Department of Education

National Capital Region

Division of Pasig City
PASIG CITY SCIENCE HIGH SCHOOL
Rainforest Park, Maybunga, Pasig City

TITLE: Creating Recycled Atomic Models to Enhance the Conceptual

Understanding of Selected Third Year Students
Proponent/s: _____________________________________________

Helveticca, 12
For the past two years, the results of National Achievement Test in Science of High School
students have decreased. Data show that total mean scores have lower down from 78.93 in S.Y.
RATIONALE OF THE ACTION RESEARCH

1995-1996 to 54.00 in S.Y. 1996 – 1997, and 38.90 in S.Y. 1997-1998. The latest NAT results is
the lowest since 1999.
CONTEXT
Based on the interview with my co-teachers, one factor that was identified for students’ low NAT
performance in Science is the poor conceptual understanding. In my classroom during the second
quarter, students struggle in understanding the atomic structure because I simply teach the
subject matter based on what is written in the book. In terms of activity, I just gave my students
seatwork based on the workbook.

Moreover, data from my class record revealed that fifteen out of forty-five students in Third Year
still cannot illustrate Lewis dot structure, electronic configuration and energy levels. Based on my
student’s feedback, they cannot remember anything taught in the previous lesson. As I read
PROPOSED
journals, I discovered that abstract topics in Chemistry like the atomic structure are difficult to
INTERVENTION,
teach and learn (Eilks, 2000). It requires creative and engaging activities that will elicit the thinking
INNOVATION,
and interest of the learners.
STRATEGY
As an Art moderator in School, I think of integrating art in teaching atomic structure using recycled
materials. Instead of the workbook, I will prepare a simple rubric for the students to self-assess
their work and allot more time in improving their work. I will try this approach in order to improve
my teaching methodology in Chemistry and see if it could improve my student’s conceptual
understanding in the atomic structure.
ACTION RESEARCH
How do I improve my way of teaching atomic structure among grade nine students?
QUESTION
METHODS
ACTION RESEARCH

PARTICIPANTS
SOURCES OF Twenty Third Year students will be the participants of this study. Data collection includes the
DATA actual atomic models of students using recycled materials. pretest-posttest of fundamental
INFORMATION operations on integers test results, accomplished formativeassessment worksheets and
DATA responses of students in the focus group discussion. The researchers will do data triangulation
GATHERING using the data sources identified above to validate the effectiveness of the intervention.
METHODS Descriptive statistics will be used in comparing pretest-posttest accuracy and concept skills as
DATA well as in examining the results of the formative assessment worksheets.
ANALYSIS

PPRDNCR 12/2016
 ACTIVITIES TIMELINE
ACTION RESEARCH WORK PLAN AND TIMELINES

IMPLEMENTATION

1. Identification of participants through early screening using 1st week of October 2000
teacher made Chemistry test on Atomic Structure, E-Configuration,
Lewis Dot. 2nd week of October 2000
PRE-

2. Secure approval from the principal and parent consent.

3. Orientation of identified students. 3rd week of October 2000
4. Administration of the validated test as pre-test. 3rd week of October 2000
IMPLEMENTATION

5. Meet the participants 1 hour before the class every MWF

6. On the first day, assigned teacher will teach the Atomic structure
concept then ask the students to create their own model using November 2000
PROPER

recycled materials. Students will also asked to use the rubrics in

assessing their own work. to
7. On the second meeting, the teacher will use the Atomic Model
for the student to describe the trends. (eg. Size, mass, Atomic No.) December 2000
8. On the third day, the teacher will use the model for the student
to relate the electronic configuration and some properties of atoms.
IMPLEMENTATION

9. Administration of the post test 3rd week of December 2000

10. Conduct focus group discussion on how the students find the
POST-

lesson and the activity.

11. Displaying of student’s output on the Bulletin Board January - February, 2001
12. Sharing my paper in learning action cells.
13. Presenting my research in the Philippine Association of
Chemistry Teachers (PACT) Conference
14. Submitting my papers for free publication in the Schools
Division Office and DepEd-NCR

Item Cost Per Unit (P) Number Total Cost (P)

Questionnaire forms ------- ------ -------

Office supplies for the project

COST ESTIMATES

 glue 12.00 20 pcs 240

 scissors 15.00 20 pcs 300
 construction paper 4.00 20 sheets 80

620.00

Report materials and supplies

 ink for printer
 ink for marker 1200 1 set 1200
65 1 bottle 65
1265,00

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 Data Storage/ Computer use
USB 470 1 (8GB) 470
470.00

Duplication services(reports)
 Post and pre-test 0.5 40 pcs 20
 Worksheet 0.5 320 pcs 160
 Letter for parent consent 0.5 20 pcs 10
 Window card
0.5 160 pcs 80

270.00

Field work ----- ----- ----

Purchase of books ----- ---- ----

Subject/Research Participants
 food and beverages (snacks)
60.00 per head 20 (3 sessions) 1,200

1,200.00

TOTAL: P3,825.00
REFERENCES

Eilks, I. (2000). Experiences and reflections about teaching atomic structure in a jigsaw
classroom in lower secondary school chemistry lessons. Journal of Chemical
Education, 82(2), 313. doi:10.1021/ed082p313
Note: 1) Instead of typing the reference manually, I used the APA free citation machine. Pls.
search this cite https://www.refme.com/citation-generator/apa/
2) Minimum of five (10) references.

Adapted from DepEd – NCR BERF Compliant Action Research Template

PPRDNCR 12/2016