ACTION RESEARCH AND

INNOVATIONS

AILEEN V. ELARCO, Ph.D.

May 19, 2019
ISO Ateneo de Manila University
Objectives
1. Document an action research.
1.1 Write an Introduction.
1.2 Write the Statement of the Problem.
1.3 Write an Action Plan, including the
intervention to be used.
1.4 Write the Results and Discussions
1.5 Write the Findings, Conclusions and
Recommendations.
2. Use APA in writing.
3. Present innovations in action research.
BASES OF ACTION RESEARCH
 Basic Education Research Agenda
Key Thematic Areas
(Source: DepEd Order No. 39, 2016)
National Integrated Basic Research Agenda
NIBRA, 2017-2022
DOCUMENTING ACTION RESEARCH
INTRODUCTION
Writing an Introduction
What to write in sequence: (PBD GPP)
1. Problem to address
- i.e. its background and the need to address it
2. Basis of interest in the problem
- i.e. the factors and experiences
3. Data that support the problem
- i.e. from the school, district, division, regional or
national data, or literature
Writing an Introduction

4. Gap statements
- i.e. what we DO NOT know yet about the problem,
and how to address some of these gaps
- What do we know from previous studies that can
help us design a more effective intervention?
Writing an Introduction
5. Proposed Intervention, Innovation, or Strategy (IIS) to
be used
- i.e. Include its background, importance, literature
(theory, philosophy, model or exemplar, and
previous researches), expert knowledge and learnings
from conferences/ workshops, that support and
validate the proposed IIS.
6. Potential contributions/implications of the study
Writing the Statement of the Problem

The STATEMENT OF THE PROBLEM describes

who is affected, supported causes of the problem,
the objective of the improvement, and the
intervention that will be initiated to improve the
situation or address the issue or problem.
Legend:

affected individuals objective of improvement

Cause/s of problem intervention

Writing the Statement of the Problem

Template
There is a problem in ______________________ (e.g.
organization or situation where problem is occurring). Despite
___________________________ (efforts to prevent or deter),
_____________________ (something undesirable or unexpected) is
occurring (provide evidence). This problem has negatively
affected_____________ (victims of the problem)
because_____________________________. A possible cause of this
problem is ___________________________. Perhaps a study which
investigates_________________ by a ___________ (paradigm/method)
could help resolve the situation.
Writing the Statement of the Problem

Example 1
There is a low academic performance among the Grade 12
learners in Physical Science as a contributory factor on the low MPS in
Science. Even the teachers prepare and deliver the lesson well, there are
still students who got very low in both formative and summative
assessments. This problem has negatively affected the students because
they get low grades. A possible cause of this problem is poor study
habits. Perhaps this study that will assess the effectiveness of the
Classroom Program on Study Skills will improve the academic
performance of Grade 12 learners in Physical Science in Porac National
High School for the S.Y. 2017-2018.
Writing the Statement
of the Problem
Specifically, it sought answers to the following questions:
1. How may the Grade 12 learners be described in terms of
their level of academic performance in Physical Science
before implementing the Classroom Program on Study
Skills?
Writing the Statement
of the Problem
2. How may the Grade 12 learners be described in terms
of their academic performance in Physical Science after
the implementation of the Classroom Program on Study
Skills?
3. Is there a significant difference in the level of academic
performance of Grade 12 learners in Physical Science
before and after the implementation of the intervention?
Source: Limin, P. (2017). Classroom Program On Study Skills For Grade 12 Learners: An Assessment And Impact On The Academic
Performance In Physical Science. Retrieved from https://www.academia.edu/37672478/ACTION_RESEARCH_COMPLETE.
PILARLIMIN.05.23.18_finalized_ copy_with_Abstract.docx
Writing the Statement of the Problem

Example 2
The academic plagiarism has been recurring in students’
work. Despite the symptomology, teachers did not require their
students to provide citations and reference list each time the
students submit an output. They did not integrate in their Daily
Learning Log (DLL), particularly in their lessons, the importance
of crediting the work of others. This problem affected much the
students’ behavior since the school does not have any existing
policy on academic plagiarism. Perhaps this study that
introduced a continuous action plan will promote and sustain
academic integrity.
Writing the Statement
of the Problem

Specifically, it sought to answer this question:

