Completed AR - Bagumbayan ES - Grade5

CRITERIA FOR EVALUATING COMPLETED ACTION RESEARCH
Source: DepEd Order No. 16 s. 2017 Research Management Guidelines
Researcher/s: LORENA M. MACAHIA, ROMA CECILIA M. ARMENTA, ANA RIZIE B. ORUGA

Research Title: THE EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING MATERIALS IN
ENHANCING THE ACADEMIC PERFORMANCE AND AGRICULTURAL LITERACY
AMONG GRADE 5 LEARNERS OF BAGUMBAYAN ELEMENTARY SCHOOL
School BAGUMBAYAN ELEMENTARY SCHOOL
POINTS
CRITERIA INDICATORS Excellent Good Fair
5 4 3
The research topic is clear and relevant to
/
the current situation
The nature/ extent of the identified
Context and /
school/ classroom problem or issue is
Rationale comprehensively discussed
The people or groups of people who will
benefit from the results of the research is /
Stated
The innovation, intervention or strategy is
Innovation, /
explained in detail
Intervention or
Strategy The credibility to address theproblem or
/
issue is given support
The questions clearly relate to the
identified problem/s or issue/s /
Research Questions
The questions convey the desired change
/
or improvement
The details about the target participants /

or other source of data are provided
The data gathering method/s is/ are

/
aligned to the research questions
Methodology
The research methods used in analyzing /
the data gathered is specified
The validator of the research instrument is
/
Mentioned
Ethical Issues are clearly stated /
POINTS
5 4 3
Discussion of
The alignment to the research questions is
Results and /
evident
Recommendations
The action plan is clearly explained and
Action Plan includes the sequential steps to be /
Undertaken
References The list of references is provided /
TOTAL
GRAND TOTAL 72
ADD TO THE GRAND TOTAL 25
TOTAL POINTS (Grand Total + 25) 97
Remarks: (In compliance to DM 231 s. 2021, please include if you are recommending the research to be
presented in any other research conference or can be a basis for the Chief Education Supervisor/s for the
issuance of a localized policy or both
Evaluated by:
Name and Signature of School Head:
RAMIL A. BALLESTRA
Date: 11 / 22 / 2021 11 / 22 / 2021
CRITERIA FOR EVALUATING COMPLETED ACTION RESEARCH
Source: DepEd Order No. 16 s. 2017 Research Management Guidelines

POINTS
5 4 3
The research topic is clear and relevant to
/
the current situation
The nature/ extent of the identified
Context and /
school/ classroom problem or issue is
Rationale comprehensively discussed
The people or groups of people who will
benefit from the results of the research is /
Stated
The innovation, intervention or strategy is
Innovation, /
explained in detail
Intervention or
Strategy The credibility to address theproblem or
/
issue is given support
The questions clearly relate to the
identified problem/s or issue/s /
Research Questions
The questions convey the desired change
/
or improvement
The details about the target participants /

or other source of data are provided
The data gathering method/s is/ are

/
aligned to the research questions
Methodology
The research methods used in analyzing /
the data gathered is specified
The validator of the research instrument is
/
Mentioned
Ethical Issues are clearly stated /
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF TANAUAN CITY
BAGUMBAYAN ELEMENTARY SCHOOL
Bagumbayan, Tanauan City

POINTS
5 4 3
Discussion of /
The alignment to the research questions is
Results and
evident
Recommendations
The action plan is clearly explained and
Action Plan includes the sequential steps to be /
Undertaken
/
References The list of references is provided
TOTAL
GRAND TOTAL 72
ADD TO THE GRAND TOTAL 25
TOTAL POINTS (Grand Total + 25) 97
Remarks: (In compliance to DM 231 s. 2021, please include if you are recommending the research
to be presented in any other research conference or can be a basis for the Chief Education
Supervisor/s for the issuance of a localized policy or both
Evaluated by:
Name and Signature of Public Schools District Supervisor:

DR. NORA G. PEREZ
Date: November 22, 2021
Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

Email Address: [email protected]
Contact No. 406-7932
School ID: 107748
THE EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING MATERIALS IN

