
banal.
4. Natutukoy kung alin ang sumailalim sa tunggalian ng 63.75% NM
interes ng simbahan at pamahalaan.
5. Nakikilala ang tawag sa dalawang tungkulin ng 56.25% NM
Obispo.
6. Nasusuri ang kahulugan ng renaissance. 80% M
7. Nasusuri kung bakit sumibol sa Italy ang renaissance. 55% NM
8. Natutukoy kung alin ang nagmula sa salitang Italian. 66.25% NM
9. Nakikilala ang Ama ng Humanismo. 58.75% NM
10.Nakikilala kung sino ang nagsulat ng Romeo at Juliet. 75% M
11.Nakikilala kung sino ang naglahad ng teoryang 46.25% LM
Heliocentric.
12.Nakikilala kung ang magaling sa larangan ng 42.50% LM
pagpipinta.
13.Nakikilalakung sino ang Ama ng Protestanteng 71.25% NM
Paghihimagsik.
14.Natutukoy kung ano ang tawag sa pagbili ng 36.25% LM
kapatawaran at kaligtasan ng tao.
15.Nasusuri kung alin ang tamang pagkakasunod-sunod 60% NM
ng mga pangyayari sa simbahang Katoliko.
16.Nasusuri kung bakit itinuring na batik ng simbahan 66.25% NM
ang Inquisition.
17.Nakikilala kung sino ang nanguna sa pagtuklas ng 62.50% NM
mga lupain.
18.Nakikilala kung sino ang sumasalungat sa 41.25% LM
mamamayang Katoliko at imperyong Romano.
19.Nasusuri kung alin ang binago ni Pope Gregory VII sa 47.50% LM
simbahang Katoliko.
20.Natutukoy kungb alin ang may malaking demand sa 55% NM
Europeo.
21.Nakikilala kung sino ang nakatuklas ng America. 66.25% NM
22.Nasusuri ang kontribusyon ng sistemang 53.75% NM
merkantilismo.
23.Nasusuri kung alin ang nagpapakita ng nasyonalismo. 32.50% LM
24.Natutukoy kung kalian isinulat ang Leviathan. 82.50% M
25.Natutukoy ang tatlong sangay ng pamahalaan. 37.50% LM
26.Nakikilala kung aling bansa ang nagpasimula ng 48.75% LM
rebolusyong Industriyal.
27.Natutukoy kung ano ang ibig sabihin ng White Man’s 42.50% LM
Burden.
28.Natutukoy kung ano ang tawag sa imperyo ng India. 76.25% M
29.Natutukoy kung ano ang tawag sa mabilisang 38.75% LM
pagbabago ng isang institusyon o lipunan.
30.Nakikilala ang aklata ni Baron Montesquieu. 63.75% NM
31.Natutukoy kung ano ang tawag sa saligan ng batas ng 68.75% NM
France.
32.Nakikilala ang mga philosophes. 47.50% LM
33.Nasusuri ang mahalagang prinsipyo ng nasyon estado. 30% LM
34.Natutukoy kung kalian nagpadala ng malaking tropa 53.75% NM
ang Great Britain sa Atlantiko.
35.Nakikilala kung sino ang may kaisipang blankslate. 43.75% LM
36.Natutukoy ang unang estates sa France. 85% M
37.Natutukoy ang tatlong kulay ng badges ng France. 77.50% M
38.Natutukoy kung kalian natalo si Napoleon Bonaparte. 42.50% LM
39.Natutukoy kung ilang bilang ang ipinadala ni 66.25% NM
Napoleon Bonaparte sa Battle of Borodeno.
40.Natutukoy kung saan ipinatapon si Napoleon 42.50% LM
Bonaparte.
41.Nakikilala kung ano ang tawag sa taong ipinanganak 42.50% LM
sa bagong daigdig.
42.Nakikilala kung sino ang tinaguriang liberator. 36.25% LM
43.Nakikilala kung sino ang may akda ng Praise of Folly. 41.25% LM
44.Nakikilala kung aling bansa ang nagpasimula ng 55% NM
panggagalugad.
45.Nakikilala kung sino ang may-akda ng Ninety-Five 71.25% NM
theses.
46.Natutukoy kunga ano ang tawag sa pagpapalit ng 31.25% LM
gawaing manwal sa kabukiran ng bagong makinarya.
47.Nahihunuha kung ano ang nais ipahiwatig ng pahayag. 47.50% LM
48.Nasusuri kung ano ang nais ipahiwatig ng “The end 30% LM
justifies the means”.
49.Nasusuri kung ano ang nais ipahiwatig ng paniniwala 52.50% NM
ni Thomas Hobbes.
50.Nasusuri kung ano ang naging epekto ng Rebolusyong 63.75% NM
Industriyal.
Legend:
M – 75% and above
NM – 50% - 74%
LM – 25% - 49%
NoM – 24% and below

Table 1 presents the data reflecting the least mastered competencies of

grade 8 students in Araling Panlipunan by third grading period. These were


used by the researcher as basis in identifying lessons which would

incorporate the web hunting strategy to enhance the performance of students.