1. What are the common reasons of academic
plagiarism practices among the students?
Formulating Action
Research Questions
To address the problem, formulate research
questions that:
1. Investigate a phenomenon
2. Test an idea
3. Try out solutions to a problem
4. Create a new procedure
 Formulating Action
Research Questions
English
The Effect of Teacher-Mediated Vocabulary Discussions During
Read Alouds
This paper intended to present the results of a teacher action
research study that examined this question:
1. How is vocabulary acquisition impacted when second grade
students participate in teacher-mediated vocabulary discussions
during read aloud?
Source: Radabaugh, L.. & Swagggerty, E. (2015). The Effect of Teacher-Mediated Vocabulary Discussions During Read Alouds. Retrieved from
https://www.academia.edu/19670151/The_effect_of_teacher-mediated_vocabulary_discussions_during_read_alouds
Formulating Action Research Questions

English
An Action Research On The Effectiveness Of Differentiated
Instruction In Teaching English For Grade Four Classes
This study determined the effectiveness of conducting DI to
Grade Four English class. Specifically, it answered the following.
1. What is the performance of the two groups of respondents in
the pretest?
1.1. Control group
1.2. Experimental group
Source: Olicia, M. (2018). An Action Research On The Effectiveness Of Differentiated Instruction In Teaching English For Grade Four Classes. Retrieved
from https://www.scribd.com/document/346054362/An-Action-Research-on-the-Effectiveness-of-Differentiated-Instruction-in-Teaching-English-for-
GradeFour-classes
Formulating Action
Research Questions
2. What is the performance of the two groups of respondents in
the posttest?
2.1. Control group
2.2. Experimental group
3. Is there a significant difference in the pretest scores between
the control and experimental groups?
4. Is there a significant difference in the posttest scores between
the control and experimental group?
5. Is there a significant difference between the pretest and
posttest scores of the control and experimental group?
Formulating Action Research Questions

Science
Strategic Intervention Material-Based Instruction, Learning
Approach and Students‘ Performance in Chemistry
The study sought answers to the following research questions:
1. What is the profile of the students in chemistry before and after
exposure to Strategic Intervention Material – Based Instruction
(SIM-BI)?
2. What is the performance in the Chemistry Achievement Test
(CAT) of deep and surface learners before and after exposure to
the Strategic Intervention Material – Based Instruction (SIM-BI)?
 Formulating Action
Research Questions

3. Is there a difference between the performance in the

Chemistry Achievement Test (CAT) of deep and surface
learners before and after exposure to Strategic Intervention
Material – Based Instruction (SIM-BI)?;
4. What is the students‘ perception of the Strategic
Intervention Material – Based Instruction (SIM – BI)?
Source: Salviejo, E. et al. (2014). Strategic Intervention Material-Based Instruction, Learning Approach and Students‘ Performance in Chemistry. International
Journal of Learning, Teaching and Educational Research Vol. 2, No. 1, pp. 91-123.
Formulating Action Research Questions

Mathematics
Enhancing the Performance Of Grade VI-C Pupils of Buyagan
Elementary School through the Use of Arts in Math (AIM)
Specifically, the action research sought to answer the
following questions:
1) How is the mastery level of Grade 6 in Mathematics
enhanced by using Arts in Math (AIM)?
Formulating Action Research Questions

2. How are the comprehension skills of Grade 6 on

Mathematics concepts improved through the use of “Arts
in Math (AIM)”?
Source: Wallit, L. (2016). Enhancing the Performance of Grade VI-C Pupils of Buyagan Elementary School Through the Use of Arts in Math (AIM). Paper
presented at13th National Convention on Statistics (NCS), Mandaluyong City.
Formulating Action Research Questions

Social Studies
Activity–based Teaching in Social Studies Education: An Action
Research
The study sought to answer the research questions below.
1. At what levels do pre-service social studies teachers’ skills for
planning and implementation of activity-based teaching change
before and after the action?
2. What are the difficulties encountered by the pre-service
social studies teachers during the planning and implementation
of activity-based teaching process?
 Formulating Action
Research Questions
3. Are there any differences between the knowledge and skill levels
of pre-service social studies teachers before and after the action?
4. What are the pre-service social studies teachers’ views on the
contributions that activity-based learning made to their professional
development?
Source: Akkus, Z. (2015). Activity–based teaching in Social Studies education: An action research. Retrieved from https://academicjournals.org/journal/ERR/
article-full-text-pdf/65CBA9354119
Formulating Action
Research Questions
Filipino
Mga Salik sa Mababang Perpormans sa Una at Ikalawang
Markahan ng mga Mag-aaral sa 11-Cypress sa Asignaturang
Filipino
1. Paano mapapaunlad ng 11- CYPRESS ang kanilang Pang-
akademikong Performans sa Asignaturang Filipino.
Formulating Action Research Questions