LORENA M. MACAHIA
ROMA CECILIA M. ARMENTA
ANA RIZIE B. ORUGA
I. CONTEXT AND RATIONALE
Tanauan City is a second-class city with a land area of 10, 967.43 hectares, about 3.47% of
the total land area of the province. Industrialization and increasing population of the city has
decreased its land area allotted to agriculture. Based on the Farmers Registry System, the city has
2, 866 farmers or 1.88% of its total population (S.M. Rimas, personal communication, July 9, 2021).
The Edukasyong Pantahanan at Pangkabuhayan (EPP) is a skill-based subjects offered in Grade
5 which includes Agriculture component to encourage learners to become interested in Agriculture
over other popular courses for food production and security in the future.
With the pandemic outbreak last March 2020, the agency issued DepEd Order No. 12 s.
2020 otherwise known as the “Adoption of the Basic Education Learning Continuity Plan for School
Year 2020-2021 in Light of the Covid-19 Public Health Emergency.” The Basic Education Learning
Continuity Plan (BE-LCP) engaged internal and external stakeholders in ensuring learning
continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of
multiple learning delivery modalities, provision of corresponding training for teachers and school
leaders, and proper orientation of parents or guardians of learners.
The issuance was further strengthened by guiding the options of stakeholders to different
learning modalities with the issuance of DM-CI-2020-00162 from DepEd Office of the
Undersecretary for Curriculum and Instruction, known to be the “Suggested Strategies in
Implementing Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021.” The City
Schools Division of Tanauan is currently implementing the new normal education set-up through

School ID: 107748
Modular Distance Learning (MDL) which is categorized into Digital Modular Distance Learning
(DMDL) and Printed Modular Distance Learning (PMDL).
The MDL modality paved way to home-based/remote learning wherein the
parents/guardians, family members or stakeholders may provide instructional support when
needed in accomplishing the learning tasks provided in print or digitized. A learner must
accomplish written work and performance in eight learning areas which maybe burdensome but
DepEd Order No. 31, s. 2020 or “Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan” advised teachers to collaboratively design and
implement learning tasks that integrate two or more competencies within or across learning areas,
known as integrative assessments. This is in consonance with the DepEd Memorandum OUCI-
2020-307 which focuses on “Suggested Measures to Foster Academic Ease During the Covid-19
Pandemic.” Its primary purpose is to help the teachers and learners in dealing with essential things
related to school during this period of the pandemic with distance learning adaptation.
Furthermore, the learning journey outside the four corners of the classrooms for every
Tanaueño goes beyond the printed and digitized materials. As they stay at home, DepEd
Memorandum No. 053, s. 2020 encourages the establishment of Gulayan sa Tahanan or Urban
Vegetable Gardening at Home for personal consumption, and improve the income, health, and
well-being of their family members.
In a research study about agricultural awareness and curriculum integration conducted by
Knobloch and Martin (2000), elementary teachers agreed that agriculture could be integrated into
their elementary classes because the basic knowledge of it is needed in making daily decisions.
Further, as indicated by Trexler and Suvedi (1998) in their research paper about perception of
agriculture as a context for elementary science teaching, teachers were comfortable using the
problem-solving method, connecting science teaching to community problems, and using
agriculture as a context for science. This means that more concepts in science can be taught

School ID: 107748
through agricultural examples. K-12 teachers perceived that their students favored topics on food,
nutrition, environment, plants, wildlife, insects, food processing and history which can be integrated
with agriculture concepts.
It is in these frameworks that select teachers in EPP, crafted the Teaching and Learning
Materials for Agricultural Literacy, a brainchild of OIC-SDS Rogelio F. Opulencia, which integrate
both the Most Essential Learning Competencies (MELCs) of other learning areas with Agriculture
component of Grade 5 – EPP. A complete teaching-learning package is composed of Pivot 4A
Learner’s Packets (LeaPs), Interdisciplinary Mapped MELCs, Curriculum Implementation Guide
Card for Teachers (tracks the learning tasks, if assigned as summative or formative assessments),
Learning Activity Sheets (LAS) with interdisciplinary MELCs integration, Pretest/Posttest, Key to
Correction and e-class record.
These innovative teaching and learning materials intend to improve the learning
performance and agricultural literacy of learners as we embrace another School Year under the
New Normal. For School Year 2020-2021, Bagumbayan Elementary School had recorded an
average grade of 89.16 % in Grade 5 – EPP Agriculture from which can be attributed to good
performance of the pupils. Pupils who have prior knowledge about vegetable gardening with
supplementation of learning materials will result to a positive outcome. It is important for the
teachers and pupils to involve themselves in prioritizing planting and eating vegetables so that they
will become self-reliant and self-sufficient in addressing the nutritional deficiency in them. Through
this, both will have skills that will help them, as well as the community they are in.
So far, there were only 25 learners who established Gulayan sa Tahanan last year
because of lack of guidance and support from the family. Other reasons were inadequate space
for planting, insufficient tools to use, unavailable seeds to plant and lastly, pupils were loaded with
so many paper- works and activities. This is only 26 % of the total Grade 5 learners.

