DIVISION OF CITY SCHOOLS OF MAKATI

TIBAGAN HIGH SCHOOL

BERF-COMPLIANT ACTION RESEARCH PROPOSAL TEMPLATE
The Effect of Question and Answer Relationship (QAR) Strategy in Improving the
Reading Comprehension of Grade 10 Students in the Tibagan High School
Proponent: Darish Camla Marasigan-Gamit
the main goar of reading is comprehension. Hansen (2016) stated
that reading comprehension is make meaning of what we read. She
stressed that aside from putting letters and words together to form words,
phrases, and sentences, one must comprehend what is learned i.e. that
is to fully understand a text, one has to interact with the text and add
meaning to it. In addition, reading comprehension is a crucial component
of second language acquisition (Shehu, 2015). It is quite alarming that
the ability of students to read in English has been deteriorating. Most of
CONTEXT the time, students complain of not understanding a text, therefore they
fail in answering comprehension questions (Shehu, 2015). This is also
true in the case of some students in the Tibagan High School. Based on
the result of the McCall.. Crabbs Prereading Test, the following table
shows that there are still Grade 1Ostudents who lack the ability to answer
comprehension questions:

StrMng Adolecent&
Students at FU$k Rf!ladelli lndel) mdent Rellldtra
Level Grade Grade · Grade Grade· Grade Grade Grad~·· Grade · Grade
RATIONALE 1 2 i 4 s a 1 a 9
OF THE Grade 10 4 34 99 165 91 19
ACTION
RESEARCH The table indicates that there are st.ill Grade 1O students who are
classified as striving adolescent readers. Four students were identified to
have Grade 4 reading level, 34 with Grade 5 reading level, and 99 with
Grade 6 level. This sums up to 137 striving adolescent readers I the
Grade 1O level. The data is alarming since these students are about to
finish the junior high school and to enter the senior high school.
The lack of ability to answer reading comprehension questions leads
to low reading comprehension (Hollingsworth, Sherman, & SaU,gra,
2007). This informs Instructional practices of English language teachers
to examine what best strategy can help increase the comprehension of
students, especially the striving adolescent Grade 10 level. At the end of
the day, reading is essential not only to school success but for post-
secondary options e.g. getting a job or going to college (Sanford, 2015).

The rese~rcher proposes the use of Question and Answer (QAR)

strategy in increasing the reading comprehension of Grade 1ostudents
 1n English, According bfReadln9 Rockets, th Rstrategy can ifoprove
PROPOSED the reading comprehension of students, teaches students how to ask
INTERVENTION, questions about their reading and where to find the answers to them,
INNOVATION, helps students to think about the text they are reading and beyond it, and
STRATEGY inspires them to think creatively while challenging them to use higher
order thinking skills. There are four types of questions that are examined
in the QAR strategy. These include the following:
1. Right There Questions. These pertain to literal questions.
2. Thinking and Search Questions. These questions refer to those in
which answers are gathered from several parts of the text.
3. Author and You. These questions refer to questions that are
based on information in the text but students are to relate their
own experience.
4. On My Own. These questions require students to use their
background knowledge.
1. What is the effect of using Question and Answer Relationship
ACTION RESEARCH (OAR) strategy in improving the reading comprehension of
QUESTION Grade 1OstlJdents?

The participants include Grade- ·1 O students who are classified as striving

ACTION
•
PARTICIPANTS
adolescent readers based on the result of the Mccall-Crabbs Prereading Test.

RESEARCH • SOURCES The sources of data include survey questionnaires, results of the McCall-Crabbs
METHODS OF Prereading and Post reading Tests, and field notes.
DATA
The study will use the experimental method. Before the intervention, the group of
INFORMATION the participants who are classified as striving adolescent readers will take the
•DATA McCali.Crabbe Prereading Test. After the implementation of the intervention, they
GATHERING will take the McCall-Crabbs Post reading Test
METHODS
• DATA The data speeificttlly the results of the prereading and post reading tests will be
1

ANALYSIS analyzed using the sample paired T..test.

The datia will •lso emr>loy the use of trianaulation method.

