Use of Sample LP Thesis

ENVERGA UNIVERSITY
1
USE OF SAMPLE LESSON PLAN

CHAPTER I
THE PROBLEM: RATIONALE AND BACKGROUND

Background of the Study
Department of Education in the Division of Quezon implemented Teaching Required
Dance in all public elementary schools. It was under the supervision of the former
superintendent Gloria P. Potes since school year 2012-2013 and has been implemented in the
present under the supervision of Tolentino G. Aquino, the Public Schools Division
Superintendent of Quezon. The TRD focused in teaching Local Folk Dance to elementary
pupils to pay tribute to Philippine dance culture because dancing is considered as co-curricular
activity and it is taught in tandem with the MSEP curriculum.
On the other hand, as a researcher/as a science teacher, dancing is also the researchers
specialization. The love for dancing gave the researcher the idea to integrate TRD in teaching
Science, it is one way on how to improve the teaching-learning process in the field of
education. The researcher has been triggered by the current trend in the education which is
going out-of-the-box. The main reason why this study is being conducted is to make some
changes in teaching classroom subjects through the integration of dance which is under the
required dance in a science lesson plan.
Integrating the Arts with other subjects works because students are able to use different
strategies and learning styles to explore a variety of subject areas. Students who struggle in
science, for example, might enjoy the content more if it is presented in the context of an art
activity, ultimately increasing their desire to learn. Giving students opportunities to dance, act,
ENVERGA UNIVERSITY
2

draw, paint, or play music draws on their strengths and broadens their learning experience
across the curriculum.
A school district has the ability to organize the lives of teachers just as it organizes the
lives of the students. Teachers continue to dwell within the realm of their respected
departments and subject areas. The added weight of tracking only solidifies the detachment
that teachers and students often feel about their work. Recognizing some of the discontent,
educational reform has taken center stage throughout the past decade and its magnitude is
documented in a variety of educational literature. Teachers, school board members and
administrators are continuously urged to rethink their existing school structure. In many cases
teachers are willing to accept change and many are interested in issues concerning reform in
hopes of creating a curriculum that meets the demands of the informational overload. A
foundation such as this has allowed integrated curriculum to emerge with a considerable
amount of support.
As educators, we are constantly searching for new ways to help students make sense of
the multitude of lifes experiences and the bits and pieces of knowledge they gain from a
traditionally departmentalized curriculum. Students today continue to move from one
discipline to the next forcing the information to be disconnected to anything that resembles
real life situations. To lighten some of the fragmentation our students and teachers experience,
holistic and integrated curriculums are being proposed and adopted by many school districts.
A major driving force behind integrated teaching and learning is the belief that when themes,
subjects, or projects are combined students begin to see meaningful connections between the
subject matter. Material then serves as a vehicle for learning rather than simply pieces of
ENVERGA UNIVERSITY
3

information. In addition to this, repetition of material from one subject to the next is essentially
eliminated.
Arts education proponents suggest that studying the arts provides a variety of academic
and social benefits to young people and can enhance students ability to learn other subjects,
including the development of skills in reading, language development, and math. Its seen as a
powerful way to promote creativity and critical thinking, among other skills.
Instructional practices in dance support and are enhanced by learning not only in other
arts disciplines, but in core content areas such as mathematics, science, social studies, and
English language arts.
Teaching Required Dance can play a great role in the field of education. It has to
enhance the learning of the pupils. Therefore Teaching Required Dance can be considered as
Dance Education. Individually, each word, dance and education, offers an opportunity for
endless interpretation, and the combination of terms fails to provide any additional simplicity.
The diverse perceptions of dance education and what it can or should be, have led to a trend of
narrowing definitions of dance education as an attempt to focus on, and thus clarify, the
benefits of individual forms. How has this trend affected the successful integration of dance
into the public school curriculum, and what has it meant for the understanding of dance
education as a whole.
Teaching Required Dance is composed of various Philippine Folk Dances. One of
these folk dances is Tiklos. Tiklos (also called pintakasi) is the Waray equivalent to the
bayanihan. Groups of people work for somebody without hoping for anything in return.
ENVERGA UNIVERSITY
4

They work odd jobs like clearing forests, digging the earth for wells, moving a nipa hut to a
new location or even building a house! In all these for free. Of course grateful benefactors
would offer drinks and food; but it is not always expected. The peasants cooperate for the
social and economic progress of their community.
Ba-Ingles is another folk dance under TRD and it is derived from the words Baile
and Ingles meaning English dance. This dance was supposedly brought to the Philippines in
the early days by English tradesmen. It has the nature and characteristics of some English
dances except for the last figure, which is typical of the dances of the Ilocanos from Cabugao,
on the island of Luzon, Ba-Ingles was presented by Mrs. Francisca Reyes Aquino in 1962 at
Standford University and again recently by Bernardo Pedere at the University of the Pacific
Folk Dance Camp at Stockton.
Dance and Education offer an opportunity for endless interpretation and the
combination of terms fails to provide any additional simplicity. The diverse perceptions of
dance education and what it can or should be, have led to a trend of narrowing definitions of
dance education as an attempt to focus on, and thus clarify, the benefits of individual forms.
This trend affected the successful integration of dance specifically Tiklos and Ba Ingles into
the selected lesson in Science 4 in Don Gregorio C. Yumul Sr. Elementary School.
Narrowing the researchers lens so as to find an entry point for exploration of the
opening inquiries, the researcher specifically focus on the way that creative movement has
been manipulated to support dance educations integration into the public school curriculum,
resistance that has been attributed to teachers insecurities with dance and the misconception
ENVERGA UNIVERSITY
5

that its use in the classroom requires an understanding of its codified vocabulary and base of
knowledge. The pairing of the terms, creative and movement, is recognized for its ability to
reduce discomfort for the teacher by dismissing a need for content knowledge of dance and
focusing on the exploratory aspects of movement instead. This focus on the exploratory
benefits of dance is essential to its full acceptance into the public school curriculum, insofar as
all teachers will be able to use dance; otherwise, this would raise concerns about teacher
quality and qualifications to teach a codified version of dance.
The belief is that teachers will feel comfortable using dance in the classroom once they
understand that the argument for dance education implies a use of dance that is limited to
creative movement. The development of this realization, however, has led to the acceptance of
dance in the classroom but would be further enhanced by emphasizing the benefits of creative
movement to student self-awareness. Creative movement, however, is more than just the
exploration of ones own self, insofar as almost all concepts can be explored kinesthetically,
thus potentially supporting the students comprehension of an endless number of subject areas
through a kinesthetic approach. And so a potential, and significant, benefit of using dance in
the classroom is lost in the attempt to alter the definition of dance education in such a way as
to respond to resistance. Insofar as there are bound to be many diverse and even contradictory
forms of resistance to dance education, the full vision of dances use in the classroom will be
lost unless dance education takes ownership of its many definitions.

ENVERGA UNIVERSITY
6

Statement of the Problem
This study aimed to develop and evaluate the level of acceptability of the sample
lesson plan in Science 4 integrated with the Tiklos and Ba-Ingles.
Specifically, it sought to answer the following questions:
1. What is the level of acceptability of the sample lesson plan on selected topics in
Science 4 with Tiklos and Ba-Ingles integration in terms of?
a. lesson content?
b. learning process?
c. level of involvement/participation of the pupils?
d. assessment of learning?
2. What is the match pairing result of the two groups of the respondents in terms of the
first periodical rating in Science 4 and in MSEP 4?
3. Is there a significant difference between the pretest results of the experimental and
control group?
4. Is there a significant difference in the posttest results of the two groups?
5. Is there a significant difference between the pretest and posttest results of the
ENVERGA UNIVERSITY
7

experimental and control group?

Hypotheses
H
1
: There is no significant difference between the pretest results of the experimental
and control group.
H
2
: There is a significant difference between the post test results of the experimental
and control group.
H
3
: There is a significant difference between the pretest and posttest results of the
experimental and control group.

Significance of the Study
The findings generated from this study will be useful most of all to the immediate
recipients of the sample lesson plan, the students of DGCYSES the Don Gregorio C. Sr.
Elementary School principal and teachers, the Lopez West District and all entities of
Department of Education directly or indirectly affected, influenced and benefited.
Students will be benefited much since the sample lesson plan will mean improvement
which take into consideration vital educational components such as curriculum and
instructions, delivery systems, tools for learning, and innovations. Eventually, improvement in
the service delivery system will result to benefits for the students, the main stakeholders and
the recipients of such development.
ENVERGA UNIVERSITY
8

Teachers will benefit a lot from this study since they can align themselves along the
direction of the propose lesson plan. Likewise, they may comfortably cull the needed
adjustments and preparations in so far as teaching methodology, strategies and innovations are
concerned. Likewise, the study will help them engage themselves in developing the needed
actions to curb out perennial problems such as the problem on how to teach Science lively.
The principal of Don Gregorio C. Yumul Sr. Elementary School will benefit through
determining entry points, modes of delivery, and priorities, to make the programs more
relevant and consistent with the needs, likewise, it will help them develop a deeper insight in
the alignment of school management and supervision. Since the study sets forth the direction
of the university the administrators will be able to harness confidence particularly in attaining
the schools mission, vision and objectives, these will put forth to the school the kind of
intervention needed to realize such goals and objectives.
The parents as stakeholders will benefit from this study being assured of a sound and
responsive program which will address the goals and meet their expectations. DGCYSES has a
strong link with parents and this can be strengthened more by the result of the study.
The community will gain from this study since any improvement in the school as
directed by the projections made will eventually lead to turn out of ideal graduates who are
better equipped and prepared in rendering service to the society.
Through integration of Tiklos and Ba-Ingles into lesson in selected topics in Science 4,
pupils are more eager to learn because the more experiences they have the more learning they
get.
ENVERGA UNIVERSITY
9

Don Gregorio C. Yumul Sr. Elementary School will gain major benefits from the
results of the study especially in terms of the projections and programs along the mission and
vision of the school.
The Lopez West District as one of the known districts in Quezon in elementary level
will gain the assurance of attaining the goals parallel to its direction and would yield products
of expected quality and standards. It will stimulate and develop the imagination and critical
thinking, and refines cognitive and creative skills of the pupils in Lopez West District.
Scope and Limitation
Public Elementary Schools in Quezon has been implementing the Teaching Required
Dance since year 2012 in the MSEP curriculum. This study is primarily focused in the
integration of the Tiklos and Ba-Ingles in the selected topics in Science Grade 4 of Don
Gregorio C. Yumul Sr. Elementary School. The researcher has conducted a quasi-experiment
study using two sections of the said school with heterogeneous sectioning. DGCYSES is a
public elementary school under the Lopez West District in Quezon. The result of this study
will be used to enhance the lesson plan in teaching Science 4.

Theoretical Framework
This study is bounded to the Participation Theory, Constructivism, and Evaluation
Theory.
According to Sherman (2005), in the classroom, the teacher can use Constructivism to
help teach the students. The teacher can base the instruction on the cognitive strategies,
ENVERGA UNIVERSITY
10

experiences, and culture of the students. The teacher can make the instruction interesting by
correlating it with real life applications, especially applications within the students own
communities. Students can work and collaborate together during particular activities. The
teacher can provide feedback for the students so they know what they can do independently
and know what they need help with. New concepts can be related to the students prior
knowledge. The teacher can also explain how new concepts can be used in different contexts
and subjects. In this study, the new concept is the integration of TRD in selected topics in
Science 4.
The Lassens (1979) Participation Theory as cited by Fajardo (1994) advocated for
people to participate in the implementation of plans in the decision making on what the plans
should be in evaluation, and in control of the plans for implementation. The participation of
teachers, non-teaching personnel, pupils and other stakeholders of the school was considered
because it determines their awareness of the implementation of required dance.
The Evaluation Theory of Ursal as cited by Dessler (1986) indicates that certain course
of action should be assessed periodically to determine if there is any deviation from the
expected output. This should be given the corresponding corrective actions before serious and
critical damage occurs. In line with the teaching required dance in the Fourth District of
Quezon thorough evaluation is needed to ensure that the objective of the activity has been
attained and if its integration in other subjects can be possible.
There is a need for the school to integrate co-curricular activities like dance to improve
the pupils personality. The only way to institute it is to have the proper implementation of the
ENVERGA UNIVERSITY
11

dance program for the public schools.