From Yable, it can be observed that out of 50 items competencies embodied

is 21 items are least mastered by the students. Hence, the least mastered

competencies are the consensus of the researcher in developing lessons

employing the web hunting strategy as well as the conventional strategy.

Students Performance Based on the Pretest and Post- test Results

The information on the students’ performance based on the pretest and post-

test are presented in the following sections.

Performance in the Pretest

Table 2 presents the mean performance of the Experimental Group and the

Control Group in the Pretest. The corresponding standard deviations are

likewise presented.

Table 2
Performance of the Experimental Group and the Control Group as
Revealed by the Pretest Results

GROUP MEAN Standard Deviation

Experimental Group 13.50 3.22


N=40

Control Group 14.525 3.07

N=40

It could be noted from the table that the mean performance of the

control group is a little bit higher than that of the experimental group.

Likewise, the standard deviations values are close to each other. It can be

deduced from these observatons then that the two groups of students have

more or less the same performance in the pretest and their scores are more or

less of the same spread or dispersion. This statement is validated in the next

section which used the t-test to determine the difference in their mean scores

are significant or not. The standard deviations are necessary in the

computation of the t-value.

Comparison in the Performance of the Two Groups in the Pretest

Table 3 presents the t-test results in determining the significance

difference in the performance of the Experimental group and the Control

group in the Pretest

Table 3
Test of Significance of the Difference in the Performance of the
Experimental Group and the Control Group in the Pretest

GROUP Mean Computed Critical Decision

Mean Difference t-value Value

Experimental 13.50

Group 1.025 .7034 Accept


1.987
Control 14.525 Ho

Group

The Table 3 shows that the control group and the experimental group

have more or less the same performance in the pretest as presented in the

preceeding discussion.

The data in Table 3 reveals that there is no significant difference

between the mean scores of the two groups before the experiment,this is

evidenced by the computed t-value of .7034 which is less than the critical t-

value of 1.987 at the at .05 level of significance with df=98. This finding

warrants the acceptance of the null hypothesis, which states that there is no

significant difference in the pretest performance of the two groups. Thus, the

experimental group and the control group are on equal footing with regards
to their competencies in Araling Panlipunan covered during the third grading

period.

Performance in the Post-test

Table 4 presents the mean performance of the Experimental Group

and the Control Group in the Post-test

Table 4
Performance of the Experimental Group and the Control Group in the
Post-test

Experimental Group Control Group

N = 40 N = 40

Mean 29.425 21.275

SD 8.00 5.074

There is a marked increase in the performance of the students in the

post-test compared to the pre-test results. It could be observed further that

from the same initial performance level, the experimental group has

achieved a higher level of mastery of Araling Panlipunan concepts than

those in the control group who are exposed to conventional strategy. This

implies that the web hunting strategy is effective in bringing about a positive
change in students’ performance. Thus, it can be stated that the two groups

under study are in equal footing in terms of their knowledge and skills in

Araling Panlipunan 8 before the start of the experiment but performed

differently in the post-test, with the Experimental group demonstrating

higher performance.

Comparison of the Pretest and Post-test Performance of the


Experimental Group

Table 5 presents the performance of the Experimental Group in the

Pretest and Post-test

Table 5
Test of Significance of the Difference of the Performance of the
Experimental Group in the Pre-test and Post- test

Experimental Mean Mean Computed t- Critical Decision

Group Difference value t-Value

Pretest 13.50 Reject

Post test 29.425 15.925 14.151 .20231 Ho

It can be gleaned from Table 5 that the difference between the Pretest

and Post-test means is 15.925. Using t-test for correlated means, the

computed t-value is 14.151. This value is very much higher than the critical
t-value of .20231 at .05 level of significance and df=29. This suggests for

the rejection of the null hypothesis and consequently, the acceptance of the

research hypothesis which states that there is a significant difference

between the Pretest and Post-test mean performance of the Experimental

Group.