ACTIVITIES TIMELINE MATERIALS
BUDGET
COST
1. Administer the
Third McCall-Crabbs PhP1 ,500.00
McCaJl..crabbs
Week of Preread ingTest
Prereeding Test
June 2017 Materials for
ACTION RESEARCH 2. Document-- Grade 10
WORK PLAN AND assess and students
TIMELINES evaluate results
Assess students
who are striving
readers and
independent
1~~~~~",!~1 · 1

S. F0rmU1ate~ Fourth PhP300.00

adapt IUf\11~ v~ I Week of
«1u11ttoruiairt• for June 2011 Materials for the
~trMng adolet>c~nt survey
r~adetr~ in the
Grade 1o lev~I
Conduet !iurvey
emong striving
adol11cem readers
in the Grade 1o
level
... Ftfth Week
4. Formulate of June
reading lesson$ and 2017
reading materials
for the conduct of
the study

1. Implement ten
reading lessons In
lmprovi.ng the
lreading
oomprehension of
1triving readers in First Week
the Grade 1o level of July
through a reading 2011..First
program Week of
September PhP
2017 Reading Materials
5,000.00

2. Do field notes
 ~ ,.,_ . ,,

1. Aciministerfoe
McCall-Crabbs
z Postreading test Second
McCall-Crabbs
0 Week of
PostreadingTest PhP 300.00
~
....
2. Conduct survey September
among striving Materials for
2017

I• adolescent readers Grade 10

in the Grade 1o students
level

-
Q.

3. Analyze the data

Third
Week of
Materials for the Ph900.00
i 4. Complete the
action research
September
2017
survey

paper
COST e·sTIMATES ITEMS cost·· NUMBER TOTAL COST
PER UNIT
1. McCall.. PhP1.00 400..500 PhP1 ,500.00
Crabbs students
PrereadingTest with three
Materials for pages
Grade 10 each
students

2. PhP1.00 250..300
Materials for the students
survey with one PhP300.00
page
each
·s:· Reading · PhP1.00 250...300 PhP5,000.00 .
Materials students

4. McCall- PhP1.00 250-300 PhP900.00

Crabbs students
PostreadingTest with three
Materials for pages
Grade 10 each
students
 ·5: Materiais~for f:it't?1 .oo 250~300
the survey students
with one
page
each
a:· Two.reams of PhP15cLoo .''fwa· . .
bond paper per ream reams

, TOTAL PhP8,300.00

REFERENCE$ Hansen, E:.(2016). Reading Comprehension. Hogskolen istfold.

Hollingsworth, A, Sherman, J .. & Zaugra, C. (2007) Increasing reading

Comprehension of First and Second Graders through Cooperative
Learning.

McCalf.,.CnJbb$ Prereading Test Result$ of Grade 1oStudents in the

Tlbagen High School

Question and Answer Relationship (QAR). Retrieved from

http://www.rer!dingrock1t1.org/strategies/queetlon_answer_relatic>nship

Sanford, K. (2015). Factors That Affect the Reading Comprehension of

Secondary Students with Disabilities.

Shehu, I. {2015). Reading Comprehension Problems Encountered by

Foreign Students, Case Study: Albania, Croatia.
 TITLE: Students' Academic Performance in Grade 9 Biology under the Strategic
Intervention Material .. Project Learning Enhancement Instruction (SIM - PLE
Instruction)

Proponent: Mr. Edwin I. Salviejo

Makati High School, Division of City Schools of Makatl

CONTEXT The test result of the 1St quarter division wide

(Cite school data, achievement test of grade 9 (Biology) for 3
classroom data consecutive years in Makati High School is
that supports the constantly ranked as the lowest in terms of its mean
i---___.P_r_ob..,.,.le_m_1)........__ percentage score (MPS) among the four grade
levels. In the school year 2014 - 2015, grade 9
(Biology) has an overall mean percentage score of
49.55. A slight increase was observed in SY 2015 -
2016 with an MPS of 52.45 but another negative
increment in the present school year 2016-2017 with
an MPS of 51.05.