Conceptual Framework

Figure I. Conceptual Paradigm of the Use of Sample Lesson Plan with Integration of Tiklos
and Ba-Ingles in Science 4.
The conceptual framework displayed the instructional design process. Each element
overlaps with the instructional product in a cyclical fashion showing a never-ending cycle in
the process.
ENVERGA UNIVERSITY
12

The researcher prepared the sample lesson plan in Science 4 with the integration of
Tiklos and Ba-Ingles. The lesson plan was evaluated and validated through the assistance of
the Science and MSEP teachers in Lopez West District who have been teaching for more than
five years.
As for the respondents, the researcher selected the control and experimental groups to
be used in the quasi-experiment which comprise two sections of Grade 4 in Don Gregorio C.
Yumul Sr. Elementary School. Pre-test has been conducted to the two groups in order to
evaluate their levels of understanding. After conducting the pre-test, the experimental group
used the enhanced lesson plan in Science 4 with integration of Tiklos and Ba-Ingles, while the
control group has been taught without the integration.
After the integration of TRD, the post-tests were utilized to the two groups and the
results are analyzed by the researcher. Getting the mean of the evaluations will determine if
there is a need to integrate the Tiklos and Ba-Ingles in lesson plans specifically in teaching
science subject.
The pre-test and post-test design allowed the researcher to measure the potential effects
of the intervention by examining the difference in the pre-test and post-test results which does
not allow researcher to test whether this difference would have occurred in the absence of the
intervention. To get the true effects of the intervention, it is necessary to have both
experimental group and a control group. As the names suggest, the experimental group
receives the intervention. The control group, however, gets the traditional method. By having
both a group that received the intervention and another group that did not, researchers can
ENVERGA UNIVERSITY
13

control for the possibility that other factors not related to the intervention (e.g., students getting
accustomed to a test, or simple maturation over the intervening time) are responsible for the
difference between the pre-test and post-test results. It is also important that both the
experimental group and the control group are of adequate size to be able to determine whether
an effect took place or not. While the size of the sample ought to be determined by specific
scientific methods, a general rule of thumb is that each group ought to have at least 25
participants. After getting the post-tests from experimental group and control group the results
are analyzed by the researcher.

ENVERGA UNIVERSITY
14

Definition of Terms
Co-Curricular is an activity take place during the school day.
Folk Dance is defined by the researcher as the contest piece used by the public
elementary schools in the Fourth District of Quezon.
Intervention operationally defined by the researcher as the art of dance injected to one
of the major subjects in elementary curriculum of DepEd.
Heterogeneous is a type of sectioning where students are separated into groups without
applying the ranking of grades.
Pre-Intervention is the evaluation conducted before the integration of Tiklos and Ba
Ingles.
Post-Intervention is an evaluation conducted after the integration of Tiklos and Ba
Ingles.
Quasi-experiment known as natural or in-situ experiments, are experiments in which
subjects are beyond the control of the experimenter and are not randomly assigned.
Teaching Required Dance (TRD) is the dance implemented in the Fourth District of
Quezon. It is composed of different local folk dances to be taught in grade levels.

ENVERGA UNIVERSITY
15

CHAPTER II
RELATED LITERATURE AND STUDIES
Related Literature
Tiklos and Ba-Ingles
Tiklos (also called pintakasi) is the Waray equivalent to the bayanihan. Groups of
people work for somebody without hoping for anything in return. They work odd jobs like
clearing forests, digging the earth for wells, moving a nipa hut to a new location or even
building a house! In all these for free. Of course grateful benefactors would offer drinks and
food; but it is not always expected. The peasants cooperate for the social and economic
progress of their community.
The Tiklos is a native peasant dance of Leyte. Very early in the morning, the leader of
the tiklos beats the tambora, a kind of drum made from a hollow trunk of a tree with a carabao
hide head. Next comes sounds of the subing (bamboo flutes) and the guimbal-a small snare
drum with a head of a parchment made from the skin of a wildcat.
The peasants come out with grass hooks, bols and other garden tools and farm
implements. Led by the band, they march together to work in the fields. During breaks the
peasants enjoy themselves with tuba (a native wine) and the rest dance the tiklos accompanied
by the subing (plawta), guimbal and tambora drums or when available, the sista played by
the band. The Tiklos music is also played to call them back to work

ENVERGA UNIVERSITY
16

Ba-Ingles (bah-eeng-LEHS) is derived from the words "Bai le" and "Ingles" meaning
English dance. This dance was supposedly brought to the Philippines in the early days by
English tradesmen. It has the nature and characteristics of some English dances except for the
last figure, which is typical of the dances of the Ilocanos from Cabugao, on the island of
Luzon. Ba-Ingles was presented by Mrs. Francisca Reyes Aquino in 1962 at Stanford
University and again recently by Bernardo Pedere at the 1978 University of the Pacific Folk
Dance Camp at Stockton.
Integration of Dance
According to the Maryland Fine Arts Education Instructional Tool Kit (2006),
integration of learning outcomes across disciplines may take a number of different forms,
including: Incorporation of a content standard (i.e., learning outcome) from one content area to
enhance that in another; Identification of universal themes and commonalities between and
among content areas to enhance knowledge and skills in each; Application of skills, materials,
and processes from one content area to create a product that will have meaningful application
in another; and Use of knowledge about something in one content area to shape a creative
product or process in another.
Instructional practices in dance support and are enhanced by learning not only in other
arts disciplines, but in core content areas such as mathematics, science, social studies, and
English language arts. Dance education provides an interdisciplinary context for exploring
many key ideas that include: Understanding of the physiology of the human body (science);
Interpretations of literary texts (language arts); Application of mathematical concepts
ENVERGA UNIVERSITY
17

(mathematics); and Understanding ways in which social and cultural values are expressed
throughout history (social studies).
Burke (2009) said that there was even more of a dividend, as this boy showed me:
"Changing the ways we learn will help us later on, because we will be more open minded."
Arts in education is powerful, and it works. A White House advisory panel recently made the
case for reinvesting in arts education and drew special attention to arts integration,
suggesting that it can boost student motivation and provide both academic and social benefits.
This webinar will explore the potential of bringing together the arts with other subjects in a
mutual learning experience and point to promising examples, as well as the challenges to
ensure that such efforts achieve their academic goals.
In 2012 Noboris article on How the Arts Unlock the Door to Learning he answered the
questions What do Mars and modern dance have to do with each other? How do you connect
fractions with Andy Warhol? At Wiley H. Bates Middle School, in Annapolis, Maryland, the
answer is arts integration. Every teacher there is committed to weaving the arts and standard
curricula together to create a richer and more lasting learning experience for their students.
This study is very timing in the current situation of the DepEd curriculum where we are in the
transition period of K to 12. This will lead for the improvement of the learning of the pupils in
the Fourth District of Quezon. In the present study same question might be asked about the
relationship of Tiklos and Ba-Ingles in the Science topic relating to Skeletal System a human.
The integration of dance led the pupils to better comprehension through the movements.
Robelen (2013), in his article he mentioned that The Infusion of the Arts appears to be
ENVERGA UNIVERSITY
18

Gaining a Stronger Foothold at a Time When Advocates Are Struggling to Ensure Time and
Support for Their Disciplines. The idea of integrating the arts, including dance, into the
broader curriculum is not new, but it appears to be gaining a stronger foothold in public
schools, proponents say, though national data are not available. The growth comes as arts
education advocates struggle to ensure adequate time and support for the arts in schools
whether music, visual arts, theater, or danceamid the financial straits facing many districts
and other challenges, such as pressure to boost test scores in core subjects like reading and
math.
Science Daily (2008) stated that combining math and dance concepts allows people to
experience a physical sensation of the often abstract concepts of math. Mathematical problem-
solving is incorporated when creating new dances, which can even inspire new mathematics.
Concepts can be taught in the ballroom and applied in the classroom, bring together
movement, rhythm, geometry, and more.

Related Studies
Rashid (2005), in his study said that co-curriculum is a very important and essential
part of an education system. It is the co-curriculum aspect of the education that prepares and
molds the student to be holistic. Nevertheless more emphasis has generally been given to the
curriculum aspect resulting from the students inability to link the excellence in performance
academically to the active participation in co-curriculum. In this present study the researcher
aimed to answer the degree of acceptability of the lesson with the integration of Tiklos and Ba
Ingles as form of art to enhance the learning process of the pupils in the day-to-day lessons.
ENVERGA UNIVERSITY
19

Appel (2006), in his study on Arts education in California's schools has experienced
peaks and valleys over the decades, due to budgetary cutbacks and an almost exclusive focus
on literacy, mathematics and science achievement. Gradually, the tide is beginning to turn, and
interest in arts education has experienced a resurgence of sorts, resulting from new fine arts
requirements at the university level, keen interest in using multiple modalities and
intelligences and research that showed that the arts help better prepare students for college or
the workplace. In this study, the author discusses the benefits of arts integration; emphasizes
that arts integration requires careful thought, planning and assessment; and provides an
example of a successful collaboration between arts provider and the schools. Parallel to the
previews study arts has something to do in elevating the learning process of the pupils like
injecting Tiklos and Ba Ingles in certain topic in Science 4.
Drake (2004) in his Meeting Standards Through Integrated Curriculum Alexandria,
VA: Association for Supervision and Curriculum Development. The authors argue that an
interdisciplinary approach to standards provides teachers with opportunities to make the
curriculum more purposeful and relevant and can increase student achievement while also
being creative, innovative, and interesting. The researcher in this study needed to go out-of-
the-box in order to integrate the Tiklos and Ba-Ingles dance into a lesson in Science 4. Being
creative is part of a teacher in order to provide a better learning process.
(Baltimore, 2011). Arts education may not just help raise test scores but also the
learning process itself, as a recent study revealed. This report on the Maryland school system
found that skills learned in the visual arts could help improve reading and the counterparts
fostered in playing an instrument could be applied to math. Researchers and officials believe
ENVERGA UNIVERSITY
20

that arts education can be a valuable education reform tool, and classroom integration of
creative opportunities could be key to motivating students improving standardized test scores.
Catterall et al., (2012), in their study since arts integration was first implemented at
Bates, the percentage of students achieving or surpassing standards for reading has grown
from 73 percent in 2009 to 81 percent in 2012, and from 62 percent to 77 percent for math
during the same period, while disciplinary problems decreased 23 percent from 2009 to 2011.
According to the National Assessment of Educational Progress (NAEP) data, math and reading
scores among students in grades 6-8 have shown a long trend of improvement across the state
of Maryland. However, the percentage of students proficient or advanced at Bates has grown
nearly 12 times faster than the state in reading, and four times faster in math. Science
achievement among eighth graders also has outpaced the state from 2009 to 2011. Teachers
and staff report that arts integration has been one of the key reasons for the school's
improvement. Several research-based practices contribute to the success of arts integration at
Bates Middle School.
Poll (2005) on the attitudes of Americans toward arts education, commissioned by
Americans for the Arts, revealed strong public support. Among the findings agree the arts are
vital to providing a well-rounded education for children, a 2% increase over 2001. 79% agree
an arts education encourages and assists in the improvement of a childs attitudes toward
school. 79% believe that arts education helps teach children to communicate effectively with
adults and peers. 83% agree incorporating the arts into education is the first step in adding
back whats missing in public education today. 54% rated the importance of arts education a
ten on a scale of one to ten. 93 % believe that its important enough for them to get
ENVERGA UNIVERSITY
21

