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7. Action Research Work Plan and Timelines 

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7. Action Research Work Plan and Timelines 

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During the data collection process, the researcher will administer a pre-test and a post-test, respectively. Analysis of variance (ANOVA) will then be used in the study's data processing and analysis. The statistical method known as Analysis of Variance (ANOVA) is used to compare the means of two or more groups. ANOVA may be a useful method for evaluating the effect of a therapy or intervention on a specific outcome variable in the context of pre-test and post-test data analysis.

The researcher will do a theme analysis to interpret the data. Findings from a thorough theme analysis technique can be reliable and enlightening (Nowell, Norris, White & Moules, 2017). A qualitative data analysis technique called thematic analysis is used to find, examine, and present themes in a dataset. Although it is frequently linked to qualitative research, it may also be used to analyze pre-test and post-test data in a mixed methods study design, giving the researcher a better grasp of the experiences and underlying elements that contribute to the test findings. Thorough theme analysis can yield reliable and enlightening results (Nowell, Norris, White & Moules, 2017).

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A mixed-methods strategy, integrating quantitative and qualitative data- gathering techniques will be used to carry out this action research. A variety of data sources will be used, such as student comments, classroom observations, and pre- and post-test results. While classroom observations will give qualitative views on the students' involvement and engagement with written assessment exams translated into Tagalog, pre- and post-assessment scores will offer quantitative insights into the students' academic achievement. Additionally, students' direct feedback—gathered via structured surveys—will enhance the study with their viewpoints, thoughts, and experiences, enabling a thorough evaluation of the intervention's effects. The chosen Most Essential Learning Competencies (MELC) in the updated Science 10 curriculum guide will serve as the foundation for the creation of the Tagalog translation science test.

Together with a Filipino coordinator, the school head and the school testing committee will review it, and the Education Program Supervisor in Science – Tanauan City Division will validate. A comprehensive knowledge of the usefulness of written assessment exams translated into Tagalog in improving the learning experiences of Grade 10 students with particular learning issues will be made possible by these varied data sources.

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4. Participants and/or other sources of data and information 

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4. Participants and/or other sources of data and information 

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The emphasis of this action research is on a particular subset of Grade 10 students who have been classified as average learners due to their sluggish reading speeds and poor comprehension which the researcher sees as factors that affect their academic performance. This focused method guarantees a thorough investigation of how written assessment exams translated into Tagalog affect a group of students who are experiencing specific difficulties in their educational path. To reflect this particular population, 31 Grade 10 students make up the research sample.

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The main thrust of this study is to deconstruct the Impact of Science Test with Tagalog Translations Among Grade 10 Students at XYZ National High School.

This paper will attempt to answer specific questions such as:

1.   What effect does the written evaluation exam in Tagalog translation have on the academic achievement of XYZ National High School students in Grade 10, particularly on their understanding, memory, application of scientific concepts, and academic performance?

2.   What effects does the written assessment test's integrated Tagalog translation have on schools’ overall science education performance?

3.   Is there a discernible difference in the academic achievement of Grade 10 students before and after the Tagalog translation written assessment exam was introduced?

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2. Proposed intervention, innovation, strategy (15 points)

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2. Proposed intervention, innovation, strategy (15 points)

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Adapting assessments to students' cultural backgrounds has become a crucial strategy in the rapidly evolving field of education. This study will examine the effects of written science assessments in Tagalog on Grade 10 students at XYZ National High School in the second and third quarters of the 2024–2025 academic year with a focus on students' Mastery of Performance Standards (MPS). The study explicitly looks at how this approach impacts their academic achievement in science.

The main goal of this study is to ascertain whether using written assessments that have been translated into Tagalog is acceptable and effective for Grade 10 students. To contribute to the educational community, the study intends to analyze the effects of this culturally specific assessment technique and offer insights into whether it improves students' performance and comprehension of scientific topics.

The Grade 10 students at XYZ National High School will be the focus of this study. The main site for this study is XYZ National High School, which offers a thorough grasp of the effects of the written assessment examinations translated into Tagalog within the particular cultural and educational setting of the school.

To thoroughly examine the long-term impacts of written assessment exams translated into Tagalog on students' performance, the study will be carried out in the second and third quarters of the 2024–2025 academic year. This longer time frame makes it possible to spot trends and patterns, giving a comprehensive picture of the strategy's long-term efficacy.

This study is seen by the researcher as a win-win scenario. If students' performance on the written evaluation examinations translated into Tagalog improves, useful suggestions will be made. By disseminating these ideas to other educators, a more culturally aware approach to evaluations in all subject areas may be promoted. The research will open the door for a more thorough examination, on the other hand, if the findings show differently. To add to the current discussion on culturally sensitive teaching approaches, future study may examine different tactics or methods that teachers could use to improve science performance. The findings of this study have the potential to influence future teaching methods and provide a more productive and inclusive learning environment for all XYZ National High School students, regardless of the outcome.

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Improving the quality of education is one of the pressing challenges facing by the Department of Education.  According to the 2022 Program for International Student Assessment (PISA), 15-year-old Filipino students performed poorly in arithmetic, science, reading, and creative thinking. As the Department attempts to pursue innovative solutions through which the quality of education can be raised higher, there were also pressure to meet the various needs of our students in the educational system.

As one of the participating countries in PISA, we on this educational system will do everything and as quoted “By participating in PISA, we will be able to establish our baseline in relation to global standards and benchmark the effectiveness of our reforms moving forward. The PISA results, along with our own assessments and studies, will aid in policy formulation, planning and programming,” said the DepEd.

In the Program for International Student Assessment (PISA) 2003 Data Analysis User’s Guide, it is written that in each country, the assessment is translated into the primary language of instruction; in the United States, all materials are written in English. As high lightened, the assessments used in other participating countries are translated.

Every school serves a community rich in Filipino culture, like XYZ National High School located in one of the rural barangays at Tanauan City, where students benefit from learning that reflects their heritage. In our traditional science education typically employs English nomenclature, which many students may find difficult. The researcher at the school has also seen this type of issue in students based on the findings of several tests they have taken. Reflecting on the result of the previously administered DLRP (Division Learning Recovery Program) assessment, which also focuses on English, Mathematics, and Science, the school's low-test results on the quarterly MPS (Mastery of Performance Standard) that were turned in last school year contributed to the low scores of the Grade 10 students that give enough reasons to the researcher to seek ways in improving the performance of the students. School assessments might be seen also as a kind of practice for answering other tests, such as PISA, in which the Philippines is now taking part aside from the fact teachers primarily use it in assessing students learning.

The researcher believes that incorporating and employing translated Tagalog in the classroom, especially when developing a quarterly evaluation tool for the sciences, might help students achieve previously unachievable outcomes. Additionally, by allowing students to connect scientific ideas to their personal experiences and cultural background, the test is believed to improve comprehension and memory. Language and cultural integration into science instruction can also boost student engagement and interest, and improve the effectiveness and enjoyment of learning. Moreover, learning in their native language may also enhance the performance of the students. This study aims to find out if Tagalog translations improve the academic achievement of students in science. The findings can help other schools with similar populations by providing valuable information to teachers who want to include cultural relevance in their curricula. In the future, this study may also prove to be a basis for improving how other tests- PISA included- are given if the opportunity exists.