This low performance in Biology for the last three

years can be attributed to the spiral progression
approach of the K to 12 curriculum. Under this
approach, teachers were forced to teach subjects
outside their specialization. Assigned teachers in this
PROPOSED grade level are all chemistry majors, thus, teaching
INTERVENTION, the subject is a big challenge for them. Their
RATIONALE OF INNOVATION insufficient mastery of the content and teaching
THE ACTION STRATEGY strategy In the subject greatly contributed to the low
RESEARCH (Explain the performance of students.
intervention and
cite literature that The proposed solution to this problem is to use the
supports/validate Strategic Intervention Material (SIM) as part of the
the strategy to be teaching .... learning process. SIM is an intervention
U$&d) material prescribed by the Cepartment of Education
to improve students' performance in science
subjects. To promote successful learning in the field
of science and technology subjects in both
elementary and secondary among public schools,
DepEd Memorandum No. 117, series of 2005,
provided the teachers the training and workshop on
how to prepare this intervention material. This
proposed material will be personally prepared by the
researcher in coordination with the biology major
teachers of Makati High School.

ACTION RESEARCH QUESTION How can SIM-PLE Instruction improve the academic
performance of student~ in Grade 9 Biology?

• Participants One section from grade 9 level with an approximate

• Sources of data class size of 55 for SY 2017-2018 will be used as the
ACTION • Data Gathering respondents of the study. Data will· be gathered from
RESEARCH Methods their scores in the Biology Achievement Test and
METHODS •·Data Analysis survey questionnaire on their perception about the
SIM. Descriptive and inferential statistics (t-test) will
be_ us~d to C<?mpare the. aehi~vement test scores of
I
I
the students before and' after the SIM~PLE II
I Instruction.
Il
I I
• Preparation of SIM and April - May 2017
II Implementation
Pre- Test Questionnaires
• Reproduction of SIM
1st week of June 2017
1st week of classes
I1
I
l • Administration of
!
I ACTION
I I Pretest I
\ • Administration of I
RESEARCH
WORK, PLAN
AND
Implementation
Proper
I" Pretest
SIM-Pl.E Instruction
• Administration
Whole duration of first j
quarter (June - August 1
of 2017)
I
I TIMELINES I
Postte~t
II
I
lI I
I '~'I; Admin'lstratfon of
I
!
l I
I Post ! Posttest . and survey Last week of August I
Implementation I questionnaire
I • Data Analysis I
I Items Cost per Unit Number
Total
Costs
Bond Paper 200/ream 20 reams P4000
I PVC Cover 100/set l 20 sets P2000
Whiteboard
II marker/permanent 55/pc 60 I P3300 I

I
marker
l
! Eraser 40/pc 5 P200
l! Ring binder 40/set -6 P240
Graphic· services
I
II (Tarpaulin for 250/1 tarpaulin 10 P2500
instructional materials)
l Folders 10/ 1 pc 55 P550
I
I
Paper clips
Masking tape
25/pack
40/roll
4
4
P100
P160
! COST
Manila paper
Colored pens
7/pc
40/pc
55
55. -
P385
P2200
-.
-1
ESTIMATES
Data storage and 3000/Quarter 1 P3000 I
__2_~~P..Y._!~,r. _Y-~.~-g~~. . .,. . . ,. ,. -_. .,.-. ·-·-·<'•--·•e<•·--..,.....,,............................,.•---.,1. ·----~.,_.,_. , .. __,__,,,,,.__,..,.. . . .,. ......, . ,...........,.. ,,.,_.....,. . ., .,.,j
Ink for printing SIM 300/set 4 P1200 I
··Mas$ production of
1/psge 3300 P3300
S~M i~h()tocopy) _ I
Printing of SIM (during 1000
2/page I 500
preparation)
I
Production of Biology I
I Achievement Test 1/page 1500 P1500
(Pretest and Posttest) I
Ring Binding (Labor) 30/set of SIM 60 P1800 I
Logistics I
(Transportation 1500/Quarter P1500
! 1 allowance)
I1 I

1 I GRAND TOTAL P29, 935 I

l._,, __ ............,..,,,_,..,,............-.............____ , ___ ,,,.. _,.,.,.-.......,.....,,.,,..,.....,.....-...,, ...._... ,. ___,._.......................................,,...,,..,_.................,......... __,. ··---··----.,·----·--·"•'""""·-·-··

!
/
 Bernardo A. et. al (2008) Students' perceptions of science classes in the
philippines . De La Salle University-Manila Philippines Asia
Pacific education Review . Copyright 2008 by Education
Research Institute 2006, Vol. 9, No.3, 285-295.

Bunagan F. (2012) http://www.slideshare.net/felixbunagan/strategic-

intervention-- htto:H84.22.166.132/ieaming-and~teachlng-thecN-
auide/deep-and-surface-aooroaches!eam!ng. html ·

OepEd Memorandum No. 117, series of 2005.www.deped.gov.ph.