personally involved in increasing the amount and quality of arts education.
Barry (2010), Oklahoma A+ Schools: What the Research Tells Us 2002-2007, Volume
3: Quantitative Measures (PDF). Edmond, OK: Oklahoma A+ Schools/University of Central
Oklahoma. Five-year evaluation study on the effectiveness of A+ arts-integrated school reform
strategies in Oklahoma schools, based on a survey of students, teachers, and professional-
development faculty. Students participating in the A+ Schools program had higher
achievement on standardized tests, better attendance, and decreased disciplinary problems,
were more engaged, and demonstrated more positive attitudes toward classroom activities.
Teachers reported having more positive attitudes about arts integration and about teacher
collaboration, and parent and community involvement increased.
Thompson (2012). The Arts and Achievement in At-Risk Youth: Findings from Four
Longitudinal Studies, Research Report #55 (PDF). Washington, DC: National Endowment for
the Arts. This report examines the academic and civic behavior outcomes of teenagers and
young adults (with a focus on those from lower socioeconomic status) who have engaged
deeply with the arts in or out of school. In several small-group studies, children and teenagers
who participated in arts education programs have shown more positive academic and social
outcomes in comparison to students who did not participate in those programs. They had
higher school grades and test scores and greater rates of honors society membership, high
school graduation, college enrollment and achievement, volunteering, and engagement in
school or local politics.
Brown S, Martinez MJ, & Parsons LM (2006). The study on Cerebral Cortex in
ENVERGA UNIVERSITY
22

revealed how various parts of the brain are active during dance. Researchers had amateur
tango dancers lay flat on their backs while in a functional Magnetic Resonance Imaging
(fMRI) machine to see what brain areas were active during particular tasks.
The dancers feet were resting against an inclined surface so that movements and dance
steps could be performed. The music used during the experiment was tango, and the dancers
performed tango steps. The study investigated three aspects of dancing such as: synchronizing
movement with music; moving with a regular vs. irregular rhythm; and moving the legs in
particular patterns though space. As expected, the usual areas of the brain involved in
movement were active during all experimental tasks (as opposed to resting). This study by
Martinez and Person brought the researcher into the present study. The integration of dance
specifically Tiklos and Ba Ingles improved the ratings of the pupils who undergone in the
experimental group.
Burnaford (2005), includes an historical overview, definitions and theoretical
frameworks for arts integration, research and evaluation studies as well as methods and
practices for each of the art forms. the National Middle School Association supported
curriculum for students that "is relevant, challenging, integrative, and exploratory." Integrative
learning opportunities include: Engage students in rigorous, in-depth study; Address reading,
writing, and other fundamental skills within all subject areas; Enhance critical thinking,
decision-making, and creativity; require students to reflect on their learning experiences;
Enable students to apply content and skills to their daily lives; Cultivate multiple
intelligences and students' individual learning styles.
ENVERGA UNIVERSITY
23

Omoke (2009) examined the role of co-curricular activities in social and academic
development among students in Suneka division of Kisii South District in Kenya. The study
showed that co-curricular activities contributed towards students social development in a
number of ways: instilling discipline, building tolerance, enhancing co-operation, creating a
sense of responsibility, improving in judgment, accepting defeat and improving moral values.
Research examining the effect specifically of arts integration on student achievement
appears to show mixed results as well. For example, a 2007 research overview of studies from
2000 to 2005 suggested that while there are many advantages to arts integration, there was a
lack of strong empirical research to support the notion that it boosts student achievement. At
the same time, the study in the International Handbook of Research in Arts Education, argued
that focusing chiefly on standardized-test data is misguided and fails to fully capture
cognitive gains and other benefits, such as improved student motivation. The study said that
for arts integration to succeed, it requires a strong commitment from classroom teachers and
close collaboration with arts specialists, a point made by many dance advocates. Effective
integration should be done with mutual support of both disciplines.

ENVERGA UNIVERSITY
24

CHAPTER III
METHODS AND PROCEDURES

This chapter intends to present the methods and procedures which consist of the research
design, subjects of the study, research locale, respondents, sampling technique, research
instrument, data gathering procedure, and statistical treatment to be utilized in the analysis and
interpretation of data.

Research Design
This study used the quantitative research. Under quantitative research is the quasi-
experiment which aims to evaluate interventions but that do not use randomization. Similar to
randomized trials, quasi-experiments aim to demonstrate causality between an intervention and
an outcome. Quasi-experimental studies can use pre-intervention and post intervention
measurements as well as nonrandom selected control groups. The strength of an experiment is
its capacity to demonstrate cause-and-effect relationships. In order to confirm cause-and-
effect, the researcher must construct a situation where all other possible causes are eliminated.
Given the situation of having to use intact classrooms, this study used a quasi-experimental
pretest-posttest group design to investigate the use of the effect of the lesson with the
integration of the required dance for teaching skeletal and muscular systems in Science 4 as
compared to traditional classroom instruction.

ENVERGA UNIVERSITY
25

Research Locale
The study was conducted in Don Gregorio C. Yumul Sr. Elementary School. It is one
of the schools under Lopez West District in the Fourth District of Quezon located at Barangay
Calantipayan, Lopez, Quezon.
The researcher chose Don Gregorio C. Yumul Sr. Elementary School as her research
locale since this is where she is presently assigned. Since the present study dealt with the
Teaching Required Dance, the researcher chose DGYSES because it is one of the schools
implementing Teaching Required Dance in the Fourth District of Quezon.

Research Population and Study
The group of respondents were two sections of grade 4 pupils which became part of the
control and experimental group of the study.
The researcher selected the two heterogeneous sections of Grade 4 in Don Gregorio C.
Yumul Sr. Elementary School because they have the required numbers needed to validate the
results. The two sections were Agila with 31 pupils and Adarna with 30 pupils. They both met
the minimum number of population using quasi-experiment.
Specifically, the Grade 4 class Adarna became the control group ( using the traditional
way of teaching) while the Grade 4 class Agila was experimental group ( using integration of
Tiklos and Ba-Ingles). After a match-pairing sampling, only 25 students from each class were
chosen to be part of the study.

ENVERGA UNIVERSITY
26

Sampling Design and Procedures
The sample respondents were determined using the purposive sampling technique. It
also involved the deliberate selection of individuals based on certain pre-defined criteria. The
first periodical rating in Science 4 and MSEP 4 are utilized for match-pairing wherein the
participants of the study were identified.
The regression discontinuity (RD) design was applied wherein some of the participants
are assigned to experimental groups based on an observed variable (call this the assignment
variable) and those with values of the assignment variable below the threshold are assigned to
a control group (that is, they do not receive the treatment).The Grade 4 class Adarna was
chosen to be the control group while the Grade 4 class Agila was chosen to be the
experimental group.
Research Instrument
The researcher adopted the Kirkpatricks evaluation tool for the evaluation and
validation of the sample lesson plan with the integration of Tiklos and Ba-Ingles. To ensure
the validity of the lesson plan with the integration of required dance, it was evaluated by 20
MSEP teachers and 20 Science 4 Teachers from Lopez West District. The data gathered from
the evaluation helped in the enhancement of the lesson plan with the integration of Tiklos and
Ba Ingles.
Another instrument used in the study is the pretest and posttest examination. The
pretest was administered to assess the level of understanding of the respondents on a certain
ENVERGA UNIVERSITY
27

concept in Science before discussion. After the administration of the pretest, an item analysis
was made. The result of the item analysis helped the researcher to retain, improve and discard
questions from the pretest and enabled her to develop a similar test for the posttest. The result
of the posttest will measure how effective or not an intervention used in the presentation of the
lesson.
Data Gathering Procedures
The researcher sought for the permission of the Schools Division Superintendent to
distribute survey questionnaire to the target evaluators of the sample lesson plan integrated
with Tiklos and Ba-Ingles. After the letter was approved by the authority, a letter of request
were handed to the school principal to ask permission to administer questionnaires and the
researcher to gather necessary data.
The sample lesson plan with integration of Tiklos and Ba-Ingles was used as
intervention lesson material in teaching Science for the experimental while the control group
was exposed to traditional way of teaching.
A pretest was administered before an intervention as introduced to the experimental
and control group and a posttest after the intervention was utilized.

Statistical Treatment of Data
In analyzing the results, the researcher used tables so that readers would easily
understand the results of the study. The frequency and percentage distribution was applied to
analyze and interpret the data gathered on the demographic profile of the respondents. The
researcher used the simple percentage formula and frequency distribution in the collection and
ENVERGA UNIVERSITY
28

interpretation of the data gathered using percentage, weighted mean, and ranking.
Percentage
P = f x 100 / N
where:
P = percentage
F = number of respondents
N = total number of respondents

To determine the validity of the Lesson Plan with the integration of Tiklos and ba-
Ingles the weighted mean was applied.
Weighted Mean
WM = fw/ N
where:
WM = weighted mean
fw = sum of the product of the frequency and the weight
N = number of respondents
The evaluation checklist used a five point scale as shown below. The following scale
was used in the interpretation:
Scale Range Verbal Interpretation
5 4.21 5.00 Highly Acceptable
4 3.41 4.20 Very Acceptable
3 2.61 3.40 Moderately Acceptable
2 1.81 2.60 Slightly Acceptable
ENVERGA UNIVERSITY
29

1 1.00 1.80 Not Acceptable

To answer problem 2 (determining the significant difference between the first
periodical rating in Science 4 and MSEP 4), Pearson product moment correlation was used.
The Pearson moment correlation determines the strength of the linear relationship or
association between two variables in interval or ordinal scale. The periodical ratings of the
respondents are considered as interval data. Since the data is in interval scale, it is appropriate
to use the Pearson moment correlation to determine the strength of relationship between the
The formula for Pearson Product Moment of Correlation is:
r
xy
=
y x xy n

] ) ( ][ ) ( [
2 2 2 2
Y y n x x n

where:
r
xy
= coefficient of the correlation between variables X and Y
xy= the sum of the cross products XY
x= the sum of the scores belonging to X
y= the sum of the scores belonging to Y
x
2
= the sum of squared scores belonging to X
y
2
= the sum of squared scores belonging to Y
(x)
2
= the square of the sum of scores belonging to X
(y)
2
= the square of the sum of scores belonging to Y
N= the number paired observation

The table below was used to interpret the Pearson r:
ENVERGA UNIVERSITY
30

Coefficient of Correlation Interpretation
(+ or -) 1.00 Perfect Correlation
(+ or -) 0.90- 0.99 Very High Correlation
(+ or -) 0.70- 0.89 High Correlation
(+ or -) 0.40- 0.69 Moderate Correlation
(+ or -) 0.20- 0.39 Low Correlation
(+ or -) 0.01- 0.19 Very Low Correlation
(+ or -) 0 No correlation

The t-test for independent samples was used to answer problems 2 which dealt with the
pretest of the experimental and control group and their respective posttest results. The t-test is
applied when samples are taken from different groups and that the samples from the first group
must not be related to the sample selected to the second. Moreover, the two groups of
participants are assumed to be statistically equivalent at the beginning of the study.
The formula is:

Likewise, the ANCOVA or Analysis of Covariance was utilized to determine the
significant differences of the posttest scores of the control and experimental group.
The Analysis of Covariance (generally known as ANCOVA) is a technique that sits
between analysis of variance and regression analysis. This test was applied in this study for the
purpose of increasing the precision of comparisons between the pretest and posttest of each
group and between the two groups. This is done by accounting the variations of the variables
involve in the study.
ENVERGA UNIVERSITY
31

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data obtained from the administration of the survey
research instruments used in the study. The data are confined in tables with its analysis and
interpretation and supported by related literature and studies.
The first part of this chapter illustrates the curricular validity of the enhanced lesson
plan on selected topics in Science 4 with the integration of Tiklos and Ba-Ingles. It shows the
weighted mean of each criterion based on the evaluation made by the Science teachers and
MSEP teachers in Lopez West District. It also presents the profile of the Science and MSEP
teachers who validated the lesson plan that will be used as intervention material in teaching
science concepts.
The second part of this chapter tackles the homogeneity of the respondents based on
their first periodical rating in Science 4 and MSEP 4 which is relative to the possible outcome
of this study. The findings revealed the association between the two given variables.
The third part focuses on the significant difference between the pretest results of the
experimental and control group. The primary goal of this part of the study is to show that the
characteristics of the respondents on both groups used in this study are similar in nature before
an intervention is used in one of the two groups.
The fourth part exhibits the significant difference between the pretest of the two groups
as well as their posttest results.
The last part reveals the significant difference between the pretest and posttest results
ENVERGA UNIVERSITY
32

of the experimental and control group using the lesson plan on selected topics in Science 4
with the integration of Tiklos and Ba-Ingles.
Part I. Curricular Validity of the Sample Lesson Plan on Selected Topics in Science 4
with the Integration of Tiklos and Ba-Ingles

Table 1

Profile of the Seasoned Science and MSEP Teachers who Evaluated the Validity of the Sample
Lesson Plan on Selected Topics in Science 4 with the Integration of Tiklos and Ba-Ingles

Highest Educational Attainment
Frequency Percentage
MA Graduate 3 7.50
Earned Units in MA 15 37.50
Bachelors Degree
(BEED/BSE)
22 55.00
Number of Years in Teaching
6 10 years 14 35.00
11 20 years 16 40.00
21 30 years 10 25.00
Rank/Current Position
Elem. Grade Teacher I 8 20.00
Elem. Grade Teacher II 14 35.00
Elem. Grade Teacher III 11 27.50
Master Teacher I 5 12.50
Master Teacher II 2 5.00
Subject Taught
Science 20 50.00
MSEP 20 50.00
TOTAL 40 100.00

Table 1 shows the profile of the Science and MSEP teachers who evaluated the sample
lesson plan in Science 4 with the integration of Tiklos and Ba-Ingles.
ENVERGA UNIVERSITY
33

The data revealed that near half (45%) of the respondents who validated the sample
lesson in Science already have MA units and 3 of them have already their Masters degree
while the remaining 55% have Bachelors degree.
Majority of the respondents (65%) have been teaching for more than 11 years of which
10 of them had been in the service in the past 21-30 years. 82.50% of the teacher respondents
hold the rank Elem. Grade Teacher I-III and only 7 are Master teachers.

