Effectiveness Of Teacher-Initiated Learning Activity Sheets to The Test Performance of Grade 5-6 Pupils In Teaching English

AUTHOR(S)

Jonilyne D. Requiroso

ABSTRACT

This study was conducted to evaluate the Effectiveness of Teacher-initiated learning activity sheets to the Performance of the Grade 5-6 learners in English. The findings of the study were the bases for the proposed Improvement Plan. This study utilized the QuasiExperimental research design to determine the effectiveness of the intervention. The results which based on the test of significant difference in the pretest and posttest scores of the Grade 5-6 respondents in the performance in English before and after the implementation of the teacherinitiated learning activity sheets. The result implied that before the intervention was given it was really proven that learners are not really gaining good results because as mentioned in table 1 maybe some of the competencies are not really carried out during the teaching and learning process in the level where they belong for the past school year considering that the means of sharing or delivery of the most essential learning competencies in English. There are also reasons why the learners gaining that results maybe because considering that the subject is one of the difficult subjects taken by the learners it was also considerable to gain also low performance during the pretest. Another reasons for the results is that, some of the parents are not really familiar with the topics presented or competencies delivered during the teaching and learning process thus, it is also difficult for the learner to learn the subject considering that during the time the limited face to face is still implemented and not all the time they can ask if they have experienced gray areas about the particular topic/s delivered by the teachers. When the learners experience the intervention, , it was clearly shown that the intervention given to the learners are very significant to them specially to their learning performance as they have already increased when it comes to their learning skills or performance because majority of the Grade 5 and 6 learners are really gaining excellent results based from the assessment given to them on the different learning competencies based from the table of specification in English. In other words, the learners are really gaining positively as they are learning new topics in English even for just a 4 weeks of the delivery of the intervention. Another reasons why the learners are gaining positively because though we can consider that the subject is one of the difficult subjects taken by the learners we need also to put into consideration that since during this time the teaching and learning process or the delivery of the learning competencies were done in a face to face bases, the learners have already the chance to ask the teachers if they have difficult competencies to learn or gray areas that needs to be clarified thus, the posttest assessment conducted by the teacher turn to be excellent. Another reasons for the results is that, some of the parents can also pay visit to the teachers and ask them what should be the things to be done if they have some things to be clarified or if they will passing topics presented or competencies delivered during their evaluation about their children’s performance.
Based from the results given in table 3 as well as the different reasons before and after the integration of the intervention vis a vis to the results given, the hypothesis which states that there is no significant difference between the pretest and posttest performance of the Grade 5-6 learners in English is rejected thus, the utilization of the intervention is significantly effective in improving the performance of the learners. Moreover, In order for the teacher-researcher to address this specific issues and concerns experience by the learners, they really need to experience new strategies in which they will be gaining motivation to learn the topics or competencies.