Republic of the Philippines

Department of Education
Region IX – Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
Dao, Pagadian City

LEARNING ACTIVITY SHEETS (LAS) IN SCIENCE: AN APPROACH TO BOOST THE

GRADE 10 STUDENTS’ ACHIEVEMENT ON MODULAR DISTANCE LEARNING

by

D’JUNAH M. EDAYAN
Teacher, Sapa Anding NHS- Ramon Magsaysay Extension,
Ramon Magsaysay, Zamboanga del Sur
Email: djunah.edayan@deped.gov.ph
 LEARNING ACTIVITY SHEETS (LAS) IN SCIENCE: AN APPROACH TO BOOST
THE GRADE 10 STUDENTS’ ACHIEVEMENT ON MODULAR DISTANCE LEARNING

D’junah M. Edayan

Teacher, Sapa Anding NHS- Ramon Magsaysay Extension, Ramon Magsaysay

Department of Education, Division of Zamboanga del Sur

ABSTRACT
The aim of this study was to determine the significant difference in the students’
achievement in Science between students taught with learning activity sheets and
students taught using the DepEd self-learning modules in Chemistry lessons. The
study employed mixed-method sequential explanatory research design with 42 Grade
10 learners as respondents in Sapa Anding NHS- Ramon Magsaysay Extension during
the school year 2021-2022. The quantitative aspect of this study employed quasi-
experimental pretest-posttest two-group design, and qualitative facet utilized a content
analysis on students’ perception on using the Learning Activity Sheets. Statistical
tools such as mean, standard deviation and ANCOVA were used. Table 1 revealed that
the level of students’ achievement from control group was moving towards mastery
(MPS=74.04%), while experimental group’s performance was closely approximating
mastery (MPS=88.49%). The study found that there is a significant difference in
students’ achievement when they were taught using Learning Activity Sheets
(experimental) and Self- Learning Modules (control) in learning Science using One-Way
Analysis of Covariance (ANCOVA). Qualitatively, the thematic analysis used in
analyzing the qualitative information which revealed three themes, namely: (1)
Developing positive attitude; (2) Increasing students’ effort and willingness; (3)
Increasing students’ engagement. Students' achievement in science has increased as
a result of the learning activity sheets being implemented into the teaching and
learning process. Based on the findings, should be used most specially to provide
augmentation or remediation specifically to struggling students to track their progress
and enhance their academic performance, according to the study’s recommendations.

Keywords: learning activity sheets mixed-method sequential explanatory, students’

