Total Pageviews

Saturday, December 27, 2014

Sample Thesis For Graduate Studies



CHAPTER I
The Problem
             
     The students of a good teacher pass their courses, graduate, and settle down with good jobs; but the best teacher’s students go on receiving rewards everyday of their lives, for they have discovered that the life of the inquiring mind is exciting.                                                -Fred Stocking


     The researcher has been teaching for almost eight years. Teaching is his only work after finishing college of education. Teaching is his means to feed his two children.  A profession, he takes with pride, for him it is more of a calling, an answer for a mission in life. It is more of a calling because it could not be considered as financially rewarding. The job is rewarding in terms of the pupils being taught and grow right in front of the teachers. Without that, what is left for a teacher?
The Philippine public education system is in crisis!  As the ‘Kaakbay sa Pag-aaral Capacity-Building for Rural Learning and Development Project Paper’ KAAKBAY-Citizens’ Development Initiatives (KAKBAY-CDI) stated.     Who should have felt this but those of  frontliner   of education, the educator themselves?    Former Education Secretary Florencio Abad laid down the facts at the 24th National Educators Congress: Only six out of every one thousand (1,000) Grade VI elementary graduate students are prepared to enter high school; only two out of every one hundred (100) fourth year high school students are fit to enter college; only 19 out of every 100 public school teachers have confidence and competence to teach English. The Philippines is number 41 in Science and number 42 in Mathematics among 45 countries. (Primer on Education, 2002)
     Figures from the Department of Education’s (DepEd) budget proposal last year painted a gloomy picture: One in every eight schools has teacher-pupil ratio of 1:50 and above. One in every seven students does not have a classroom. One in every five students does not have a desk. One in every three students does not have a single textbook. Two to eight students share a single set of textbooks. The quality of Philippine education is declining continuously. Elementary and high school’s teachers are failing to teach the competence that the average citizen needs to become responsible, productive and self-fulfilling individuals. The principal reasons for this decline, as outlined by Sen. Manny Villar, are because first, the country is simply not investing enough in the education system, and second, the education establishment has been poorly managed. Teachers, on the other hand, with their personal and professional limitations, have to embark on new ways to teach as the time changes. Changes that almost everything is at the fingertips, and that the hour past in communication seems like eternal, because it has to happen in seconds, like short message texting. In these changes, teachers have no choice but to integrate.
     The DepEd instituted measures to improve the quality of education by restructuring the curriculum, installing computers in public high schools, teacher training, improving basic education facilities and testing programs and providing preschool and early childhood services.
     The new curriculum aims to raise the quality of the Pilipino learners to empower them for lifelong learning. It focuses on the basics of reading, writing, arithmetic and values. Given this thrust, functionality will be the touchstone of quality and achievements. It stresses integrative and interactive teaching approaches which will encourage students' critical thinking, foster a sense of learning community, and empower students as learners.
     Effective teachers exhibit a breadth of knowledge, bring information together from a variety of sources, analyze concepts effectively, and stay up-to-date in their specialty. It is not enough that a teacher knows his subject matter; what is important is that he must be able to impart it properly and effectively to the students.  
     It has been rightly said that a teacher who understands the nature of learning principles has a better chance of interacting effectively with students that does a teacher who is unfamiliar with this body of knowledge.2 Teachers must help and encourage students not only to learn but also to perform at their optimum level. To accomplish this task, teachers need to understand, among other things, the nature of learning and the factors that aid in learning; this would lead to the topic called integrative teaching.
Pursuant to Section 14 of Republic Act No. 9155, otherwise known as Governance of Basic Education Act of 2001 which states that “It shall protect and promote the right of all citizens to quality basic education and shall take appropriate steps to make such education accessible to all.”
     It is for the cause of quality education that the Estrada administration vigorously pushed for quality education and global competitiveness. This is upheld by the present disposition with Her Excellency President Gloria Macapagal Arroyo where she urges everyone to be totally committed to the special and economic changes. Eradicating poverty is her ultimate goal and  in the aspect if only one attain quality education, that is, if he is verbally and numerically literate, he will  decide for himself and finals and stable job, thus, he will be lifted from the poverty line.
     The pursuit of quality education for global competitiveness be the continuing objective of the Department of Education, then and now. Various programs and projects have been formulated and implemented in order to maximize  teacher-pupil  contact, all division and district supervisors, including school heads, are enjoined to refrain from calling conferences and holding school extra – curricular activities especially during school days.
     The National Achievement Test (NAT) results for SY 2005-2006 reflected a declining education performance of the students in the country. The Grade VI pupils averaged an overall achievement rate of only 54.5% while Fourth Year High School students were worse off with only 44.3%, both decreasing by four and two percentage points, respectively, from the previous year where the pupils and students averaged 58.7% and 46.8%, respectively. Scores in all subject areas in both elementary and secondary level went down by about one to six percentage points, an alarming situation that should be seriously addressed by the educators of the country. The results of the recently administered National Assessment Test (NAT) in school year 2006 - 2007 sent out one clear message to educators and policy makers around the country: Our education system is in dire need of help. Consider the following NAT results:
·         Of the country’s elementary school students, only 14.41% (224,840) has a mastery level of 75-100%.

·         610, 704 (39.14%) elementary school students have a mastery level of 50% and below.


·         Only 1.14% (11, 094) of high-school school students gained mastery of 75-100%.

·         646, 979 high school students scored 50-below in the tests.

Because the NAT tests, students on five key subject areas: Science, Mathematics, English, Filipino, and Social Studies, education experts are pointing out how it is imperative that reforms be administered  in the educational system immediately. If world-class professionals are to be produced, education experts and policy experts agree that something must be done now. The good news is, legislators and private organizations have all heeded the call to reform and are now taking steps to address the problem.
The government, for example, has just approved an augmented budget for the Department of Education after the department lamented its lack of resources. During its budget presentation, the department stated that the country lacks about 30,906 classrooms, 30.6 million textbooks, and 16,390 teachers. They also presented alarming statistics which showed that in one hundred (100) students that enter Grade One, only 14 are able to graduate from college.
Conversely, Tagami (1998) cited that one of the most important issues in the country today is developing quality education. It has been stated that the important factor in all teaching activities is the teacher and the child is the heart of the matter.
Meanwhile, Espinola (2004) determined the effect of focusing approach on the achievement of Grade Six pupils in Science and Health. He concluded that in teaching Science and Health or even in other subject areas, teachers are encouraged to employ Focusing Inquiry approach; school level in-service training should be conducted to develop the teaching competencies of the teachers on the use of Focusing Inquiry Approach; audio-visual aids and devices, science laboratory equipment, and apparatuses should be made available in the science laboratory for easy facilitation in the teaching-learning process; school administrators are encouraged to support the needs of teachers and the pupils to improve the achievement of the school not only in Science and Health but also in other subject areas; lesson plan and instructional devices in using Focusing Inquiry Approach should be provided to the teachers in the different subjects areas.
On the other hand, study habits of the pupils affect their academic performance especially in Mathematics. This was supported by the study of Recierdo (2005) who determined the relationship of the profile of Mathematics underachievers in terms of motivation to learn and study habits and attitudes and the mean performance in terms of quizzes and periodical tests of the first and second year high school students in a science-oriented curriculum. It was found out that majority of the Mathematics underachievers were less motivated to learn.
The 2002 Basic Education Curriculum is presently boosting the use of innovative, interdisciplinary, and integrative method of learning. For such, the Ragay District is looking to provide learning experiences which increase the child’s awareness of and responsiveness to the changes in demands of the society as well as to prepare him for constructive and effective involvement. To meet it, the school will deliver the quality of the basic education in Ragay District by providing the child’s wholesome opportunities for the development of thought processes that will promote academic excellence, self- direction, values formation and true to life learning process. This current development should be compounded by a study. This study would determine the effectivity of the integrative teaching in elementary school; Thus the creation of this study.

Statement of the Problem
     This study determined the effect of integrative teaching on the academic performance of Grade VI pupils as perceived by their teachers in Ragay District school year 2006 – 2007.
     Specifically, it sought answers to the following questions:
  1. What is the academic performance of Grade VI pupils along the following subject areas in the different Zones in Ragay District:
1.1 Science,
1.2 Mathematics, and
1.3 English?
  1. Is there a significant agreement on the academic performance of the pupils in the three subject areas?
  2. What is the level of effectiveness of the integrative approach on the academic performance in the three subject areas as perceived by the teachers along the following:
3.1 Objectives of integrative teaching,
3.2 Lesson plan,
3.3 Strategies for teaching the approach and selected teaching procedures, and
3.4 Values integration?
  1. Do the rank orders of the teachers’ perceptions significantly agree among the different subject areas?
  2. What problems do the teachers encounter in using the Integrative Teaching Approach?
  3. What solutions do they propose to solve the problems encountered?
  4. Do the rank orders of the problems encountered significantly agree among the different zones as well as the solutions offered?

Assumptions
     The following assumptions were used by the present study:
  1. The academic performance of the Grade VI pupils along the three subject areas could be gauged from the Division Achievement Test.
  2. The level of effectiveness of the integrative approach can be perceived by the teachers in the three subject areas along the different aspects of teaching such as objectives, strategies, lesson plan, procedure, and values integration.
  3. The teachers encounter problems in using the integrative teaching approach.
  4. There are solutions which the teachers can propose to solve the problems they encounter.


Hypotheses
     This study tested the following hypotheses:
1.    There is a significant agreement on the rank orders of the performance of the pupils in the three subject areas.  
2.    There is a significant agreement among the rank orders of the teachers’ perception on the level of effectiveness of integrative approach along objectives, strategies, lesson plan, procedure, and values integration.
3.    There is a significant agreement on the rank orders of the problems encountered and the solutions to the problems by the teachers in using the integrative   teaching approach along the different subject areas.  


Significance of the Study
This study will be deemed important for the proper recognition of the effectiveness of integrative teaching on the academic performance of Grade VI pupils.
Likewise, the findings of this study may prove useful to the following, to wit:
     Pupils. Having a clearer views and first-hand experience on the teachers’ performance, this will enable the pupils to know the importance of mastering the basic skills of their competencies so they will make an effort harder. This may lead to better enthusiasm and develop good study habit.
Teachers. This study may heighten their awareness in identifying the learning tasks that are well-developed as well as the least. This may further be a motivating factor to adapt measures and new strategies for the improvement of instructions along Science, Mathematics, and English.
Parents. The result of the study will serve as the bird’s eye view for the parents so that they could know the needs of their children with regards to integrative teaching.
School Administrators and Supervisors. Results of this investigation may encourage administrators  and supervisors to help their teachers upgrade their teaching performance in elementary through closer supervision and faculty development and training programs.
     Department of Education Camarines Sur, specifically in Ragay District. With the use of the results of the study, any educational upliftment will benefit the Municipality of Ragay as it may improve the quality of working force of the municipality or the quality of life of their respective constituents.
     Department of Education. This may serve as another stock-filed knowledge in the furtherance of their policy making especially in integrative teaching and proper implementation of Basic Education Curriculum.
     Curriculum Planners. The findings of this study may assist the planners on the proper selection of methods, techniques, and strategies that need to be reinforced. This will, likewise, determine what type of learning modules to be made and what seminars and workshops to be conducted for teaching development.
     Community. The results of this study may benefit the community in as much as they know that the teachers at their children are equipped with the necessary tools and competence in teaching the children.
     Researcher Himself. This may serve him as an inspiration in teaching his pupils above and beyond his capacity.
     Future Researchers. The information and insights that will be gained from this study may serve as guide for other researchers in framing their conceptual frameworks and design and at the same time encourage them to conduct lateral studies within their area of preferences.