Table 2
Weighted Mean of the Validity and Acceptability of the Sample Lesson Plan on Selected
Topics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Overview of
the Lesson

Lesson Content
Weighted
Mean
Qualitative
Description

Rank
1. Objectives involve the use of skills that will
improve comprehension.
4.38 Highly
Acceptable
4
2. It considers the number of pupils. 4.25 Highly
Acceptable
7
3. The materials match the interest, age and
language level of the pupils.
4.35 Highly
Acceptable
5
4. It has the consistency from the objective to the
evaluation.
4.45 Highly
Acceptable
1
5. It is meaningful to the pupils. 4.43 Highly
Acceptable
2.5
6. It gets the students' attention and prepare them
for the lesson that will follow.
4.43 Highly
Acceptable
2.5
7. It is student- centered . 4.25 Highly
Acceptable
7
8. Creative and uses something more interesting. 4.23 Highly
Acceptable
9
9. Considered interweaving of task/skills/ process
and contents.
4.25 Highly
Acceptable
7

WEIGHTED AVERAGE MEAN

4.34
Highly
Acceptable

ENVERGA UNIVERSITY
34

Legend:
4.21 5.00 Highly Acceptable (HA)
3.41 4.20 Very Acceptable (VA)
2.61 3.40 Moderately Acceptable (VA)
1.81 2.60 Slightly Acceptable (SA)
1.00 1.80 Not Acceptable (NA)

Table 2 shows the validity and acceptability of the overview of the lesson integrated
with Tiklos and Ba-Ingles. The data revealed that all components of the sample lesson plan
with Tiklos and Ba-Ingles is highly acceptable with an obtained weighted average mean 4.34.
The data above also revealed that the sample lesson plan has consistency from the
objective to the evaluation garnering the highest weighted mean 4.45 qualitatively described
highly acceptable. It was followed by the statements the lesson is meaningful to pupil and
the lesson gets students attention both obtained a weighted mean of 4.43 qualitatively
described highly acceptable.
On the other hand, the statement that dealt with the creativity on the presentation of
the lesson gained a weighted mean 4.23 and the least among the nine factors.

ENVERGA UNIVERSITY
35

Table 3
Topics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Learning
Process

Learning Process Weighted
Mean
Qualitative
Description
Rank
1. It provides meaningful connections between and
among learning opportunities, prior knowledge,
relevant events and the learners lives and
experiences.

4.23

Highly
Acceptable
3
2. It employs/utilizes integrative strategies. 4.33 Highly
Acceptable
2
3. It provides varied activities to encourage
participation of everyone especially slow
learners.
4.15 Very
Acceptable
4
4. It provides activities for interactive/ group work/
cooperative learning.
4.45 Highly
Acceptable
1
5. It provides varied learning activities congruent
to the objectives of the lesson.
4.10 Very
Acceptable
5


4.25
Highly
Acceptable

Legend:

Table 3 shows the weighted mean of the validity and acceptability of the learning
process on the sample lesson plan in Science 4 integrated with Tiklos and Ba-Ingles. It
obtained a weighted average mean of 4.25, qualitatively described highly acceptable.
Three criterions in the learning process provides interactive, group work or
cooperative learning activities (wm = 4.45), utilizes integrative strategies (wm = 4.33) and
ENVERGA UNIVERSITY
36

provides meaningful connection to the pupils (wm = 4.23) received a rating of highly
acceptable.
On the other hand, provision of varied activities to the pupils to encourage
participation and provision of activities congruent to the objective of the lesson garnered a
weighted mean of 4.15 and 4.10, respectively, qualitatively described very acceptable.

Table 4
Topics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Level of
Involvement/Participation of the Pupils

Level of Involvement/Participation of the Pupils Weighted
Mean
Qualitative
Description
Rank
1. The pupils are actively engaged throughout the
lesson.
4.35 Highly
Acceptable
1
2. The pupils are reflected Higher Order Thinking
Skills (HOTS)
4.15 Very
Acceptable
3
3. The pupils are generally motivated to learn. 4.18 Very
Acceptable
2


4.23
Highly
Acceptable

Legend:

The above table shows the level of involvement and participation of the pupils on the
sample lesson plan in Science 4 with Tiklos and Ba-Ingles. The evaluators agreed that the
ENVERGA UNIVERSITY
37

lesson plan exhibits pupils active involvement throughout the lesson obtained the highest
weighted mean 4.35, described as highly acceptable.
Meanwhile, the statements that expressed that pupils are generally motivated to
learn and the lesson reflects HOTS garnered a weighted mean 4.18 and 4.15, respectively,
qualitatively described very acceptable.
In general, in terms of the involvement and participation of the pupils in the developed
lesson plan it obtained a weighted mean of 4.23, described as highly acceptable

Table 5
Topics in Science 4 with the Integration of Tiklos and Ba-Ingles in terms of the Assessment of
Learning

Assessment of Learning Weighted
Mean
Qualitative
Description
Rank
1. Learning is evaluated through seatwork
exercises/ paper and pencil tests.
4.28 Highly
Acceptable
1
2. Learners other needs were diagnosed after the
lesson.
4.10 Very
Acceptable
3
3. The lesson is assessed to determine if the
objectives were attained within the allotted time.
4.20 Very
Acceptable
2


4.19
Very
Acceptable

Legend:
4.21 5.00 Highly Acceptable (HA) 3.41 4.20 Very Acceptable (VA)
2.61 3.40 Moderately Acceptable (VA) 1.81 2.60 Slightly Acceptable (SA)

Table 5 shows the weighted mean of the validity and acceptability of the assessment of
learning on the sample lesson plan in Science 4 integrated with Tiklos and Ba-Ingles. It
obtained a weighted average mean of 4.19, qualitatively described very acceptable.
ENVERGA UNIVERSITY
38

Part II. First Periodical Rating of the Respondents in Grade 4 Science and MSEP
Table 6
Pearson Moment Product Correlation Coefficient between the General Average of 50 Grade 4
Students in Science and MSEP

Experimental Group Control Group

Respondent
1
st
Periodical Rating Average
Grade

Respondent
1st Periodical Rating Average
Grade
SCIENCE

MSEP

SCIENCE

MSEP
Student 1 83.68 84.63 84.16 Student 1 84.31 83.67 83.99
Student 2 83.43 83.33 83.38 Student 2 84.18 83.15 83.67
Student 3 83.68 82.83 83.26 Student 3 82.08 83.92 83.00
Student 4 82.51 83.27 82.89 Student 4 82.68 82.55 82.62
Student 5 81.33 84.01 82.67 Student 5 83.21 81.55 82.38
Student 6 81.81 83.51 82.66 Student 6 82.87 81.80 82.34
Student 7 82.15 82.30 82.23 Student 7 81.93 82.32 82.13
Student 8 81.88 82.57 82.23 Student 8 81.51 82.70 82.11
Student 9 83.37 81.07 82.22 Student 9 82.35 81.82 82.09
Student 10 82.17 82.01 82.09 Student 10 82.26 81.57 81.92
Student 11 82.38 81.13 81.76 Student 11 81.13 81.57 81.35
Student 12 81.28 81.82 81.55 Student 12 81.35 80.80 81.08
Student 13 81.61 80.81 81.21 Student 13 81.42 80.57 81.00
Student 14 81.27 80.81 81.04 Student 14 80.93 80.92 80.93
Student 15 80.60 81.17 80.89 Student 15 81.48 80.17 80.83
Student 16 80.91 80.70 80.81 Student 16 80.52 81.05 80.79
Student 17 80.85 80.07 80.46 Student 17 81.10 80.32 80.71
Student 18 80.70 80.05 80.38 Student 18 79.86 81.05 80.46
Student 19 79.51 81.20 80.36 Student 19 80.47 80.32 80.40
Student 20 80.08 80.60 80.34 Student 20 80.63 80.07 80.35
Student 21 79.66 80.95 80.31 Student 21 80.41 80.20 80.31
Student 22 79.73 80.88 80.31 Student 22 80.91 79.55 80.23
Student 23 79.18 81.38 80.28 Student 23 79.51 79.70 79.61
Student 24 80.21 80.32 80.27 Student 24 78.20 79.95 79.08
Student 25 79.47 80.32 79.90 Student 25 78.77 79.30 79.04

Variable
No. of
Respondents

Mean
Mean
Difference
Computed
Correlation
Value

Interpretation

Decision
Science 50 81.35

0.10

0.70

High
Correlation

*Significant
MSEP

50 81.45
ENVERGA UNIVERSITY
39

Legend:
(+ or -) 1.00 Perfect Correlation
(+ or -) 0.90- 0.99 Very High Correlation
(+ or -) 0.70- 0.89 High Correlation
(+ or -) 0.40- 0.69 Moderate Correlation
(+ or -) 0.20- 0.39 Low Correlation
(+ or -) 0.01- 0.19 Very Low Correlation
0.0 No correlation

The Pearson moment correlation determines the strength of the linear relationship or
association between two variables in interval or ordinal scale. The periodical ratings of the
respondents are considered as interval data. Since the data is in interval scale, it is appropriate
to use the Pearson moment correlation to determine the strength of relationship between the
ratings of the respondents in MSEP 4 and Science 4.

Table 6 showed the Pearson moment product correlation coefficient between the first
periodical rating in Science 4 and MSEP 4. The above table revealed the computed value of
the correlation coefficient 0.70 qualitatively described high correlation. The table depicted that
the highest average grade in both groups is 84 while the lowest average grade is 79.
It implies that there is a significant relationship or association that exists between
concepts in Science 4 and MSEP 4 as revealed by the tabular value of the strength of
relationship (legend). This means that some learning concepts in MSEP could be integrated in
selected topics in Science and vice-versa.

ENVERGA UNIVERSITY
40

Part III. Significant difference between the Pretest Results of the Experimental and
Controlled Group

Table 7
Pretest Results of the Control and Experimental Group

Control Group Experimental Group
Class Adarna Pretest Result Class Agila Pretest Result
Student 1 13 Student 1 6

Variable
No. of
Respondents

Mean
Mean
Difference
Tabular
t-test Value

Computed
t-value

Decision
Control
Group
25 10.12
0.52

2.069

0.526

Accept null
hypothesis

Experimental
Group
25 9.6

ENVERGA UNIVERSITY
41

Table 7 showed the summary of values for testing the difference between the pretest
results of the control and experimental group.
The t-test was applied since the samples were taken from different groups and that the
samples from the first group must not be related to the sample selected to the second.
Moreover, the two groups of participants are assumed to be statistically equivalent at the
beginning of the study.
At alpha 0.05 level of significance, the table reveals that the t-computed value of 0.526
is less than the t-tabular value of 2.069 with 23 degrees of freedom, which means the null
hypothesis is accepted.
This proves that there is no significant difference between the pretest results of the
experimental and control group. It implies that there is similar characters that exist between the
two sample groups. This is consonance with the definition of t-test wherein the two groups of
participants are assumed to be statistically equivalent at the beginning of the study.
The data also indicates that before a teaching intervention was applied in one of the
two groups, there is almost equality between the groups as revealed by their scores in the
pretest. It also validated the appropriateness of the match-pairing conducted earlier before the
administration of the pretest.