achievement, students’ perception
 CONTEXT AND RATIONAL

In the last three years of Science outcomes from 2016 to 2018, the MPS scored
45-50 percent lower than other subjects on the National Achievement Test. This
revealed that the majority of students rated their scientific abilities as low. (Pantigan,
2020). In 2018, the National Exit Exam for Senior High Students revealed a 50 percent
MPS, which was significantly, lower than expected. This was interpreted as students
having difficulty studying Science and developing necessary procedural abilities. In
terms of the learning process, both teaching and learning are important. As Hammond
and Snowden (2005) emphasized, teachers must be able to scaffold learning in order
to provide enough help to students as part of their loco parentis, resulting in improved
student performance.
Teachers are still attempting to apply a variety of instructional strategies in
order to solve the chronic problem of low national evaluation results and raise student
accomplishment. It has been a big problem in this time of global health emergency,
when face-to-face learning has also been interrupted. Teachers have faced remote
schooling as a result of a pandemic and broad educational and cultural disparity, as
seen by the current scenario. Since schools were forced to switch to distant learning,
massive inequities emerged, including poverty, hunger, mental health issues, a lack of
computer and internet access, and the resulting dread of falling behind. The pandemic
has prompted teachers to address these imbalances and to redouble their efforts to
ensure that students receive a high-quality education and achieve academic
achievement, as well as to meet their physical and social-emotional needs. (Vargas,
2020)
The Philippines is currently transitioning to a new normal of education, and
educators' continual advancements, as well as the active participation of other
stakeholders, are propelling the country forward. Modular Distance Learning was
introduced by the Department of Education to provide educational continuity and
enable each school to realize its aim and vision of offering quality education to every
Filipino learner. (Dangle and Sumaoang, 2020)
Our school now uses this type of learning delivery mode, which is considered
the most prevalent. This is the only valid mode of learning that all students have
access to. This is a possible option for independent students and students who require
only occasional parental or guardian supervision. Learning through printed and digital
modules has emerged as the most favored distance learning option for parents of
children enrolled this academic year, according to a survey done by the Department of
Education (DepEd). (Bernardo, 2020). This is also taken into account at our
institution, where the Internet is not available all the time for online study.
The usage of teaching modules encourages students to think about the
concepts covered in the module. They gain a sense of responsibility by completing the
tasks assigned to them and making progress on their own. The adoption of this type of
learning mode, however, is a challenge for both teachers and students because some
students cannot learn independently or do not receive regular assistance from their
parents or guardians. The huge number of activities in each module, according to
Dangle and Sumaoang's (2020) research, is one of the main issues in adopting
Modular Distance Learning.
The disadvantage of employing modules is that students must exercise more
self-control and motivation. Modules have lengthened learning time and provided no
concrete advantages for teachers and staff on the instructor side, where managing
students and running several modules necessitates more significant administrative
resources. As I discovered, one of the most major challenges faced by professors in
Modular Distance Learning was that most students could not study independently. In
the modules, some of them are slow to follow directions. Modules were frequently sent
late, and the majority of the answer papers were blank. Students struggled to respond
to their modules and complete all tasks within a week, despite the fact that most
topics receive at least eight modules, each comprising 5-8 activities.
This paradox must be considered by lowering the tasks and eliminating the
unneeded subjects in order to achieve mastery as much as possible. According to
some parents, the fewer the modules, the better because students will have enough
time to react to all of them within a week. Teachers, parents, and students grappling
with this new learning modality have complex modules into learning activity sheets
where lessons or exercises are tailored to the students' needs. Each activity's
directions must be straightforward enough for the students to understand.
Responding to the need for Filipino educators and academic institutions to
analyze effective teaching methods and approaches, this action research will be a
critical step in improving students' achievement through the use of learning activity
sheets. In this pandemic period, this study will also supplement instructors' ways for
presenting Science courses with self-learning modules. This study investigates the
relationship between learning activity sheets and students’ achievement and
perceptions in using the learning activity sheets in modular distance learning.

ACTION RESEARCH QUESTIONS

This study assessed the effectiveness of learning activity sheets in teaching

Science to the achievement test performance and learners’ perception in Chemistry
lessons in Sapa Anding National High School-Ramon Magsaysay Extension of Ramon
Magsaysay, Zamboanga Del Sur Division during the school year 2021-2022.

Specifically, it aimed to answer the following questions:

1. What is the level of students’ achievement in Science taught with the DepEd
self-learning modules?
2. What is the level of students’ achievement in Science taught with the Learning
Activity Sheets?
3. Is there a significant difference in the students’ achievement in Science between
students taught with learning activity sheets and students taught using the
DepEd self-learning modules?
4. What is the perception of the students on the use of learning activity sheets in
Science?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The learning activity sheets were utilized in this study to help students learn
more effectively, whether they are inside or outside of the learning station. Learning
activity sheets have been utilized in educational activities for a long time. Curriculum
papers for learning events have also been a driving force in various countries in recent
years (Lesley &Labbo, 2003; Martin, Mullis, Foy, &Stanco, 2012; Reid, 1984). Many
studies show that well-designed learning activity sheets have a positive impact on
students' academic performance (Sasmaz-Oren &Ormanci, 2012).

Learning activity sheets can aid with academic success in a variety of ways.
Understanding activity sheets, for example, can enhance textbooks by providing
additional material for certain subjects. When combined with effective teaching
methods, well-designed questions in learning activity sheets may grab students'
attention. In addition, learning activity sheets serve a variety of purposes.
Appropriately designed learning activity sheets will assist teachers in resolving time-
consuming issues during laboratory investigations while also enhancing students'
knowledge and abilities.