Filipino
Digitized Lesson Sa Filipino: Tugon Sa Tawag Ng Pangangailangan
Ng Ika-21 Siglong Kasanayan, Pagsipat Sa Epekto Nito Sa
Pedagohiya Ng Mga Guro At Pagkatuto Ng Mga Mag-aaral
Pangkalahatang Suliranin at Layunin
Paano makatutugon ang Digitized Lessons sa Filipino sa tawag
ng pangangailangan ng ika-21 siglong kasanayan at ang epekto nito
sa pedagohiya ng mga guro at pagkatuto ng mga mag-aaral?
 Formulating Action
Research Questions
Mga Tiyak na Suliranin
1. Ano ang epekto ng paggamit ng mga Digitized Lessons sa Filipino
sa pedagohiya ng mga guro at sa pagkatuto ng mga mag-aaral?
2. Ano-ano ang mga kasanayang nalilinang sa mga guro at mag-aaral
ng ika-21 siglo?
Source: Balaba, M. (2016). Digitized Lesson Sa Filipino: Tugon Sa Tawag Ng Pangangailangan Ng Ika-21 Siglong Kasanayan, Pagsipat Sa Epekto Nito Sa Pedagohiya
Ng Mga Guro At Pagkatuto Ng Mga Mag-aaral. Retrieved from https://www.academia.edu/33957270 /ACTION_RESEARCH_SA_FILIPINO.docx
Writing the Hypothesis

Hypotheses (Based on research questions of

correlational studies)
Writing the Hypothesis
English
An Action Research On The Effectiveness Of Differentiated
Instruction In Teaching English For Grade Four Classes
This study determined the effectiveness of conducting DI to
Grade Four English class. Specifically, it answered the following.
1. What is the performance of the two groups of respondents in
the pretest?
1.1. Control group
1.2. Experimental group
Writing the Hypothesis

2. What is the performance of the two groups of respondents in

the posttest?
2.1. Control group
2.2. Experimental group
3. Is there a significant difference in the pretest scores between
the control and experimental groups?
4. Is there a significant difference in the posttest scores between
the control and experimental group?
5. Is there a significant difference between the pretest and
posttest scores of the control and experimental group?
Writing the Hypotheses

Hypotheses
1. There is no significant difference in the pretest scores
between the control and experimental groups.
2. There is no significant difference in the posttest scores
between the control and experimental groups.
3. There is no significant difference between the pretest
and posttest scores of the control and experimental groups.
 PROPOSED INNOVATION,
INTERVENTION AND STRATEGY
Sample Intervention
Proposed Intervention
To address the identified problem on low Mean Percentage
Score (MPS) results in Physical Science and to further help the
student-participants of the study to improve their academic
performance, the researcher conceptualized and introduced an
intervention. The intervention was implemented twice a week
where in students were taught attitudes, values, techniques, tips,
and proper scheduling to manage their time properly and wisely in
studying their lessons in Physical Science which are incorporated in
the prepared module entitled “Classroom Program on Study Skills
for Grade 12 Learners”.
Sample Intervention

The Classroom Program was conducted twice a week and

student-participants were given individual copies of the module
consisting of ten (10) lessons. Student-participants were required to
participate during the discussion and in answering the activities in
each lesson.
Writing the Action Plan

A. It includes information B. Objectives and activities

on: are organized in the
following stages:
1. Objectives
2. Activities 1. Pre-implementation
3. Persons Involved 2. Implementation
4. Time Frame 3. Post Implementation
5. Resources needed
6. Expected Outputs
7. Statistical tools
Sample Action Plan