ENVERGA UNIVERSITY
42

Part IV. Significant difference between the Posttest Results of the Experimental Group
and Control Group thru the Integration

Table 8
Posttest Results of the Control and Experimental Group

Class Adarna Posttest Result Class Agila Posttest Result

Variable
No. of
Respondents

Mean
Mean
Difference
Tabular
t-test Value

Computed
t-value

Decision
Experimental
Group
25 17.76
4.16

2.069

4.601
Accept
alternative
hypothesis Control
Group
25 13.60

ENVERGA UNIVERSITY
43

Table 8 showed the summary of values for testing the difference between the posttest
results of the control and experimental group. The table reveals that the t-computed value of
4.601 is greater than the t-tabular value of 2.069 at 0.05 level of significance with 23 degrees
of freedom, which means the null hypothesis is rejected. This means that there is a significant
difference between the posttest results of the experimental and control group.
This result suggested that those students taught in Science with the integration of
Philippine folk dances (Tiklos and Ba-Ingles) performed better in the posttest than those
students that were taught using the conventional or traditional method of teaching.
It implies that Tiklos and Ba Ingles could be effectively integrated in teaching some
concepts in Science.

ENVERGA UNIVERSITY
44

Part V. Significant difference between the Pretest and Posttest Results of the
Experimental and Control Group

Table 9
Pretest and Posttest Results of the Control and Experimental Group

Class Adarna Pretest
Result
Posttest
Result
Class Agila Pretest
Result
Posttest
Result
Student 1 13 19 Student 1 6 14

Variable
Sum of
Squares
(SS)
Degree of
Freedom
(df)
Mean
Square
(MS)

Computed
F-value

Tabular F-
value

Decision
Adjusted Mean 245.10 1 245.1
6.7975

36.06

4.05
Accept
Alternative
hypothesis
Adjusted Error 319.48 47
Adjusted Total 564.48 48

ENVERGA UNIVERSITY
45

Table 9 showed the summary of values for testing the significant difference between
the pretest and posttest results of the control and experimental group.
The Analysis of Covariance (generally known as ANCOVA) is a technique that sits
between analysis of variance and regression analysis. This test was applied in this study for the
purpose of increasing the precision of comparisons between the pretest and posttest of each
group and between the two groups. This is done by accounting the variations of the variables
involve in the study.
The table above presents that the t-computed value of 36.06 is greater than the t-tabular
value of 4.05 at 0.05 level of significance with 1 and 47 degrees of freedom, which implies
that the null hypothesis is rejected. It means that there is a significant difference between the
pretest and posttest results of the experimental and control group.
This implies that those students taught using the integration of Tiklos and Ba Ingles in
teaching Science 4 performed better in the posttest than those students taught using the
conventional method of teaching.
In general, with all the data provided above, the posttest results of the experimental
group is higher than the posttest results of the control group. It implies that the use of
Tiklos and Ba-Ingles in teaching Science 4 is effective.

ENVERGA UNIVERSITY
46

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter discusses the summary, findings, conclusions and recommendations of the
research study.
This study was conducted for the purpose of developing, validating, and finding the
acceptability of integrating Tiklos and Ba-Ingles in selected topics in Science 4. This was
conducted in two sections of grade four in Don Gregorio C. Yumul Sr. Elementary School in
Lopez, Quezon. The control group included twenty-five (25) students and the experimental
group comprised twenty-five (25) students with a total of fifty (50). Forty (40) teachers
composed of twenty Science teachers and twenty MSEP teachers evaluated and validated the
developed lesson plan in Science 4 integrated with Tiklos and Ba-Ingles.
Summary of Findings
1. The sample lesson plan in Science 4 with the integration of Tiklos and Ba-Ingles
obtained a weighted average mean 4.25 qualitatively described highly acceptable. Of
the four components of the evaluation tool used to assess the enhanced lesson plan,
overview of the lesson obtained the highest mean 4.34. It was followed by the learning
process with 4.25. Next is the level of participation /involvement of the pupils garnered
a weighted mean 4.23. The assessment of learning got the lowest weighted mean
among the four components of the evaluation tool with a weighted mean of only 4.19.
2. There is an association between the first periodical rating in Science 4 and MSEP 4 of
ENVERGA UNIVERSITY
47

the pupil-respondents as shown by the computed correlation value of 0.70, which has a
qualitative value of high correlation. It was found out that the pupils in Section Agila
and Section Adarna has almost the same average grade.
3. There is no significant difference between the pretest results of the experimental and
control group based on the t-computed value of 0.526 which is less than the t-tabular
value of 2.069 at alpha 0.05 level of significance.
4. There is a significant difference between the posttest results of the experimental and
control group based on the t-computed value of 4.601 which is greater than the t-
tabular value of 2.069 at 0.05 level of significance.
5. There is a significant difference between the results of pretest and posttest of the
experimental and control groups as shown by the F-computed value of 36.06 which is
greater than the t-tabular value of 4.05 at 0.05 level of significance.
Conclusions
1. The teachers of Science and MSEP who evaluated and validated the sample lesson plan
in Science 4 with the integration of Tiklos and Ba-Ingles rated the lesson plan highly
acceptable and can be used for try-out in classroom instruction to assess its usability
and effectiveness.
2. There is an association between the first periodical rating in Science 4 and MSEP 4 of
the pupil-respondents. This means that those students who performed well in MSEP
similarly performed well in Science. This ensured the homogeneity between the two
ENVERGA UNIVERSITY
48

groups of respondents.
3. There is no significant difference between the pre-test results of the experimental and
control group, which proved that the two groups were homogeneous and therefore
confirmed the appropriateness of the match-pairing.
4. There is a significant difference between the posttest results of the experimental and
control group which means those students taught using the developed lesson plan in
Science 4 with the integration of Tiklos and Ba Ingles performed better in the posttest
than those students that were taught using the conventional or traditional method of
teaching.
5. There is a significant difference between the pretest and posttest results of the
experimental and control group which means those students taught using the developed
lesson plan in Science 4 with the integration of Tiklos and Ba Ingles significantly
performed better in the posttest than those students that were taught using the
conventional method of teaching. The posttest result of the experimental group is
higher than the posttest result of the control group, which implies that the use of Tiklos
and Ba Ingles on selected topics in Science 4 is acceptable and very effective. The
researcher therefore concluded that using arts as integration in the different topics in
Science may result to higher degree of learning.

ENVERGA UNIVERSITY
49

Recommendations
Based on the conclusions, the following recommendations were made:
1. The integration of Tiklos and Ba Ingles could be used in presenting lessons on human
anatomy specifically skeletal and muscular system; proper counting and timing in
Mathematics; speech and demonstration in English; phenomenology and evolution of
Philippine folk dances in Social Sciences and Culture and art appreciation for MSEP.
Teachers need to keep track of their pupils performance to identify their needs and
learning levels so they can develop appropriate TRD materials to support these needs.
2. Teachers are encouraged to attend seminars and workshops on Teaching Required
Dance so that they will be guided in the preparation and development of the lesson plan
integrating Tiklos and Ba-Ingles.
3. The developed lesson plan integrating Tiklos and Ba-Ingles must be evaluated first by
experts before being implemented inside the classroom, especially if it is intended for
the whole district as part of their intervention plan.
4. Intervention materials like integrated lesson plan using dance are necessary to increase
not only the performance of the pupils but most importantly their participation in class
activity. Since it is already a part of intervention plan in the fourth District of Quezon,
teachers must religiously integrate dance in other subject areas.
5. Future researchers are encouraged to conduct related studies on the development of
lesson plan integrating other dance under TRD in other grade levels as well as in other
ENVERGA UNIVERSITY
50

subject areas.
Implications of the Study
Results of this study showed that the integration of Tiklos and Ba-Ingles in Science is
acceptable and could motivate more the pupils who are having difficulties in understanding
topics in Science through traditional way of discussion. This will make the focused topics
easier to understand and more interesting to the pupils since it is designed for this purpose.
It is also a considerable help for the teachers to achieve their aim of increasing the level
of understanding of the learners particularly in science. The integration of Tiklos and Ba-
Ingles in the lesson plan in Science 4 will serve as enhanced lesson plan for other teachers in
motivating their pupils specifically in Science lessons. This study implies that pupils need
different approaches in order to get their attention that is why going out-of-the box is one way
to show changes in the teaching and learning process.
Integration of the required dance for Grade four pupils will be of great help for the
teachers handling both subjects (Science and MSEP), for it maximizes time allotment.
Teaching science will be more interesting, lively and will give more excitement to the pupils.
Thus, learning will definitely takes place.
The integration of Tiklos and Ba-Ingles helps the pupils to learn Science concepts by
doing. They learned more through actions so this integration will be more beneficial for the
students as well as to the teachers.

ENVERGA UNIVERSITY
51

References
Bergmann, Sheryle (1995). Creative dance in the education curriculum: justifying the
unambiguous. Canadian Journal of Education 20: 156-165.

Bickford, E. (2008). Integrating dance into the public school curriculum.
Burke, J. (2009, January 24). Chemistry meets choreography to enhance student
comprehension. Euetopia.

Bonbright, Jane M. (2008). National agenda for dance arts education: The evolution of
dances an art from intersects with the evolution of federal interest and
support of arts education. Revised January 2007, http://www.ndeo.org

Brodzinsky, David M. Childrens comprehension and appreciation of verbal jokes in
relation toconceptual tempo. Child Development 48 (1977): 960-967.

Clinton, Hillary Rodham (2007). The importance of dance education. Journal of Dance
Education 7: 37.

Dovan, S. J. (2007). Professional development supporting the integration of dance in the
primary classroom. Queen's Land University of Technology.

Education, M. S. (2006). Maryland international toolkit. Retrieved from
http://www.mfaa.msde.state.md.us/source/MDFAintegrating_3e.asp.

Robelyn, E. W. (2010). Schools integrate dance into core academics. Education Week, 30(12),
1, 14-15.

Storey, K. L. (2010). Bridging gap:linking co-curricilar activities to student learning
outcomes in community college students .
Trochim, W. (2006, October 20). Research method knowledge base. Retrieved September 15,
2013, from Quasi-Experimental Design:
http://www.socialresearchmethods.net/kb/quasiexp.php
ENVERGA UNIVERSITY
52

Appendix A
SAMPLE LESSON PLAN IN SCIENCE 4 WITH THE INTEGRATION OF TIKLOS
AND BA-INGLES
I. Objective:
1. Identify the different kinds of joints.
2. Demonstrate how the skeletal system enables us to move through the dance Tiklos.
3. Appreciate culture through dance.
II. Subject Matter:
a. Topic: How the Skeletal System Enables Us to Move.
b. Reference
Science and Health 4, pp. 29-34
R-PELC I 1.1
UBD Grade IV
c. Science Concepts
The bones of the body are connected at the joints.
Joints allow different kinds of motion or no motion at all.
The different kinds of joints are hinge joint, pivot joint, ball-and- socket joint
and
Gliding joint.
Movements are easy and painless because of the movable joints, ligaments,
cartilage and the synovial fluids.
d. Science Processes: Observing, Identifying, Demonstrating
e. Vocabulary: Joints, synovial fluids, cartilages, ligaments
f. Materials: Model of the skeleton; speaker, cardboard,

g. Values: Appreciate culture through dance.

III. Learning Activities:

A. Guided Inquiry:
1. Review
What protects the internal organs of our body?
What bones make up the skeletal system?
2. Motivation
Let the children hear the music.
Can you identify what kind of music do you hear?

