GEELLAINE J.

ARELLANO
Teacher 1
Tumbaga 1 Elementary School
Sariaya East District
 INTRODUCTION
Edukasyong Pantahanan at Pangkabuhayan
(EPP) by its nature is dominantly a skill subject. It is
a subject in which pupils learn best by doing.
According to its framework, the greatest percentage of
grades for the subject comes from the performance
tasks of the learners. Meaning the pupils must expose
to authentic and actual experience to inculcate
learning for the pupils.
The subject is comprised of different fields in
grade five namely ICT and entrepreneurship,
agriculture home economics, and industrial arts. Each
component was taught every grading period and each
level was intensified from one grade level to another.
 INTRODUCTION
Being a grade five teacher in the
subject area, the researcher observed that
based from the mean-percentage scores of
the pupils of the said subject from the
previous year, the results show fair
performance level of the grade five pupils.
The issue called the attention of the
researcher for the results does not meet
the objectives of the subject as stated in
the curriculum.
From the initial interview conducted
by the researcher, it was found out that
some of the activities that should be
done by the pupils are not conducted
due to lack of time and resources and
other reasons. These shows that less
 INTRODUCTION
Based on the concepts given above,
the researcher decided to conduct a
study concerning an intervention
program in improving the level of
performance in EPP of the grade five
pupils through project GAME (Genuine
Activities providing Meaningful
Experiences). It aimed in performing
more actual activities in the subject
for the pupils to experience the skills
and use them to improve their level of
performance.
 Statement of the Problem
This study intended to improve the
level of performance in Edukasyong
Pantahanan at Pangkabuhayan (EPP) of
grade five pupils in Tumbaga 1
Elementary School through Project
GAME (Genuine Activities providing
Meaningful Experiences).
Specifically it sought to answer
the following questions:
1. What is the performance level of
grade five pupils of Tumbaga 1
Elementary School in EPP before the
 Statement of the Problem
2. What is the performance level of
grade five pupils of Tumbaga 1 Elementary
School in EPP after the implementation
of Project GAME?

3. Is there a significant difference in the

performance level of grade five pupils of
Tumbaga 1 Elementary School before and
after the implementation of Project
GAME?

4. What are the implications of the

proposed study for the improvement of
performance of the grade five pupils in
 HYPOTHESIS
There is no significant
difference in the grade five
pupils’ level of performance in
Edukasyong Pantahanan at
Pangkabuhayan (EPP) after the
implementation of Project GAME
 II. BRIEF REVIEW OF RELATED
LITERATURE AND STUDIES
Project GAME
Project GAME (Genuine Activities
providing Meaningful Learning) is an
intervention program formulated to expose
the pupils in hands on experiences and
determine if it can improve the pupils’ level of
performance.
According to Jafallah (2000), education
is experience. Students need to learn how
to learn.
Meaning, it is not just about giving the
concepts to the pupils and explaining it to
them. They need to experience those
 II. BRIEF REVIEW OF RELATED
LITERATURE AND STUDIES
Steele (2005) suggested that learning
should be meaningful and related to real life
situations. Just like what is stated n the
curriculum framework of EPP, it is a subject
that should be focused on practicing, doing,
and experiencing the skills rather than
staying inside the classroom and focusing on
abstract ideas explained by the teachers. Pupils
learn the skills through proper experiences.
As stated by Kimeo McCray and Mangrove
College (2005) in their study, teacher’s role is
to facilitate student’s learning by
challenging a student’s reality through
 II. BRIEF REVIEW OF RELATED
LITERATURE AND STUDIES
Sophocles quoted from 400 B.C.,
“one must learn by doing the thing for
though you think you know it-you
have no certainty until you try.”
But, before letting the pupils do
the activities, they must also learn
first the necessary concepts and
sometimes need modelling and
guidance in doing the activities.
According to Lucks (1999)
constructivism is not effective all on
 Theoretical Framework
The K-12 curriculum that is implemented
nowadays is focused on developing the pupils
as a whole by developing the skills that they
will need in their future. For them to master
the skills needed, most of the activities
especially in EPP is more focused on hands on
experiences wherein the pupils are going to
do the concepts that they have learned.
It is aligned based on the theory of
“learning by doing” by John Dewey, Kolb and
Rogers build their models for experiential
learning. Rogers (1969) highlighted the
importance of experiential learning, which is
about the application knowledge. Rogers
believes that experiential learning addresses
 Theoretical Framework
Boud and Walker (1992) describe
experiential learning as having several
levels of learning in an action and
reflection model. During the event,
reflection and action occurs as
interaction between the participants
and the specific activity at hand. It is
really essential for the pupils to
experience and learn and understand
the concepts from it. In other words
it is expected that the stud could help
in improving the level of performance
of the pupils in EPP.
Research Paradigm
 Research Design
This study included the use of
Project GAME in order to improve the
level of performance in EPP of grade
five pupils of Tumbaga 1 Elementary
School. It utilized the quantitative
approach of research in gathering the
necessary data.
The descriptive survey method of
research was used in the study. The
main source of data was the self-made
test answered by the pupils in each
grading period. The researcher then
will get the mean-percentage scores of
 Research Locale
The study was conducted at
Tumbaga 1 Elementary School where the
researcher is currently teaching and
observed the low level of performance
of grade five pupils in EPP subject.
 Population
The respondents of the study are
52 grade five pupils from Tumbaga 1
Elementary School. The respondents
are chosen purposively for the study
was focused in improving the level of
performance of grade five pupils
through the use of Project GAME.
 Research Instrument