School ID: 107748
Such circumstances and previous studies scaffold the offering of Grade 5 – EPP
Agriculture component for Quarter 1 of SY 2021-2022. Thus, this research endeavor intends to
determine the effectiveness of localized teaching and learning materials in enhancing the
academic performance and agricultural literacy among Grade 5 learners of Bagumbayan
Elementary School. The results of this action research served as basis for crafting of action plan
that will improve the academic performance and agricultural literacy of learners, identify the gap in
efficiently facilitating agriculture component with interdisciplinary integration of MELCS for teachers
and eventually sustain the interest of the community members to advocate organically sound
agriculture practices.
II. INNOVATION, INTERVENTION OR STRATEGY
The Teaching and Learning Materials for Agricultural Literacy in Edukasyong Pantahanan
at Pangkabuhayan (EPP) – Agriculture for teachers and Grade 5 learners of City Schools Division
of Tanauan is the innovation selected by the researchers. These localized materials crafted by the
select Grade 5 Agriculture teachers, include the integration of learning tasks in EPP - Agriculture
with the Most Essential Learning Competencies (MELCs) of various disciplines for the First Quarter
of SY 2021-2022. As indicated in Division Memorandum 230, s. 2021, this innovation is under the
umbrella of PAKYAW-ONE in CID TANAUAN, a Divisional Assessment Matrix for Curriculum
Integration in response to Memorandum OUCI -2020-307 entitled Suggested Measures to Foster
“Academic Ease” During the COVID-19 Pandemic and DepEd Order No. 31, s. 2020 entitled
Interim Policy Guidelines for Assessment and Grading in the Light of BE – LCP.
This interdisciplinary integration will allow holistic way of learning, without the restrictions
often imposed by learning standards of each subject area. With integration, comprehensive
learning is achievable by engaging and connecting learning tasks that are relevant, meaningful,
and aligned to various concepts of agricultural literacy.

School ID: 107748
III. RESEARCH QUESTIONS
The purpose of this study is to determine the effectiveness of localized teaching and
learning materials in enhancing academic performance and agricultural literacy among Grade 5
learners of Bagumbayan Elementary School
Specifically, it sought the answers to the following questions:
1. What is the level of performance of the Grade 5 learners before and after the use of
agricultural literacy materials?
2. Is there a significant difference between the performance of Grade 5 learners before
and after using the agricultural literacy materials?
3. To what extent does the interdisciplinary integration of learning tasks enhance the
agricultural literacy of Grade 5 learners?
IV. METHODOLOGY
This section discusses the sampling method and data collection procedure and plan for
data analysis.
A. Sampling
The subjects of the study were one hundred (100) Grade 5 learners taking TLE -
Agriculture of Bagumbayan Elementary School. There was no sampling technique used in this
study since all Grade Five pupils were deliberately selected because they took the agriculture
component for First Quarter and utilized the Teaching and Learning Materials for Agricultural
Literacy.

School ID: 107748
B. Data Collection
Data were gathered to address the research questions contained in the statement of the
problem. The researchers obtained the scores of teacher-made 30-items pretests within the
week of school opening and 30-items posttest within the week after the end of First Quarter
of the current school year to determine their level of performance. The items in the test were
based on the topics covered in the Teaching and Learning Materials for Agricultural Literacy
which were aligned to the Most Essential Learning Competencies (MELCs) issued by the
Department of Education. Validation of the instrument was done by the Education Program
Supervisor in EPP/TLE. Data was collected from the same respondents on both conditions
and each respondent registered a score on the pretest, and after the utilization of Teaching
and Learning Materials for Agricultural Literacy, a score on the posttest was obtained.
In gathering data on the extent of the interdisciplinary integration of learning tasks in
enhancing the agricultural literacy of Grade 5 learners, researchers prepared questionnaire
that required respondents to use a four-point scale. Each statement was rated with numerical
value from one to four. Descriptive equivalents or verbal interpretation were provided for the
interpretation of results:
Range Verbal Interpretation
3.50-4.00 To a Great Extent
2.50-3.49 To Some Extent
1.50-2.49 To a Little Extent
1.00-1.49 Not at All
This was submitted to experts for validation and upon approval, was converted to google
documents for the accessibility of the respondents. After the researchers were give