The Table 5 warrants the rejection of the null hypothesis. This means

that the Experimental group performed significantly higher in the post -test

as compared to their performance in the pretest. The web hunting strategy

then is effective in teaching Araling Panlipunan.

Comparison of the Pretest and Post-test Performance of the Control


Group

Table 6 presents the results of the test of significance of its difference

of the Performance of the Control Group in the Pretest and Post-test.

Table 6
Test of Significance of the Difference of the Performance in the Pre-test
and Post-test of the Control Group

Control Mean Mean Computed t- Critical Decision

Group Difference value t- Value

Pre-test 14.525 Reject


Post-test 21.275 6.750 7.724 2.0231 Ho

It is shown in Table 6 that the computed t-value of 7.724 is greater

than the critical t-value of 2.0231. Thus the null hypothesis can be rejected.

Hence, there is a significant improvement in the performance of the grade 8

students who were exposed to the conventional strategy of teaching Araling

Panlipunan. This implies that conventional strategy is likewise effective.

However, the mean gain of the Experimental group is higher than that of the

Control group as presented in the preceding table and discussion.

Comparison of the Two Groups in the Post-test Performance

Table 7 presents the result of the test of significance difference of the

Two Group’s Performance in the Post-test.

Table 7
Test of Significance of the Difference in the Performance of the
Experimental Group and the Control Group in the Post-test

Group Mean Mean Computed Critical t- Decision


Value
Difference t-value

Experimental 29.425
group 8.150 5.441 Accept

Control group 21.275 1.987 Ho

The table above shows the mean difference of 8.150 of the post – test

results between the students exposed to web hunting strategy and

conventional strategy. The computed t-value of 5.441 is way above the

critical t- value of 1.987 at .05 level of significance with df=98. Thus, the

null hypothesis which states that there is no significant difference between

the post-test results of the experimental group (exposed to web hunting

strategy) and control group (exposed to conventional strategy) is hereby

rejected and thus, warrants the acceptance of the research hypothesis. Thus,

there is really a significant difference between the performance of the two

groups after the experiment with the experimental group demonstrating a

higher performance than the control group.

d.6 CONCLUSIONS

After analyzing the findings of the study, the following conclusions

are drawn.
1. Before instruction, the grade 8 students have a limited knowledge

of the learning competencies on the subject matter based on the

pretest given in Araling Panlipunan.

2. The students exposed to the web hunting strategy performed better

in the post test than those exposed to conventional strategy.

3. The use of web hunting strategy significantly enhanced the

performance of students.

4. The conventional strategy is likewise effective.

5. However, the web hunting strategy is more effective than the

conventional strategy.

d.7 RECOMMENDATIONS

Based from the conclusions drawn, the following recommendations

are formulated;

1. Teachers should be encouraged to adopt web hunting

strategy.

2. Since the Conventional Strategy is likewise effective it

could be used alternately with the web hunting strategy.


3. Similar studies should be conducted by future researchers in

other subject areas where web hunting is used.

4. Araling Panlipunan teachers should consistently update

themselves on effective strategy for them to use to enhance

and develop the learners.


V. BIBLOGRAPHY

A. Books
Biggs, J. (2003) Aligning Teaching and Assessment to Curriculum
Objectives. Imaginative Curriculum Project, LTSN Generic Centre
Richards, C. (2013) The Design of Effective ICT-Supported Learning.
Activities: Exemplary models, changing requirements, and New
Possibilities. In Language Learning and Technology.

B. Journal
Aghase, Noghmeh et.al. (2014) Learner’s perceptions on the structure
and usefulness of e-resources for the Thesis Courses
Gorospe, Ingerman, Akhond and Young, C. (2011) Students emotions for
achievement and technology use in synchronous hybrid programmes: a
control-value approach
Livingstone, Brake, Grenhow and Elias (2010) The mutual impact of
educational information technologies; Building a pedagay of e-learning.
In journal of Information Technology Impact.
Li Te (2007) E-Learning Skills: New Yourks Palgrave Macmillan
Tarcunto, Balbin, and Gaetano (2011) What campus –based students
think about the quality and benefits of e-learning.
Marcial, Dave E. (2010) Teaching and Learning with Technology in
Higher Education Institutions in the Philippines, Siliman University,
Dumaguete, Philippines
Ginod, Wojckiewiez (2004) English learning websites and digital
resources from the perspective of Chinese University