Dy, L. (201. 1.) htto:/~hodx.huboages.com/hublTEACHING·PHYS!CS­

THRO!J~H$TBATEG!C-.!NTERVENTiQN-MATERIALS.-Sll\.~
I
Framework for Philippine Science Teacher Education (2011 ). Science
REFERENCES Education Institute, Department of Science and Technology
(SEl-DOSn and UP NISMED

Johnston, H. (2012). The Spiral Curriculum. Research into Practice

Education Partnerships, Inc. (ERIC)

Lacson, R. et. al. (2015) The state of science teaching in the grade
school; diagnosing issues and problems. Journal of Social
Sciences & Humanities Research

Salviejo, E., et. al. (2014) Strategic intervention material - based

instruction, learning approach and student$ perfonnance in
chemistry. International Journal of Leaming, Teaching and
Educational Research Vol. 2, No. 1, pp. 91 .. 123, February 2014

Togonon, I. (2011), Development and Evaluation of Project- Based SIM

(PB - SIM) in Teaching High School Chemistry.Unpublished
Masters Thesis.Technological University of the Philippines
 Division of City Schools
Makati City
MAKATI ELEMENTARY SCHOOL
Gen.. Luna St., Poblacion, Makati City
Tel: 895,,.3615
makaties@yahoo.com

SCHOOL ACTION RESEARCH PROPOSAL

Effects of Interdisciplinary Approach on Reading Comprehension and Engagement

of Sixth Grade Pupils of Makati Elementary School

Jayson O. Caraang
Makati Elementary School

· One of ·the ···biggest challenges for teachers ·is to encourage

students to be engaged and motivated in the learning process.
Engagement is one of the crucial f(l.ctors to the academic success
of students in school. However, teachers can have a direct
influence on student motivation and engagement.
The researcher and other English teachers m a public
elementary school in the Division of City Schools of Makati
experience this phenomenon firsthand: some of the pupils have
lack of motivation and engagement toward reading. This is one of
the prominent problems plaguing in an English class where pupils
are not engaged in reading activities. In a sruvey conducted, it was
found that most of the pupils have more inclination to other s-qbject
areas than English. Based on the observation, some of the pupils
hardly carried out the reading tasks required of them to perfonn.
The absence of engagement and motivation can lead to poor
Rationale Context performance in reading as seen in the reading activities and end-
of the of-lesson assessments.
Action Using the data from the PhiJ . . JRI Oral Reading Test, 21or52.5
Research % of the pupils were assessed under frustration level in terms of
comprehension. On the other hand, only 19 pupils achieved the
instructional and independent levels of comprehension. However,
in terms of their word recognition (decoding), 13 or 32.5 % were
classified 1Ulder instructional level and 27 or 67 .5 % at independent
level. This result was consistent with the Phil-IR.I Silent Reading
Test where 23 or 57.5 % of the pupils belonged to the frustration
level in comprehension. In terms of their reading speed, 26 or 65
% were classified a& average readers while 14 or 35 % were fast
readers.
However, many pupils from lower sections in a class where
the researcher teaches are not motivated or disengaged to read
narrative and expository texts. Motivating and engaging them to
participate in a reading activity are challenges that the researcher
and other reading teachers encounter. Pupils need to interact with
the reading material and focused on what they are reading in order
to comprehend the text. Research indicates that student

1
 engagement and motivation affect their performance and
achievement. Motivation is important element to learning since it
is the driving force for students to complete tasks that build
knowledge (Nguyen, 2008). Thus, this action research aims to
address the lack of reading comprehension and engagement
problems of some pupils.

Proposed One of the concems in the field of education today is an

Intervention, effective teaching approach that enhances learning, in particular,
fun ovation, the reading skills and reading perfo1mance of students.
and Strategy An important approach to teaching in the 21st Century that
increases both learning and motivation is the Interdisciplinary
Approach. The Interdisciplinary Approach synthesizes more than
one discipline to enrich the overall educational experience (Jones,
2009). In this approach, teachers collaborate to invent more
effective means of teaching by associating the subjects and
activities of a school subject in the curriculum with other subjects
(Deneme & Ada, 2012). In addition, the Interdisciplinary
Approach provides many benefits that develop into much needed
lifelong learning skills that are essential to a student's future
learning (Tripathi, 2016).
However, teachers are increasingly coming to the realization
that teaching skills and vague concepts without connection to real-
world applications are seen by students as irrelevant and in tum,
are easily forgotten (Styron, 2010). As a result, some students are
unmotivated and disengaged from the learning process. Therefore,
integrating various disciplines can help children understand a
lesson which may lead to effective learning and engagement.
This action research will experimentally evaluate the effects of
Interdisciplinary Approach on reading comprehension and pupil
engagement.