School ID: 107748
permission by the school head, data gathering was done in two occasions. The data
generated from the web-based application were collected, tabulated, and analyzed.
C. Plan for Data Analysis
The researchers utilized quantitative – descriptive type of research. In determining the
levels of performance on both pretest and posttest, mean was used. To establish the
statistical significance of the means obtained on the pretest and posttest, the standard
deviation and dependent-samples or paired t-test were used. In treating the data on the
extent of enhancing the agricultural literacy of learners using the four-point scale, weighted
mean, frequency, and rank were used to describe the positional importance of the
responses. Based on the collective findings from the research questions, action plan was
proposed.
D. Ethical Issues
The major ethical issues in conducting action research were considered in this
research undertaking. There was an informed consent were given to all participants, the
process of data collection had not imposed any harm or exposure to any form of risk
and the respect for anonymity, confidentiality and privacy was highly considered.

School ID: 107748
IV. RESULTS AND DISCUSSION
The tables present the data gathered to show the mean scores of the pretest and posttest,
results of the paired t-test and posttest and the extent of enhancing literacy among the
respondents.
Table 1. Mean Score of Pretest and Posttest
Grade No. of No. of Pretest Posttest Difference

Level Items Learners Mean Mean
5 30 100 15.42 22.26 6.84
The table shows the results of the pretest and posttest of the 100 respondents in the 30-
item test administered by the researchers before and after the utilization of Teaching and Learning
Materials for Agricultural Literacy. It showed that the pretest acquired a mean of 15.42 and mean
of 22.26 for the posttest, with a gain of 6.84.
It can be inferred that there was a remarkable increase in the academic performance of the
learners after the utilization of the Teaching and Learning Materials for Agricultural Literacy. This
further indicates that the utilization of this innovative teaching and learning material is effective in
increasing the learners’ knowledge in agriculture.
Table 2. Results of Paired t-test on Pretest and Posttest
Paired Differences
Std. Std. 95% Confidence t- df p value

Deviation Error Interval of the value (2 tailed)
Mean Mean Difference
Lower Upper
Pretest- 6.84 2.759 0.276 7.387 6.293 24.794 99 <.0001
Posttest
tc =1.984, two tailed α (alpha level) = 0.05

School ID: 107748
Table 2 reflects the difference between the means of pretest and posttest (6.84) which
implies that learners significantly performed better on the posttest. The t-value was obtained by
dividing the Mean difference (6.84) by the Standard Error Mean (0.276) which is equal to 24.794
and compared to be greater critical value shown as 1.984, two-tailed. The p-value shown at 2-
tailed is <.001 is smaller than the chosen alpha level (0.05). These results confirmed that there is
a real difference between the pretest and posttest. This implied that the mean of posttest is greater
than the mean of pretest. It can be deduced that the observed difference between the two means
is statistically significant. In other words, there is overwhelming evidence that a "gain" has taken
place on the posttest because of using the Teaching and Learning Materials for Agricultural
Literacy.
Table 3. Extent of Enhancing Agricultural Literacy
ITEMS Weighted Verbal Rank

Mean interpretation
1. Nagawa ang LAHAT ng gawaing pagkatuto 3.61 TGE 4

(learning task) na may integrasyon sa ibang
asignatura (subjects).
2. Nakamit ang kagalingan (competency) sa ibang 3.49 TSE 8

asignatura na may integrasyon ng EPP/TLE kahit
na gumamit ng mga salita sa agrikultura.
3. Nabawasan ang bilang ng gawain sa ibang 3.47 TSE 9

asignatura dahil sa integrasyon ng EPP/TLE.
4. Nagkaroon ng kakayahan na gumawa ng 3.44 TSE 10

proyekto, takdang aralin at gawain sa pagkatuto sa
ibang asignatura (subjects) na may konsepto ng
pag-aagrikultura.
5. Lumawak ang kaalaman, kasanayan at 3.56 TGE 5.5

paniniwala sa mga konsepto sa pag-aagrikultura
(halaman at hayop).