C. Unpublished Materials
Ferrer, L. (2013) “Improving Students Performance Through Web
Hunting” Lyceum North Western University, Dagupan City
Reyes, JC (2014) “Mathematics Software: Enhancement Tool in
Learning Mathematics for Grade 8” The Adelphi College, Lingayen
Pangasinan
Casingal, P. (2014) “Least Mastered Skills in Problem-Solving of Fourth
Year High School Students in Mathematics IV: Basis for the
Development of Computer-Assisted Modular Material” San Carlos
College, San Carlos City Pangasinan
Fronda, R (2005) “ Effectiveness of Graphic Organizers on Grade V
Pupils’ Mastery of Science Concepts” City Library, Dagupan City.

D. Online Sources
http://www.eurodl.org/index.php?ariticle=101
http://ijello.org/volume7/IJELLOV7po81-095Penry754.pdf
http://elearning.ph
https://en.wikipedia.org/wiki/Technology_integration
http://www.elmoglobal.com/en/html/ict/01.aspx
http://www.icbse.com/ict-education
http://www.teachersofindia.org/en/article/ict-education
http://www.teach-nology.com/currenttrends/constructivism/
VI. APPENDICES
APPENDIX A

Letter to the Schools Division Superintendent


Requesting Permission to Conduct Study

December 10, 2015

DR. MARIA CELIA JUNIO-FERNANDEZ


Schools Division Superintendent
Schools Division I Pangasinan
Lingayen, Pangasinan

MADAM:

Greetings!

The undersigned is currently enrolled in the Graduate Studies, San Carlos College, San
Carlos City Pangasinan. I am conducting a research titled, “WEB HUNTING
STRATEGY IN ENHANCING THE PERFORMANCE OF GRADE 8 STUDENTS
IN ARALING PANLIPUNAN”.
In this connection may I request permission from your good office to administer the
pretest/post-test to the Grade 8 – Earth with Grade 8 – Venus students in Buenlag
National High School, Calasiao, Pangasinan to gather the needed data in the
accomplishment of my study.

Your most favorable approval is very much appreciated.


GOD BLESS! MABUHAY!

Very respectfully yours,

RIZA F. POSADAS
Researcher

Noted: Recommending Approval:

DOMINADOR C. FERMIN III MDM. MARILU N. CARDENAS


Oficer-in-Charge, Graduate Studies Assistant Schools Division Superintendent

Approved:

MARIA CELIA JUNIO-FERNANDEZ, Ed. D.


Schools Division Superintendent
APPENDIX B

Republic of the Philippines


DEPARTMENT OF EDUCATION
Region I
Schools Division Office I Pangasinan
Lingayen
Buenlag National High School
Calasiao, Pangasinan

December 14, 2015


DR. EDWIN R. FERRER, OP
District Monitoring Supervisor
BUENLAG NATIONAL HIGH SCHOOL
Calasiao, Pangasinan

MADAM:

I am a Graduate student at San Carlos College, Graduate Studies, San Carlos City
Pangasinan. I am conducting a research titled “Web Hunting Strategy in Enhancing
the Performance of Grade 8 Students in Araling Panlipunan ” as a requirement of the
course master of Arts in Education, major in Educational Management.

In this connection, I would like to request your good office to grant me permission to
administer evaluation instruments to the Department Heads in Araling Panlipunan in this
district. The evaluation instrument (herein enclosed) is intended to determine the validity
of the test, which will be used for Grade 8 students in Araling Panlipunan.

Hoping and anticipating your favorable action on this matter.

Very truly yours,

RIZA F. POSADAS
Researcher

Noted:

DOMINADOR F. FERMIN III Approved:


OIC/DEAN
DR. EDWIN R. FERRER, OP
Monitoring District Supervisor
APPENDIX

Republic of the Philippines


DEPARTMENT OF EDUCATION
Region I
Schools Division Office I Pangasinan
Lingayen
Buenlag National High School
Calasiao, Pangasinan

December 15, 2015


DR. DIGNA B. BAUZON
OIC/Principal IV
BUENLAG NATIONAL HIGH SCHOOL
Calasiao, Pangasinan

MADAM:

I am a Graduate student at San Carlos College, Graduate Studies, San Carlos City
Pangasinan. I am conducting a research titled “Web Hunting Strategy in Enhancing
the Performance of Grade 8 Students in Araling Panlipunan” as a requirement of the
course master of Arts in Education, major in Educational Management.

In this connection, I would like to request your good office to grant me permission to
admininister evaluation instrument to the identified respondents.