ENVERGA UNIVERSITY
53

Let the children stretch their body, head, shoulders, arms, hip and legs.
Why can you move your body parts?
Are there parts of your body, which you can move in different directions?
3.Science Vocabulary: Joints, synovial fluids, cartilages, ligaments, hinge joint, pivot
Joint, Ball- and- socket joint, gliding joint
4. Presentation
a. Presentation of Materials
Teacher will present the steps in the dance TIKLOS for the activity.
(the dance has 4 dance steps)
b. Statement of the Problem
What are the different kinds of joints?
(pictures of different kinds of joints)
How do bones move?
c. Setting of Standard

B. Guided Exploration

1. Activity Proper
Pupils will do the dance activity.

2. Discussion and Analysis
There are different kinds of movable joints.
1. Hinge joints
These joints can be bent back and
forth in one direction only or move up and
down. These joints are found in elbows and
knees.

2. Pivot Joint
These joint allows to turn part of the body
without moving the part from where it is connected.
Example of this joint is found in the neck.

3. Ball and socket joints
These joints allow circular movement. These
joints are located in the shoulders and hips.

4. Gliding joints
These joints allow flexible movements. These
joints are found in the wrist, hands and fingers.

ENVERGA UNIVERSITY
54

A. Which part of your body allows you to bend and rotate your bones?
B. Which parts can bend your bones? What do we call these joints?
C. Which parts can rotate your bones? What do we call these joints?
D. What are found in the joints that help them move?

Let the pupils identify bones and joints involved in each movement.
In the first figure of the dance, what kind of joint is involve? 2
nd
? 3
rd
?
and last figure?

C. Guided Discovery
1. Abstraction/Generalization:
How do people move?
What are joints?
Why are they important?
2. Application:
Performing the dance Tiklos.

3. Valuing
Is it important to know the different dances in our country?
How can we take care of our joints?

IV. Evaluation:

Multiple Choice: Box the letter of the correct answer.
1. What connects one bone to another at a point?
A. joint B. tendon C. ligaments D. cartilage
2. It allows movement in two opposite directions only.
A. hinge joint C. ball and socket joint
B. fixed joint D. pivot joint
3. A kind of joint which enables you to move freely.
B. gliding joint D. pivot joint
4. What helps bones move smoothly?
A. fluid B. flesh C. oil D. cartilage
5. What do you call the oily fluid at the end of the bones?
A. synovial fluid C. joints
B. growth plate D. tendons

ENVERGA UNIVERSITY
55

V. Assignment:
Draw a line to connect the bone in column A to its corresponding joint in column B
A B
1. skull . . hinge joint
2. elbow . . ball and- socket joint
3. hip . . pivot joint
4. neck . . gliding joint
5. wrist . . suture joint

ENVERGA UNIVERSITY
56

I. Objective:
1. Identify the muscle movements.
2. Explain/ Demonstrate how muscles caused body movements through the dance Ba-
Ingles.
3. Cooperate in group work.
II. Subject Matter:

a. Topic: Muscle Movements

b. References: BEC Science and Health 4 pp. 22-25

c. Science Concepts:
Muscles always work in pair. They always pull. They
become tight, short and big when they pull. Our muscles
moved voluntarily and involuntarily.

d. Science processes : observing, inferring, demonstrating
e. Materials: Activity Cards, Pictures

f. Value: Taking care of our muscles/ Awareness

III. LEARNING ACTIVITIES

a. GUIDED INQUIRY

1. |Review
What are muscles made of?
What do muscles do?

2. Motivation
The teacher will command his/her pupils to perform the
following body movements:
a. Rotating of the head d. Jumping
b. Arm stretching e. Walking
c. Hip bending

Ask: Aside from our bones, what help the body to move?

Say: Lets find out how muscles caused body movements.

3. Science Vocabulary
Ask the pupils to rearrange the sets of letters on the board.

ENVERGA UNIVERSITY
57

MUSCLE MOVEMENTS

1. L U N V O I N R Y T A muscle movements that cannot be controlled. It continues to work even
when you are asleep
2. T A L U N V O R Y- muscle movements that can be controlled.

ACTIVITY CARD
MUSCLE MOVEMENTS

a. PROBLEM: How do muscles move?

b. WHAT TO USE: Your heartbeat, your legs, guide card

c. WHAT TO DO:

1.. Feel your heart beat.
2. Perform the dance Ba-Ingles. Then stop moving it.

d. WHAT HAVE YOU FOUND OUT:

1. Can you control your heartbeat? Why?
2. Can you control the movements of your legs in the dance? Why?
3. How do muscles move?

4. PRESENTATION
Presentation of the dance Ba-Ingles.
(the dance has four steps)
Present to the class an activity card and a guide card.

b. Statement of the problem
What are the kinds of muscle movements are used in the dance?

c. Setting of Standards
What should be remembered when performing group activities?

d. Distribution of Activity Cards

ENVERGA UNIVERSITY
58

B. GUIDED EXPLORATION
1. Activity Proper
Follow carefully the procedure written on the activity cards.
2. Group Reporting
3. Analysis and Abstraction
2. What is the difference between voluntary and involuntary movements of the
muscles?
3. Give an example of muscles that move voluntarily?
4. Give an example of muscles that move involuntarily?

C. GUIDED DISCOVERY
1. Generalization
a. How do most muscles work?
b. Which type of muscles can be controlled?
c. Which type of muscles cannot be controlled?
1. Application
Identify the word described by each sentence.
________1. They give shape or form to your body.
________2. These muscles move at your will.
________3. It is made up of all the muscles in your body.
________4. These muscles are found in the walls of the heart and the stomach.
________5. Muscles always work this way.

3. Valuing
Why do we need to warm up before playing a game?

Guide Card
Muscles can contract or tighten. They become short and big when muscles
pull. When you make a muscle you pull your arm toward your shoulder. But when
the arm hangs looked and relaxed, the muscles become longer and thinner. You see
the same muscles movements on your legs.
All voluntary muscles of the body work in pairs. Voluntary muscles are
muscles that can be controlled. You can start or stop moving these muscles at will.
The muscles in your arms, legs, eyes and tongue are voluntary muscles. There are
muscles in the body which you cannot move at will. These are involuntary muscles.
They continue to work even when you are asleep. The muscles in the walls of your
heart, lungs and stomach are involuntary muscles.

ENVERGA UNIVERSITY
59

IV. EVALUATION
Copy the letter of the correct answer.
1. How do muscles work?
a. Alone c. with all muscles
b. In pairs d. at joints only
2. Which type of muscles can be controlled?
a. Voluntary muscles c. heart muscles
b. Involuntary muscles d. intestinal muscles
3. Which type of muscles cannot be controlled?
a. Voluntary muscles c. skeletal muscles
b. Involuntary muscles d. arm muscles
4. How does a pair of muscles work?
a. contracting and relaxing c. relaxing only
b. contracting only d. bending
5. Where are involuntary muscles found?
a. Heart c. feet
b. Hand d. mouth

V. ASSIGNMENT
Make a list of outdoor activities, after each one, write the muscles in the activity.

ENVERGA UNIVERSITY
60

ENHANCED LESSON PLAN IN SCIENCE 4 WITH THE INTEGRATION OF
TIKLOS AND BA-INGLES
I. Objective:
1. Identify the different kinds of joints.
2. Demonstrate how the skeletal system enables us to move through the dance Tiklos.
3. Appreciate culture through dance.
II. Subject Matter:
a. Topic: How the Skeletal System Enables Us to Move.
b. Reference
Science and Health 4, pp. 29-34
R-PELC I 1.1
UBD Grade IV
c. Science Concepts
The bones of the body are connected at the joints.
Joints allow different kinds of motion or no motion at all.
The different kinds of joints are hinge joint, pivot joint, ball-and- socket joint
and
Gliding joint.
Movements are easy and painless because of the movable joints, ligaments,
cartilage and the synovial fluids.
d. Science Processes: Observing, Identifying, Demonstrating
e. Vocabulary: Joints, synovial fluids, cartilages, ligaments
f. Materials: Model of the skeleton; speaker, cardboard,

g. Values: Appreciate culture through dance.

III. Learning Activities:

A. Guided Inquiry:
1. Review
What protects the internal organs of our body?
Skeletal system
What bones make up the skeletal system?
Skull - sensory organs, brain
Rib cage heart, lungs
Spine spinal cord
Pelvic bones kidney, organs of the abdomen

ENVERGA UNIVERSITY
61

2. Motivation
Let the children stretch their body, head, shoulders, arms, hip and legs.
Why can you move your body parts?
Are there parts of your body, which you can move in different directions?
3.Science Vocabulary: Joints, synovial fluids, cartilages, ligaments, hinge joint, pivot
Joint, Ball- and- socket joint, gliding joint
4. Presentation

Teacher will present the music and movements/steps of the dance TIKLOS for
the activity, thus indicating each bone that is needed to move in order to do
dance steps.
b. Statement of the Problem
What are the different kinds of joints?
How do bones move?
c. Setting of Standard
d. Distribution of Activity Cards

ACTIVITY CARD
Problem : How do bones move?
Materials: Music of the dance TIKLOS
Answer this :
1. How does each of the following move?
1.1 Head -
1.2 Shoulder -
1.3 Elbow -
1.4 Wrist -
1.5 Hip -
1.6 Knee
2. Identify bones and joints involved in each figure of the dance.
1.
2.
3.
4.

ENVERGA UNIVERSITY
62

GUIDE CARD
The bones of the body are connected at the joints. There are different joints in
the human body. Joints allow different kinds motion or no motion at all. Movements are easy
and painless because of movable joints, ligaments which hold the bones together at the joints,
catilage which acts like a cushion with natural oil which keep the bones moist and the synovial
fluids.

There are different kinds of movable joints

1. Hinge joints
These joints can be bent back and
forth in one direction only or move up and
down. These joints are found in elbows and
knees.

2. Pivot Joint
These joint allows to turn part of the body
without moving the part from where it is connected.
Example of this joint is found in the neck.

3. Ball and socket joints
These joints allow circular movement. These
joints are located in the shoulders and hips.

4. Gliding joints
These joints allow flexible movements. These
joints are found in the wrist, hands and fingers.

B. Guided Exploration

1. Activity Proper
Pupils will recall the dance TIKLOS.
Answer the activity card.
2. Reporting

3. Discussion and Analysis
A. Which part of your body allows you to bend and rotate your bones while dancing?
B. Which parts can bend your bones? What do we call these joints?
C. Which parts can rotate your bones? What do we call these joints?
D. What are connected in the joints that help them move?
ENVERGA UNIVERSITY
63

C. Guided Discovery
1. Abstraction/Generalization:
How do bones move?
What are joints?
Why are they important?
2. Application:
Performing the dance Tiklos.
Identify the bones and joints involved in each movement or step.
3. Valuing
Is it important to know the different dances in our country?
How can we take care of our joints?

IV. Evaluation:

Multiple Choice: Box the letter of the correct answer.
2. What connects one bone to another at a point?
A. joint B. tendon C. ligaments D. cartilage
2. It allows movement in two opposite directions only.
B. fixed joint D. pivot joint
3. A kind of joint which enables you to move freely.
B. gliding joint D. pivot joint
4. It allows limited movement.
a. hinge joint
b. gliding joint
c. ball and socket
d. pivot
5. What helps bones move smoothly?
A. fluid B. flesh C. oil D. cartilage

V. Assignment:
Draw a line to connect the bone in column A to its corresponding joint in column B
A B
1. skull . . hinge joint
2. elbow . . ball and- socket joint
3. hip . . pivot joint
4. neck . . gliding joint
5. wrist . . suture joint
ENVERGA UNIVERSITY
64

I. Objective:
1. Identify the kinds of muscle movements.
2. Explain/ Demonstrate how muscles caused body movements through the dance Ba-
Ingles.
3. Cooperate in group work.
II. Subject Matter:

g. Topic: Muscle Movements

h. References: BEC Science and Health 4 pp. 22-25
UBD 4
i. Science Concepts:
Muscles produces body movements.
Muscles always work in pair. They always pull. They
become tight, short and big when they pull. Our muscles
moved voluntarily and involuntarily.

j. Science processes : observing, inferring, demonstrating
k. Materials: Activity Cards, Pictures, music

l. Value: Taking care of our muscles/ Awareness

III. LEARNING ACTIVITIES

b. GUIDED INQUIRY

4. |Review
What are muscles made of?
What do muscles do?