School ID: 107748
6. May kakayahan na magamit ang natutunan sa 3.71 TGE 3

agrikultura (paghahalaman at paghahayupan) sa
aktuwal na sitwasyon sa bahay, paaralan o
komunidad.
7. Makakagawa ng isang maliit na 3.54 TGE 7

halaman/container garden o paghahayupan sa
sariling tahanan bilang pagkukunan ng pagkain.
8. Natutunan ang kahalagahan ng organikong 3.56 TGE 5.5

pamamaraan ng agrikultura at ang benepisyo nito
sa kapaligiran.
9. Natutunan na ang agrikultura (paghahalaman at 3.76 TGE 2

paghahayupan) ay isang mapagkakakitaan at
pangmatagalan na kabuhayan.
10. Nagkaroon ng pagnanais na lumawak pa ang 3.88 TGE 1

kaalaman sa agrikultura sa mga susunod na
baitang.
Composite Mean 3.602 TGE
Legend: TGE - To a great extent

TSE - To some extent
TLE - To a little Extent
NAL - Not at all
The learners rated the extent of enhancing agricultural literacy by responding to the ten
(10) researcher-made questions after the utilization of the learning material.
Table 3 reflects that the learners ranked highest the item nagkaroon ng pagnanais na
lumawak pa ang kaalaman sa agrikultura sa mga susunod na baitang with a weighted mean of
3.88, interpreted as to great extent. As such, learners manifested to a great extent the optimism to
learn more concepts and demonstrate agricultural skills in next grade level.
Next to the respondents’ highest ranked item is natutunan na ang agrikultura (paghahalaman
at paghahayupan) ay isang mapagkakakitaan at pangmatagalan na kabuhayan. ranked second,
having 3.76 weighted mean. This revealed that the respondents see agriculture as a very profitable
and viable long-term livelihood. It also indicates that the teachers effectively conveyed the concept
of entrepreneurship to the Grade 5 learners. Relevant to this, they declared may kakayahan na

School ID: 107748
magamit ang natutunan sa agrikultura (paghahalaman at paghahayupan) sa aktuwal na sitwasyon
sa bahay, paaralan o komunidad to a great extent, with weighted mean of 3.71 and ranked third in
order distribution. The learners” certainty to demonstrate their knowledge about vegetable and
animal farming can be beneficial to them. Importantly, the knowledge they have acquired will be of
great help to support or sustain their needs.
Ranked 4th in order distribution is the item nagawa ang LAHAT ng gawaing pagkatuto
(learning task) na may integrasyon sa ibang asignatura (subjects) with a weighted mean of 3.61
and verbal interpretation as to great extent. It can be explained that learners learned the concepts
of agriculture in terms of vegetable and animal farming and its integration to other subjects.
The items lumawak ang kaalaman, kasanayan at paniniwala sa mga konsepto sa
pag-aagrikultura (halaman at hayop) and natutunan ang kahalagahan ng organikong pamamaraan
ng agrikultura at ang benepisyo nito sa kapaligiran ranked fifth having the same weighted mean of
3.56, both interpreted as to great extent. This affirmed that the learners have enough knowledge
about the concept of agriculture and see its important aspects to their lives. This also implied that
they learned the importance as well as the benefits of organic farming to the environment.
Relevant to this, they declared makakagawa ng isang maliit na halaman/container garden o
paghahayupan sa sariling tahanan bilang pagkukunan ng pagkain to a great extent, with weighted
mean of 3.54 and ranked 7th in order distribution. This signifies that there is a less possibility that
learners will establish an organic urban garden at their homes or raise farm animals as food source.
The gap can be attributed to the availability of space and agricultural materials and tools to
establish home garden. Moreover, this suggests that there is a need for teachers to strengthen the
learner’s drive to eat more plant-based food and reduce the expenses in buying commercially
grown agricultural products.
The learners themselves indicated that it only affected them to some extent the item nakamit
ang kagalingan (competency) sa ibang asignatura na may integrasyon ng EPP/TLE kahit na