Hoping and anticipating your favorable response on this matter.

Very truly yours,

RIZA F. POSADAS
Researcher

Noted:

DOMINADOR F. FERMIN III Approved:


OIC/DEAN
DR. DIGNA B. BAUZON
OIC/Principal IV
APPENDIX D

LETTER ESTABLISHING THE CONTENT VALIDITY OF QUESTIONNAIRE


AS EVALUATED BY EXPERTS

_____________________

_____________________

_____________________

Sir/Madam:

The undersigned is currently undertaking a study entitled, “WEB HUNTING


STRATEGY IN ENHANCING THE PERFORMANCE OF GRADE 8 STUDENTS
IN ARALING PANLIPUNAN”.

In this regard may I request you to evaluate the validity of the questionnaire. I am going
to use which is necessary in the completion of my masteral thesis.

Attached herewith is the instrument in establishing the content validity of the


questionnaire for your perusal.

Thank you and more power.

Very truly yours,

RIZA F. POSADAS
Researcher
APPENDIX E
Content Validity Instrument/Validation Results
(Fronda, 2005)
Directions: Please read direction and items in the Questionnaire. Then read each
statement in the Evaluation Sheet and rate each item using the scale below by making a
check ( ) mark on the appropriate column that corresponds to your answer.
5 – Highly Valid. No flaws observed nothing more to be desired to make it better.
4 – Valid. Very little flaws are observed; minor rewording of five items needed.
3 – Moderately Valid. Some flaws are observed, the overall usefulness is diminished
only slightly.
2 – Fairly Valid. Several flaws are observed, the overall usefulness is greatly diminished.
1 – Not Valid. Major revision is needed to make it useful.

Statement about the instrument EVALUATOR


TOTAL MEAN
1 2 3 4 5
1. The directions given are clear in all 5 5 5 525 5 5
sub-section of the items.
2. Each of the items is clear. 4 4 4 5 5 22 4.4
3. Each of the items is readable, i.e. the 5 5 5 5 5 25 5
items are easily read.
4. Each of the items is attractive to read, 4 4 5 4 4 21 4.2
enough space is provided to avoid
overcrowding.
5. The items are comprehensive,i.e. it 5 4 4 4 5 22 4.4
covered all the areas that are important
in the study.
6. Each item is focused on a particular 4 5 4 5 4 22 4.4
thought or idea.
7. The items are objective, i. e. the 5 5 5 5 5 25 5
responses to be elicited are neither
subjective nor reactive.
8. The items are formulated in 4 4 4 4 4 20 4
accordance to the explicit/implicit
objectives.
9. The items are systematically arranged 5 4 4 5 5 23 4.6
according to a desirable sequence.
10. The items do not overlap with each 4 4 4 5 5 22 4.4
other, no duplication observed.
Comments/Suggestions:___________________________Evaluator:_________________
VII.

CURRICULUM VITAE

I. Personal background
Name : RIZA F. POSADAS
Address : Brgy. Calomboyan, San Carlos City
Pangasinan
Date of Birth : December 23, 1983
Civil Status : Married
Spouse : Delmar P. Posadas
Children : Deliza F. Posadas
Delamarc F. Posadas
Delmar F. Posadas Jr.
Delamhar F. Posadas
II. Educational background
Elementary : Pangalangan Elementary School

Brgy. Pangalangan, San Carlos City,

Pangasinan

1991-1996

Secondary : Pangalangan National High School

Brgy. Pangalangan, San Carlos City,

Pangasinan

1997-2000

Tertiary : Pangasinan State University

San Carlos Campus

Bachelor of Secondary Education

Major in Social Studies


2008-2012

Graduate School : San Carlos College

Graduate School

Master of Arts in Education

Major in Educational Administration

2013-2016

III. Civil Service Eligibility : Licensure Examination for Teachers


(2012)
IV. Teaching Experience :
Year Position Assignment
2013-2014 Classroom Teacher San Carlos College
High School Dept.
San Carlos City,
Pang.
2014-Present Teacher I Buenlag National
High School
Calasiao,
Pangasinan
V. Seminars/Workshops/Trainings Attended
- Division Leadership Training
Daniel Maramba NHS, Sta. Barbara, Pangasinan
- K to 12 Division Mass Training
Sison Auditorium, Lingayen, Pangasinan
- Division Training for Araling Panlipunan Head Teachers and
Teachers
Malasiqui NHS, Malasiqui, Pangasinan