Action Research 2022

Republic of the Philippines
Department of Education
Region I
Schools Division of Ilocos Norte
CADARATAN NATIONAL HIGH SCHOOL
Brgy. 30 Cadaratan, Bacarra, Ilocos Norte
CORAZON C. FREZ, PhD

School Principal IV
Sir:
I would like to conduct a research titled Effect of Project i25: A Project-Based Assessment in
Enhancing the Academic Performance of Grade-12 Online Learners.
I’m hereby seeking your consent to implement the intervention I have designed on my online
class.
I have also provided you with a copy of my Action Research Proposal.
Upon completion of my study, I will provide the School with a bound copy of the full research
report.
Thank you for your consideration in this matter.
Yours sincerely,
RICHARD IAN BERT C. BOLOSAN

Master Teacher I / Researcher
Approved:
CORAZON C. FREZ, PhD

School Principal IV
EFFECT OF PROJECT I25: A PROJECT-BASED ASSESSMENT IN
ENHANCING THE ACADEMIC PERFORMANCE OF GRADE-12 ONLINE LEARNERS
RICHARD IAN BERT C. BOLOSAN
I. CONTEXT AND RATIONALE
COVID-19 affected schools and created unprecedented disruption in students’
education. During lockdowns and quarantines, 87% of the world’s student population was
affected and 1.52 billion learners were out of school and related educational institutions
(UNESCO Learning Portal, 2020). The abrupt changes in the Philippine educational system
resulted to the creation or issuance of DM -CI -2020 on the Use of MELC and related issues
of MELCs or the Most Essential Learning Competency by the Department of Education.
Changes on the grading system, assessment and evaluation of learner’s
performance will also be a challenge to every teacher. The elimination of periodical or
quarterly examinations hindered educators to measure if learning competencies are being
met. Hence the implementation of the “No periodical Exam policy “challenged and
compromised the quality of learning and questions learner’s mastery of the Most Essential
Learning Competency.
In addition, The removal of quarterly examinations contradicts the notion of many
researchers that classroom assessment plays an essential role in the teaching and learning
process. It provides teachers with information that is important to make decisions regarding
students’ progress (Jones & Tanner, 2008; Linn & Miller, 2005; Murray, 2006; Nitko &
Brookhard, 2007; Stiggins, 2002; 2008).

If we continue to go on with this trend, The country’s youth literacy rate will
continue to drop; Youth literacy rate fell from 96.6 percent in 1990 to 95.1 percent in 2003,
making the Philippines the only country in Southeast Asia with declining youth literacy rates.
In addition, The Philippines scored 297 in math and 249 in science, according to the
Trends in International Mathematics and Science Study (TIMSS) 2019 by the International
Association for the Evaluation of Educational Achievement (IEA). This result makes the
Philippines rank last among 58 participating country. Prior to this assessment, the Philippines
ranked in the low 70s in the 2018 Program for International Student Assessment (PISA),
placing 79th in reading, with an average of 340 against the 487 average.
On the other hand, the current set up of assessment in the Philippine Educational
System will hinder learners to acquire the 2025 skills by the World Economic Forum published
last October 2020. The challenges we face in the educational system should not be hinder
learners to learn and master skills such as Analytical thinking and innovation, active learning,
complex problem solving, critical thinking, creativity, leadership, technology use and design,
stress tolerance and flexibility and ideation and the like.
With all of this in mind, assessing learners to be 2025 skills-ready would entail a lot of
researches and discussions about Project-based learning (PBL). PBL hails from a tradition of
pedagogy which asserts that students learn best by experiencing and solving real-world
problems. According to researchers (Barron & Darling-Hammond, 2008; Thomas, 2000). PBL
enables students to learn deeply and develop core employability skills through participating in
real work projects and experiences. Project based learning activities allow students to develop
deep content knowledge. Importantly, PBL also supports development of 21st century skills
such as critical thinking, collaboration, creativity, and communication.
Due to the lack of prescribed periodical examination at Cadaratan National High
School, it was observed that the Senior High School learner’s ability and competencies are not
measured properly. Taking all of these into consideration, this study aims to discuss the
positive effects of Project i25 to Grade-12 online learners.
II. ACTION RESEARCH QUESTIONS
This study will seek to answer the following question.
1.What is the effect of the Project i25 to the Grade 12 online learners in terms of
degree of participation and involvement of learners in the project given.
III. PROPOSED INNOVATION/ INTERVENTION AND STRATEGY
Ultimately, the proposed intervention of the research will serve as a format of teachers
in assessing the master of the MELCs to their students. With or without crisis, learners must
always develop 21st century skills such as creativity, critical thinking, collaboration and such
can be achieved by making sure that we assess learners and help them master life skills.
The learners will be assessed through the following facets of the project. Train and
develop learners to be 2025- ready by mastering the skills recommended by the World
Economic Forum. The skills will be divided into four parts or categories namely: THINK, LEAD,
MANAGE and MANIPULATE.