Action Plan
A. Objectives
Game-based Learning has the following objectives: introduce
the adopted games like Damath, Math Checker, and Krypto to
learners, provide learners conducive and friendly competition as
well as learning math concepts and skills, increase pupils
performance level on mathematics 6, develop learners’ love and
appreciation for board games, and delivers positive learning
activities to learn calculation with their peers/friends.
Sample Action Plan
B. Time Frame
Game-based Learning Activities were integrated in every
related Mathematics 6 lesson from second to fourth quarter during
school year 2016-2017.
C. Respondents
Respondents were all at risk Grade Six learners in
Mathematics of Cadena de Amor in San Roque Elementary School,
Sariaya, Quezon. They were given ample time to have direct
experience on game board assisted with the performing pupils
during their class.
Sample Action Plan
D. Activities
To successfully implement Game-Based Learning, the
researcher prepared the necessary materials, rules and procedures
including guidelines in playing the game as to incorporate them into
their related Math content or topics. Pre evaluation and post
evaluation had been administered in order to test the effectiveness
of incorporating game in their learning. T-test for correlated
samples was used in comparing the means before and after the
treatment. This was also used to test the significant difference
between the pre-test and post-test.
Sample Action Plan
Sample Action Plan Matrix
Objective/s Time Frame Respondents Activities

1. Introduce the From All 15 at risk - Prepared the necessary materials, rules
game-based second to Grade 6 pupils in and procedures including guidelines in
learning activities fourth Mathematics of playing the games as to incorporate them
to the pupils. quarter San Roque into their related math content or topics.
2. Increase pupils’ during Elementary
performance level school year School - Administered the pre evaluation and
in Mathematics 6. 2019-2020 post evaluation in order to test the
3. Develop the integration of games in Math.
pupils’ love and
appreciation for - Used t-test for correlated samples to
game-based compare the means before and after the
learning activities. treatment and to test the significant
difference between the pre-test and post-
test.
Sample Action Plan Matrix
Sample Action Plan Matrix
Writing Action Research Methods

Action Research Methods

A. Respondents/Participants, and/or Sources of Data
State who will participate in the research, specific no. of
participants, and their characteristics. Include also the sampling
procedure.
B. Data Gathering Methods
Indicate the instruments used and procedures for data
collection.
Writing Action Research Methods

C. Data Analysis Plan

Present the method used in analyzing the data.
Sample Action Research Methods

A. Respondents
Based on the first periodical result, it has been recorded that
among the other grade levels in the school, the Grade Four class has
the lowest mean percentage score of 19.46, with a standard
deviation of 5.82 in Science. With this condition, all thirty-nine (39)
Grade Four pupils of Ilayang Dupay Elementary School, Lucena City
were purposively selected as the respondents of this study.
Sample Action Research Methods
B. Data Gathering Methods
In order to attain the desired output, a 40- item multiple choice
type of pretest/posttest was developed in order to determine the
performance in Science before and after utilizing infographic materials.
The basis of the test was the learning competencies in the fourth quarter
of Grade Four Science, as prescribed by the Department of Education
Curriculum Guide. There were five learning competencies in the fourth
quarter. Each competency was categorized according to the taxonomy of
learning.
Sample Action Research Methods

Based on the DO 33, s 2004 – Implementing Guidelines on the

Peerformance-Based Grading System for SY 2004-2005, it is stated
that in assessing learning outcomes, the construction of the test
design should consist of 60% basic items (easy), 30% more advanced
items (average) and 10% items for distinguishing honor students
(difficult) so the researcher followed this in TOS construction. To
determine its validity, the tests were shown to three (3) master
teachers in the Division of Lucena and professors of the College of
Teacher Education.
Sample Action Research Methods

To prove whether the test was useful, relevant, reliable, and

valid, the researcher conducted the pilot test with the Grade Four
pupils of the Gulanggulang Elementary School with fifteen (15) pupils.
The results were assessed to determine if there is a need for
modification, revision or enhancement. Then, the pilot test results
underwent item analysis to assess the quality of the items and of the
test as a whole.
Sample Action Research Methods
After the final revision, the forty (40) items were composed of
twenty-four (24) for easy, twelve (12) for average, four (4) for difficult.
There were thirty-five (35) multiple choice items and five (5)
identification. It is in accordance with the constructed table of
specification (TOS).
The researcher facilitated the pretest to the Grade Four pupils of
Ilayang Dupay Elementary School, then she started to execute the
intervention. She managed the flow of the study and in giving
instructions to the respondents. The researcher had a demonstration
teaching in science for the selected learning competencies in science.
After giving an intervention, the posttest was administered.
Sample Action Research Methods
The results were computed and analyzed. Based on the results
obtained from the pretest/posttest, it was analyzed statistically to
determine the significant difference in the performance of the
respondents before and after utilizing the infographic materials.
C. Data Analysis Plan
This study utilized a quasi-experimental method since the
quantitative data were collected and analyzed. There is no control
group, no random selection, no random assignment, and no active
manipulation. This design was also employed in a small group (Iowa
State University, 2019). The quantifiable data were derived from the
pretest/ posttest results in one group of pupils.
Sample Action Research Methods

