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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Dynamic learning is characterized by constant change and activity.

This learning takes place organically, growing and evolving through more

unconventional means, with the learner collaborating, creating, and

communicating to demonstrate progress and mastery. Dynamic Learning

also extends beyond the boundaries of a traditional school day, beyond the

physical location of the classroom, beyond using tools as digital

substitutes, or even the traditional notion of hard-and-fast due dates.

Dynamic learning is a new method that has been implied in all

catholic schools under the Roman Catholic Bishop of Novaliches

Educational System (RCBN-ES) since 2013. According to an article from

The Manila Times, this new constructed strategy stimulates independent

learning to improve students’ academic performance particularly in areas

such as Science, Innovative Technology, Engineering, and Mathematics.

Implementing such relevant and unconventional technologies and

pedagogies for schools improves the educational system here in the

Philippines. It is primarily developed by Ramon Magsaysay laureates and

world-renowned Theoretical Physicists, Dr. Christopher Bernido and Dr.

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Ma. Victoria Carpio-Bernido and is born and enacted first in the Central

Visayan Institute Foundation (CVIF).

Teaching the dynamic learning approach to students from the far-

East culture is sort of swimming against the current. International

students from China and neighbouring countries like Taiwan, Vietnam,

and other Asian countries are coming from cultures that are teacher-

centred due to the influence of Confucian traditions (Lee, 2005). Therefore,

those students who spent thousands of dollars deserve no trial period to

prove that no matter what culture a student comes from, the dynamic

learning fits all cultures.

Teachers cannot escape the fact that at the end of the semester, they

have to post grades no matter what approach they are following. The

challenge here is to creating a measurable grading system of the dynamic.

School administration helps the dynamic learning approach by giving the

teacher the liberty to design his/her grading distribution system between

participation, homework, and exams. Dr. Munk (2007) believes that the

most efficient grading system is the one which provides an opportunity for

high grades to be earned, provides meaningful grades that reflect a

student's experience in the classroom, and includes flexibility as needed

to meet individual needs of students.

This study intends to identify the effects of applying the Dynamic

Learning Instruction in the teaching-learning process and as well as to the

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academic performances of the grade 10 students in Our Lady of Perpetual

Help Academy, Linamon, Lanao del Norte on its implementation. This also

aims to recognize the different advantages and disadvantages of this

recently developed teaching strategy to the development of the students’

skills.

The main purpose in conducting this study is to know if the

Dynamic Learning Instruction is essential and effective to the students’

learning and to also see whether it improves the performance of the

students with the use of this new teaching approach.

After being able to gather all the necessary information and data

analysis, this study will be expected to be complete at the end of the first

semester of the upcoming school year (2019-2020).

Theoretical Framework

This study is anchored in the following theories of experiential

learning theory by David Kolb (1984), learning by doing by John Dewey

(1938) and discovery learning by Jerome Bruner (1961).

The experiential learning theory differs from cognitive and

behavioural theories in that cognitive theories emphasize the role of mental

processes while behavioural theories ignore the possible role of subject

experience in the learning process. According to Kolb, this type of learning

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can be defined as “the process whereby knowledge is created through the

transformation of experience. Knowledge results from the combinations of

grasping and transforming the experience.” Experiential Learning Theory

explains that an individual starts to develop their learning style from

infancy. This theory connects to the Dynamic Learning since students’

experience multiple activities in which they learn from it.

Learning by doing refers to a theory of education expounded by

American philosopher John Dewey. He implemented this idea by setting

up the University of Chicago Laboratory School. His views have been

important in establishing practices of progressive education. According to

Dewey “I believe that the school must represent present life – life as real

and vital to the child as that which he carries on in the home, in the

neighborhood, or on the playground.”