5. Motivation
The teacher will command his/her pupils to perform the
following body movements:
d. Rotating of the head d. Jumping
e. Arm stretching e. Walking
f. Hip bending

Ask: Aside from our bones, what help the body to move?

Say: Lets find out how muscles caused body movements.

ENVERGA UNIVERSITY
65

MUSCLE MOVEMENTS

1. L U N V O I N R Y T A muscle movements that cannot be controlled. It continues to work even
when you are asleep
2. T A L U N V O R Y- muscle movements that can be controlled.

ACTIVITY CARD
MUSCLE MOVEMENTS

a. PROBLEM: How do muscles move?

b. WHAT TO USE: Your heartbeat, your legs, guide card

c. WHAT TO DO:

1.. Feel your heart beat.
2. Perform the dance Ba-Ingles. Then stop moving .

d. WHAT HAVE YOU FOUND OUT:

4. Can you control your heartbeat? Why?
5. Can you control the movements of your legs in the dance? Why?

6. Science Vocabulary
Ask the pupils to rearrange the sets of letters on the board.

4. PRESENTATION
e. Presentation of Materials
Presentation of the dance Ba-Ingles.
Present to the class an activity card and a guide card.

f. Statement of the problem
What are the kinds of muscle movements are used in the dance?

g. Setting of Standards
What should be remembered when performing group activities?

h. Distribution of Activity Cards

ENVERGA UNIVERSITY
66

B. GUIDED EXPLORATION
1. Activity Proper
Follow carefully the procedure written on the activity cards.
2. Group Reporting
3. Analysis and Abstraction
2. What is the difference between voluntary and involuntary movements of the
muscles?
3. Give an example of muscles that move voluntarily with dancing Ba-Ingles?
4. Give an example of muscles that move involuntarily?

C. GUIDED DISCOVERY
1. Generalization
a. How do most muscles work?
b. Which type of muscles can be controlled?
c. Which type of muscles cannot be controlled?
2. Application
Identify the word described by each sentence.
________ 1. They give shape or form to your body.
________ 2. These muscles move at your will.
________ 3. It is made up of all the muscles in your body.
________ 4. These muscles are found in the walls of the heart and the stomach.
________ 5. Muscles always work this way.

Guide Card
Muscles can contract or tighten. They become short and big when muscles pull.
When you make a muscle you pull your arm toward your shoulder. But when the arm
hangs looked and relaxed, the muscles become longer and thinner. You see the same
muscles movements on your legs.
All voluntary muscles of the body work in pairs. Voluntary muscles are muscles
that can be controlled. You can start or stop moving these muscles at will. The muscles in
your arms, legs, eyes and tongue are voluntary muscles. There are muscles in the body
which you cannot move at will. These are involuntary muscles. They continue to work
even when you are asleep. The muscles in the walls of your heart, lungs and stomach are
involuntary muscles.

ENVERGA UNIVERSITY
67

IV. EVALUATION
Copy the letter of the correct answer.
6. How do muscles work?
c. Alone c. with all muscles
d. In pairs d. at joints only
7. Which type of muscles can be controlled?
c. Voluntary muscles c. heart muscles
d. Involuntary muscles d. intestinal muscles
8. Which type of muscles cannot be controlled?
c. Voluntary muscles c. skeletal muscles
d. Involuntary muscles d. arm muscles
9. How does a pair of muscles work?
c. contracting and relaxing c. relaxing only
d. contracting only d. bending
10. Where are involuntary muscles found?
c. Heart c. feet
d. Hand d. mouth

V. ASSIGNMENT
Make a list of outdoor activities.

ENVERGA UNIVERSITY
68

Appendix B
Scope and Sequence in Grade 4 Science

ENVERGA UNIVERSITY
69

Appendix C

Rationale of Teaching Required Dance

ENVERGA UNIVERSITY
70

ENVERGA UNIVERSITY
71

ENVERGA UNIVERSITY
72

ENVERGA UNIVERSITY
73

Appendix D
EVALUATION SHEET FOR SAMPLE LESSON PLAN ON SELECTED TOPICS IN
SCIENCE 4 WITH INTEGRATION OF TIKLOS AND BA-INGLES

I. Personal Data:
Name: __________________________ Number of years in teaching:
Institution/Current Position: ____________________________________
School: _____________________________________ Age: ____________
Educational Attainment:___________________
II. Validation Instrument:
Direction: Rate the following aspects of the courseware by checking (/) the number in the
appropriate columns. Indicate your response in each item that corresponds to you answer
based on the following criteria:
5 Highly Acceptable 4 Very Acceptable 3 - Moderately Acceptable
2 Slightly Acceptable 1 Not Acceptable

ENVERGA UNIVERSITY
74

Reaction 5 4 3 2 1
1. Objectives involve the use of skills that will improve
comprehension.

2. It considers the number of pupils.
3. The materials match the interest, age and language level of
the pupils.

4. It has the consistency from the objective to the evaluation.
5. It is meaningful to the pupils.
6. It gets the students' attention and prepare them for the
lesson that will follow.

7. It is student- centered .
8. Creative and uses something more interesting.
9. Considered interweaving of task/skills/ process and
contents.

Learning 5 4 3 2 1
1 It provides meaningful connections between and among
learning opportunities, prior knowledge, relevant events and
the learners lives and experiences.

2. It employs/utilizes integrative strategies.
3. It provides varied activities to encourage participation of
everyone especially slow learners.

4. It provides activities for interactive/ group work/

5. It provides varied learning activities congruent to the
objectives of the lesson.

Behavior 5 4 3 2 1
1. The pupils are actively engaged throughout the lesson.
2. The pupils are reflected HIGHER ORDER THINKING
SKILLS (HOTS)

3. The pupils are generally motivated to learn.

Results 5 4 3 2 1
1. Learning is evaluated through seatwork exercises/ paper
and pencil tests.

2. Learners other needs were diagnosed after the lesson.
3. The lesson is assessed to determine if the objectives were
attained within the allotted time.

ENVERGA UNIVERSITY
75

Tables
Overview of the Lesson 5 4 3 2 1 f WV WM QD Rank
1. Objectives involve the use of
skills that will improve
comprehension.
15 25 0 0 0 40 175 4.38 HA 4
2. It considers the number of
pupils.
16 20 2 2 0 40 170 4.25 HA 7
3. The materials match the
interest, age and language
level of the pupils.
15 24 1 0 0 40 174 4.35 HA 5
4. It has the consistency from the
objective to the evaluation.
18 22 0 0 0 40 178 4.45 HA 1
5. It is meaningful to the pupils. 18 21 1 0 0 40 177 4.43 HA 2.5
6. It gets the students' attention
and prepare them for the
lesson that will follow.
20 17 3 0 0 40 177 4.43 HA 2.5
7. It is student- centered . 16 18 6 0 0 40 170 4.25 HA 7
8. Creative and uses something
more interesting.
13 23 4 0 0 40 169 4.23 HA 9
9. Considered interweaving of
task/skills/ process and
contents.
15 20 5 0 0 40 170 4.25 HA 7

Learning Process 5 4 3 2 1 f WV WM QD Rank
1. It provides meaningful
connections between and
among learning opportunities,
prior knowledge, relevant
events and the learners lives
and experiences.
11 27 2 0 0 40 169 4.23 HA 3
2. It employs/utilizes integrative
strategies.
16 21 3 0 0 40 173 4.33 HA 2
3. It provides varied activities to
encourage participation of
everyone especially slow
learners.
12 22 6 0 0 40 166 4.15 VC 4
4. It provides activities for
interactive/ group work/
20 18 2 0 0 40 178 4.45 HA 1
5. It provides varied learning
activities congruent to the
objectives of the lesson.
12 20 8 0 0 40 164 4.10 VC 5
ENVERGA UNIVERSITY
76

Level of
Involvement/Participation of the
Students
5 4 3 2 1 f WV WM QD Rank
1. The pupils are actively engaged
throughout the lesson.
17 20 3 0 0 40 174 4.35 HA 1
2. The pupils are reflected Higher
Order Thinking Skills (HOTS)
14 19 6 1 0 40 166 4.15 VC 3
3. The pupils are generally
motivated to learn.
10 27 3 0 0 40 167 4.18 VC 2

Assessment Learning 5 4 3 2 1 f WV WM QD Rank
1. Learning is evaluated through
seatwork exercises/ paper and
pencil tests.
15 22 2 1 0 40 171 4.28 HA 1
2. Learners other needs were
diagnosed after the lesson.
10 25 4 1 0 40 164 4.10 VC 3
3. The lesson is assessed to
determine if the objectives
were attained within the
allotted time.
15 19 5 1 0 40 168 4.20 VC 2

ENVERGA UNIVERSITY
77

Appendix E
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Lopez West District
Lopez, Quezon

January ___ , 2014

TOLENTINO G. AQUINO, CESO VI
Schools Division Superintendent
Division of Quezon
Talipan, Pagbilao, Quezon

Dear Sir:

Mabuhay!

I am presently undertaking a research study on Integration of Tiklos and Ba Ingles in Selected Topics of Science 4 in Don Gregorio C.
Yumul Sr. Elementary School, Lopez West District in partial fulfillment of the requirements in the course subject Thesis Writing, for the
degree of Master of Arts in Education, Major in School Administration at Manuel S. Enverga University Foundation, Lucena City.

In this regard, may I request your good office to please allow me to distribute my instrument for the above mentioned research study to
Don Gregorio C. Yumul Sr. Elementary School and schools of Lopez West District.

I hope that this request merits your approval and endorsement. Attached is my instrument.

Thank you.

Very truly yours,

JEANSEN C. CABUNGCAL
Researcher

Noted:

CARMINA V. TOLENTINO Ph.D.
Research Adviser

Recommending Approval:

LEONILO A. CAPELLAN
Principal I

FAUSTINO V. PARRO
District Supervisor

Approved:

TOLENTINO G. AQUINO, CESO VI
Schools Division Superintendent
ENVERGA UNIVERSITY
78

Appendix F
PRE TEST
Name:___________________________________________ Score:_______________
Grade & Section:___________________________________
Choose the letter of the correct answer and write it on the blank provided.
_____ 1. Which of the following body systems gives the body its shape?
a. Digestive system
b. Skeletal system
c. Nervous system
d. Muscular system
e.
_____2. What does skull protect?
a. Brain b. spinal cord c. heart d. lungs

_____3. Which bones are generally cylindrical in shape?
a. Long bones b. short bones c. round bones d. flat bones

_____4. It moves in only one direction.
a. A hinge joint of elbow and knee
b. Cartilage
c. Ligaments

_____5 .What holds the bones together at the joints?
a. Tendons b. ligament c. skeleton d. cartilage

_____6. Which serves as the bodys framework?
a. Skeleton b. joint c. brain d. spinal cord

_____7. Which of these is a ball and socket joint?
a. Finger b. knee c. elbow d. shoulder

_____8. What keeps the end of the bones moist?
a. Tendon b. cartilage c. ligament d. joint

_____9. What substances make the bone hard and strong?
a. Proteins b. vitamins c. minerals d. fats

_____10. Why can you turn your head without turning your body?
a. A ball-and-socket joint connects the skull to the neck.
b. A hinge joint connects the skull to the neck.
c. A gliding joint connects the skull to the neck.
ENVERGA UNIVERSITY
79

d. A pivot joint connects the skull to the neck.
_____11. What kind of joints move up and down?
a. Gliding joints
b. Hinge joint
c. ball and socket joint
d. pivot joint

_____12. These are two bones meet.
a. Bones b. joints C. ligaments

_____13. It allows limited movement.
a. Gliding joints
b. Pivot joints
c. Ball and socket

_____14. A kind of joint which enables you to move freely.
a. Hinge joint
b. Gliding joint
c. Ball and socket joint
d. Pivot joint

_____15. What helps bones move freely?
a. Fluid b. flesh c. oil d. cartilage

_____16. Why can bones move in different ways?
a. Because of the joints
b. Because of the skeleton
c. Because of the backbone
d. Because of the bone marrow

_____17. Which is a voluntary muscle?
a. Heart muscle
b. Intestine muscle
c. Muscle in the leg
d. Muscle in the pulse

_____18. Which is not a work of the muscle?
a. It supports the body.
b. It gives shape to the body.
c. It covers and protects the bones.

