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JOEBEL A. HIMOLDANG GADDANAN ELEMENTARY SCHOOL

Impact of Strategic Intervention Material on the Least Mastered Competencies in Music 6 among Selected Underperforming Students. JOEBEL A. HIMOLDANG GADDANAN ELEMENTARY SCHOOL. CONTEXT:

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JOEBEL A. HIMOLDANG GADDANAN ELEMENTARY SCHOOL

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  1. Impact of Strategic Intervention Material on the Least Mastered Competencies in Music 6 among Selected Underperforming Students JOEBEL A. HIMOLDANG GADDANAN ELEMENTARY SCHOOL

  2. CONTEXT: It is a common belief that singing is an innate talent. That is, not all individuals are gifted with a good voice and not many are capable of singing all the notes in a musical composition. As such, those at the disadvantaged have aversion to music. This is evident in MAPEH class where some learners fail to acquire the competencies prescribed in the lessons.

  3. During music classes, those learners who believe that they cannot sing are not serious in the subject as compared to those who are endowed with the talent of singing. They seldom participate in singing and do not even attempt to open their mouth and whisper a single note. As a consequence, they receive below passing mark during class presentations.

  4. Student’s performance occupies the highest share which is 60% of the grade as compared to 20% of written work and 20% of quarterly assessments. Hence, the failure in the group performance would mean a high probability of failing the subject. This necessitates an intervention. If this is not prevented, many learners will fail as there are only few of them liked the subject.

  5. RATIONALE: The K to 12 Curriculum Guide for Music and Art from Grades 1 to 7 mandates that “student must learn to hear, speak, and think in the medium of music. Simultaneously, growth and development in the skills that enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.”

  6. Department Order 39, s. 2012 mandates all teachers to address learning gaps by developing Strategic Intervention Materials or SIM as a way of improving student’s achievement and reducing least mastered skills during classes to ensure that no student will be left behind. The SIM comprises 6 parts which are (1) Guide Card, (2) Activity Card, (3) Assessment Card, (4) Enrichment Card, (5) Reference Card, and (6) Answer Key.

  7. In this study, the Strategic Intervention Material will be developed to be used to address the learning gaps for students who fail to obtain the competencies in a music class. SIM is an instructional material designed by teachers based from the identified least mastered competencies of learners as reflected in the evaluation tools. It is a self-learning kit used in a remediation class in which teachers need not re-teach the concept but will just hand in the SIM to the student.

  8. For students who hate music, Blanchard & Acree (2007, p.206) to separate hating the piece from hating the way they play it. They advised that “when students say they hate their peice, play it for them or play a recording”. They added that “most of the time hatred of the piece is not because of the sound, but because of the difficulty”. Blanchard, B. & Acree, C. (2007).Making Music and Enriching Lives: A Guide for All Music Teachers. IN: Indiana University Press.

  9. This study adopts the Prospects Theory of Tversky and Kahneman (1992, cited in Wakker, p.252), which “generalizes rank-dependent utility by incorporating reference dependence and loss aversion”. Wakker, P. (2010).Prospect Theory: For Risk and Ambiguity. Cambridge: Cambridge University Press.

  10. In the study of Galdón and Gonzálbe (2013), theyexaminedwhetherthestudents’ emotional response to their performance can be explained and/ormoderatedbydifferent musical stimuli. TheirstudytestedtheProspects Theory in students’ performance. Galdón, P., & Gonzálbe, J.. (2013). TestingProspectsTheory in Students’ Performance. Resvista de Educacion. Pp.645-665.

  11. RESEARCH QUESTIONS: • This study aims to determine the impact of the Strategic Intervention Material on the least mastered competencies in Music 6 among selected underperforming students. • The ff. sub-questions shall be answered: • What is the mean score of the Music 6 underperforming students on the least mastered competencies during the 2nd quarter assessment? • What is their mean score after taking the SIM?

  12. 3. Is there a significant difference on the mean scoreds of the underperforming Music 6 students on the identified least mastered competencies before and after the administration of Strategic Intervention Material? The null hypothesis that there is no significant difference on the mean scores of the underperforming Music 6 students before and after the administration of Strategic Intervention Material shall be tested at .05 alpha.

  13. PARTICIPANT: The participants of the study are the students of Music 6 class who were not able to obtain the learning competency for the 2nd quarter. There are 20 students who were not able to acquire the competency “Demonstrates the ability to sing, read and write simple musical notation in the key of C Major (MU6ME-IIa-1). Of the 20, there are 12 males and 8 females.

  14. DATA GATHERING METHOD: An explanatory research design will be used in this investigation. The method of presenting data shall be quantitative. Data collection shall be done through quasi-experiment. Same group of students shall be utilized as subjects in a pre-post trial. Data shall be treated using the SPSS software with the help of a statistician. Data gathering is archival wherein the scores of students shall be obtained from the teacher’s records.

  15. DATA GATHERING METHOD: The instrument to be used is a teacher-made test embodied in the SIM’s assessment and enrichment cards. The instrument in the assessment card is a 10-item multiple choice test while the while the enrichment card requires writing simple notation ion the key of C major. The instrumentation process starts with item generation, followed evaluation of items from the supervising teacher. The data are scores of underperforming students obtained during the 2nd quarter and after the administration of the SIM.

  16. DATA ANALYSIS PLAN: The data shall be process by encoding the pre and post scores of underperforming students in Music 6 in the SPSS worksheets. Data cleaning shall be administered using the same software. The descriptive statistics mean, standard deviation, and percentile shall be used for problems 1 and 2. To test the difference of the pre and post scores, the paired sample t-test shall be used if the assumption of normality is met, otherwise, the Wilcoxon W test shall be used.

  17. Here is the Strategic Intervention Material (specify each part)

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