Consideration of how different teaching practices intersect and

impact one another may help illuminate aspects of particular frameworks

or models and lead to approaches that maximize their effect. For example,

we are coming to understand the challenge and responsibility of engaging

students in their own learning. In an inquiry-based learning approach,

students’ questions, ideas and observations are at the centre of the

learning experience. How might a desire to build student contributions

guide us to adapt or reinterpret a model such as the gradual release of

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responsibility? Within the context of student inquiry-based learning, an

understanding of gradual release of responsibility may guide educators in

how and when to frame explicit teaching, as they assume “the role of

helping children notice things that would not otherwise be seen” (Capacity

Building Series – Inquiry Based Learning). In this sense, then, gradually

releasing responsibility is really as much about using every opportunity to

help students engage with and grow into their own learning.

Two matters will concern us. The first has to do with the techniques

or technologies that aid growing human beings to represent in a

manageable way the recurrent features of the complex environments in

which they live. It is fruitful, I think, to distinguish three systems of

processing information by which human beings construct models of their

world: through action, through imagery, and through language. A second

concern is with integration, the means whereby acts are organized into

higher-order ensembles, making possible the use of larger and larger units

of information for the solution of particular problems. (J. S. Bruner, 1964,

p. 1)

Lastly, the discovery learning is a powerful instructional approach

that guides and motivates learners to explore information and concepts in

order to construct new ideas, identify new relationships, and create new

models of thinking and behavior. The aim of this approach is for students
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to learn how to learn, and Polya's problem-solving model provides an

answer how to perform in practice - in 4 steps: understanding the problem,

devising a plan, carrying out the plan and reflection.

Conceptual Framework

The study will analyse the effects of dynamic learning instruction

used for teaching in which learning process is focused on the students

rather than the instructor towards the students’ academic performance in

reading comprehension.

The researchers will first identify two sections to be the control group

and experimental group under the supervision of the same English

teacher. Then a pre-test in literature will be conducted in both control

group and experimental group. After that is the intervention of the

Dynamic Learning Instruction to the experimental group while the

traditional method will be applied on the other group. After which is

another set of post-tests is to be conducted to determine the efficiency of

the teaching strategy. And lastly, the researchers will formulate a lesson

plan based on the findings of the study.

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Research Paradigm of the Study

Control Pre-Test in Traditional Post-Test in

Group Literature Method Literature

Module
or
Lesson
Experimental Pre-Test in Dynamic Post-Test in Plan
Learning
Group Literature Literature
Program

Figure 1: Research Paradigm

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Statement of the Problem

This study aimed to determine the academic performance of the

Grade 10 students from Our Lady of Perpetual Help Academy.

Specifically, it attempted to answer the following questions:

1. What are the pre-test scores in literature of the subjects in control group

and experimental group?

2. What are the post-test scores in literature of the subjects in control

group and experimental group?

5. Is there a significant difference in the pre-test scores of the control group

and experimental group?

6. Is there a significant difference in the post-test scores of the control

group and experimental group?

7. Based on the findings of the study, what lesson plan could be designed?
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Null Hypothesis

HO1: There is a significant difference in the pre-test scores of the control

group and experimental group.

HO2: There is a significant difference in the post-test scores of the control

group and experimental group.

Significance of the Study

Education at this very moment have been in a broader situation,

that students tend to focus more on extra-curricular activities which is

definitely unrelated to academic skills that makes it more difficult for

teachers to work with their grades, which is something that they do more

than teaching. A new developed teaching strategy was introduced as the

Dynamic Learning Instruction which centers on an activity-based learning

that requires students to understand the lesson through experience and

to also develop working independently. In this way, teachers get to talk

less and focus on facilitating during the entire teaching-learning process.

This study will enable us to determine the efficiency of this new

teaching strategy in trying to make students’ academic performance and

retention improved. This study will give you an overview about the negative

and positive effects of applying the Dynamic Learning Instruction in the

teaching and learning process. The researchers’ aims to find out the
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different struggles and problems of both students and teachers in the

learning process, and also trying to see how it affects their competence.