Action Research This study will investigate whether or not Interdisciplinary

Questions Approach improves the reading comprehension and engagement of
Sixth Grade pupils in Makati Elementary School. Specifically, this
study will aim to answer the following questions:
1. How does Interdisciplinary Approach affect reading
comprehension of Sixth Grade pupils?
2. How does Interdisciplinary Approach improve pupil
engagement in reading?

All the pupils from one English Grade 6 class in one public
elementary school in the Division of City Schools of Makati will
participate in the study. The researcher teaches English in sixth
grade and will select the class that meets in the morning as
Action Participants participants of this study. The time scheduled to conduct the study
Research and to this class will be from 6:30 A.M. to 7:30 A.M. The chosen class
Methods Sources of is composed of 40 pupils, 21 boys and 19 girls, who are
Data approximately 11 years old and above at the time of this study. The
pupils to be selected for the study is characterized by well-

2
 developed decoding skills but poor comprehension ability based on
assessment tool like the Philippine Infonnal Reading Inventory
(Phil..IRI). The chosen class could decode text in English at the
instructional and independent level so that their comprehension.
will not be influenced by decoding skills.
The reading comprehension of the pupils will be assessed with
the Gates-MacGinitie Reading Test (Fourth Edition, Form S) for
sixth grade. The test is timed and uses a multiple-choice fom1at to
assess performance in comprehension. The comprehension test
measures a student's ability to read and understand various types
of prose (MacGinitie et al., 2000). The GMRT consists of 11 prose
passages of various lengths and subjects, all selected from
published works (e.g., books and periodicals). The passages are
fiction and non-fiction, from various content areas, and written in
a variety of styles. Some of the questions require constructing an
understanding based on infonnation that is explicitly stated in the
passage; others require constructing an understanding based on
information that is only implicit in the passage (MacGinitie et al.,
2000). The GMRT measures reading comprehension skills such as
noting details, predicting outcome, drawing conclusions, getting
the main idea, identifying word meaning, and inferring character's
motives and emotion.
Aside from GMRT, the end-of-lesson assessments will also
serve as reading measures to determine the reading comprehension
of pupils during the course of intervention using the
Interdisciplinary Approach. Observation guide and researcher-
made observation notes will be used to document the
implementation of the lessons in line with the Interdisciplinary
Approach. Different indicators will be included in the observation
guide to describe the behaviors of pupils during the different
phases of the lesson. The observed performance of the pupils will
serve as indicator of moving to the next phase of the lesson. Then,
a detailed narration of the implementation of the Interdisciplinary
Approach will be noted for every lesson.

Data The aim of this study is to use interdisciplinary approach in

Gathering order to teach reading more effectively to improve the
Methods comprehension and engagement of PU:Pils. The research will be
carried out by using the quantitative and qualitative research
methods. The chosen disciplines will be integrated in a reading
lesson to teach a topic. In order to do this, the researcher will
integrate various disciplines such as Science, Health, Technology,
Social Studies, Physical Education, Arts, and Music in order to
conduct the research that follows the parts of the lesson plan:
Introduction, Teaching/Modeling, Guided Practice, Independent
Practice, and Assessment. A lesson plan that shows the application
of Interdisciplinary Approach ·will be carried out in 16 reading
lessons for two grading periods.
The reading texts (narrative and expository texts) related to
the chosen disciplines will be divided into two themes:

3
 "Relationships with Oneself and Family" and "Relationships with
the Larger Community and the World." The main text is a narrative
text while the expository text taken from other discipline is the
parallel text. Varied reading activities and end-of. .Iesson
assessment shall be given to· the pupils to determine their
engagement level and reading performance (comprehension).