To analyze the efficacy of using learning activity sheets for students' academic
achievement, the researcher will conduct a study on providing students with learning
activity sheets aligned with the Department of Education's Most Essential Learning
Competencies. Because learning activity sheets are such an important tool for allowing
our students to engage their thoughts, they must be simplified to fit students' learning
styles and adapt to a new learning environment and modality, Modular Distance
Learning. Classroom learning activity sheets can help lead students' outside-of-class
learning and may be a healthy choice for decreasing the challenges that instructors,
parents, and students have when using Modular Distance Learning.

One obvious disadvantage of incorporating learning activity sheets into teaching

is the additional time required to create them. However, I've discovered that an
incomplete sheet of learning activity can occasionally be useful in achieving a certain
goal, such as finding enough time to complete the perfect sheet of learning activity.
When a single class is reproduced in consecutive years, these learning activity sheets
will, of course, be updated and enhanced. Colleagues can exchange and strengthen
learning activity sheets, which is much better.

Science teachers frequently share their course materials with students at

school, expressly allowing them to examine and reuse learning activity sheets. Joint
authoring has additional benefits, both synchronous and asynchronous. Furthermore,
using another's learning activity sheet and properly crediting them, gives our students
a subtle model of collaboration in the classroom.

Given the opportunity to create a learning activity sheet, the researcher looked
forward to assess the degree of development made by Grade 10 students in terms of
mastery level or achievement in Science and its perception in this suggested study.

ACTION RESEARCH METHODS

a. Participants and/ or other Sources of Data and Information

The study was conducted in Sapa Anding NHS- Ramon Magsaysay Extension,
Ramon Magsaysay district division of Zamboanga del Sur during the fourth grading
period of the school year 2021-2022 utilizing Grade 10 – Slytherin and Grade 10 –
Gryffindor sections divided into two intact groups. Using purposive sampling
techniques, the research participants were divided and matched based on their
science performance or average grade during the first and second grading period of the
same year. Comprising of forty-two (42) students each, the experimental group was
used the DepEd Self-Learning Modules, and the control group was used the Learning
Activity Sheets. Before the treatments of the two groups with the two varied methods,
they were given a pretest to establish their level of achievement or mean percentage
score (MPS) in the subject. A posttest was conducted after the administration of the
two methods to find out a justifiable increase or difference in the performance of the
students from pretest to posttest.
The teacher-made 30-item pretest-posttest was subjected to content validation
by five experts of the field and pilot tested in which 0.81 (high reliability) overall
Cronbach’s Alpha value was obtained.
To determine the achievement level of the students, the Mean Percentage Score (MPS)
and its descriptive equivalent below, as indicated by DepEd Memo No. 160, s. 2012
was used.

MASTERY LEVEL/ ACHIEVEMENT

MPS Descriptive Equivalent

96-100% Mastered
86-95% Closely Approximating Mastery
66-85% Moving Towards Mastery
35-65% Average
15-34% Low
5-14% Very Low
0-4% Absolutely No Mastery

b. Data Gathering Methods

The researcher will obtain permission to conduct the study from the Division of
Zamboanga del Sur through the Office of the Schools Division Superintendent, then
from District Supervisors, from School Administrator and lastly from the respondents.
Pretests will be administered before the treatment in class to assess students' prior
knowledge of the selected topics. The students are then given posttests following the
treatment.
The experimental group will consist of 42 Grade 10 students as well as the
control group.
The treatments are the following:
T0= Grade 10 Slytherin (Control Group)
T1= Grade 10 Gryffindor (Experimental Group)

As time passed, the researcher should keep track of and update the state of the
implemented plan. The researcher should also assess if the learning activity sheets are
completed correctly and on time, and whether the agreed-upon task is incorporated
into the students' daily routines. Furthermore, the researcher must determine if the
parents will be able to obtain and return the completed modules according to the
established release and retrieval timetables.
Because the release and retrieval of Grade 10 Science modules occurs every
Friday of the week, data collecting must be done every Monday.
c. Data Analysis Plan