The researcher utilized the following

instruments in the study:
A. Quarterly Tests used in the Previous
School Year to compare the level of
Performance of Grade Five Pupils
The researcher followed these steps in
developing the questionnaire:
A. 1 Construction of the Quarterly Tests
The tests were downloaded from the
internet and were composed of questions
that are aligned with the competencies
indicated in the curriculum guide for EPP 6
and was done by the pupils during the
 Research Instrument

A.2 Revision of the Test Questions

The initial draft of test was
presented to the master teacher in
school. It was checked and comments
and suggestions were given. The
questions were simplified and were
focused on the skills required in doing
the activities.
 Research Instrument

A.3 Validation of the Test Questions

The test questions were content
and face validated by three (3) EPP
teachers from the same school. Some
comments and suggestions were given
for further modification. Necessary
permits to administer were sought and
the tests were ready for
administration.
 Data Gathering Procedure
After refinement of the data
gathering instrument, necessary permits
to conduct the study were secured. The
researcher asked for the approval from
the school head of Tumbaga 1 Elementary
School to conduct the said study.
After getting the permission, the
researcher administered the tests
immediately. The test was checked
afterwards and the results served as the
basis for determining the level of
performance of the pupils. The results was
then compared with the data from the
previous school year, before the
 Statistical Treatment
The data collected were tallied,
tabulated, analysed and interpreted.
The average and percentage was used to
determine the level of performance of
grade five pupils before and after the
implementation of Project GAME.

AVERAGE = n1+n2+n3+…+n52
N

Where : n - score of each

pupil
 Statistical Treatment
To get the Mean Percentage score
the formula used was:

Average
MPS = X 100
No. of Test Items
 IV. RESULTS AND DISCUSSIONS
Table 1. Level of Performance in EPP of Grade Five Pupils Before Using
the Project GAME

GRADING PERIODS Mean Percentage

(S.Y. 2016-2017) Scores

First Quarter 50.92

Second Quarter 60.74
Third Quarter 49.20
Fourth Quarter 42.84
 IV. RESULTS AND DISCUSSIONS
Table 2. Level of Performance in EPP of Grade Five Pupils After Using
the Project GAME

GRADING PERIODS
Mean Percentage Scores
(S.Y. 2017-2018)

First Quarter 54.38

Second Quarter 68.08
Third Quarter 72.30
Fourth Quarter 75.50
 IV. RESULTS AND DISCUSSIONS
Table 3. Level of Performance in EPP of Grade Five Pupils Before and
After Using the Project GAME

GRADING MPS MPS

PERIODS Before After

Increased
First Quarter 50.92 54.38
Second Increased
60.74 68.08
Quarter
Increased
Third Quarter 49.20 72.30
Increased
Fourth Quarter 42.84 75.50
IV. RESULTS AND DISCUSSIONS

Based on the results of the study

it was found out that the level of
performance of grade five pupils in
EPP increased after the
implementation of the Project GAME.
Comparing the results before and
after the implementation of the
project, there are significance
differences of 3.46, 7.34, 23.1, 32.66 in the
four grading periods respectively. It
can be implied in the school by
adapting more localized activities
that are aligned with the
competencies in the curriculum guide
 Conclusions
Based on the findings, the
researcher concluded that
Project GAME can be used in
improving the level of
Performance of grade five pupils
in EPP. Also it can be assumed that
the more hands-on activities done
by the pupils, the more likely they
will improve their level of
performance.
 Recommendations
In the light of the findings and
conclusions, the following
recommendations are offered:
1. Adopt more localized activities
that will fit the learning
competencies.
2. Choose activities that won’t
require a lot of time and materials
but will be meaningful for the
learners.
3. Try to use the same set of pupils
 References
Boud, D., and Walker D., (1992). In the midst of Experience: Developing a model to aid
learners and facilitators. In J. Mulligan & C. Griffin (Eds). Empowerment
through experiential learning: Explorations and Good Practice (pp. 163-169),
London.: Kogan Page

Rogers, C.R. (1969). On Becomming a Person. Boston: Houghton Mifflin

Beaudin, Bart P. (1995) Experiential Learning: Theoretical Underpinnings: High Plains

Intermountain

Corpuz, B. and Lucido, P. (2008). Educational technology 1. Quezon City: Lorimar

Publishing,Inc.

Corpuz, B. and Saladanan, G. (2011). Edgar Dale’s Cone of Experience. Retrieved on

February 20, 201. Retrieved from https://teachernoella.weebl.com/dales-cone-of-
experience.html

Dewey, John (1984). The development of American pragmatism.

Gentry, James W. (1990). What is Experiential Learning?

Jafallah, E. (2000) Constructivist Learning Experiences for Social Studies Education.

The Social Studies. Washinton, D.C.

Lucks, R. (1999). Constructivist Teaching vs. Direct Instructions. University of

Delaware. Retrieved on February 12, 2018. Retrieved from