Scope and Delimitation of the Study 
The general focus of the present study was on the effect of integrative teaching on the academic performance of the Grade VI pupils in Ragay District Division of Camarines Sur as perceived by their teachers. The study covered the academic performance of the Grade VI pupils in the following subject areas: Science, Mathematics, and English in the Division Achievement Test of the school year 2006 – 2007 utilizing the posttest. The aspects in integrative teaching that the present study were looked into are objectives of the integrative teaching, lesson plan, strategies for integrative teaching and selected teaching procedures, and values integration.
The investigator limited this research on the methods under the integrative teaching which are generally applied on the three subject areas.  This study was further delimited on the academic performance of the pupils on the posttest of the Division Achievement Test of school year 2006-2007. The effect of the integrative teaching approach was delimited to the teacher’s perceptions along objectives of integrative teaching, lesson plan, strategies for integrative teachings and selected teaching procedures, and values integration. This did not, however, cover the socio-demographic profile of the respondents as well as the mental ability of the pupils. The other aspects in teaching practice such as formulation of test questions were not included in this study since the focus will only be in the implementation of the integrative teaching as applied in the classroom.
Locale of the Study
     Ragay District was the seat of the study. It is based in the Municipality of Ragay with 33 schools distributed in the five zones namely: Central zone, Lowland zone, Northern zone, Railside zone, and Southern zone. It is headed by a Public Schools District Supervisor, with 2 Elementary School Principal II, 5 Elementary School Principal I, 4 Master Teacher II, 16 Master Teacher I, 20 Teacher In Charge, 10 teacher III, 21 Teacher II, and 200 Teacher I.
The pupils enrollment totaled to 9,608 with 1,307 Grade VI pupils consisting of 13.6% of the whole district population.
This District is one of the most progressive districts in the Division of Camarines Sur. It is a venue for seminars workshops,  conferences, academic contests, sports and youth training programs. It has been often selected for the following reasons: the people are hospitable, friendly and accommodating; place is accessible to transportation; there is conference hall, with wider space for sports activities, and beautiful beaches.
Ragay continued its growth under different administrations considering the fact that it was accessible,  for  some  length  of  time,  only  by  train.






















With the opening of the Quirino Highway, its economy began its upward streak providing its people with numerous opportunities.
Ragay is the hometown of Rolando A. Andaya Sr, former congressman of First District of Camarines Sur, who brought remarkable accomplishments in the development of the country, likewise, his son, Rolando “Nonoy” Andaya, who is presently the Budget Secretary of the country.

Definition of Terms
     Academic Performance is the pupils’ achievement in school as revealed by their academic ratings on the subjects required in the BEC curriculum. In this study it is defined as the Grade VI pupils’ achievement in the subject areas Science, Mathematics, and English.
     Approach is an enlightened viewpoint of teaching  which provides sound philosophy and orientation to the whole process of teaching.
     Basic or Simple Literacy refers to the ability to read and write with understanding simple messages in any language or dialect.
     Comprehension Skills is the understanding of concept acquired by the pupils.  
     Cooperative Learning pertains to the act of students to work with their peers to accomplish a shared or common goal. The goal is reached through interdependence among all group members rather than working alone.
      Demonstration is the act of presenting illustration or presenting something to sight or view while explaining.
      Effect is something that is brought about by a cause. In this study, this refers to the  result of employing integrative teaching  to the Grade VI pupils.
     Elementary Education refers to the stage of formal education primarily concerned with providing basic education and usually corresponding to six (6) or seven (7) grades.
     Evaluation is the process used to assess how far the subjects have learned and mastered the skills in a given period of time. In this study, this refers to the test given to the Grade VI pupils of Baya Elementary School in the subject areas Science, Mathematics, and English.
     Experiment is an innovative act or procedure. The act of subjecting to experimental test in order to determine how well something works.
     Formal Education refers to the institutionalized, hierarchically structured and chronologically graded educational system running from the elementary to tertiary levels.
     Integrative Teaching is an educational measurement that allows questioning and problem solving rather than the structure of the academic disciplines, and directs, the process of acquiring knowledge and skills.    
     Interview pertains to formal or informal meeting between two people or among a group of people for the purpose of obtaining information about something in particular.
     Learning is a change in behavior or performance as a consequence of experience. Usually the more mature a person becomes, the more experiences he is expected to have.     
     Modes of Teaching
     Content-Based Instruction is the integration of content learning with language teaching aims. It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material.
     Focusing Inquiry is an interdisciplinary approach that uses questions to organize learning. Like most interdisciplinary teaching, it crosses conventional knowledge boundaries.
     Generic Competency refers to model learners are enrolled in the three to four linked courses. The links between the courses rest essentially on “generic competencies”. The course assists learners in developing “competencies” that will transfer readily from one discipline to another.
     Thematic Teaching provides a broad framework for linking content and process from a variety of disciplines.
          Perception pertains to the insight, or  knowledge         
     Gained   by  perceiving   and  the capacity  for  such 
     insight. In  this study, this refers to the insight of
     The teachers in  using integrative  teaching approach.
     School Year is the period of time of approximately 32 to 40 weeks, when schools offer daily instruction broken by short intermission periods (e.g., Christmas and summer vacations and holidays). In this study, this refers o the 2006-2007 school year.
     Teaching Method is an organized and systematic procedure employed by a teacher in making students learn.
     Technique The procedural variation of a given method which involves a highly personalized style of carrying out a particular step of a given method.
     Values Integration is the act or process of incorporating values education to the three major subjects namely: science, mathematics and English.
     Values Education is the process by which values are formed in his environment the learners under the guidance of the teacher as with his environment.




CHAPTER 2

Review of Related Literatures and Studies

     This chapter is a presentation of the review of the materials and other works of researchers on problems closely related to the present study. The theoretical framework, conceptual framework, synthesis of the state-of-the-art, research gap bridged by the study, and the conceptual/operational definition of terms will further be discussed subsequently in this chapter.
During the previous years, a number of valuable studies have been added to existing body of knowledge developing various models to assess the student’s performance as well as teaching methods. Empirical studies have provided insights and directions in the reform movement in education. Studies conducted in various areas have served to enlighten educators in the reform program now being undertaken in the Department.

Contemporary or Integrative Method
     As the education system has stressed the importance of developing mathematical and linguistic intelligences, it often based student’s success only on the measured skills in those two intelligences.
     The new trend in education- that of focusing attention on the child’s interest, abilities, and needs and on the improvement of community living - necessitates the use of the integrative method which enables each individual child to make the best of all his abilities and to acquire the skills he would need in daily life so that he can find his place in the community. This method tries to do away with the study of subjects in the traditional manner and substitutes activities as units of work which would help the child solve problems in his everyday life.
Whitman(2002) noted that inquiry teaching, not the easiest way to teach, can revitalize pupils and teachers by providing a structural environment for sharing some of the responsibilities for learning, by working together to learn complex conceptual information and master knowledge and skills such as learning how to work with one another. The teacher must provide the foundation and learning structure to guide their pupils with the new learning experience.
     Integrative teaching is concerned with the development of a well-rounded personality - one who can adjust and respond to situations in a meaningful way. It capitalizes on dynamic experiences which serve as the bases of unit. It further transforms the classroom into a democratic workshop where the teacher and the pupil work together in solving their problems.
     According to Thomas Hopkins integration as a concept of organization is seen in different ways. Educators appear to use the concept of integration in several contexts:
     Psychologically, integration is the term employed to denote the educator’s concern for the total personality of the learner.
     Pedagogically, integration is used to describe a teaching procedure which relates varieties of subject matter to units of study or to problem solving.
     Sociologically, integration is utilized in different ways namely: 1) to designate the desired relationship between an individual and other individuals as interacting personalities; 2) to designate the desired relationship between an individual and the zed institutions of society; and 3) to designate the desired relationship between one organized institution of society and other institutions involved in the complex of culture.
     Lardizabal, Bustos, & Tangco (1999) presented seven (7) objectives of integrative teaching: 1) foster security and satisfaction by developing in the children a feeling  of acceptance of each other as worthwhile members of the group; 2) promote cooperative learning by having pupils and teachers plan together; 3) help developed sense of values by fostering an atmosphere in the classroom that enables pupils to evolve aesthetic standards, spiritual values, work standards, norms of group conduct, and appreciation for human work and individual integrity; 4) help develop self-direction through the teacher’s developing in the child the ability to control his own affairs and his own emotions; 5) foster creativity by developing self- expression through art, music, dramatics, etc., as well as in the social, scientific and literary fields. Pupils should be given the freedom to select the media they want to use in expressing themselves; 6) provide opportunities for social action through the teacher’s making use of all opportunities to develop in the child the willingness to cooperate with the members of his group for the common good; and 7) help evaluate learning such that individual pupils as well as the group are guided to evaluate progress in all phases of learning.
     In addition, they presented seven principles underlying the planning of integrative activity units: 1) the learner is more important than the subject matter; 2) long-range plans and large units should be preferred to daily isolated tasks; 3) learning activities should be organized around the real life problems of the pupils, their needs, and interests; 4) learning should be characterized by group planning, group work, and group evaluating; 5) teaching and learning activities should follow democratic procedures; 6) individual differences should be provided for by a wide variety of learning activities and experiences; and 7) the atmosphere of the classroom should be permissive and happy.
Moreover, Acero, Javier, & Castro (2000) presented the following strategies under the said method.
Lecture-Discussion. A technique that  uses the “three-pronged strategy” which includes careful organization of the course material, student interaction in lecture, and discussion activities.
Lecture Demonstration. A technique wherein the lecture part precedes the demonstration. The combination aims at concretizing the teacher’s lecture with an actual demonstration.
Film Showing Discussion. The use of films, tapes, and even television is still not widely practiced in some schools. The common reason given for the inability to use these technological devices is that they are unaffordable to most schools.
        Reporting Discussion. A technique wherein after a student makes a report, the class can actively engage in an interesting discussion of the various ideas and concepts he has shared with the classmates. The teacher can enliven the session by asking some questions and by adding relevant and clarifying ideas.

The Basic Education Curriculum
     Brusas (2004) stated that the quest for quality education has been the paramount aspiration of the Department of Education. Consequently, Governance of Basic Education Act of 2001 was issued by the Department of Education in the year 2002 for appropriate implementation by all concerned. In pursuance of this Act, one of the best practices featured in Basic Education Curriculum (BEC) is the implementation of some modules utilizing Interdisciplinary Learning Approach.
     Brusas further determined the effect of module on electoral process utilizing interdisciplinary learning approach in the development of knowledge, skills, and attitudes of higher primary and intermediate pupils. She concluded that all contents, topics, subject matters, and infused values were all directed and integrated towards the organizing center with the theme: “A servant Leader and A Good Follower”. All learning disciplines were interrelated, interconnected, and interwoven not only among learning disciplines but also across grade levels. It was further concluded that the module was rated “Very Much Acceptable in all aspects: relevance, language level, appropriateness in the development of KSA’s, interconnectedness of one activity to other activities in different subject areas, and evaluation. The researcher further found out that there is a highly significant difference on the assessment of the module for teachers and school administrators in all aspects and that the financial aspect hinders the successful implementation of Interdisciplinary Learning Approach and on the part of the teachers giving and providing meaningful connections, between and among learning opportunities, prior knowledge, relevant events in learners lives and experiences were their number one problems.
     According to former DepEd Secretary Raul S. Roco (2002), the restructuring of the curriculum is a part of an ongoing effort to improve the quality of learning. The teachers and the school administrators should perform their duties and responsibilities to achieve the vision for the Filipino learners to be functionally literate, equipped with the skills, appreciative of the arts and sports, and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan, at makabansa.
     Focusing Inquiry, as defined by Undersecretary of Education Fe A. Hidalgo in her topic on “Curriculum Reforms in Basic Education: Overview of the 2002 Basic Education Curriculum” during the Training Program on the implementation of the 2002 Basic Education Curriculum on March 6 – 8, 2002 at Teachers Camp, Baguio City, she stated that over the task given them is an integrative part of the learning process.