The data collected will be tabulated and analyzed using the mean, standard
deviation, and the analysis of covariance (ANCOVA) to compare the means of the two
samples of related data.
The analysis of Covariance (ANCOVA) will be used in examining the differences
in the mean values of the dependent variables that are related to the effect of the
controlled independent variables while taking into account the influence of the
uncontrolled independent variables the independent variables are the following; the
Learning Activity Sheets and the DepEd Self-Learning Modules.
On the other hand, the dependent variable or the parameter will be the
academic performance of the Grade 10 students in Science.

d. Ethical Considerations in Research

To ensure the study is performed as thoroughly and ethically as possible, the

researcher will send a letter to the Office of the Schools Division Superintendent of the
Zamboanga del Sur Division requesting her permission and approval to conduct a
study in the region of the researcher. Then, secure permit from District Supervisors,
from School Principal and lastly from the respondents.

Both study participants are asked to participate in the administration of the

consent form on their own will. They will participate willingly, and there is no pressure
to make them participate. Harm must be avoided by ensuring the identity of the
participants is confidential. They will be further informed of their responses being kept
confidential. Careful handling of information must be observed. This subsequent
consideration will come first. And in the case of damage the researcher caused, the
researcher will be held accountable.

DISCUSSION OF RESULTS AND REFLECTION

Level of Students’ Achievement in the experimental and Control Groups.

Table 1 showed that the level of students’ achievement in the control group was
revealed to be moving towards mastery (MPS= 74.04%) while the experimental group
indicated closely approximating mastery (MPS= 88.49%). Overall, the use of Learning
Activity Sheets (LAS) is better as it posted a net increase of 44.05% compared to the
use of Self-Learning Modules in Science which indicated a net effect of only 32.21%.

Table1. Level of Students’ Achievement in Science using Self-Learning Modules (SLMs)

Test Mean SD MPS Descriptive Equivalent
Pretest 12.55 2.42 41.83% Average
Posttest 22.21 4.19 74.04% Moving Towards Mastery
MPS Increase 32.21%
Scale: 96-100%= Mastered; 86-95%= Closely Approximating Mastery; 66-85% = Moving Towards Mastery;
35- 65% = Average; 15- 34% = Low; 5-14% - Very Low; 0-4% = Absolutely No Mastery
 The pretest and posttest of the control group had a mean percentage score
(MPS) of 41.83% and 74.04%, respectively. A descriptive equivalent average with an
MPS of 41.83% for the pretest and descriptive equivalent moving towards mastery with
an MPS of 74.04% indicates an increase of 32.21% in the level of students’
achievement using the Self –Learning Modules (SLMs).
The results showed that students’ achievement level improved from the pretest
to the posttest after using the Self-Learning Modules (SLMs). In line with this research,
due to technological constraints, the adoption of Self-Learning Modules (SLMs)
benefits many of the learners’ situations. In a similar study, Duyan (n.d.) discovered
that modular teaching is more successful style of instruction in chemistry than
traditional teaching and that this may be applied to other topics and levels of
education as well.
When compared to traditional teaching methods, modular education is more
effective in teaching-learning ways since students learn at their own pace. It is an
unlimited self-learning process in which students are stimulated and their interest is
piqued by quick reinforcement, such as a comment on a practice exercise (Ambayon,
2020).

Table2. Level of Students’ Achievement in Science using Learning Activity Sheets (LAS)
Test Mean SD MPS Descriptive Equivalent
Pretest 13.14 2.97 44.44% Average
Posttest 26.55 3.60 88.49% Closely Approximating
Mastery
MPS Increase 44.05%
Scale: 96-100%= Mastered; 86-95%= Closely Approximating Mastery; 66-85% = Moving Towards Mastery;
35- 65% = Average; 15- 34% = Low; 5-14% - Very Low; 0-4% = Absolutely No Mastery