School ID: 107748
gumamit ng mga salita sa agrikultura, ranking third from the last with a weighted mean of 3.49.
This lower rank indicates that the competencies of other subject areas were not fully achieved by
them despite of using agricultural concepts. It clearly shows that the teachers of other disciplines
must emphasize the content and performance standards to achieve the learning competencies.
The usage of agriculture concepts is necessary to sustain their interest on it.
The item nagkaroon ng kakayahan na gumawa ng proyekto, takdang aralin at gawain sa
pagkatuto sa ibang asignatura (subjects) na may konsepto ng pag-aagrikultura. with verbal
interpretation of to some extent obtained a weighted mean of 3.44 ranked last among the
responses. The limited number of learning tasks by integration with other disciplines has taught
some learners that they can make outputs for other subjects using concepts and terminologies in
agriculture, thus sustaining their learnings from quarter 1 on agriculture component.
As manifested in Table 3, learners perceived that out of ten items, only three items were
described to have to some extent effect while the remaining seven items were to a great extent. In
general, the Grade 5 learners described the interdisciplinary integration of learning tasks in
enhancing the agricultural literacy to a great extent with composite mean of 3.602. This means that
that the localized teaching and learning materials in Agricultural Literacy was effective in integrating
the competencies of other disciplines in the learning tasks and enhancing the learners’ interest in
agriculture that will benefit them, their families, and the surrounding communities.
This research undertaking concludes that the localized teaching and learning materials in
Agricultural Literacy had enhanced the academic performance and agricultural literacy among
Grade 5 learners of Bagumbayan ES.

School ID: 107748
IV. ACTION PLAN
ACTION PLAN ON INSTRUCTIONAL STRATEGIES TO INTEGRATE AND

APPLY AGRICULTURAL LITERACY IN INCREASING ACADEMIC
PERFORMANCE AND SUSTAINING GRADE 4 LEARNERS’
INTEREST IN AGRICULTURE
Objectives/ Strategies/ Persons Time Resource Needed Success

Responsible
Targets Activities Frame Fund Human Materials Indicators
Implement Pre-implementation EPP/TLE Last week Php. EPP/TLE Power 100%
the use of 1. Prepare a memo to Teachers of May 1000 Coordinator point Compliance
localized hold a meeting 2022 Presentation
teaching and with the teaching Teaching
instructional personnel and Personnel
materials to principal.
enhance Principal
teacher’s 2. Discuss the
teaching proposed plan with
strategies the school personnel
and achieve and principal.
high learners’
performance 3.Submit the
suggested plan on
using localized
learning materials.
Implementation
Proper
1.Conduct LAC
Motivate the EPP/TLE Bond paper 100%
Sessions to acquire Year Php EPP/TLE
learners in varied strategies and Teachers round 3000 coor Ink attended the
using the knowledge about Folder trainings
localized agriculture Focal
and
materials person Focal workshops.
2. Attend person
trainings, seminars, Teaching
Personnel Implemented
workshops to varied
enhance the activities
knowledge on Principal
agriculture and
related curriculum Community
Partners
3.Design varied
activities using
Learners
localized teaching
strategies and
instructional Parents
materials

School ID: 107748
4.Motivate the learners

to engage with the
school’s community
partners
Monitoring and
Evaluation
Enrich the Year Php. EPP Coor Seedlings
knowledge 1.Motivate the learners EPP/TLE round
in supporting the Teachers 2000 85% of
and
Gulayan Goes to learners
awareness Teachers
Tahanan submitted
about Teaching videos as
concepts in 2. Practice traditional Personnel evidence in
Agriculture ways of farming like the
using banana trunks Principal implementation
as seedling’s of Gulayan sa
protection from Community Tahanan
sunlight and partners
adopting the
compost pit.
Learners
Parents/
Guardians
Sustainability
1.Maintain the gulayan Year

Develop and EPP/TLE Php. EPP Coor
at home to support round 75% of the
improve the Teachers
family needs. 2000 yield/produce
skills and
(vegetables,
strategies in Teachers
2.Continue upgrading Teaching eggs, and
using the skills learned on Personnel poultry) was
localized using traditional sold to
learning ways/localized Principal consumers/
materials materials
used for
Community feeding
Partners program
Learners
Parents/
Guardians