 Modes of Integrative Teaching
     Integrative teaching is an educational movement that allows questioning and problem solving rather than the structure of the academic disciplines, and directs the process of acquiring knowledge and skills. Integrative teaching shifts the focus of instruction from discrete subjects toward issues in the real world.
     Four (4) modes of integrative teaching are presented which can be tried in every learning area.  1) Thematic Teaching organizes learning around ideas. It provides a broad framework for liking content and process from a variety of disciplines. The theme provides coherence; it gives a focus to the activities that accompany the unit. The theme also helps learners see the meaningful connections across disciplines or skill areas. It conveys a clear, compelling purpose to learners, teachers, and parents, linking ideas to actions and learning to life. 2) Content-Based Instruction (CBI) is the integration of content learning with language teaching aims. It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material. The language curriculum is centered on the academic needs and interests of the learner, and crosses the barrier between language and subject matter courses. This approach aims at developing the learner’s academic language skills. 3) Focusing Inquiry is an interdisciplinary approach that uses questions to organize learning. Like most interdisciplinary teaching, it crosses conventional knowledge boundaries. The teacher guides learners to discover answers to questions, whether or not answers pre-exist. Learners become creators of knowledge rather than recipients. Concepts and contents are less important than the governing process of conducting an investigation and communicating what was learned to others. The process of “inquiry” is the organizer of the instructional design while “content” is relegated to an ancillary place. 4) Generic Competency Model is an approach where learners are enrolled in three to four linked courses. The links between the courses rest essentially on “generic competencies.” The course assists learners in developing “competencies” that will transfer readily from one discipline to another. The subject specialist teaches his/her subject. Instructional integrity of the discipline is maintained. Activities will draw on the processes and skills important to each discipline.
Espinola (2004) determined the effect of focusing inquiry approach on the achievement of grade six pupils in Science and Health. It drew out the profiles of the pretest and posttest scores of grade six in Science and Health in the four groups in the different sectors in the division of Camarines Sur. It was found out that the pupils who were exposed to treatment on Focusing Inquiry Approach obtained an “Excellent” rating in observing and identifying, and “Very Satisfactory” in comparing, and “Satisfactory” in communicating, experimenting, and inferring which were very much higher than the mean scores of those pupils who were not given the same privilege. It was further concluded that the Focusing Inquiry Approach brought about a highly significant improvement on the pupils’ posttest scores. There was no significant difference between the posttest scores of the pupils who were exposed to Focusing Inquiry Approach but not given the pretest. The pretest did not have any synthesizing effect to the posttest scores of the pupils who were exposed to Focusing Inquiry approach offered a considerable advantage as considered by the highly significant gains or improvement on the posttest of the experimental group.
Espinola (2004) cited Sawit (2000) who conducted an experiment in determining the relative effectiveness of focusing inquiry approach on the academic performance of Science and Technology III students in Cabiado National High School, Cabiado, Nueva Viscaya. She utilized the pretest-posttest pattern design and involved two groups who were exposed to focusing inquiry strategy while the other served as the control group who was exposed to traditional method of teaching. The subjects were chosen using the purposive sampling with the use of the table of random numbers. The study lasted for almost three months. The lessons covered were changes in matter, solution and colloids. The statistical  treatment used in determining the comparability of the two groups and computation of outcomes of the pretest and posttest of the experimental and control groups was the t-test in computing for the attitudes of the experimental groups towards the use of focusing inquiry; the weighted mean and frequency count were used.
     Informal inquiry learning groups, according to Johnson, et al. (1999), are temporary that last for a class period. The main purpose is to focus pupils’ attention on the materials to be learned, set a mood conducive to learning, help organize the materials in advance class session and ensure the pupils cognitively process the materials being taught.
     Espinola utilized Sawit’s findings, as it revealed that the use of focusing inquiry strategy was effective in improving the achievement of Science and Technology III students. The students also strongly agreed that the highest positive effect to them is the development of their leadership skills, decision-making ability, and the increase in their self-esteem. Sawit’s gave the present researcher an idea how to conduct an experiment. The semblance of the two studies lies on the steps followed in conducting an experimental study. Sawit’s study differed from the present study on the following aspects: the number of research subjects, locale of study, statistical study, statistical tools used in treating the gathered data. They also differed on the dependent variables for while the former was on the teaching of Science and Technology among Third Year High School students while the present study’s variable was on the improvement of achievement among Grade VI pupils in Science and Health in the division of Camarines Sur.

Teachers’ Approach
     Tagami (1998) determined the developing issue in our country today the attainment of quality education. The most important factor in all teaching activities is the teacher and the child is the heart of the matter. The teacher takes over the starring role of leading the young under his charge to become useful, upright, and law-abiding members of the society. The teacher’s role and responsibility is to serve as value developed model and advocate. He acts as adviser, facilitator, friend, parent or even architect.  In other words, the teacher is the charge agent.
     In the manner of the present study, the role of the teacher as the main character in the classroom setting, the researcher dealt with the importance of the approaches that the teachers employ in their teaching especially the integrative teaching approach.
     Herrera (1997) looked into the strengths and weaknesses of teachers in the public elementary school in the Division of Pampanga. She concluded that the best performing teachers were those who belonged to the age group of 40-44 with masteral or doctoral degrees. She further concluded that with respect to length of service, teachers who were 5 – 10 years in teaching performed better with PBET eligibilities. The pupil achievement components had been found to be the strongest points for the teachers. Improvement is needed along the teachers’ competence and teacher personality and human relation components. A proposed faculty development program was designed to improve teachers competencies minimizing, if not eliminating their weaknesses and the corresponding threats. Although the present study did not cover the demographic profile of the teachers, the previous study conducted may support the future results that were gathered and interpreted by the researcher. The teacher factor may be viewed as one of the causal reasons of the pupil’s academic performance.
     Interdisciplinary Learning Approach. From psychology, one learned that each individual is unique and possesses a unique style of learning. Psychologists contend that one cannot teach the pupils to learn but they can provide them with an environment that will induce them to learn and how to learn.
     Nuñez (2003) found out that cooperative learning, represented by its different strategies works well when used in teaching grammar. It helps increase student performance in grammar and also enhances values like understanding and tolerance of individual differences. Cooperative learning does not only apply and is not only appropriate to bright sections. It also works well with the lower sections. She also stated that initial performance level of the students in the lower sections does not differ much. This means that what is applicable to and attainable by one can also be applicable to and attainable by the other. If cooperative learning works with one lower section, it will also work with the rest of the lower sections. Thus, cooperative learning is far better than lecture method.

Using Multiple Intelligences in the Classroom
     Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills.
Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play on the signing of the Declaration of Independence, and have the students read a novel about life during that period. This kind of presentation not only excites students about learning but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material. 
     Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. Nevertheless, the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences. For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making  a song about what happened. 
     The business of education is, therefore, to utilize and direct useful characteristics in such a way that they will produce activities which will lead to further useful activities. The teacher must bear in mind that these characteristics common at the pupil’s growth and development differ in their degrees of vitality and potential. The degrees of their strength influences must be taken into consideration on the manners that the pupils are to be directed and guided in their learning.

Interdisciplinary Learning Approach
     Acuesta (2004) attempted to determine the effect of the Interdisciplinary Learning Approach on the performance of learners in the Division of Camarines Norte during the school year 2003 – 2004. The results revealed that the academic performance of pupils in Makabayan subjects (HEKASI, EPP, and MSEP) before the Interdisciplinary Learning Approach was introduced fall under the “Needs Improvement” category. While their performance after the Interdisciplinary Learning Approach was introduced fall within the “Very Satisfactory” category. The performance of the four groups vary significantly. It revealed that the use of the Interdisciplinary Learning Approach (ILA) caused a highly significant improvement on the pupils’ performance in Makabayan subjects. There is a highly significant difference between the performance of the pupils who were exposed to ILA and those who were not given the same privilege. The administration of the pre-test did not have any significant effect on the pupils’ performance when they were exposed to Interdisciplinary Learning Approach.
     Accordingly, Erickson (2002) enumerated criteria of good teaching. He stressed that teaching is good when it is well-planned such that the activities and experience of the learner are continuously related and interrelated into a larger more meaningful, more inclusive relation pattern.
     Teaching is good when it provides learning experiences or situations that will ensure understanding. Good teaching requires rich environment, instructional materials and devices. Instructional materials and  devices  challenge the attention of the learner stimulate thinking and facilitate understanding which makes learning more meaningful.
     Consequently, Ornstein (2001) pointed out that learning to learn skills are basic thinking skills that are used in all content areas. Although some of these learning skills are generic and can be taught solely as general strategies without reference to content, it is impossible to avoid a certain amount of subject matter especially in the primary grades. Many average and high-achieving pupils develop learning skills on their own, yet the skills can be taught to all pupils. Most of these learning skills can be incorporated into regular classroom activities or taught as a special course that incorporates content from several subjects and focuses on cognitive processes that cut across subject areas. Thus, the classroom activities should be designed to make all pupils independent learners in all learning areas.
     Moreover, Greene (2002) stated that skills needed for a certain task can be clearly divided, identified, and sequenced to enable the learners to reach the outcome through repetition.
     Elavazo (2001) asserts that the integration aspects of interdisciplinary approach of the philosophy of Philippine education requires that the first level provides that foundation on which to build the second which in turn serves as foundation for the third level up to graduate education. Moreover, the various curricular subjects in any discipline must be so arranged and interrelated that they carry a meaningful and unified totality. Its product should also be an integrated human being for having the opportunity to have experienced varied learning experiences but with a unified effect upon his personality.
     Allport (1999) quoted Dewey who stated that Interdisciplinary Approach in learning is a process of integration. Learning is best when differentiation and integration occur in the process which operates in the unifying of separate items into a perceptual whole. Integration and related experiences are organized into bonds of great meaningfulness.
     On the other hand, Geronimo (1998) indicated that the integrated curriculum concept focuses mainly on the nature of the child as a learner and the processes involved in the development of thinking and learning. It is concerned with the analysis of the thinking processes and provision of detailed curriculum guidelines to promote and enhance children’s thinking and understanding. The integrated approach according to him is interdisciplinary and claims to be more natural to the learner.
     Conversely, Corpuz (1997) emphasized that teaching procedures includes varied and appropriate teaching methods and techniques interactive, cooperative, and collaborative teaching-learning critical thinking that stimulates intellectual curiosity, independent learning, to teach the learner how to learn active experiential learning, to increase the learners’ involvement in learning, and to maximize the learning that takes place.

Cognitive, Affective, and Psychomotor

     One aspect of development with which schools are most concerned with is cognitive theory of development which was formulated by Jean Piaget. The cognitive theory of development refers to the manner through which an individual comes to know and understand as well as the activities that involve thinking and perceiving. A child’s development is essentially the accumulation of the learning acquired from experience within the environment.
     One of the processes involved in the theory is assimilation in which an individual or pupil acquires information or knowledge or by which experiences are integrated into an existing scheme. With this kind of experience, the child can learn more Interdisciplinary Learning Approach, incorporate the full games of instructional experience into the design through written, dance, debate, and group projects.
     Moreover, Klausmeier, at.al. (2001) stressed that in any classroom situation, the way the teacher organizes the whole situation is of crucial importance for it affects what the children learn, how rapidly they learn and how they use what they learn. The more learning situation meets the children’s interest and satisfies their present as future needs, the more likely it is to be effective. Ordinarily, to make instructions meaningful and to fulfill the interests and needs of the children, the teacher must be available for the use of a rich supply of instructional materials. The children need to practice in building meaningful concepts and becoming reasonably proficient in skills; therefore, how the teacher manages the Interdisciplinary Approach in the classroom is very important.
     McKin, et.al. (2000) stated that since school activities are social activities, there is a need to look into the routine found in adult society as guide in laying the basis for routine in classroom organization and control. Much of the details of providing good work can be done by routine. There should be a place where to put things out of the way, everyone in the room should know where each thing goes. Routine should merely aid, in setting the pupils, opportunities for educational experience. The ability to set up routine and to conform properly is in itself a worthwhile and necessary outcome of education.