The pretest and posttest of the experimental group had a mean percentage
score (MPS) of 44.44% and 88.49%, respectively. A descriptive equivalent average with
an MPS of 44.44% for the pretest and descriptive equivalent closely approximating
mastery with an MPS of 88.49% indicates an increase of 44.05% in the level of
students’ achievement using the Learning Activity Sheets (LAS).
Toman, et.al (2013) found that student worksheets can improve students’ grasp
of learning process and the quality of their learning outcomes. Megahati & Yanti
(2016) found that student worksheets based on mastery learning can increase the
process of full learning and the occurrence of educational contact between lecturer
and students in another investigation.
In empirical learning, the utilization of student activity sheets produces good
outcomes. Students learn necessary information through learning activities on student
activity sheets (Kromba & Harms, 2011). Learning activities will improve the potential
of all students by using student activity sheets. If the activity papers are used in class,
students will love learning even more (Astuti & Suriyadi, 2021). Students can use the
student activity sheets to be mote original and creative in developing their problem-
solving skills. The benefit is that students may readily address problems in their daily
lives that are comparable to those found on the students’ activity sheets (Saygili,2012).
 Table3. Testing the difference between Students’ Achievement in Science Taught
with Learning Activity Sheets and DepEd Self-Learning Modules Using One-way
ANCOVA

Type III Sum of Mean

Source Df F-ratio p-value
Squares Square
Corrected Model 730.645a 2 365.322 32.405 .000
Intercept 762.905 1 762.905 67.672 .000
Covariate 336.311 1 336.311 29.832 .000
Main Effects 313.612 1 313.612 27.818 .000
Error 913.165 81 11.274
Total 51576.000 84
Corrected Total 1643.810 83
a. R Squared = .444 (Adjusted R Squared = .431) *p-value < .05 (With Significant Difference)

Using One-Way Analysis of Covariance (ANCOVA) to test, analyze, and interpret

the difference on the posttest while controlling pre-test as covariate in the

experimental and control groups, the main effects in Table 3 (F-ratio=27.818 and p-

value<0.000), which is less than 0.05 level of significance, signifies that there is a

significant effect of the Learning Activity Sheets on students’ achievement in Science

as compared to DepEd Self-Learning Modules. Thus, the null hypothesis is rejected

and the alternative hypothesis specifying that there is a significant difference of the

experimental and control treatment is accepted. The adjusted R squared shows that

43.1% of the variation of students’ achievement in Science is accounted for by the

variations in the use of the different learning resources. This 43.1% effect size

warrants the significant effects of Learning Activity Sheets. The outcome implies that

the use of Learning Activity Sheets is statistically significant and effective on

enhancing students’ achievement. Thus, it is recommended that the use of Learning

Activity Sheets should be maximized in the implementation of modular distance

learning modality.
Perception of the Students in Chemistry Lessons Using Learning Activity Sheets

The thematic analysis used in the method of this study's qualitative results.
Thematic analysis is one of the most common methods of qualitative research
employed by a researcher to provide an accessible, flexible mode of study. It is the tool
for evaluating patterns or topics within qualitative data. It is the first qualitative
method to be studied as it provides core competencies that would be useful to conduct
many other types of research "(Braun & Clarke, 2006).
Throughout this research, thematic analysis aimed to analyze, organize, define
and give insights into the pattern of meaning (themes) that characterize students'
interpretation of Junior High School learners in Chemistry lessons taught using
Learning Activity Sheets. A standardized interview guide questionnaire with open-
ended questions was used to collect accurate and reliable data on the students'
experience in learning Science using Learning Activity Sheets. The data collected were
studied, classified, and analyzed to discover trends, establish meanings, and draw
conclusions.
As shown in the tables below, three themes with their coded clusters
representing students' understanding of Junior High School Learners Chemistry
lessons taught using Learning Activity Sheets were induced:
(1) Developing positive attitude that enables students to grow self-confidence
and self-expression through Learning Activity Sheets, to be happy, fulfilled, enjoy and
relax in answering as part of this learning, and learning activity sheets will improve
the reasoning and critical thinking skills of students;
(2) Increasing students’ effort and willingness which includes doing research is
nature in learning and answering using the Learning Activity Sheets, students easily
recall lessons discussed, students make more effort to learn, and using Learning
Activity Sheets improves the persistence of students in learning;
(3) Increasing students’ interest which includes using Learning Activity Sheets
promotes attentive and eagerness of students to answer and students exchange ideas
collaboratively through group chat.
Table 4. Themes and Sub-Themes of the Use of Learning Activity Sheets
Themes Sub-Themes
1. Developing positive attitude 1.1 Develop students’ self-confidence
and self-expression through the use of
Learning Activity Sheets
1.2 Being happy, satisfied, enjoy, and
relax in answering as part of Learning
Activity Sheets
1.3 Using Learning Activity Sheets
develops students’ reasoning and
critical thinking skills
2. Increasing students’ effort and 2.1 Doing research is nature in
willingness learning and answering using the
Learning Activity Sheets
2.2 Students easily recall previous
lessons
 2.3 Students exert more effort in
learning through using Learning
Activity Sheets
2.4 Using Learning Activity Sheets
develops students’ persistence in
learning
3. Increasing students’ interest 3.1 Using Learning Activity Sheets
promotes students’ attentive and
eagerness to learn and answer
3.2 Students share ideas
collaboratively through group chat