Scope and Delimitation

This study is focused on finding out if the Dynamic Learning

Instruction is effective for grade 10 students in Our Lady of Perpetual Help

Academy. Some aspects of this study is looking into the development of

the retention of the students as well as their capability to do their

responsibility as a students in time that their teacher is not around and

they can able to learn by doing. This study is expected to be done by the

first semester in school year 2019-2020.

Definitions of terms

In order to have better understanding for the readers, the researcher

defines the following terminologies according to how is it used in this

research:

Academic Performance. This term refers to the extent to which students

have achieved or successfully completed to attain success in their studies

in which they discover things on their own and learn.

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Effect. This term refers to a result of something or the ability to bring out

the result. It is most commonly used as a noun, meaning “result” or

“consequence.”

Dynamic learning. Is a platform that supports teachers and students with

high quality content and unique tools. It incorporates different product

types that aid lesson planning, front-of-class teaching, assessment and

independent learning.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after

through and in-depth search done by the researchers. The studies

included in this chapter helps in familiarizing information that are relevant

and similar to the present study.

Related Literature

Local

According to Christopher Bernido (2016), “The last time the

Philippines participated in the Trends in International Math and Science

Studies was in 2003. There, we ranked 42nd out of 45 nations. Our

average scale score was 378, and our score was only above three African

countries.”

For the Bernidos, physics is just an entry point for a loftier vision of

nation building. According to Maria VictoriaBernido (2016) tells her

students: “We want you to be good in science, in math, in the languages

but all these are useless if your character is not well-developed. . . True

development means that the people of a nation have achieved high levels

of civilization. They are honest, industrious, dutiful and can maintain

clean, peaceful productive towns and cities in all parts of the country.”
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According to Sir Paul B. Polintan (2013), the principal of Colegio de

San Bartolome de Novaliches, “more learning with less talking, no

tutoring, and less homework”, The Dynamic Learning Program works in

this way to the students, with more learning means to students focuses

more in academic studies, less talking and no tutoring applies to the

teacher who discusses in front of the class in just 20 minutes and lets the

students go through Individual Cooperative Learning. Less homework

applies to the students as well as to their family. They have more time to

review, relax and have quality time for their family, because one of DLP’s

targets is to strengthen the relationship between students and their own

families.

Foreign

According to U. Rutishauser, A. M. Mamelak, E. M. Schuman,

Nature, (2010), “When memory-related neurons fire in sync with certain

waves, the resulting image recognition and memories are stronger than if

this synchronization does not occur.” Synchronization is influenced by

“theta waves” – associated with relaxation, daydreaming and drowsiness,

but also with learning memory formation. This study explains on how the

DLP is helping the maturing process of neural connections of the brain.

Writing the activities both brain and psychomotor and visual faculties of

the brain, and while the students write their topic.

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Related Studies

Local

According to Rex Lor, Vice president for academics and development

of La Salette (2014), “More than just improved academic performance

among our students, we have also seen significant reduction in

disciplinary cases and absenteeism as a result of the CVIF-DLP

implementation in our school. It has also reinforced the values of

responsibility, hard work, and independent learning among our students

and gave them more time to bond with their families.”

According to Ramon R. Isberto, (2014) head of Public Affairs at

Smart “The CVIF-DLP has proven time and again that it works. It helps

democratize access to quality education, particularly for the STEM

(science, technology, engineering and math) discipline whether a student

is in a private school or a public school.”

According to Esther Santos, (2014) president of PSF. “In supporting the

CVIF-DLP, we want to help develop students that are ready to take on the

world given the increasing globalization of the marketplace.”

Smart has been supporting initiatives that help enhance Philippine

education, and at the same time, equalize access to quality education

regardless of a student’s socio-economic background.

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Chapter 3

RESEARCH METHOD

In this part of the study, we will present the procedure on how the

study will be carried out. This will describe the design of the research, the

subjects and the location of the study. In this chapter, we will explain how

the data is being gathered, and the research instruments to be used.

Research Design

The experimental research design will be employed in this study. It

is a systematic approach in which the researchers manipulate one or more

variables and controls and measures any change in other variables. It will

be used to determine the effectiveness of implementing a new developed

teaching strategy which is the Dynamic Learning Instruction.