School ID: 107748
V. REFERENCES
Knobloch, N.A. & Martin, R.A. (2000). Agricultural Awareness Activities and their Integration into
the Curriculum as Perceived by Elementary Teachers. Journal of Agricultural Education, 41(4),
21-22.
Trexler, C. J., & Suvedi, M. (1998). Perception of Agriculture as a Context for Elementary Science
Teaching: A Case of Change in Sanilac County, Michigan. Journal of Agricultural Education,
39(4), 28-36.
DepEd Order No. 012, s. 2020. Adoption of the Basic Education Learning Continuity Plan
for School Year 2020-2021 in Light of the Covid-19 Public Health Emergency.
DepEd Memorandum-OU-CI-2020-00162. Suggested Strategies in Implementing Distance

Learning Delivery Modalities (DLDM) for School Year 2020-2021.
DepEd Order No. 31, s. 2020. Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan.
DepEd Memorandum No. 053, s. 2020. Joint Implementing Guidelines on the 2020 Brigada
Eskwela and Oplan Balik Eskwela Relative to the COVID-19 Situation.
DepEd Memorandum-OU-CI-2020-307.Suggested Measures to Foster “Academic Ease”
Division Memorandum 230, s. 2021. PAKYAW-ONE IN CID Tanauan: A Divisional Assessment
Matrix for Curriculum Integration

School ID: 107748

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CRITERIA FOR EVALUATING COMPLETED ACTION RESEARCH

Source: DepEd Order No. 16 s. 2017 Research Management Guidelines

Researcher/s: LORENA M. MACAHIA, ROMA CECILIA M. ARMENTA, ANA RIZIE B. ORUGA

The details about the target participants /

The data gathering method/s is/ are

Name and Signature of School Head:

Researcher/s: LORENA M. MACAHIA, ROMA CECILIA M. ARMENTA, ANA RIZIE B. ORUGA

The details about the target participants /

The data gathering method/s is/ are

Researcher/s: LORENA M. MACAHIA, ROMA CECILIA M. ARMENTA, ANA RIZIE B. ORUGA

Name and Signature of Public Schools District Supervisor:

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

THE EFFECTIVENESS OF LOCALIZED TEACHING AND LEARNING MATERIALS IN

I. CONTEXT AND RATIONALE

The Edukasyong Pantahanan at Pangkabuhayan (EPP) is a skill-based subjects offered in Grade

5 which includes Agriculture component to encourage learners to become interested in Agriculture

continuity through K-12 curriculum adjustments, alignment of learning materials, deployment of

leaders, and proper orientation of parents or guardians of learners.

Undersecretary for Curriculum and Instruction, known to be the “Suggested Strategies in

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

(DMDL) and Printed Modular Distance Learning (PMDL).

The MDL modality paved way to home-based/remote learning wherein the

parents/guardians, family members or stakeholders may provide instructional support when

well-being of their family members.

In a research study about agricultural awareness and curriculum integration conducted by

problem-solving method, connecting science teaching to community problems, and using

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

with agriculture concepts.

component of Grade 5 – EPP. A complete teaching-learning package is composed of Pivot 4A

Learner’s Packets (LeaPs), Interdisciplinary Mapped MELCs, Curriculum Implementation Guide

Correction and e-class record.

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

academic performance and agricultural literacy among Grade 5 learners of Bagumbayan

II. INNOVATION, INTERVENTION OR STRATEGY

umbrella of PAKYAW-ONE in CID TANAUAN, a Divisional Assessment Matrix for Curriculum

Integration in response to Memorandum OUCI -2020-307 entitled Suggested Measures to Foster

and aligned to various concepts of agricultural literacy.

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

III. RESEARCH QUESTIONS

learners of Bagumbayan Elementary School

Specifically, it sought the answers to the following questions:

agricultural literacy materials?

2. Is there a significant difference between the performance of Grade 5 learners before

and after using the agricultural literacy materials?

agricultural literacy of Grade 5 learners?

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

In gathering data on the extent of the interdisciplinary integration of learning tasks in

enhancing the agricultural literacy of Grade 5 learners, researchers prepared questionnaire

Range Verbal Interpretation

3.50-4.00 To a Great Extent

2.50-3.49 To Some Extent

1.50-2.49 To a Little Extent

1.00-1.49 Not at All

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

C. Plan for Data Analysis

The researchers utilized quantitative – descriptive type of research. In determining the

Address: Zone 3, Bagumbayan, Tanauan City, Batangas 4232

IV. RESULTS AND DISCUSSION