EFFECTS OF EXPLICIT TEACHING INSTRUCTION ON THE ACADEMIC

PERFORMANCE IN FILIPINO OF GRADE10 STUDENTS

A Title Proposal

Presented to the Faculty of the Graduates School

Zamboanga City State Polytechnic College
Zamboanga City

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Educational Administration

Prepared by

Jacqueline D. Biao
June 2019
 CHAPTER I

Background of Study

Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, the

Department of Education (DepEd) issues the enclosed policy on The Learning Action

Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing

Professional Development Strategy for the Improvement of Teaching and Learning

that the continuing professional development of its teaching personnel based on the

principle of lifelong learning and Department of Education’s commitment to the

development of teachers potential aimed towards their success in the profession. This

can be done through the school-based LAC, which primarily functions as a

professional learning community for teachers that will help them improve practice and

learner achievement.

“Explicit instruction is absolutely necessary in teaching content that students

could not otherwise discover.”(Archer 2010). It is all about improving major languages

like Filipino and English in the Philippines usually in the classroom. It involves teaching

comprehension strategies one at a time, allowing students to practice and apply the

strategy while teachers provide explicit feedback and reviews, and allow for

independent practice.

Frank and explicit that is the right line to take when you wish to conceal your own

mind and confuse the mind of others (Benjamin 2004). The effect of explicit teaching in

grade IV pupils is to have an effective and direct teaching to the students, for them to

have an improvement of their learning’s and able to encourage them to study hard.
 It enhances their achievements, like their prior-knowledge and encouraging them

to achieved their goals in life then that’s the time, the teachers have a positive

feedbacks to his/her students and so with the teacher who expect a higher measure of

learning’s then he/she achieved it. In a lesson plan, the subject matter use an explicit

teaching for it will be specific to teach and easy to delivered nor transfer the learning’s

to the student. An effective teacher must be direct to the point with a clear task on

teaching, listening, observing, and questioning can improved their learning’s that will

make them understand on how to differentiates their own skills on how to learn in

different ways.

Education wanted to introduce explicit teaching in elementary students because

in that way they can teach the student in a specific way to improved their learning’s and

appreciate their own skills.

The Teacher must know that being a role model and a motivator can encourage

students to go to school with an openly manners and also the teachers must be

approachable to their student problem then the teacher must conduct fairness on

treating students to avoid conflicts or misunderstanding. Effectiveness in promoting

learning process in the classroom has a self-evaluation and developmental cause that

will know to reflect, understand, analyze, elaborate, and solve any problems.

Statement of the Problem

1. What is the profile of the respondents in terms of ;

1.1 age

1.2. sex
 2. What is the effect of Explicit Teaching Instruction in Grade 10 Filipino to their

pre- test and post-test?

3. Is there a significant relationship between the teaching explicit instruction and the

academic performance in Filipino as a subject?

4.Is there a significant differences between pretest / posttest result using the

teaching explicit instruction in Filipino as a subject ?

Significance of the study

The results of the study and specific recommendations can be beneficial to the

following departments, teachers, administrators, students and additional researchers:

Department of Education Officials. The outcome of the study can address

pupils’ academic performance using explicit teaching instruction in the Division Office.

School Heads. The findings of this study can make the school head initiate a

school program that lead the teachers to craft further intervention program that can

totally eradicate the percentage of low academic performance better in school.

Teachers. The findings of the study can make them strengthen the

implementation of the explicit teaching instruction. This can provide them insights

on what further intervention to be crafted for better academic performance of pupils.

Researchers. The findings of the study can provide additional concepts and

principles to the researchers who will conduct a study similar to this, using

additional or different variables.

Scope and Limitations of the Study

This study was limited to the effects of explicit teaching instruction on the

academic performance in Filipino grade 10 students and coded as follows: Vitali

National High School as school A, where there is fifty (50) students, Sibulao

National High School coded as school B with forty (40) students, Limaong

National High School coded as school C with forty (40) students, Tictapul NHS

coded as school D with fifty (50) students, Manguso Integrated School coded as

school E with forty (40) students and Tagasilay NHS coded as school F with fifty

(50) students for school year 2018-2019. Pre-Test and Post-test results of the

respondents were taken consideration in this study including their age and sex.