The Academic Performance of the Pupils
     Borais (2006) based the competencies of the fourth year students on the Philippine Secondary Schools Learning Competencies (PSSLC) as prescribed by the Basic Education Curriculum. It was recommended that teachers should create varied activities to enhance students’ mathematical competencies. Seminar workshop should be conducted to orient teachers on the effectiveness of portfolio assessment in evaluating students’ performance.
     Recierdo (2005) aimed to find the relation between the profile of mathematics underachievers in terms of motivation to learn and study habits and attitudes, and the mean performance in terms of quizzes and periodical tests of the first and second year high school students in a science-oriented curriculum. The study found out that majority of the mathematics underachievers were less motivated to learn. They do not have good study habit and attitudes towards mathematics as a subject.
     The prior study was related with the present study because both focused on the mathematics performance of the students only that the present study made use of the academic profile of the students on the Division Achievement Test.
Bagacina (2004) analyzed the academic performance in Mathematics of the Grade IV pupils in Libmanan. It determined the pupils’ strengths and weaknesses and whether there existed a significant agreement on their rank order among the four clusters, and the pupils’ performance by competencies in the whole test. It also identified the factors affecting the academic performance as perceived by the pupils and teachers in each cluster.
The prior study was related with the present one since both discussed academic performance in different clusters or zones in each district. Both studies also looked into significant agreement on the rank orders of each cluster or zone.
Pante (2003) made use of the descriptive method of research with documentary analysis. It was found out that the most difficult skill in Mathematics for Grade VI pupils in Bagamanoc North and South districts in solving word problem involving finding the percentage rate and based on  a given situation.
     The prior study was related with the present one since both made use standardized tests, the prior made use of District Achievement Test while the latter the Division Achievement Test.
     Vargas (2002) inquired into the level of performance of the Grade VI pupils in the Division Achievement Test (DAT) along the five learning areas; it identified the specific learning area where they were deficient in; and looked into the concurrent validity on the Division Achievement Test (DAT) by correlating the raw scores obtained by the pupils with the raw scores obtained in the National Elementary Achievement Test (NEAT). It was found out that the Grade VI pupils as the subject of the study, in school year 2000 – 2001, did not achieve the targeted proficiency level of 75 percent in any of the learning areas given in the Division Achievement Test. The DAT results and the NEAT results were significantly related and their correlation coefficient were positive in all the five learning areas.
     Gastilo (2001), in his study about the strengths and weaknesses of the Academic Performance in Mathematics of the Grade V pupils in Nabua Elementary School, recommended that the pupils’ weaknesses should be carefully reviewed, and analyzed and be closely considered with priority among the agenda for staff development to utilize appropriate methods and strategies like mastery learning and the use of valid and reliable test. Teacher should provide the pupils with meaningful learning activities, actual situations, and greater opportunity which will enable them to apply learning in Mathematics.
     Antonio (1999) employed the descriptive-correlational method of research in her study. She determined the factors that affect the performance of Grade VI pupils in Mathematics of Tabaco Central School. In the study, it was concluded that: 1) The performance level of Grade VI in comprehension is average, performance in conceptual skill was low and very low in problem solving skill; 2) There was a significant difference in the performance level of pupils along comprehension, computation and problem solving skills at 1% and 5% level of significance, pupils varied in their ability to understand, compute and solve; and 3) Based on the computed x value, the seven teacher factors considered, namely: sex, age, faculty rank, educational attainment, length of service, teaching experience in Mathematics and performance rating showed association with performance level in comprehension. In computational skill, only age and faculty rank showed association with the performance level in computation, sex, educational attainment, length of service, teaching experience in Mathematics showed no relation or association with he performance level of the pupils in problem solving and teacher factors such as age, sex, faculty rank, educational attainment, length of service, teaching experience in mathematics and performance rating also showed no association or relation.
     The present study will likewise employ the same statistical tool in interpreting the data that will be gathered from the same grade level of the respondents.  The mathematical ability of the respondents of the present study will be taken into consideration to determine the level of effectiveness of Integrative Teaching Approach of the teachers.
The similarity with that of Iman’s and the present study is that both were focused on Science and Health subject. However Iman’s study was primarily intended on improving the academic performance of Grade IV pupils while the present study was on improving the academic performance of Grade VI pupils. She concluded the focusing inquiry approach has an advantage over the traditional method when pupils’ academic performance in Science and Health is considered. It was from Iman’s study that the present researcher was given an insight to use the appropriate statistical tools employed.
     Iman’s worked had bearing with the present study work because both aimed to improve the pupil’s achievement in Science and Health and the fusion of values education in day-to-day lessons but also in other subject areas.
     Sutaria, Guerrero, & Gastaño (1989) stated that one of the earlier studies conducted in the country relevant to pupils achievement was “The Survey Outcomes of Elementary Education” under the ages of the Educational Project Implementing Task Force. The study yielded significant findings which included the following: a) high correlation between general mental ability and achievement test scores, especially in subject areas like science, reading, and language; b) relationship between the socio-economic factors and academic achievement; c) systematic covariation of ethnic and regional factors (which are critical indicators of a number of socio-economic conditions) with achievement; d) the fact that pre-school education and types of elementary school are likewise indicators of socio-economic status; and e) knowledge that the teacher’s evaluation of students is a determinant of pupils performance.
     The study more overly revealed that the outcomes of education in the Philippines are significantly affected by factors that are outside of and beyond the control of the system. Such revelations of inadequacy in the components of the study highlighted some areas which were attended to in the educational reforms undertaken after the study.

Values Integration
     Allport (2001) presented six types of people who have different views about values. These are 1) The economic type perceives values in terms of tangible utility and practicability of things; 2)The theoretical type is concerned with reality; 3) The aesthetic type is interested in form of harmony and beauty; 4)The social type is notably interested in power; and 5) The religious type is mystical and attempts to comprehend the universe as a whole to be able to relate himself to its embracing totality and in unit.
The essence of education is to foster desirable values. Cottle (1999) stated that the central purpose of education is truly to assist the student in learning all that he needs to know in order to live wisely in terms of the highest and best truth mankind has achieved. Moreso, the development of intellectual, emotional, and aesthetic capacities, moral and spiritual values, and a sense of responsibility are the values developed in the students.
     Canlet (2000) stressed that the total integrated pattern of values cannot be obtained if people are treated as object of observation or interrogation. They must take part in the process of studying their own values as subjects or active judges of the study undertaken. Images and conscious profile of themselves held by individuals and groups express their values more adequately than descriptions, measurements, correlations or classifications dealing with economic activity, political life, kinship structure, or intrasocietal roles.
     Roreach (1999) stated that values are single beliefs that guide actions and judgments. He said that a value is imperative to action not only a belief about the preferable but also a preference for the preferable. It is a standard or yardstick to guide actions and a justification of the actions of self and others. He further identified two important functions which serve values. One such function is a standard which will guide one’s action or conduct. A second function which he called motivational is concerned with the component which expresses one’s striving towards goals attainment.
     Moreover, Erikson (1999) stated that people learn their values through exposure to people around them. Their closest associates – parents, relatives, teachers, and peers serve as models. Through observation and mimicry over the years, people learn characteristics such as trust or mistrust of other individuals, autonomy, or dependency, responsibility, or irresponsibility, moral or immoral, and the like.

Synthesis of the State-of-the-Art
     The contextual basis of the educational reform and system of Philippines in the present study was presented for further realization as to how and why the Basic Education Curriculum (BEC) was implemented presently by the Department of Education. The related studies presented here were selected on the basis of their significance in promoting directions for this present study.
     The works of Antonio (1999), Bagacina (2004) Vargas (2002), and Recierdo (2005) are especially relevant to the present study because their focus were on the academic performance of the pupils. The studies revealed insights that are of relevant issues to the present researcher’s study. Nuñez (2003) made a note on cooperative learning, represented by its different strategies works well when used in teaching grammar.
     Meanwhile, Brusas (2004) already made serious studies
on the developing issues in the country which is basically the achieving of quality education and progress in basic education. These studies provided a framework to the present investigator in considering the importance of the implementation of the new curriculum.
     With regards to the effectivity of the teachers, Tagami (1998), Herrera (1997) conducted thorough investigation on the efficiency of teachers not only in learning but in child development and maturation as well.

Research Gap Bridged by the Study
      As revealed in the foregoing studies, it is apparent that no study has  been  conducted  to determine the effect  of integrative to the academic performance of the Grade VI pupils  along  the  five zones of Ragay District in the year 2006 – 2007. Furthermore, it drew out the profile of the pupils in the Division Achievement Test for the said school year. In the same manner, it drew out the responses of the Grade VI teachers in Mathematics, English, and Science on the level of effectiveness of employing the integrative teaching especially in their respective subjects, whether using it will have an effect on the academic performance of the students. Problems encountered by the teachers in employing the integrative teaching as well as their possible solutions.  This is the gap that the researcher bridged.

Theoretical Framework
     The present study is anchored on Gardner’s Multiple Intelligence Theory, Bell Rule Theory, Vygotsky’s Socio-cultural theory, Constructivism Theory, Educational Theory of Progressivism, and Self – Regulated Learning Theory which are presented in the theoretical paradigm shown in Figure 2.

     The Theory of Multiple Intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. The American educator, Dr. Howard Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults. In addition, his theory is a psychological and educational theory which suggests that an array of different kinds of "intelligence" exists in human beings. Each individual manifests varying levels of these different intelligences, and thus, a unique cognitive profile. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters the multiplication table easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach or may excel in a field outside of Mathematics. The theory suggests that rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curricula tailored to the needs of each child.
Belle (1990) explained that the rule in learning could respond to the entire set of situation (stimuli) with   a whole set of actions (response). It is very high level mental   process  that   involves   being  able   to  learn  


relationship between concepts and apply these relationship in different situation not previously encountered. It also forms the basis of the learning of general rules and procedures, among others.
     Vygotsky’s socio-cultural theory of learning emphasizes that human intelligence originates in our society or culture, and individual (interaction with social environment than intrapersonal (internalization). Miler (1995), based on Vygotsky’s socio- cultural theory, conducted four- year long ethnographic study to examine classroom context for open forum on English literature discussion. Teachers in the study promote scaffolding, metacognitive reflective, inquiry response to the context and each other. After one year of experiment, students were able to internalize the teachers’ scaffold discussion and reflective strategies. This study shows how social environment can influence students learning and thinking in which the present study is engaged for. Another object of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a certain life span which he calls the “zone of proximal development” (ZPD). Vygotsky defined ZPD as a region of activities that individuals can navigate with the help of more capable peers, adults, or modeling one important ways to facilitate individual cognitive growth and knowledge acquisition. ZPD can be composed of different levels of expertise of individuals (students and teachers), and can also include artifacts such as books, computer, tools, and scientific equipment. Vygotsky’s socio-cultural approach of learning and ZPD was found relevant to be applied in this study.
     Constructivism theory views that knowledge is not about the world, but rather “constitutive of the world”. Sherman (1995) stated that knowledge is not a fixed object; an individual, through his/her experiment of that object, constructs it. Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in the learning community. Its goal is to create learning communities that are more closely related to the interactive practice of the real world. The contemporary constructivist theory of learning acknowledges that individual is active agents, they engage in their own knowledge construction by integrating new information into their schema, and by associating and representing it into a meaningful way. Constructivists argue that it is impractical for teachers to make all the current decisions and dump the information to students without involving students in the decision process and assessing students’ abilities to construct knowledge. In other words, guided construction is suggested that puts students at the center of learning process, and provide guidance and concrete teaching whenever necessary.
     The last theory that is also related to this study is the theory of progressivism (San Mateo, et.al., 1997), which generally is not interested in prepared, prescribed curriculum to transmit knowledge. It is associated with John Dewey’s pragmatism or experimentalism, which stresses that learning should center on the child’s interests and needs. In Dewey’s Democracy and Education, he expounded that a truly progressive education need a philosophy based upon experience, the interaction of the person with his environment. Progressive education is characterized by 1) emphasis on the child as the learner; 2) stress on activities and experiences rather than on textbooks; 3) cooperative learning rather than competitive lesson learning; and 3) cooperative learning rather than cooperative lesson learning; and 4) absence of fear and punishment for disciplinary purposes.