Using Learning Activity Sheets is expected to develop positive attitudes toward

Chemistry learning. Based on the data obtained, the participants stressed the positive
impact of using learning activity sheets on students ' attitudes in studying Science. A
healthy manner is correlated with the ways the person feels, behaves, and acts. The
positive attitude in studying Science is one of the critical themes. It stems from the
behavior which encourages students to develop self-confidence and self-expression by
using learning activity sheets, being happy, fulfilled, enjoying, and relaxing in
answering and studying. And using learning activity sheets enhances the reasoning
and critical thinking skills of the students.
Using Learning Activity Sheets increases the eagerness and interest of the
students in learning. The data gathered demonstrated how the students exerted their
efforts and their ability to learn Science through using learning activity sheets. In
certain other instances, the students can know in the Science lesson by doing their
best and endeavoring to carry out the task. It demonstrates how it affects the students
' success in learning their experiences, such as doing homework, learning hard, and
prior activation of information.
Using Learning Activity Sheets improves student interest in Chemistry lesson. It
is one of the proofs that motivation represents the active and eagerness of students in
learning through using Learning Activity Sheets—the students expressed in their
learning about fun, curiosity, asking for support, commitment, and participation. In
carrying out the activities, they create collaborative and cooperative learning through
group chat. The students ' statements below back up this fact.
“Malaki ang tulong ng learning activity sheets dahil lahat ay nakakasagot. Hindi
sila nahihiyang mag express ng kanilang idea dahil sa learning activity sheets
lang. Walang nakikialam sa sagot ng bawat isa. Kumbaga, nabo-boost ang self-
confidence ng mga mahiyaing estudyante.[Using learning activity sheets greatly
helps because many could answer. They are not ashamed to express their
ideas. No one cares or bothers each one’s answer. In other words, timid or sky
students boost their self-confidence.]”(RP29)
“My experiences in learning and answering the learning activity sheets maam
is fun jud siya. Mas makabalo kay mas makatotok man gud ko sa cellphone.
More on group chatting and researching ko maam kay nice siya nga experience.
[My experience in learning and answering using the learning activity sheets
ma’am is full of fun. I learn more because I focus my attention to cellphone and
researching information. I prefer more on using learning activity sheets ma’am
because the experience is nice.]” (RP12)
“Using learning activity sheets is very helpful because it makes the students, as
well as the teachers, communicate with each other, and also, it enhances our
 critical thinking skills everytime the teacher sends us activity sheets for us to
answer.” (RP39)
“I prefer in using learning activity sheets ug nay lisod na topic or questions dali ra
pag research nako arun makasabot ko. [I prefer in using learning activity sheets
when there is/are, difficult topic or questions, it is easy for me to research to
understand.]”(RP6)

“Sa paggamit ug learning activity sheets dali rako makahinomdom sa previous

lesson kay mas napasayon ang activity dayon gamay rapod.[ In learning activity
sheets, it is easy for me to recall the lessons because the activities are simplified
and minimal.]” (RP6)

“Mag exert jud kog effort in learning activity sheets kay tapulanon ko peru
kinahanglan ko maghunahuna ug answer.[ I really have to exert effort in
answering and studying using the learning activity sheets because I’m lazy and
I need time to answer]”(RP34)