THINK LEAD
IV. Analytical thinking and innovation Leadership and social influence ACT
Complex problem-solving ION
Critical thinking and analysis
Creativity, originality, and initiative
Reasoning, problem-solving and

ideation
MANAGE MANIPULATE
Active learning and learning strategies Technology use, monitoring and control
Resilience, stress tolerance and Technology design and programming

flexibility
RESEARCH METHODS
A. Sources of Data
The main respondents of the study will be the Grade 12 online learners who will
take SHS subject specifically Media and Information Literacy.
B. Data Gathering Methods

The diagram below will be used as a guide in the conduct of the study.
Administration of Recording and

Ask permission from
the Pre-Intervention analyzing survey
the School Principal
Survey results
Recording and Administration of Conduct of PROJECT

analyzing survey Post-Intervention i25 to Grade 12
results Survey Online Learners
C. Research Instrument
A survey questionnaire will be developed by the researcher. It is composed of 20
survey questionnaire in both Pre and Post-Intervention survey.
D. Statistical Tool
The data to be gathered will be collated for analyses. T-test will be used to
determine the effect of project i25 on the participation and interaction of online
learners.
V. TIMETABLE/ GANNT CHART
Deliverable Activity Time Frame
Work Plan Planning January 2022

1. Identification of the
respondents of the
study.
2. Selection of research
design and tools for
the study.
Data Gathering Activities Development of Data February 2022
Gathering Tools
1. Gathering of Data.
2. Deepening of the
responses provided
through interview
and dialogue.
Initial Findings and Analysis 1. Collate the data. May 2022
2. Analyzed the data
gathered.
3. Report Writing
Final Report Writing Finalization of the Written June 2022
Report
VI. References
Jones, Lindsey & Tanner, Thomas. (2015). Measuring subjective resilience: using
people’s perceptions to quantify household resilience. 10.13140/RG.2.1.2438.1289.
Linn, R. & Miller, M. (2005). Measurement and Assessment in Teaching (9th Ed.).

Upper Saddle River NJ: Merrill-Prentice Hall.
Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle

River, NJ: Merrill-Prentice Hall.

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Republic of the Philippines

CORAZON C. FREZ, PhD

Thank you for your consideration in this matter.

RICHARD IAN BERT C. BOLOSAN

CORAZON C. FREZ, PhD

RICHARD IAN BERT C. BOLOSAN

I. CONTEXT AND RATIONALE

COVID-19 affected schools and created unprecedented disruption in students’

of MELCs or the Most Essential Learning Competency by the Department of Education.

Changes on the grading system, assessment and evaluation of learner’s

performance will also be a challenge to every teacher. The elimination of periodical or

quarterly examinations hindered educators to measure if learning competencies are being

In addition, The removal of quarterly examinations contradicts the notion of many

Brookhard, 2007; Stiggins, 2002; 2008).

stress tolerance and flexibility and ideation and the like.

such as critical thinking, collaboration, creativity, and communication.

Due to the lack of prescribed periodical examination at Cadaratan National High

positive effects of Project i25 to Grade-12 online learners.

II. ACTION RESEARCH QUESTIONS

This study will seek to answer the following question.

degree of participation and involvement of learners in the project given.

III. PROPOSED INNOVATION/ INTERVENTION AND STRATEGY

MANAGE and MANIPULATE.

Complex problem-solving ION

Critical thinking and analysis

Creativity, originality, and initiative

Reasoning, problem-solving and

Resilience, stress tolerance and Technology design and programming

take SHS subject specifically Media and Information Literacy.

B. Data Gathering Methods

Administration of Recording and

Recording and Administration of Conduct of PROJECT

survey questionnaire in both Pre and Post-Intervention survey.

V. TIMETABLE/ GANNT CHART

Deliverable Activity Time Frame

Work Plan Planning January 2022

Linn, R. & Miller, M. (2005). Measurement and Assessment in Teaching (9th Ed.).

Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle

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