Conceptual Framework
     The study used the Operational system theory that conceptualized that for a program to be carried out and implemented with a good measure of success, it must be well-planned, managed, supervised and fully supported with adequate human and material resources. Also its objectives and expectations must be well defined. In the implementation of the program there must be commitment, cooperation and concerned efforts of all the participants, then there must be constant feed backing to determine if targets are being attained and if there is a need to redefine the plans or to renew the manner of implementation. 
     Figure 3 is the diagrammatic representation of the conceptual paradigm of the present research which is the central focus of the present study. This will further serve as a guide in conducting the investigation.
     The input consisted of the theories used, the District Achievement Test Results, statistical tools employed and the related literature and studies utilized.
     The process focused on determining the academic performance of the pupils along Science, English, and Mathematics.
    






















     The study tested the hypotheses that there is a significant agreement among the teachers’ perception of the five sectors, there is a significant relationship between the teachers’ perception and academic performance of the pupils in the three different subject areas; and there is significant agreement among the pupils’ academic performance in the three subjects, as well as along the problems encountered and solutions offered to the problems of the teachers.


                              CHAPTER 2

Review of Related Literatures and Studies

     This chapter is a presentation of the review of the materials and other works of researchers on problems closely related to the present study. The theoretical framework, conceptual framework, synthesis of the state-of-the-art, research gap bridged by the study, and the conceptual/operational definition of terms will further be discussed subsequently in this chapter.
During the previous years, a number of valuable studies have been added to existing body of knowledge developing various models to assess the student’s performance as well as teaching methods. Empirical studies have provided insights and directions in the reform movement in education. Studies conducted in various areas have served to enlighten educators in the reform program now being undertaken in the Department.

Contemporary or Integrative Method
     As the education system has stressed the importance of developing mathematical and linguistic intelligences, it often based student’s success only on the measured skills in those two intelligences.
     The new trend in education- that of focusing attention on the child’s interest, abilities, and needs and on the improvement of community living - necessitates the use of the integrative method which enables each individual child to make the best of all his abilities and to acquire the skills he would need in daily life so that he can find his place in the community. This method tries to do away with the study of subjects in the traditional manner and substitutes activities as units of work which would help the child solve problems in his everyday life.
Whitman(2002) noted that inquiry teaching, not the easiest way to teach, can revitalize pupils and teachers by providing a structural environment for sharing some of the responsibilities for learning, by working together to learn complex conceptual information and master knowledge and skills such as learning how to work with one another. The teacher must provide the foundation and learning structure to guide their pupils with the new learning experience.
     Integrative teaching is concerned with the development of a well-rounded personality - one who can adjust and respond to situations in a meaningful way. It capitalizes on dynamic experiences which serve as the bases of unit. It further transforms the classroom into a democratic workshop where the teacher and the pupil work together in solving their problems.
     According to Thomas Hopkins integration as a concept of organization is seen in different ways. Educators appear to use the concept of integration in several contexts:
     Psychologically, integration is the term employed to denote the educator’s concern for the total personality of the learner.
     Pedagogically, integration is used to describe a teaching procedure which relates varieties of subject matter to units of study or to problem solving.
     Sociologically, integration is utilized in different ways namely: 1) to designate the desired relationship between an individual and other individuals as interacting personalities; 2) to designate the desired relationship between an individual and the zed institutions of society; and 3) to designate the desired relationship between one organized institution of society and other institutions involved in the complex of culture.
     Lardizabal, Bustos, & Tangco (1999) presented seven (7) objectives of integrative teaching: 1) foster security and satisfaction by developing in the children a feeling  of acceptance of each other as worthwhile members of the group; 2) promote cooperative learning by having pupils and teachers plan together; 3) help developed sense of values by fostering an atmosphere in the classroom that enables pupils to evolve aesthetic standards, spiritual values, work standards, norms of group conduct, and appreciation for human work and individual integrity; 4) help develop self-direction through the teacher’s developing in the child the ability to control his own affairs and his own emotions; 5) foster creativity by developing self- expression through art, music, dramatics, etc., as well as in the social, scientific and literary fields. Pupils should be given the freedom to select the media they want to use in expressing themselves; 6) provide opportunities for social action through the teacher’s making use of all opportunities to develop in the child the willingness to cooperate with the members of his group for the common good; and 7) help evaluate learning such that individual pupils as well as the group are guided to evaluate progress in all phases of learning.
     In addition, they presented seven principles underlying the planning of integrative activity units: 1) the learner is more important than the subject matter; 2) long-range plans and large units should be preferred to daily isolated tasks; 3) learning activities should be organized around the real life problems of the pupils, their needs, and interests; 4) learning should be characterized by group planning, group work, and group evaluating; 5) teaching and learning activities should follow democratic procedures; 6) individual differences should be provided for by a wide variety of learning activities and experiences; and 7) the atmosphere of the classroom should be permissive and happy.
Moreover, Acero, Javier, & Castro (2000) presented the following strategies under the said method.
Lecture-Discussion. A technique that  uses the “three-pronged strategy” which includes careful organization of the course material, student interaction in lecture, and discussion activities.
Lecture Demonstration. A technique wherein the lecture part precedes the demonstration. The combination aims at concretizing the teacher’s lecture with an actual demonstration.
Film Showing Discussion. The use of films, tapes, and even television is still not widely practiced in some schools. The common reason given for the inability to use these technological devices is that they are unaffordable to most schools.
        Reporting Discussion. A technique wherein after a student makes a report, the class can actively engage in an interesting discussion of the various ideas and concepts he has shared with the classmates. The teacher can enliven the session by asking some questions and by adding relevant and clarifying ideas.

The Basic Education Curriculum
     Brusas (2004) stated that the quest for quality education has been the paramount aspiration of the Department of Education. Consequently, Governance of Basic Education Act of 2001 was issued by the Department of Education in the year 2002 for appropriate implementation by all concerned. In pursuance of this Act, one of the best practices featured in Basic Education Curriculum (BEC) is the implementation of some modules utilizing Interdisciplinary Learning Approach.
     Brusas further determined the effect of module on electoral process utilizing interdisciplinary learning approach in the development of knowledge, skills, and attitudes of higher primary and intermediate pupils. She concluded that all contents, topics, subject matters, and infused values were all directed and integrated towards the organizing center with the theme: “A servant Leader and A Good Follower”. All learning disciplines were interrelated, interconnected, and interwoven not only among learning disciplines but also across grade levels. It was further concluded that the module was rated “Very Much Acceptable in all aspects: relevance, language level, appropriateness in the development of KSA’s, interconnectedness of one activity to other activities in different subject areas, and evaluation. The researcher further found out that there is a highly significant difference on the assessment of the module for teachers and school administrators in all aspects and that the financial aspect hinders the successful implementation of Interdisciplinary Learning Approach and on the part of the teachers giving and providing meaningful connections, between and among learning opportunities, prior knowledge, relevant events in learners lives and experiences were their number one problems.
     According to former DepEd Secretary Raul S. Roco (2002), the restructuring of the curriculum is a part of an ongoing effort to improve the quality of learning. The teachers and the school administrators should perform their duties and responsibilities to achieve the vision for the Filipino learners to be functionally literate, equipped with the skills, appreciative of the arts and sports, and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan, at makabansa.
     Focusing Inquiry, as defined by Undersecretary of Education Fe A. Hidalgo in her topic on “Curriculum Reforms in Basic Education: Overview of the 2002 Basic Education Curriculum” during the Training Program on the implementation of the 2002 Basic Education Curriculum on March 6 – 8, 2002 at Teachers Camp, Baguio City, she stated that over the task given them is an integrative part of the learning process.

 Modes of Integrative Teaching
     Integrative teaching is an educational movement that allows questioning and problem solving rather than the structure of the academic disciplines, and directs the process of acquiring knowledge and skills. Integrative teaching shifts the focus of instruction from discrete subjects toward issues in the real world.
     Four (4) modes of integrative teaching are presented which can be tried in every learning area.  1) Thematic Teaching organizes learning around ideas. It provides a broad framework for liking content and process from a variety of disciplines. The theme provides coherence; it gives a focus to the activities that accompany the unit. The theme also helps learners see the meaningful connections across disciplines or skill areas. It conveys a clear, compelling purpose to learners, teachers, and parents, linking ideas to actions and learning to life. 2) Content-Based Instruction (CBI) is the integration of content learning with language teaching aims. It refers to the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material. The language curriculum is centered on the academic needs and interests of the learner, and crosses the barrier between language and subject matter courses. This approach aims at developing the learner’s academic language skills. 3) Focusing Inquiry is an interdisciplinary approach that uses questions to organize learning. Like most interdisciplinary teaching, it crosses conventional knowledge boundaries. The teacher guides learners to discover answers to questions, whether or not answers pre-exist. Learners become creators of knowledge rather than recipients. Concepts and contents are less important than the governing process of conducting an investigation and communicating what was learned to others. The process of “inquiry” is the organizer of the instructional design while “content” is relegated to an ancillary place. 4) Generic Competency Model is an approach where learners are enrolled in three to four linked courses. The links between the courses rest essentially on “generic competencies.” The course assists learners in developing “competencies” that will transfer readily from one discipline to another. The subject specialist teaches his/her subject. Instructional integrity of the discipline is maintained. Activities will draw on the processes and skills important to each discipline.
Espinola (2004) determined the effect of focusing inquiry approach on the achievement of grade six pupils in Science and Health. It drew out the profiles of the pretest and posttest scores of grade six in Science and Health in the four groups in the different sectors in the division of Camarines Sur. It was found out that the pupils who were exposed to treatment on Focusing Inquiry Approach obtained an “Excellent” rating in observing and identifying, and “Very Satisfactory” in comparing, and “Satisfactory” in communicating, experimenting, and inferring which were very much higher than the mean scores of those pupils who were not given the same privilege. It was further concluded that the Focusing Inquiry Approach brought about a highly significant improvement on the pupils’ posttest scores. There was no significant difference between the posttest scores of the pupils who were exposed to Focusing Inquiry Approach but not given the pretest. The pretest did not have any synthesizing effect to the posttest scores of the pupils who were exposed to Focusing Inquiry approach offered a considerable advantage as considered by the highly significant gains or improvement on the posttest of the experimental group.
Espinola (2004) cited Sawit (2000) who conducted an experiment in determining the relative effectiveness of focusing inquiry approach on the academic performance of Science and Technology III students in Cabiado National High School, Cabiado, Nueva Viscaya. She utilized the pretest-posttest pattern design and involved two groups who were exposed to focusing inquiry strategy while the other served as the control group who was exposed to traditional method of teaching. The subjects were chosen using the purposive sampling with the use of the table of random numbers. The study lasted for almost three months. The lessons covered were changes in matter, solution and colloids. The statistical  treatment used in determining the comparability of the two groups and computation of outcomes of the pretest and posttest of the experimental and control groups was the t-test in computing for the attitudes of the experimental groups towards the use of focusing inquiry; the weighted mean and frequency count were used.
     Informal inquiry learning groups, according to Johnson, et al. (1999), are temporary that last for a class period. The main purpose is to focus pupils’ attention on the materials to be learned, set a mood conducive to learning, help organize the materials in advance class session and ensure the pupils cognitively process the materials being taught.
     Espinola utilized Sawit’s findings, as it revealed that the use of focusing inquiry strategy was effective in improving the achievement of Science and Technology III students. The students also strongly agreed that the highest positive effect to them is the development of their leadership skills, decision-making ability, and the increase in their self-esteem. Sawit’s gave the present researcher an idea how to conduct an experiment. The semblance of the two studies lies on the steps followed in conducting an experimental study. Sawit’s study differed from the present study on the following aspects: the number of research subjects, locale of study, statistical study, statistical tools used in treating the gathered data. They also differed on the dependent variables for while the former was on the teaching of Science and Technology among Third Year High School students while the present study’s variable was on the improvement of achievement among Grade VI pupils in Science and Health in the division of Camarines Sur.