Some statistical tools were used to answer the research

questions. The researcher utilized mean to determine the mean
performance of the respondents’ in Science before utilizing the
infographic tools; standard deviation, to determine the degree of
dispersion and variability of the scores of the respondents; and t- test
to find out if there is a significant difference in the respondents'
Science performance before and after utilizing the infographic tools. To
interpret the Science performance of the Grade Four pupils, the
researcher used the scale based on the DepEd Memorandum No. 160
s. 2012.
Writing Results and Discussions

Writing the Results

The results comprise:
1. Graphs, tables, or photographs
2. Key results
The key results should be stated clearly. It should
serve as the topic sentence then support that statement
with more detail such as presenting the results of statistical
analysis.
Writing Results and Discussions

Writing the Discussions

Here are what should be present in the discussion part:
1. Trends and spatial differences
2. Insightful interpretation of results
3. Generalizations
4. Reasons why things happened
5. The contribution of study
Writing Results and Discussions

An Action Research on the Effectiveness of Differentiated

Instruction in Teaching English for Grade Four Classes
This study determined the effectiveness of conducting DI to
Grade Four English class. Specifically, it answered the following:
1. What is the performance of the two groups of respondents in
the pretest?
2. Is there a significant difference between the pretest and
posttest scores of the control and experimental groups?
Writing Results and Discussions

Hypothesis
1. There is no significant difference between the
pretest and posttest scores of the experimental and
control groups.
Writing Results and Discussions
Writing Results and Discussions
Findings
The following are the findings in this action research.
1. The mean scores of both control (11.76, Sd=4.06) and the
experimental (12.07, Sd=3.56) groups do not significantly differ
based on the t-coefficient result of 0.8109, which is lesser than the
tabular of 1.9845 at 98 degrees of freedom.
2. There is no significant difference between the control group’s
pretest and posttest scores based on the computed t coefficient of
0.09, which is lesser than the tabular value of 1.9850 using 96
degrees of freedom; but significant difference exists for the
experimental group as signified by the calculated t-ratio of 1.02,
which is greater than the tabular value of 1.9840 using 98 degrees
of freedom.
Conclusions

Based on the findings, the following are the

conclusions.
1. The pretest scores of the control and the
experimental groups do not differ significantly.
2. Use of DI is effective considering the higher
scores of the experimental group compared to the
control group.
Recommendations

Based on the above findings and conclusions,

these are the recommendations:
1.DI may be used in teaching English, especially in
heterogeneous classes, because it improves the
pupils’ performance.
2.A parallel study may be conducted in other
schools.
USE OF APA IN WRITING
APA STYLE TIPS
8 1/2 X 11 inch good quality paper
Use 1 inch margins
All text double-spaced
Start References on new page
No low resolution printers
No handwritten corrections
Indent paragraphs five letter spaces (this can be more
than five space bar strikes on a word processor program)
No hyphenated broken words
APA STYLE TIPS

Only clear black print is acceptable with 12-point font type

in Times New Roman
Left margin justification for body of text
Do not right justify - leave right margin broken
Number all pages except figures in upper right margin with
short title
Don’t forget to include a Running head on the Title Page
APA style requires double spacing throughout with no extra
spacing between paragraphs
APA STYLE TIPS
Include a separate page for figure captions
Correctly present numbers, including statistical copy
Use the metric system for all measurements
Use past tense to describe aspects of the study
Avoid sexist language
Spell check your work
Maintain correct subject-verb agreement
APA STYLE TIPS

Do not underline words for emphasis (italicize them)

Know the proper procedure for citations
Carefully reference every work used in your paper
SAMPLE PAGES IN APA STYLE
TITLE PAGE
It has :
1. Running Head
2. Title - Capitalize all main words in the title. Double-
space all lines on the title page. Place in the upper half of the
page. Title should not exceed 12 words and without
abbreviations.
3. Author’s Name and Affiliation - Type the name on the
line below the title. Do not use titles or degrees. (If more than
one author, list several names on one line). On the next line
type the full name of the university and indicate the location.
[Source: McBride, D. (2012). Introduction to APA publication style for research reports in psychology
introduction to APA publication. Retrieved from https://tiny.cc/jkle4y .]
SAMPLE INTERVENTIONS
Watch the videos.
Some copies are provided.
REFERENCES
Akkus, Z. (2015). Activity–based teaching in Social Studies education: An action research. Retrieved from https://academicjournals.org/journal/ERR/
article-full-text-pdf/65CBA9354119

