I. PROBLEM IDENTIFICATION
Low performance level of students in math and science and depleted oral participation in most of the subjects.
II. PROBLEM ANALYSIS
First year – students are found out to be very passive and have a low interest to assert in oral participation during classroom discussions and have low performance level in math and science as stipulated in the form XVI.
One of the root causes of the students’ setbacks is on study habits. Studies inhabit only 40% of students’ time. Coercion sometimes plays important role in developing study habits. It was also found out that 80% of the students come from a minimal-income threshold in which there is only a solitary bread-earner.
During interviews, most responses settled on the following (as ranked)
a) Have to do some home errands such as fetching water, taking care of poultry, swine and hogs and other related matters.
b) Have to attend to sari-sari stores until late hours in the evening.
c) Attended local disco activities in nearby sitios.
d) Viewed “teleseryes” on TV.
III. FORMULATION OF HYPOTHESIS
After a series of personal interviews and home visits, a notion to improve the performance of students in relation to their oral participation during classroom discussions must be ministered. It has been studied that a student could not practically assert on something if he has no insights on a particular topic, it is then that a distinct study groups shall be created and formed for the purpose.
IV. IMPLEMENTATION AND ACTION
Starting July 2005 - present through the collaboration of the parents, subject teachers and classroom officers , STUDY GROUPS were formed. These groups will meet every 4-5pm (MWF) and when the need arises in their respective classrooms with specified topics to review. Student leaders are designated to initiate the discussions and student- monitors to follow-up the attendance.
Topics provided will be in accordance to the recommendations of the subject teachers. Topics are merely centered on the least mastered topics of the week. Oral activities will also be provided for practice.
Students are assisted to attend to their assignments and to get better grades. Tutorial sessions gave them the proper venue to practice their oral skills. Feedbacks from teachers pointed out that a better response to making experiments and board work are enhanced.
Oral skills are slowly practiced. Involvement in group activities has now find a slot in most of the students’ attention.