“Kinahanglan jud ko mangitag paagi para maka answer sag wala koy load pang
internet ambot lang maam positive bani pero para nako positive kay
makakuhakog idea based sailaha answer pamaagi sa pagpangutana sa amoa
groupchat mas makasabot na dayon ko. Ug naakoy answer then makakita ko sa
answer sauban mas nadagdagan akona hibal-an na idea ug information.[ I need
to find means for me to answer even though I don’t load for internet. I don’t
know ma’am if it is positive but for me it is positive because I get the idea based
on my classmates answer through asking them via group chat with that it
helps me to understand more the lesson. If I have an answer then I could see
answer from others, there will be more ideas and information added to what I’ve
known or learned about.]”(RP34)

“Sa learning activity sheets maam tanan attention ug pag pursige sa pag answer
naka focus dili pareha sa normal class nga makapanglibak pami, ang uban dili
maminaw, katulgon peru sa distance learning gamit ang learning activity sheets
ang attention sa tanan naa sa learning activity sheets[ Ma’am, our attention is
focused in answering an d understanding the topics in the learning activity
sheets unlike in normal class set up where we could gossip, some of us won’t
listen and feel sleepy. Since we are too exposed in social media, we love to do
activity like searching information and group chatting.]”(RP9)

“Nakatabang nako ang paggamit sa learning activity sheets sa ako learning

usahay nig answer nako feeling nako maoranay answer then daghan pa diay ug
answer ana nga question mas daghan pakong nahibal-an.[Using learning
activity sheets helped me in the acquisition of learning. Usually, when I answer,
I feel that is the only answer but then I found out there are many answers to
the question of which from that, I know or learn a lot.]”(RP22)

The above statements have reinforced the

REFLECTION
The researcher was able to reflect on two crucial responsibilities in teaching
while conducting this action research: improvement and accountability. The teacher’s
 improvement function aimed to improve teaching practice by investigating and
validating educational approaches through empirical investigations, as well as
pursuing continual professional growth. The teacher must continue to test the many
learning approaches and strategies required to accommodate various types of learning
modalities, particularly modular distance learning. The results of this study showed
that using both Learning Activity Sheets (LAS) and Self-Learning Modules (SLMs)
significantly improved students’ achievement as shown by considerable achievement
and greater mastery level in Science. Furthermore, this research backed up the
researcher’s suggestion that learning activity sheets can be used as a framework for
self-learning modules as augmentation or remediation for struggling students.
The accountability function, on the other hand, is to protect the teacher’s
excellent performance to promote student learning. It is the teacher’s responsibility to
efficiently and successfully offer the new form of learning to the students utilizing Self-
Learning Modules (SLMs) scaffold by Learning Activity Sheets (LAS). To carry out
learning in this pandemic era, both the teacher and learners collaborate by using
Learning Activity Sheets (LAS) as an intervention on academic achievement.
The learning activity sheets would be used as extra tools to provide remediation
to students who have been recognized as struggling in the individual monitoring plan.
Students are well-guided for the specific competencies that must be reached at the
end of each lesson while working on the Learning Activity Sheets. Learning Activity
Sheets are important I the learning process because they feature learning activities in
which all students can participate visually, verbally, or kinaesthetically to holistically
develop themselves.

CONCLUSION AND RECOMMENDATIONS

Learning activity sheets and Self-Learning Modules should a significant

difference in the students’ academic performance. During the posttest, the
experimental group’s academic performance appeared to be heading closely
approximating mastery. Learning Activity sheets may be used specially to provide
augmentation or remediation specifically to struggling students to track their progress
and enhance their academic performance, according to the study’s recommendations.
As a result, these may be used to enhance and improve students’ academic
performance. Learning activity sheets are simplified but still attaining the set most
essential learning competencies.
Furthermore, at the inset seminar, the study results may be discussed and
shared among teachers to encourage them to undertake related action research and
create more simplified learning activity sheets in all subjects for all grading periods.