Balaba, M. (2016). Digitized Lesson Sa Filipino: Tugon Sa Tawag Ng Pangangailangan Ng Ika-21 Siglong Kasanayan, Pagsipat Sa Epekto Nito Sa Pedagohiya Ng Mga
Guro At Pagkatuto Ng Mga Mag-aaral. Retrieved from https://www.academia.edu/33957270 /ACTION_RESEARCH_SA_FILIPINO.docx

Bondoc, V. (2014). Action research made easy. Lorimar Publishing: Quezon City.

Cherry, K. (2018). APA format:12 basic rules. Retrieved from https://www.verywellmind.com/general-rules-for-apa-format-2794840

Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.

Dearman, C., Miller, J., Schaeffer, K., Troxclair, D. (2015, March). Handout: Action research made easier. Presentation delivered at TAGT Research Division Webinar.

DepEd Memo 144, S. 2017. Retrieved from http://www.deped.gov.ph/wp-content/uploads/2017/08/DM_s2017_144.pdf

DepEd Order No. 39, s. 2016. Retrieved from http://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_039.pdf

Khatri, R. (2018). The efficacy of academic reading strategy instruction among adult english as an additional language students: A professional development
opportunity through action research. Retrieved from https://www.questia.com/read/1G1-582623251/the-efficacy-of-academic-reading-strategy-
instruction

Limin, P. (2017). Classroom Program On Study Skills For Grade 12 Learners: An Assessment And Impact On The Academic Performance In Physical Science.
Retrieved from https://www.academia.edu/37672478/ACTION_RESEARCH_COMPLETE. PILARLIMIN.05.23.18_finalized_
copy_with_Abstract.docx
REFERENCES
McBride, D. (2012). Introduction to APA publication style for research reports in psychology introduction to APA publication. Retrieved from https://tiny.cc/jkle4y
Merrigan, Chris. (2018). The Effect of Small, Flexible Grouping on Academic Achievement in the High School Social Studies Classroom. Retrieved from Sophia, the St.
Catherine University repository website: https://sophia.stkate.edu/maed/269.

National Integrated Basic Research Agenda (NIBRA), 2017-2022. Retrieved from https://chedresearch.files.wordpress.com/2017/11/dost.pdf

Nova Southeastern University (n.d.) APA publication guidelines. Retrieved from https://www.nova.edu/tutoring-testing/study-
resources/forms/apa-handbook.pdf

Olicia, M. (2018). An Action Research On The Effectiveness Of Differentiated Instruction In Teaching English For Grade Four Classes. Retrieved from
https://www.scribd.com/document/346054362/An-Action-Research-on-the-Effectiveness-of-Differentiated-Instruction-in-Teaching-English-for-Grade-
Four-classes

Radabaugh, L.. & Swagggerty, E. (2015). The Effect of Teacher-Mediated Vocabulary Discussions During Read Alouds. Retrieved from
https://www.academia.edu/19670151/The_effect_of_teacher-mediated_vocabulary_discussions_during_read_alouds

Salviejo, E. et al. (2014). Strategic Intervention Material-Based Instruction, Learning Approach and Students‘ Performance in Chemistry. International Journal of
Learning, Teaching and Educational Research Vol. 2, No. 1, pp. 91-123.

Wallit, L. (2016). Enhancing the Performance of Grade VI-C Pupils of Buyagan Elementary School Through the Use of Arts in Math (AIM). Paper presented at13th
National Convention on Statistics (NCS), Mandaluyong City. Retrieved from https://psa.gov.ph/sites/default/files/Session%202-
8%20Enhancing%20the%20Performance%20of%20Grade%20VIC%20Pupils%20in%20Mathematics%20in%20Buyagan%20Elementary%20School%20thr
ough%20the%20use%20of%20Arts%20in%20Math%20%28AIM%29.pdf

Write Like a Scientist (2019). Gap statements. Retrieved from http://sites.middlebury.edu/middsciwriting/overview/organization/gap- statements/
THANK YOU AND GOD BLESS!

Dr. AILEEN V. ELARCO

Chair, Graduate School
College of Teacher Education
Southern Luzon State University
Lucban, Quezon

Contact Nos: 09989815220/ 042-540-2495

E-mail: elarcoaileen@gmail.com