Teachers’ Approach
     Tagami (1998) determined the developing issue in our country today the attainment of quality education. The most important factor in all teaching activities is the teacher and the child is the heart of the matter. The teacher takes over the starring role of leading the young under his charge to become useful, upright, and law-abiding members of the society. The teacher’s role and responsibility is to serve as value developed model and advocate. He acts as adviser, facilitator, friend, parent or even architect.  In other words, the teacher is the charge agent.
     In the manner of the present study, the role of the teacher as the main character in the classroom setting, the researcher dealt with the importance of the approaches that the teachers employ in their teaching especially the integrative teaching approach.
     Herrera (1997) looked into the strengths and weaknesses of teachers in the public elementary school in the Division of Pampanga. She concluded that the best performing teachers were those who belonged to the age group of 40-44 with masteral or doctoral degrees. She further concluded that with respect to length of service, teachers who were 5 – 10 years in teaching performed better with PBET eligibilities. The pupil achievement components had been found to be the strongest points for the teachers. Improvement is needed along the teachers’ competence and teacher personality and human relation components. A proposed faculty development program was designed to improve teachers competencies minimizing, if not eliminating their weaknesses and the corresponding threats. Although the present study did not cover the demographic profile of the teachers, the previous study conducted may support the future results that were gathered and interpreted by the researcher. The teacher factor may be viewed as one of the causal reasons of the pupil’s academic performance.
     Interdisciplinary Learning Approach. From psychology, one learned that each individual is unique and possesses a unique style of learning. Psychologists contend that one cannot teach the pupils to learn but they can provide them with an environment that will induce them to learn and how to learn.
     Nuñez (2003) found out that cooperative learning, represented by its different strategies works well when used in teaching grammar. It helps increase student performance in grammar and also enhances values like understanding and tolerance of individual differences. Cooperative learning does not only apply and is not only appropriate to bright sections. It also works well with the lower sections. She also stated that initial performance level of the students in the lower sections does not differ much. This means that what is applicable to and attainable by one can also be applicable to and attainable by the other. If cooperative learning works with one lower section, it will also work with the rest of the lower sections. Thus, cooperative learning is far better than lecture method.

Using Multiple Intelligences in the Classroom
     Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills.
Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play on the signing of the Declaration of Independence, and have the students read a novel about life during that period. This kind of presentation not only excites students about learning but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material. 
     Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. Nevertheless, the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences. For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making  a song about what happened. 
     The business of education is, therefore, to utilize and direct useful characteristics in such a way that they will produce activities which will lead to further useful activities. The teacher must bear in mind that these characteristics common at the pupil’s growth and development differ in their degrees of vitality and potential. The degrees of their strength influences must be taken into consideration on the manners that the pupils are to be directed and guided in their learning.

Interdisciplinary Learning Approach
     Acuesta (2004) attempted to determine the effect of the Interdisciplinary Learning Approach on the performance of learners in the Division of Camarines Norte during the school year 2003 – 2004. The results revealed that the academic performance of pupils in Makabayan subjects (HEKASI, EPP, and MSEP) before the Interdisciplinary Learning Approach was introduced fall under the “Needs Improvement” category. While their performance after the Interdisciplinary Learning Approach was introduced fall within the “Very Satisfactory” category. The performance of the four groups vary significantly. It revealed that the use of the Interdisciplinary Learning Approach (ILA) caused a highly significant improvement on the pupils’ performance in Makabayan subjects. There is a highly significant difference between the performance of the pupils who were exposed to ILA and those who were not given the same privilege. The administration of the pre-test did not have any significant effect on the pupils’ performance when they were exposed to Interdisciplinary Learning Approach.
     Accordingly, Erickson (2002) enumerated criteria of good teaching. He stressed that teaching is good when it is well-planned such that the activities and experience of the learner are continuously related and interrelated into a larger more meaningful, more inclusive relation pattern.
     Teaching is good when it provides learning experiences or situations that will ensure understanding. Good teaching requires rich environment, instructional materials and devices. Instructional materials and  devices  challenge the attention of the learner stimulate thinking and facilitate understanding which makes learning more meaningful.
     Consequently, Ornstein (2001) pointed out that learning to learn skills are basic thinking skills that are used in all content areas. Although some of these learning skills are generic and can be taught solely as general strategies without reference to content, it is impossible to avoid a certain amount of subject matter especially in the primary grades. Many average and high-achieving pupils develop learning skills on their own, yet the skills can be taught to all pupils. Most of these learning skills can be incorporated into regular classroom activities or taught as a special course that incorporates content from several subjects and focuses on cognitive processes that cut across subject areas. Thus, the classroom activities should be designed to make all pupils independent learners in all learning areas.
     Moreover, Greene (2002) stated that skills needed for a certain task can be clearly divided, identified, and sequenced to enable the learners to reach the outcome through repetition.
     Elavazo (2001) asserts that the integration aspects of interdisciplinary approach of the philosophy of Philippine education requires that the first level provides that foundation on which to build the second which in turn serves as foundation for the third level up to graduate education. Moreover, the various curricular subjects in any discipline must be so arranged and interrelated that they carry a meaningful and unified totality. Its product should also be an integrated human being for having the opportunity to have experienced varied learning experiences but with a unified effect upon his personality.
     Allport (1999) quoted Dewey who stated that Interdisciplinary Approach in learning is a process of integration. Learning is best when differentiation and integration occur in the process which operates in the unifying of separate items into a perceptual whole. Integration and related experiences are organized into bonds of great meaningfulness.
     On the other hand, Geronimo (1998) indicated that the integrated curriculum concept focuses mainly on the nature of the child as a learner and the processes involved in the development of thinking and learning. It is concerned with the analysis of the thinking processes and provision of detailed curriculum guidelines to promote and enhance children’s thinking and understanding. The integrated approach according to him is interdisciplinary and claims to be more natural to the learner.
     Conversely, Corpuz (1997) emphasized that teaching procedures includes varied and appropriate teaching methods and techniques interactive, cooperative, and collaborative teaching-learning critical thinking that stimulates intellectual curiosity, independent learning, to teach the learner how to learn active experiential learning, to increase the learners’ involvement in learning, and to maximize the learning that takes place.

Cognitive, Affective, and Psychomotor

     One aspect of development with which schools are most concerned with is cognitive theory of development which was formulated by Jean Piaget. The cognitive theory of development refers to the manner through which an individual comes to know and understand as well as the activities that involve thinking and perceiving. A child’s development is essentially the accumulation of the learning acquired from experience within the environment.
     One of the processes involved in the theory is assimilation in which an individual or pupil acquires information or knowledge or by which experiences are integrated into an existing scheme. With this kind of experience, the child can learn more Interdisciplinary Learning Approach, incorporate the full games of instructional experience into the design through written, dance, debate, and group projects.
     Moreover, Klausmeier, at.al. (2001) stressed that in any classroom situation, the way the teacher organizes the whole situation is of crucial importance for it affects what the children learn, how rapidly they learn and how they use what they learn. The more learning situation meets the children’s interest and satisfies their present as future needs, the more likely it is to be effective. Ordinarily, to make instructions meaningful and to fulfill the interests and needs of the children, the teacher must be available for the use of a rich supply of instructional materials. The children need to practice in building meaningful concepts and becoming reasonably proficient in skills; therefore, how the teacher manages the Interdisciplinary Approach in the classroom is very important.
     McKin, et.al. (2000) stated that since school activities are social activities, there is a need to look into the routine found in adult society as guide in laying the basis for routine in classroom organization and control. Much of the details of providing good work can be done by routine. There should be a place where to put things out of the way, everyone in the room should know where each thing goes. Routine should merely aid, in setting the pupils, opportunities for educational experience. The ability to set up routine and to conform properly is in itself a worthwhile and necessary outcome of education.

The Academic Performance of the Pupils
     Borais (2006) based the competencies of the fourth year students on the Philippine Secondary Schools Learning Competencies (PSSLC) as prescribed by the Basic Education Curriculum. It was recommended that teachers should create varied activities to enhance students’ mathematical competencies. Seminar workshop should be conducted to orient teachers on the effectiveness of portfolio assessment in evaluating students’ performance.
     Recierdo (2005) aimed to find the relation between the profile of mathematics underachievers in terms of motivation to learn and study habits and attitudes, and the mean performance in terms of quizzes and periodical tests of the first and second year high school students in a science-oriented curriculum. The study found out that majority of the mathematics underachievers were less motivated to learn. They do not have good study habit and attitudes towards mathematics as a subject.
     The prior study was related with the present study because both focused on the mathematics performance of the students only that the present study made use of the academic profile of the students on the Division Achievement Test.
Bagacina (2004) analyzed the academic performance in Mathematics of the Grade IV pupils in Libmanan. It determined the pupils’ strengths and weaknesses and whether there existed a significant agreement on their rank order among the four clusters, and the pupils’ performance by competencies in the whole test. It also identified the factors affecting the academic performance as perceived by the pupils and teachers in each cluster.
The prior study was related with the present one since both discussed academic performance in different clusters or zones in each district. Both studies also looked into significant agreement on the rank orders of each cluster or zone.
Pante (2003) made use of the descriptive method of research with documentary analysis. It was found out that the most difficult skill in Mathematics for Grade VI pupils in Bagamanoc North and South districts in solving word problem involving finding the percentage rate and based on  a given situation.
     The prior study was related with the present one since both made use standardized tests, the prior made use of District Achievement Test while the latter the Division Achievement Test.
     Vargas (2002) inquired into the level of performance of the Grade VI pupils in the Division Achievement Test (DAT) along the five learning areas; it identified the specific learning area where they were deficient in; and looked into the concurrent validity on the Division Achievement Test (DAT) by correlating the raw scores obtained by the pupils with the raw scores obtained in the National Elementary Achievement Test (NEAT). It was found out that the Grade VI pupils as the subject of the study, in school year 2000 – 2001, did not achieve the targeted proficiency level of 75 percent in any of the learning areas given in the Division Achievement Test. The DAT results and the NEAT results were significantly related and their correlation coefficient were positive in all the five learning areas.
     Gastilo (2001), in his study about the strengths and weaknesses of the Academic Performance in Mathematics of the Grade V pupils in Nabua Elementary School, recommended that the pupils’ weaknesses should be carefully reviewed, and analyzed and be closely considered with priority among the agenda for staff development to utilize appropriate methods and strategies like mastery learning and the use of valid and reliable test. Teacher should provide the pupils with meaningful learning activities, actual situations, and greater opportunity which will enable them to apply learning in Mathematics.
     Antonio (1999) employed the descriptive-correlational method of research in her study. She determined the factors that affect the performance of Grade VI pupils in Mathematics of Tabaco Central School. In the study, it was concluded that: 1) The performance level of Grade VI in comprehension is average, performance in conceptual skill was low and very low in problem solving skill; 2) There was a significant difference in the performance level of pupils along comprehension, computation and problem solving skills at 1% and 5% level of significance, pupils varied in their ability to understand, compute and solve; and 3) Based on the computed x value, the seven teacher factors considered, namely: sex, age, faculty rank, educational attainment, length of service, teaching experience in Mathematics and performance rating showed association with performance level in comprehension. In computational skill, only age and faculty rank showed association with the performance level in computation, sex, educational attainment, length of service, teaching experience in Mathematics showed no relation or association with he performance level of the pupils in problem solving and teacher factors such as age, sex, faculty rank, educational attainment, length of service, teaching experience in mathematics and performance rating also showed no association or relation.
     The present study will likewise employ the same statistical tool in interpreting the data that will be gathered from the same grade level of the respondents.  The mathematical ability of the respondents of the present study will be taken into consideration to determine the level of effectiveness of Integrative Teaching Approach of the teachers.
The similarity with that of Iman’s and the present study is that both were focused on Science and Health subject. However Iman’s study was primarily intended on improving the academic performance of Grade IV pupils while the present study was on improving the academic performance of Grade VI pupils. She concluded the focusing inquiry approach has an advantage over the traditional method when pupils’ academic performance in Science and Health is considered. It was from Iman’s study that the present researcher was given an insight to use the appropriate statistical tools employed.
     Iman’s worked had bearing with the present study work because both aimed to improve the pupil’s achievement in Science and Health and the fusion of values education in day-to-day lessons but also in other subject areas.
     Sutaria, Guerrero, & Gastaño (1989) stated that one of the earlier studies conducted in the country relevant to pupils achievement was “The Survey Outcomes of Elementary Education” under the ages of the Educational Project Implementing Task Force. The study yielded significant findings which included the following: a) high correlation between general mental ability and achievement test scores, especially in subject areas like science, reading, and language; b) relationship between the socio-economic factors and academic achievement; c) systematic covariation of ethnic and regional factors (which are critical indicators of a number of socio-economic conditions) with achievement; d) the fact that pre-school education and types of elementary school are likewise indicators of socio-economic status; and e) knowledge that the teacher’s evaluation of students is a determinant of pupils performance.
     The study more overly revealed that the outcomes of education in the Philippines are significantly affected by factors that are outside of and beyond the control of the system. Such revelations of inadequacy in the components of the study highlighted some areas which were attended to in the educational reforms undertaken after the study.

