https://hdl.handle.net/20.500.12852/2160 2026-04-06T12:46:23Z https://hdl.handle.net/20.500.12852/3612 Baseline assessment of Grade 2 learners with special needs in public school Solo, Heinz C.; Reales, Aira Mae V.; Velez, April Joy M.; Verdeflor, Glory Fe May V. This study, employing a case study design, conducted a baseline assessment of six Grade 2 learners with special needs in a public school to identify signs of developmental delays, conduct disorders, or learning problems. Referred by their general education teacher with parental consent, the learners were assessed in reading (letter identification, phonemic awareness, decoding, fluency, and comprehension), writing (spelling and simple sentence construction), and mathematics (early numeracy, number sense, and calculations). While teachers and parents were asked to complete Hannell's checklists, only teachers responded, noting the Conduct Disorder checklist's inapplicability due to the learners' behavioral issues stemming from lesson difficulties. Using CDC developmental milestones (6-8 years) as a guide, the teacher found no signs of developmental delays. Assessment materials were adapted from the Phil-IRI Passage, Fry’s Sight Words, K-5 Learning, and Twinkl. Results showed no developmental delays (based on CDC milestones) or conduct disorders (based on teacher observation and lack of Conduct Disorder checklist use). Undesirable behaviors were attributed to difficulties with lessons. However, all learners showed signs of learning problems in reading, writing, and math, highlighting the need for targeted interventions across all three areas. To support struggling Grade 2 learners, teachers should provide remedial instruction, participate in targeted training to develop specialized skills, create individualized education plans (IEPs) focusing on specific learning weaknesses, and engage in one-on-one discussions to customize teaching strategies and provide direct intervention. Abstract only 2025-02-01T00:00:00Z https://hdl.handle.net/20.500.12852/3573 Effectiveness of using somebody wanted but so then (SWBST) framework in summarizing a story Almayo, Trixia May D.; Flores, Chelsea Grace L.; Salcedo, Jinny V.; Tarde, Annie D. This study aimed to evaluate the effect of the SWBST Framework in improving the summarizing skills of the pupils. The SWBST Framework was implemented as part of the regular classroom instruction, with Grade 4 pupils in a particular public school in Jaro, Iloilo City chosen for the pretest and posttest. The researchers used four different stories with 5 - item questionnaires to test the level of competency of pupils when using the framework. After the SWBST Framework intervention, the pupils' scores were fairly competent. The mean score in the pretest was 2.45, while the mean score for the posttest was 4.90, which means highly competent. The study concluded that the SWBST Framework improved the summarizing skills among pupils and showed its effectiveness when using this framework. It can help pupils to think critically about the plot, characters, and structure of a story by identifying and summarizing the important parts of a story using the SWBST Framework. This increased level of interaction with the text can improve learners’ grasp of the story as well as their capacity to create connections, draw conclusions, and recognize important themes. This also advocates that SWBST framework assist pupils in summarizing when reading a story. The results of this study may help pupils, teachers, schools, and future researchers in improving instruction in summarizing. Also, curriculum creators can understand better the effect of SWBST Framework as a strategy in improving skills in summarizing a story by elementary learners. Abstract only 2025-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/3507 Development of a reading workbook for Kindergarten learners Belarde, Sharaine May F.; Brabonga, Jiezza B.; Francia, Milysa Polynn S. This study was conducted to develop a learning material that can be used as a workbook by kindergarten learners with the aid of their teachers to prepare these young learners to develop reading abilities upon entering the 1st Grade. A developmental approach was employed and a survey containing a checklist of the subdomains under Language, Literacy, and Communication Standard Competencies was administered. A sample of 25 teachers within Iloilo City and Semirara, Antique who have taught kindergarten in the school year 2019-2020 were the respondents. Results of the study showed that the majority of the respondents identified that among the given subdomains from the Department of Education Curriculum Guide for Kindergarten Level, the following are the top 5 necessary subdomains that should be included in the learning material: Visual Perception and Discrimination, Alphabet Knowledge, Phonological Awareness, Book and Print Awareness, and Vocabulary Development. Along with the identified subdomains, there were corresponding sample activities and the data gathered was the basis of the development of a workbook. Results also showed that it is necessary to administer the workbook from the start of the school year up to the end. Upon the results and findings, this study offers recommendations to further improve the future studies related to the development of a reading workbook for kindergarten learners and even for other grade levels, including choosing a school that needs a workbook and conducting a formative test on the learners for the researchers to identify the learning needs of the learners. Abstract only 2021-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3453 Development of online instructional videos in teaching volleyball Constantino, Krystal Kathreen G.; Aguirre, Rogen R.; Cejar, Nove Gera C.; Dulos, Kerrie Jhane B. This research study aimed to develop and evaluate online instructional videos in teaching volleyball. The IPO (Input, Process, and Output) Model was used as the research design. The inputs of the participants, particularly, the five (5) PE teachers on the content and design of the instructional videos, while the inputs of the one hundred (100) students enrolled in PE4, on their evaluation of the videos were the basis in the finalization of the produced videos. Interviews and group discussions were conducted to gather all data and information to serve as basis in the development of the instructional videos as part of the processes employed. The produced instructional videos were validated by the teachers before it was used. The researcher-made questionnaire for student evaluation was validated by the teachers. Findings revealed that the challenges encountered by the teachers are the following two (2) themes: difficulty in proper assessment of skills and struggling to properly execute the skills. The strategy of the teachers is stated in this theme: Using videos from YouTube and PowerPoint presentation. In designing the videos, comments of the teachers are the basis. The font style, background colour and setting were mentioned in their feedback. Lastly, in the evaluation of learners, two themes emerged: allowing the resubmission, and using of pre-recorded videos, rubrics and live videos. In designing the videos, the comments of the teachers were used as the basis. On the part of the end-users, the students find the videos to have a clear goal related to the topic. Abstract only 2021-11-01T00:00:00Z