_____19. How do you describe a relaxed muscle?
a. Thin and long
b. Short and thin
c. Big and short
d. Long and big
ENVERGA UNIVERSITY
80

_____20. How should you take care of your bones and muscles?
a. Eat junk foods. b. Drink plenty of water.
c. Maintain good posture. D. Watch television once in a while.

_____21. Which is a part of the muscular system?
a. Tendon b. skull
c. backbone d. heart wall

_____22. Which type of muscles can be controlled?
a. Voluntary muscles b. Involuntary muscles
c. Heart muscles d. Intestinal muscles

_____23. Which type of muscles cannot be controlled?
c. Skeletal muscles d. Arm muscles

_____24. How do muscles work?
a. Alone b. in pairs
c. with all muscles d. at joints only

_____25. How does pair of muscles work?
a. Contracting and relaxing b. Contracting only
c. Relaxing only d. Bending

_____26. Which nutrient in foods helps build muscles?
a. Iron b. vitamin
c. calcium d. protein

_____27. Where are involuntary muscles found?
a. Heart b. hand
c. feet d. mouth
_____28. What action is exerted by the muscles on the bones?
a. Pulling and pushing b. Contracting and relaxing
c. Pushing d. Pulling

b. It gives shape to the body
d. It helps the bone move.

_____30. When does a muscle pull a bone?
a. When it relaxes
b. When it contracts
c. When it expands
ENVERGA UNIVERSITY
81

Appendix G
Pre Test Item Analysis

ENVERGA UNIVERSITY
82

Appendix H
POST TEST
Name:___________________________________________ Score:______________
Grade & Section:___________________________________

Choose the letter of the correct answer and write it on the blank provided.
_____ 1. All the bones of the body make up the ____________.
f. Digestive stem
g. Skeletal system
h. Nervous system
i. Muscular system

_____2. What does skull protect?
b. brain b. spinal cord c. heart d. lungs

_____3. Which bones are generally cylindrical in shape?
b. long bones b. short bones c. round bones d. flat bones

_____4. It moves in only one direction.
d. A hinge joint of elbow and knee
e. Cartilage
f. Ligaments

_____5 .What holds the bones together at the joints?
b. tendons b. ligament c. skeleton d.cartilage
c.
_____6. Which serves as the bodys framework?
b. skeleton b. joint c. brain d. spinal cord

_____7. Which of these is a ball and socket joint?
b. finger b. knee c. elbow d. shoulder

_____8. What keeps the end of the bones moist?
b. tendon b. cartilage c. ligament d. joint

_____9. What substances make the bone hard and strong?
b. Proteins b. vitamins c. minerals d. fats

_____10. Why can you turn your head without turning your body?
e. A ball-and-socket joint connects the skull to the neck.
f. A hinge joint connects the skull to the neck.
g. A gliding joint connects the skull to the neck.
h. A pivot joint connects the skull to the neck.
ENVERGA UNIVERSITY
83

_____11. What kind of joints move up and down?
e. Gliding joints
f. Hinge joint
g. Ball and socket joint
h. Pivot joint

_____12. These are two bones meet.
b. bones b. joints C. ligaments

_____13. It allows limited movement.
d. Gliding joints
e. Pivot joints
f. Ball and socket

_____14. A kind of joint which enables you to move freely.
e. Hinge joint
f. Gliding joint
g. Ball and socket joint
h. Pivot joint

_____15. What helps bones move freely?
b. Fluid b. flesh c. oil d. cartilage
_____16. Why can bones move in different ways?
e. Because of the joints.
f. Because of the skeleton.
g. Because of the backbone.
h. Because of the bone marrow.

_____17. Which is a voluntary muscle?
e. Heart muscle
f. Intestine muscle
g. Muscle in the leg
h. Muscle in the pulse

_____18. Which muscles are attached to the bones?
a. cardiac b. involuntary c. skeletal d. smooth

_____19. How do you describe a relaxed muscle?
a. Thin and long
b. Short and thin
c. Big and short
d. Long and big

_____20. How should you take care of your bones and muscles?
a. Eat junk foods.
ENVERGA UNIVERSITY
84

b. Drink plenty of water.
c. Maintain good posture.
d. Watch television once in a while.

_____21. Which is a part of the muscular system?
a. Tendon b. skull c. backbone d. heart wall

_____22. Which type of muscles can be controlled?
c. Heart muscles d. Intestinal muscles

_____23. Which type of muscles cannot be controlled?
c. Skeletal muscles d. Arm muscles

_____24. How do muscles work?
a. alone b. in pairs c. with all muscles d. at joints only

_____25. How does pair of muscles work?
a. Contracting and relaxing b. Contracting only
c. Relaxing only d. Bending

_____26. Which nutrient in foods helps build muscles?
a. Iron b. vitamin c. calcium d. protein

_____27. Where are involuntary muscles found?
a. heart b. hand c. feet d. mouth

_____28. What action is exerted by the muscles on the bones?
a. Pulling and pushing b. Contracting and relaxing
c. Pushing d. Pulling

b. It gives shape to the body
d. It helps the bone move.

_____30. When does a muscle pull a bone?
a. When it relaxes
b. When it contracts
c. When it expands

ENVERGA UNIVERSITY
85

Appendix I

PRE TEST RESULT

No. AGILA/
EXPERIMENTAL
PRE
TEST
30
No. ADARNA/
CONTROLLED
PRE
TEST
30
1 Student 1
6
1 Student 1
13
2 Student 2
12
2 Student 2
14
3 Student 3
9
3 Student 3
16
4 Student 4
8
4 Student 4
6
5 Student 5
5
5 Student 5
6
6 Student 6
7
6 Student 6
7
7 Student 7
11
7 Student 7
7
8 Student 8
5
8 Student 8
13
9 Student 9
8
9 Student 9
12
10 Student 10
5
10 Student 10
7
11 Student 11
7
11 Student 11
12
12 Student 12
7
12 Student 12
6
13 Student 13
19
13 Student 13
9
14 Student 14
11
14 Student 14
10
15 Student 15
16
15 Student 15
8
16 Student 16
9
16 Student 16
12
17 Student 17
9
17 Student 17
9
18 Student 18
13
18 Student 18
8
19 Student 19
9
19 Student 19
16
20 Student 20
8
20 Student 20
9
21 Student 21
13
21 Student 21
12
22 Student 22
14
22 Student 22
9
23 Student 23
7
23 Student 23
15
24 Student 24
6
24 Student 24
9
25 Student 25
16
25 Student 25
8

ENVERGA UNIVERSITY
86

Appendix J
POST TEST RESULT

No. AGILA/
EXPERIMENTAL
POST
TEST
30
No. ADARNA/
CONTROLLED
POST
TEST
30
1 Student 1
14
1 Student 1
19
2 Student 2
18
2 Student 2
15
3 Student 3
17
3 Student 3
17
4 Student 4
18
4 Student 4
7
5 Student 5
18
5 Student 5
13
6 Student 6
11
6 Student 6
10
7 Student 7
22
7 Student 7
12
8 Student 8
21
8 Student 8
15
9 Student 9
16
9 Student 9
14
10 Student 10
15
10 Student 10
16
11 Student 11
15
11 Student 11
14
12 Student 12
19
12 Student 12
9
13 Student 13
25
13 Student 13
13
14 Student 14
21
14 Student 14
12
15 Student 15
19
15 Student 15
10
16 Student 16
19
16 Student 16
17
17 Student 17
16
17 Student 17
18
18 Student 18
18
18 Student 18
14
19 Student 19
18
19 Student 19
17
20 Student 20
16
20 Student 20
12
21 Student 21
18
21 Student 21
14
22 Student 22
22
22 Student 22
10
23 Student 23
13
23 Student 23
14
24 Student 24
15
24 Student 24
9
25 Student 25
20
25 Student 25
19

ENVERGA UNIVERSITY
87

Appendix K
PRE TEST AND POST TEST RESULT
No. AGILA/
EXPERIMENTAL
PRE
TEST
30
POST
TEST
30
No. ADARNA/
CONTROLLED
PRE
TEST
30
POST
TEST
30
1 Student 1
6 14
1 Student 1
13 19
2 Student 2
12 18
2 Student 2
14 15
3 Student 3
9 17
3 Student 3
16 17
4 Student 4
8 18
4 Student 4
6 7
5 Student 5
5 18
5 Student 5
6 13
6 Student 6
7 11
6 Student 6
7 10
7 Student 7
11 22
7 Student 7
7 12
8 Student 8
5 21
8 Student 8
13 15
9 Student 9
8 16
9 Student 9
12 14
10 Student 10
5 15
10 Student 10
7 16
11 Student 11
7 15
11 Student 11
12 14
12 Student 12
7 19
12 Student 12
6 9
13 Student 13
19 25
13 Student 13
9 13
14 Student 14
11 21
14 Student 14
10 12
15 Student 15
16 19
15 Student 15
8 10
16 Student 16
9 19
16 Student 16
12 17
17 Student 17
9 16
17 Student 17
9 18
18 Student 18
13 18
18 Student 18
8 14
19 Student 19
9 18
19 Student 19
16 17
20 Student 20
8 16
20 Student 20
9 12
21 Student 21
13 18
21 Student 21
12 14
22 Student 22
14 22
22 Student 22
9 10
23 Student 23
7 13
23 Student 23
15 14
24 Student 24
6 15
24 Student 24
9 9
25 Student 25
16 20
25 Student 25
8 19

ENVERGA UNIVERSITY
88

Appendix L

CURRICULUM VITAE

NAME: JEANSEN CONSTANTINO CABUNGCAL
AGE: 29
GENDER: Female
CIVIL STATUS: Married
DATE OF BIRTH: August 23, 1984
PLACE OF BIRTH: Lopez, Quezon
ADDRESS: 99 Yumul St. Brgy. Gomez, Lopez, Quezon
CONTACT NUMBER: 09212054511
E-MAIL ADDRESS: jeansen_cabungcal@yahoo.com

EDUCATIONAL BACKGROUND:
LEVEL NAME OF SCHOOL COURSE DATE OF
GRADUATION
GRADUATE
SCHOOL
MANUEL S. ENVERGA
UNIVERSITY FOUNDATION
SCHOOL
ADMINISTRATION
2013
TERTIARY PHILIPPINE NORMAL
UNIVERSITY

BACHELOR IN
ELEMENTARY
EDUCATION (Area
of Concentration:
SCIENCE)
2004
SECONDARY LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL 2000
ELEMENTARY LOPEZ WEST ELEMENTARY
SCHOOL BLDG II
1996
PRE-SCHOOL NEW JERUSALEM SCHOOL 1989
ENVERGA UNIVERSITY
89

WORKSHOP / SEMINAR
Division Seminar-Workshop in Folkdance for
Elementary Teachers
Tayabas, Quezon
May 26-27,
2012
27
th
Annual National Dance Educators Convention-
Workshop
University of Baguio,
Bagiuo City
May 12-15,
2012
Three day Live-Out seminar-Workshop in Division
Sports Clinic
Lucena City
May 28-30,
2012
24
th
Annual national Dance Educators Convention-
Workshop
Bulacan State University
malolos, Bulacan
May 8-11,
2009
Scholarship/Training Program for elementary
Teachers (Reading, Science, Math)
Philippine Normal
University -MANILA
April 14- May
5, 2008
School Based Management Gumaca, Quezon
Feb. 4-6,
2008
Basic Computer Literacy Training/ Scholarship ASTI Lopez, Quezon
Jan. 7 April
11, 2007
Division Semestral Institute for Elementary
( ENGLISH, SCIENCE, MATH )
Atimonan, Quezon
Nov. 12-14,
2006

Use of Sample LP Thesis

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Use of Sample LP Thesis

Transféré par

Droits d'auteur :

Formats disponibles

ENVERGA UNIVERSITY

Vous aimerez peut-être aussi