Values Integration
     Allport (2001) presented six types of people who have different views about values. These are 1) The economic type perceives values in terms of tangible utility and practicability of things; 2)The theoretical type is concerned with reality; 3) The aesthetic type is interested in form of harmony and beauty; 4)The social type is notably interested in power; and 5) The religious type is mystical and attempts to comprehend the universe as a whole to be able to relate himself to its embracing totality and in unit.
The essence of education is to foster desirable values. Cottle (1999) stated that the central purpose of education is truly to assist the student in learning all that he needs to know in order to live wisely in terms of the highest and best truth mankind has achieved. Moreso, the development of intellectual, emotional, and aesthetic capacities, moral and spiritual values, and a sense of responsibility are the values developed in the students.
     Canlet (2000) stressed that the total integrated pattern of values cannot be obtained if people are treated as object of observation or interrogation. They must take part in the process of studying their own values as subjects or active judges of the study undertaken. Images and conscious profile of themselves held by individuals and groups express their values more adequately than descriptions, measurements, correlations or classifications dealing with economic activity, political life, kinship structure, or intrasocietal roles.
     Roreach (1999) stated that values are single beliefs that guide actions and judgments. He said that a value is imperative to action not only a belief about the preferable but also a preference for the preferable. It is a standard or yardstick to guide actions and a justification of the actions of self and others. He further identified two important functions which serve values. One such function is a standard which will guide one’s action or conduct. A second function which he called motivational is concerned with the component which expresses one’s striving towards goals attainment.
     Moreover, Erikson (1999) stated that people learn their values through exposure to people around them. Their closest associates – parents, relatives, teachers, and peers serve as models. Through observation and mimicry over the years, people learn characteristics such as trust or mistrust of other individuals, autonomy, or dependency, responsibility, or irresponsibility, moral or immoral, and the like.

Synthesis of the State-of-the-Art
     The contextual basis of the educational reform and system of Philippines in the present study was presented for further realization as to how and why the Basic Education Curriculum (BEC) was implemented presently by the Department of Education. The related studies presented here were selected on the basis of their significance in promoting directions for this present study.
     The works of Antonio (1999), Bagacina (2004) Vargas (2002), and Recierdo (2005) are especially relevant to the present study because their focus were on the academic performance of the pupils. The studies revealed insights that are of relevant issues to the present researcher’s study. Nuñez (2003) made a note on cooperative learning, represented by its different strategies works well when used in teaching grammar.
     Meanwhile, Brusas (2004) already made serious studies
on the developing issues in the country which is basically the achieving of quality education and progress in basic education. These studies provided a framework to the present investigator in considering the importance of the implementation of the new curriculum.
     With regards to the effectivity of the teachers, Tagami (1998), Herrera (1997) conducted thorough investigation on the efficiency of teachers not only in learning but in child development and maturation as well.

Research Gap Bridged by the Study
      As revealed in the foregoing studies, it is apparent that no study has  been  conducted  to determine the effect  of integrative to the academic performance of the Grade VI pupils  along  the  five zones of Ragay District in the year 2006 – 2007. Furthermore, it drew out the profile of the pupils in the Division Achievement Test for the said school year. In the same manner, it drew out the responses of the Grade VI teachers in Mathematics, English, and Science on the level of effectiveness of employing the integrative teaching especially in their respective subjects, whether using it will have an effect on the academic performance of the students. Problems encountered by the teachers in employing the integrative teaching as well as their possible solutions.  This is the gap that the researcher bridged.

Theoretical Framework
     The present study is anchored on Gardner’s Multiple Intelligence Theory, Bell Rule Theory, Vygotsky’s Socio-cultural theory, Constructivism Theory, Educational Theory of Progressivism, and Self – Regulated Learning Theory which are presented in the theoretical paradigm shown in Figure 2.

     The Theory of Multiple Intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. The American educator, Dr. Howard Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults. In addition, his theory is a psychological and educational theory which suggests that an array of different kinds of "intelligence" exists in human beings. Each individual manifests varying levels of these different intelligences, and thus, a unique cognitive profile. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters the multiplication table easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach or may excel in a field outside of Mathematics. The theory suggests that rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curricula tailored to the needs of each child.
Belle (1990) explained that the rule in learning could respond to the entire set of situation (stimuli) with   a whole set of actions (response). It is very high level mental   process  that   involves   being  able   to  lea
relationship between concepts and apply these relationship in different situation not previously encountered. It also forms the basis of the learning of general rules and procedures, among others.
     Vygotsky’s socio-cultural theory of learning emphasizes that human intelligence originates in our society or culture, and individual (interaction with social environment than intrapersonal (internalization). Miler (1995), based on Vygotsky’s socio- cultural theory, conducted four- year long ethnographic study to examine classroom context for open forum on English literature discussion. Teachers in the study promote scaffolding, metacognitive reflective, inquiry response to the context and each other. After one year of experiment, students were able to internalize the teachers’ scaffold discussion and reflective strategies. This study shows how social environment can influence students learning and thinking in which the present study is engaged for. Another object of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a certain life span which he calls the “zone of proximal development” (ZPD). Vygotsky defined ZPD as a region of activities that individuals can navigate with the help of more capable peers, adults, or modeling one important ways to facilitate individual cognitive growth and knowledge acquisition. ZPD can be composed of different levels of expertise of individuals (students and teachers), and can also include artifacts such as books, computer, tools, and scientific equipment. Vygotsky’s socio-cultural approach of learning and ZPD was found relevant to be applied in this study.
     Constructivism theory views that knowledge is not about the world, but rather “constitutive of the world”. Sherman (1995) stated that knowledge is not a fixed object; an individual, through his/her experiment of that object, constructs it. Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in the learning community. Its goal is to create learning communities that are more closely related to the interactive practice of the real world. The contemporary constructivist theory of learning acknowledges that individual is active agents, they engage in their own knowledge construction by integrating new information into their schema, and by associating and representing it into a meaningful way. Constructivists argue that it is impractical for teachers to make all the current decisions and dump the information to students without involving students in the decision process and assessing students’ abilities to construct knowledge. In other words, guided construction is suggested that puts students at the center of learning process, and provide guidance and concrete teaching whenever necessary.
     The last theory that is also related to this study is the theory of progressivism (San Mateo, et.al., 1997), which generally is not interested in prepared, prescribed curriculum to transmit knowledge. It is associated with John Dewey’s pragmatism or experimentalism, which stresses that learning should center on the child’s interests and needs. In Dewey’s Democracy and Education, he expounded that a truly progressive education need a philosophy based upon experience, the interaction of the person with his environment. Progressive education is characterized by 1) emphasis on the child as the learner; 2) stress on activities and experiences rather than on textbooks; 3) cooperative learning rather than competitive lesson learning; and 3) cooperative learning rather than cooperative lesson learning; and 4) absence of fear and punishment for disciplinary purposes.


Conceptual Framework
     The study used the Operational system theory that conceptualized that for a program to be carried out and implemented with a good measure of success, it must be well-planned, managed, supervised and fully supported with adequate human and material resources. Also its objectives and expectations must be well defined. In the implementation of the program there must be commitment, cooperation and concerned efforts of all the participants, then there must be constant feed backing to determine if targets are being attained and if there is a need to redefine the plans or to renew the manner of implementation. 
     Figure 3 is the diagrammatic representation of the conceptual paradigm of the present research which is the central focus of the present study. This will further serve as a guide in conducting the investigation.
     The input consisted of the theories used, the District Achievement Test Results, statistical tools employed and the related literature and studies utilized.
     The process focused on determining the academic performance of the pupils along Science, English, and Mathematics.
     The study tested the hypotheses that there is a significant agreement among the teachers’ perception of the five sectors, there is a significant relationship between the teachers’ perception and academic performance of the pupils in the three different subject areas; and there is significant agreement among the pupils’ academic performance in the three subjects, as well as along the problems encountered and solutions offered to the problems of the teachers. 


CHAPTER 3

Research Design and Methodology

This section includes information on the research methods used and the techniques utilized in gathering and analyzing the data. Statistical techniques in analyzing the data are also discussed.

Research Design
     This study employed the Pre-Experimental One-Shot Case Study. According to De Jesus (1985) the Pre-Experimental One-Shot Case Study is a design in which a single group is only studied once, subsequent to a treatment to cause change. In this study, the treatment is the Integrative Approach. Its effect was perceived by the teachers teaching in the different subject areas.

Sampling Used
     Purposive sampling was employed in selecting the teacher-respondents of the study. The teachers who were selected were those teaching English, Science, and Mathematics.
     However, in terms of the selection of the pupil-respondents of the study, a total enumeration of the Grade VI pupils who underwent the Division Mathematics, English and Science Tests were involved.

Respondents of the Study
     The respondents of the present study were the teachers from the five different school areas of Ragay, Camarines Sur and their students’ academic performance in Science, Mathematics, and English.
Table 1
Respondents and Research Subjects

Sectors
Respondents
Research Subjects
No.
%
No.
%
Central
5
20
802
56.24
Lowland
5
20
118
8.27
Railside
5
20
133
9.33
Southern
5
20
201
14.10
Northern
5
20
172
12.06
Total
25
100
1,426
100



Validation of the Instrument
 The formulation of the questionnaire was based on the reading and research from published books, manuals and other documents relevant to the present study.  To validate the sample questionnaire before distributing to the target respondents, the researcher personally sought the opinions, suggestions, and recommendations of his co-teachers, who are the key teachers in Ragay District, in order to ensure its comprehensiveness.  Presented on the succeeding pages are the Table of Specifications of the instruments of the three subjects.
The review of related literature and studies was also useful in the preparation of the questionnaire. Previously conducted studies served as  guide in the formulation of the items/questions.  A draft was made and  submitted for comments and suggestions for improvement to set of jurors  consisted of Master Teachers in Grade VI as the first set, then the school heads who have background in Integrative Teaching and have at least completed Academic Requirements in Master of Arts, and those who graduated Masteral Degree. After their suggestions were reflected in the copy, it was submitted to the adviser for comments, addition, deletion, and revision.
Table 2
Table of Specification
for English

Items
No. of Items
Placement
Part I – Listening Skills


1. Getting the main idea
1
1
2. Noting Details
4
2,3,4,5
3. Making inferences
2
6,7
4. Sequencing events
1
8
5. Distinguishing fantasy from reality
2
9,10
Part II – Grammar


1. Using correct forms of nouns
2
11,12
2. Using possessive pronouns
2
13,14
3. Using verbs that agree with the subjects

3

15,16,17
4. Using adjectives in the three degrees
2
18,19
5. Using prepositions in, on, under, above, below

1

20
Part III – Reading


1. Identifying the key sentence in a paragraph

1

21
2. Sequencing of events
2
22,23
3. Making inferences
2
24,25
4. Giving appropriate title for a paragraph

2

26,27
5. Perceiving cause-effect relationship
2
28,29
6. Giving an appropriate ending to a situation

1

30
7. Drawing conclusions
2
31,32
8. Following two-step direction
2
33,34
9. Identifying irrelevant ideas in a passage

2

35,36
10. Using table of contents
2
37,38
11. Using glossary
2
39,40

Table 3
Table of Specification
for Mathematics


Items

No. of Items


Placement
Objectives / Skills


1. Give the place value of each digit in 4 to 6 digit numbers

2

1,2
2. Round numbers to the nearest tens, hundreds, thousands, ten thousands, hundred thousands

2

3,4
3. Tell when a number is odd/even
2
5,6
4. Express Roman numbers through Hindu-Arabic Symbols and vice-versa

1
7
5. Solve word problems involving addition of whole numbers with sums up to 900,00, including money

2

8,9
6. Transform the word problem into a number sentence

1

10
7. State the complete answer
1
11
8. Solve 2-step word problems involving addition and subtraction of whole numbers including money

2

12,13
9. Use the correct operation
1
14
10. State the correct answer
2
15,16
II. Comprehension of Multiplication


1. Multiply 2 to 4 digit numbers by one digit numbers without and with regrouping

2

17,18
2. Multiply 2 to 4 digit numbers by multiples of 10 to 100.