ACTION RESEARCH WORK PLAN AND TIMELINES

This action research is purely descriptive and uses pretest and posttest results
and survey results to address the students' problem.
Activities Date Output Statistical
Treatment
Conduct a pre-.1 November 15, Pre-survey result Average
survey of essential 2021
learning competencies
of Science 10 in the
.second quarter
Administer the .2 April 23, 2022 Result of the Mean, SD, MPS
pretest pretest
Provide learning .3 April 29, 2022- Results of
activity sheets on the May 21, 2022 learning activity
topic of kinetic sheets
molecular theory and
gas laws
Administer the.4 May 27, 2022 Result of the Mean, SD, MPS
posttest on the same posttest
.topic
Administer the .5 June 3, 2022 Result of the Mean, SD, MPS
pretest pretest
Provide learning .6 June 10-17,2022 Results of
activity sheets on learning activity
major categories of sheets
biomolecules such as
carbohydrates, lipids,
proteins and nucleic
acids
Administer the .7 June 17,2022 Result of the Mean, MPS
posttest on the same posttest
.topic
Conduct interviews .8 June 20-30, 2022 Result of the Thematic Analysis:
to the experimental interview Themes
group
Data Analysis and .9 July 10-24, 2022 Result of the Mean, Standard
Interpretation pretest and Deviation, MPS and
posttest ANCOVA

COST ESTIMATES

In connection with the implementation of this study, the following materials were
:highly needed

Materials/Documentation Quantity Cost/ Unit Total

Envelope pieces 100 each/ 15.00 1,500.00

Folder pieces 100 each/ 5.00 500.00
Ballpen pieces 100 each/ 10.00 1,000.00
Bond Paper reams 3 ream/200.00 600.00
Computer Ink (for Printing) set 1 color/300 1,200.00
TOTAL P 4,800.00

PLANS FOR DISSEMINATION AND UTILIZATION

1. This study's findings were analyzed and determined to be important and beneficial
in improving the academic performance of Grade 10 students in understanding the
concepts of kinetic molecular theory and gas laws and major categories of
biomolecules such as carbohydrates, lipids, proteins and nucleic acids. The researcher
asked permission or request from the school head and district in-charge to share and
present this research on the importance of learning activity sheets to students, as well
as the applications of these topics using learning activity sheets.
2. Apart from that, the study results were discussed and disseminated among Science
teachers during the inset seminar in this school year.

REFERENCES

Bernardo, J. (2020). Modular learning most preferred parents: DepEd. ABS-CBN

News. https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-
by-parentsdeped

Dangle, Y. &Sumaoang, J. (2020). The Implementation of Modular Distance Learning

in the Philippine Secondary Public Schools. 3rd International Conference in Advanced
Research in Teaching and Education.www.icate.org.

FlipScience. (2020). 'Tagapagdaloy’: How Filipino parents can help ensure successful
modular distance learning. FlipScience - Top Philippine Science News and Features for
the Inquisitive Filipino.
https://www.flipscience.ph/news/features-news/tagapagdaloymodular-distance-
learning/

Hammond, L.D.& Snowden, J. B. (2005). A Good Teacher in Every Classroom. San

Francisco: John Wiley and Sons Inc.

Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020-2021.
TeacherPh. https://www.teacherph.com/deped-learning-delivery-modalities/

Quinones, M. T. (2020, July 3). DepEd clarifies blended distance learning modalities
for SY 2020- 2021. Philippine Information Agency.
https://pia.gov.ph/news/articles/1046619
Sadiq, S. (2014). Effectiveness of Modular Approach in Teaching at University Level.
Journal of Education and Practice Vol.5, No.17.

Samson, R. Jr. (2014). Modular Approach in Teaching Grade VIII Science. Unpublished
Master’s Thesis, University of the Philippines, Cebu City.

Tibon, J.A. (2020). The New Normal inBasic Education. Accralaw @Lexology.
Tria, J. Z. (2020, June 3). The COVID-19 Pandemic through the Lens of Education in
the Philippines: The New Normal. ResearchGate.
https://www.researchgate.net/publication/341981898_The_COVID19_Pandemic_thro
ugh_the_Lens_of_Education_in_the_Philippines_The_New_Normal

Vargas, B.C. (2020). What Educators Are Learning During Pandemic. George Lucas
Educational Foundation.