Data The effects of Interdisciplinary Approach will be evaluated

Analysis using the reading test (Gates..MacGinitie Reading Test), end..of-
lesson assessments, observation guide and notes, and end-of-lesson
written feedbacks.
Statistical analysis will use the paired sample t-test to
determine whether there has been an improvement m the
perfonnance of the pupils on their reading comprehension and
engagement before and after the implementation of
Interdisciplinary Approach. Aside from the data obtained in Gates-
MacGinitie Reading Test (GMRT), the data in the end-of-lesson
assessments also served as indicators whether or not reading
comprehension improved in order to answer Research Question 1,
How does Interdisciplinary Approach affect reading
comprehension of Sixth Grade pupils? Likewise, the results
obtained from the 16 end-of-lesson assessments will be analyzed
by comparing the mean scores. The scores in all the end-of-lesson
assessments or comprehension quizzes will be added to get the
average mean of all the scores to determine whether there has been
an improvement in the level of reading comprehension from the
start to end of the intervention. To answer Research Question 2,
How does Interdisciplinary Approa<;h improve pupil engagement
in reading?, qualitative data will be taken from the end-of. .lesson
written feedbacks or reflection notes and observation guide and
notes to analyze the use of the Interdisciplinary Approach during
the course of the intervention.

Action Research Work Plan and Timelines

Research Activities Start End Duration

Pre-intervention
• Selection of Reading Texts February February 28 days
• Development of Lesson Plans 1,2017 28,2017
• Validation of the researcher-made lesson plans March 1 March 17 17 days
• Securing a letter of approval from the parents or June 5, 1 day
guardians to conduct an action research 2017
• Securing a letter of permission to the principals to June 6, 1 day
conduct a research study 2017
• Pre-testing June 7, 1 day
2017
• Pilot testing June 8, June 9, 2 days
2017 2017

4
Intervention
• Data Gathering June 13, October 18 weeks
>' ~ •'-'
2017 16,2017
Post-intervention October October 1 day
• Post..testing 16,)017 16,2017
Data Analysis October October 1 week
23,2017 27,2017
Writing of Paper October November 3 weeks
30,2017 17,2017
Cost Estimates This study will present different deliverables to accomplish
the objectives of each research activity. Research cost in
reproduction of research materials, reading tests, and other data
collection instruments was summarized in the table.

Research. Activity Deliverables Total Cost

Development/printing of Research materials 5,000
research materials (lesson (Lesson Plans; Reading Texts,
plans, texts, observation Observation Guides)
guides)

Pilot testing of one lessonResearch materials 500

plan (Lesson Plan, Observation Note
and Guide)
Conduct of reading pretest Data collection instruments 5,000
using the Gates-MacGinitie (GMRT and ELAs)
Reading Test and End-of-
Lesson Assessments
(ELAs)

Intervention/Treatment Data gathering methods and 5,000

(2 Grading Periods) instrwnents
(Lesson Plans, Reading Texts,
Obsetvation Guides and Notes,
Reflection Notes)
Conduct of r~ading posttest Data collection instruments 1,000

Data analysis Reading Scores 5,000

•·. Observation Guides and Notes
Writing of J:lesearch paper Hard Copies of _Research Paper 5,000
Subject/Research 40 Grade Six Pupils
Participants .; ~-
_ 2 Quarters ,
Total P26,5_00
References

Adeyemi, D. (20 l 0). Justification of a multidisciplinary approach to teaching language in

Botswana. The Journal ofLanguage, Technology & Entrepreneurship in Africa, 2(1 ).

Deneme, S. & Ada, S. (2012). On applying the interdisciplinary approach in primary schools.
Procedia - Social and Behavioral Sciences, 46(1 ), 885 -889.

5
...

Janes, C. Interdisciplinary approach . . advantages,· disadvantages, and the future benefits of

interdisciplinary studies. ESSA/, 7(26).

MacGinitie, W, MacGinitie, R., Maria, K., & Dreyer, L. (2000). Gates. .MacGinitie Reading
Test (4th ed.) Riverside Publishing Company.

Nguyen, C. (2008). Student motivation and learning. Center for Teaching Excellence, United
States Military Academy, West Point, NY.

Styron, R. (2013). Interdisciplinary education: A reflection of the real world. Systemics,

Cybernetics and Informatics, 11 (9).

Tripathi, H. (2016). Interdisciplinary approach in teaching: Future requirement. International

Journal qfArts, Humanities and Management Studies, 2(3).