1

19
3. Solve word problems involving multiplication of whole numbers including money

1

20
4. Analyze the word problem
1
21




Items


No. of Items

Placement
III. Comprehension of Division


1. Transform the word problem into a number sentence

1

22
2. Use the correct operation
1
23
3. State the complete answer
2
24,25
IV. Comprehension of fractions


1. Order fractions less than one
1
26
2. Reduce fractions to lowest term
1
27
3. Find fractional part of a set/region
1
28
V. Comprehension of Line and Line Segment


1. Identify perpendicular, parallel and intersecting lines

1

29
2. Visualize congruent line segment
1
30
VI. Comprehension of Time Measure


1. Convert time measure from smaller to larger units and vice versa

1

31
2. Find exact time between dates
1
32
3. Give an appropriate time between dates
1
33
VII. Comprehension of Linear Measure


1. Tell the appropriate unit of measure
3
34,35,36
2. Convert meter to decimeter and or centimeter, millimeter, and vice versa

1

37
VIII. Comprehension of Area


1. Find the area of a figure in square meters
1
38
2. Visualize the area of rectangle / square
1
39
VIX. Comprehension of Graphs


1. Read / Interpret data presented in graphs
3
40,41,42
2. Name the parts of pictograph
3
43.44,45



Table 4
Table of Specifications
for Science Posttest



Content


Processes / Skills
Knowledge
Comprehension
Analysis
Application
Total
Your sense organs
1,3
11,12
24
34
5
Growth and Change
2,5
13
23,26
33
5
Animals

14,15
27

4
Plants
4
16,17
29
35,37
6
Matter
6
18,28
31
36
5
Energy, Force & Motion
7,10
20,21
30
38
6
Changes in Earth

22
32
39
3
The weather

8,23

40
4
The Sun
9
19


2
Total
9
15
8
8
40
Then after a thorough review, the researcher was given the go signal to finalize it.
The researcher made use of the Fixed Alternative Method or Closed- Type of Question which was administered to the two different strata of respondents. Furthermore, the questionnaire was used to elicit the level of effectiveness of integrative teaching in which the subjects’ responses delimited to a specific alternative. (See Appendices for questionnaire)


Statistical Treatment of Data
The statistical treatment of the data was descriptive and the simple frequency count was employed.
All data collected were analyzed and presented in tabular and textual form after employing the following relevant statistical tools.
Average Weighted Mean using Likert, the 5-point rating scale was utilized in order to determine the level of effectiveness of the integrative teaching as employed in the Grade VI pupils of the Elementary Schools in the five Zones of Ragay District which were under the Basic Education Curriculum. The weighted mean was also employed to determine the problems encountered by the teachers in using the Integrative Teaching Approach as well as the solutions to the problems encountered.
The quantifications of the ratings are as follows:
THE LIKERT 5-POINT SCALE
SCALE
RANGE VALUE
INTERPRETATION
5
4.50 – 5.00
Very Effective/
Extremely Serious/
Very Much Urgent
4
3.50 – 4.49
Effective/
Very Serious/
Much Urgent
3
2.50 – 3.49
Fairly Effective/
Serious/
Urgent
2
1.50 – 2.49
Ineffective/
Moderately Serious/
Moderately Urgent
1
1.00 - 1.49
Very Ineffective/
Not a Problem/
Not at All
    
     Mean, Mean Proficiency Level, and Standard Deviation were used to determine the profile of the pupils’ academic performance in the different subject areas.
Kendall  Coefficient of Concordance W was used to measure the significance of agreement among the rank orders of the teachers’ perceptions on the effectiveness of the Integrative Approach on the pupils’ academic performance, the rank of the pupils’ academic performance in the different subject areas, the problems encountered and the solutions with the following formula (Siegel, 1988).
S

1/12 K2 N3 - N
 
 


W  =     
    
     The corresponding X2 test was used to determine the significance of agreement, as follows:

          X2   =   K (N – 1) W

     Significance level was set at 0.05.


 





Sample lesson Plan

Department of Education
Region V
Division of Camarines Sur
Ragay District
BAYA ELEMENTARY SCHOOL


Lesson Plan in Mathematics III


I.                    Learning Objectives

Cognitive:        Solve word problems involving multiplication of whole numbers  including money
Psychomotor: Write the solution to the problems correctly
Affective:         Practice being thrifty

II.                  Learning Content

Skills:               Solving word problems involving multiplication of whole numbers including money

                        Giving solutions to the problems correctly

Reference:       BEC PELC I.D 2.1
Materials:        textbook, flash cards, chart, activity cards
Value:              thrift


III.                Learning Experiences

A.      Preparatory Activities

1.      Drill -  Basic multiplication facts using double roulette.
2.      Review

Transform this problem into number sentence.

             Jobette helped his father in the garden. They planted 63 tomato seedlings in a row. How many tomato seedlings did they plant in 7 rows?

Ask:

      Who helped father in the garden?
      What did they plant?
      How many tomato seedlings did they plant in a row?
      How many rows were planted with tomatoes?
      What are you going to look for in this problem?
      What are the given data?
      What is the number sentence?




3.      Motivation

Present this story problem.

Cheena saves P15 a day. How much will she save in 5 days?


Ask:
      How much does Cheena save in a day?
      For how many days will cheena save?
Who among you are like Cheena?
How much do you save in a day?
Is it good to save? Why?

B.      Developmental Activities
1.      Presentation
a.      Group the children into four. Using the problem, let each group illustrate the problem. Present this guide to the children in analysing and illustrating the problem.

Problem:
What is asked for?
What are the given information?
Draw/Illustrate the problem
What is the process or operation to be used?
What word/s help you determine the operation to use.
Write the number sentence.

Let the pupils show their work and explain it. Involve the class in checking to see whether what the group did correct or not.

b.      Present problems that used different keywords or word clues to determine the operation to be used. Let them analyze.

1.      A vendor buys 85 boxes of candies. Each box has 100 candies. How many candies are there in all?
2.      Nena bought 12 sets of baby dresses. Each set costs P185. How much did she pay for all the dresses?
3.      Mr. Santos is a postman. He has to deliver 178 letters in a day. How many letters will he deliver in 25 days?

What operations will you use if you see these words?

c.       Assign the problems to three group. Let them solve the problem showing the correct solutions and operation.

2.      Guided Practice
Using the strategy – multiplication concentration
Materials:  12 cards with multiplication problems
                   12 cards with their products




Procedures:
1.      Shuffle all 24 cards and place them face down in four rows of six cards each.
2.      Players take turns turning over two cards. If one shows a problem and the other card shows its product, the player keeps those cards. If the cards do not much, the player will read the problem in the cards and solve it showing the correct solution and operations.



3.      Generalization:

What did you do to solve/get the correct answer?
What are the steps that we should follow in solving problems?

C.      Application

Read and understand each problem. Solve using Polya’s method

1.      Mang Berto picked 25 small baskets of atis. If each basket contained 45 atis, how many atis were there in all?
2.      If each basket of atis costs P120, how much will Mang Berto receive for 25 small basket of atis?
3.      Mr. Lee sells mangoes by baskets. Each baskets contains 26 mangoes. How many mangoes does 34 baskets have?
4.      Alma saves P25 a day in her piggy bank. How much money will she save in twelve days?
5.      Pet could read 75 pages of his favourite pocket book in a day. If he would read for 12 days, how many pages would he finish?


IV.                Evaluation

Read and solve the following

1.      Grandma gave her 6 grandsons P100 each last Christmas. How much did she give away in all?
2.      Mr. Cruz deposits P2,500 every month. How much will be his deposit in 8 months?
3.      A tray contains 30 eggs. How many eggs will there be in 115 trays?
4.      A one-way plane ticket to Cebu costs P1,540. If there were 100 passengers with one way tickets, how much did all their tickets costs?
5.      A dictionary costs P1,345 pesos each. A teacher needs a dictionary for her class. How much will it costs her to buy the dictionary?


V.                  Assignment

Read  and solve.

1.      A bus can accommodate 72 passengers. How many passengers can be accommodated in 15 buses?
2.      Three vendors sold small flags at P3 at Luneta during the Independence day celebration. These vendors were able to sell 320 flags. How much was the total sale of the three vendors?
3.      The Grade 3 class of 45 pupils used bottle caps for their project. Each child used 25 pesos of bottle caps. How many bottle caps did the children use?
4.      Simon spends P645 for his transportation per month. How much is his total transportation expenses for 9 months?
5.      Nancy can type 32 words per minute. How many words can she type in 400 minutes?


                                                                                          Prepared by:


                                                                                                        NOEL R. DAURAN
                                                                                                         Master Teacher – II
                                                                                                      Demonstration Teacher


Lesson Plan in Science V

I -  Objective:
            Explain the process of photosynthesis using a diagram
II - Subject Matter:
            Topic: photosynthesis
            Science Concept:
1.      Photosynthesis is the process of making food in green plants in the presence of sunlight. “photo” means light and “synthesis” means putting together.
2.      Plants need water, air and sunlight in making food.
3.      The materials that gives the green color of leaves is called chlorophyll.
Value Focus: Importance of plants
Science Processes: describing, observing, comparing, identifying
Materials: A diagram showing the process of photosynthesis
Reference: PELC 1.1.3 P. 7
                     Learning and Growing with science PAGES 117 – 119
                     Science  for Daily Use pages 103 -104
Background Information:
                    Photosynthesis is the process in which plant use light and water to make food or sugar. Sugar is created in the green parts of a plant and every animal on Earth depends on it. Without plants we would have neither food to eat nor oxygen to breath.

III - Learning Procedure
A.     Pre – activity
1.      Review
What will happen to plants with the absence of any factors needed for photosynthesis?
2.      Motivation and Presentation:
Display a diagram showing the process of photosynthesis
What have you observe on the diagram?

B.      Activity Proper:
The class will be group into three. Each group will have a leader to report the data or answers in the different questions. Use the diagram above and answer the following:
1.      What are the main raw materials for photosynthesis?
2.      Where is light energy trapped? Is light energy is important?
3.      What happens in photosynthesis?
4.      What is given off as a by product?

C.      Post Activity
1.      Enter the observation in Manila Paper
2.      Reporting of data by member of the group
3.      Abstraction
4.      Generalization/Concept Formation
What is photosynthesis? How does photosynthesis occur?
5.      Application
Display a diagram showing the process of photosynthesis
6.      Value Integration:
Plants and water conservation

IV – Evaluation:
                        Fill in the blanks using the words inside the box to complete the process of photo
         synthesis.
                        Chlorophyll                  sunlight                       plants
                        Water                          minerals                      stomata
1.      _________ is the green coloring pigment of plants. A tiny opening in the leaf called (2)_______   where food making takes place. (3) ________  need (4) _______ which
Is  necessary in the process of photosynthesis. (5) __________ is absorbed by plants through the roots and distribute to plant parts.

V – Assignment
            Why is photosynthesis is important?
            PELC 1. 1. 3/Learning and Growing with Science pp. 117 – 119