Locale of the Study

The study will be conducted at Our Lady of Perpetual Help Academy,

located at Municipality of Linamon, Lanao del Norte, Philippines. Our Lady

of Perpetual Help Academy (OLPHA) is a catholic institution founded on

June 1954. Founded by Father. Edmond Bahl SSC.

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Figure 2: Locale of the Study

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The Subjects

The subjects of this study are the grade 10 learners enrolled in Our

Lady of Perpetual Help Academy under the chosen English teacher in

academic year 2019-2020.

Sampling Procedure

The researchers made use of the systematic random sampling

design to gather data. The letter of permission to conduct the research and

to get the copy of the list of the official students enrolled in grade 10 level.

When the permission has approved, the researchers will seek approval

from the teacher of the subjects and will personally administer the

assessment test to level the academic performance of the learners.

Data Gathering Procedure

The researchers will gather all necessary data of the study starting

from selecting two sections under the supervision of one English teacher.

One will be the control group and the other section will be the experimental

group. Each subject from both sections will be given an informed consent

form for them to fill up and sign. After that, the researchers will conduct

a pre-test on both sections about a particular subject matter in English

and identify the scores of each subject from both sections. The next thing

will be the implementation of the teaching strategy to the experimental

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group while the traditional teaching strategy will be applied on the control

group. After that, the researchers will conduct a post-test of the same

subject matter to both groups and then identify the scores of each subject.

Through the gathered pre-test and post-test scores of the subjects, the

researchers will determine the efficiency of the teaching strategy.

Instrument Used

The index of academic performance questionnaire will utilized to

carry out the rationale of the study. Permission to use the questionnaire

was granted free of charge via internet. The instrument was produced from

The University of Arizona. It was design to assess the students’ academic

performance in reading comprehension.

Scoring System

The performance of the subjects was measured through a scale. The

scoring guide is used to evaluate the students’ reading comprehension.

20-18 Excellent
17-15 Very Good
14-12 Good
11-9 Satisfactory

9 below Sufficient
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Statistical Treatment of Data

After collecting all the needed data the answers were tabulated. To

arrive on the accurate interpretation of the data gathered, the following

statistical will employed utilizing the Microsoft Excel Program.

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REFERENCE LIST

https://www.cram.com/essay/Dynamic-Learning-Program/F3KUYB35C

https://www.txstate-epdc.net/kolbs-experiential-learning-theory/

https://www.ceap.org.ph/upload/download//201210/17161410219_1.

pdf

https://www.academia.edu/5947158/Discovery_learning_in_mathemati

cs_by_using_dynamic_geometry_software_GeoGebra_action_research

http://www.aq.edu.ph/index.php?p=main&s=research&taskId=article&i

d=1018

https://www.manilatimes.net/more-educators-embracing-independent-

dynamic-learning/461781/

http://cite.edu.ph/dynamic-learning-program/

http://www.lasalette.edu.ph/dynamic-learning-program-dlp/

https://www.ceap.org.ph/upload/download//201210/17161410219_1.

pdf

http://www.aq.edu.ph/index.php?p=main&s=research&taskId=article&i

d=108

https://www.mindanews.com/top-stories/2012/01/dynamic-learning-

program-helps-students-cope-with-sendong-trauma/
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New References:

Introduction:

https://shakeuplearning.com/blog/how-to-plan-a-dynamic-learning-

experience-free-template/

http://www.aq.edu.ph/index.php?p=main&s=research&taskId=article&i

d=1018

https://www.ijern.com/journal/December-2013/14.pdf

Theoretical Framework:

https://thelearningexchange.ca/wp-content/uploads/2015/01/HO3-

DynamicLearningMonograph.pdf

https://principlesoflearning.wordpress.com/dissertation/chapter-3-

literature-review-2/the-constructive-perspective/discovery-learning-

jerome-bruner-1961/