TNCHS Research Library Tanza National Comprehensive High School

4 cards for “self-learning modules”

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  1. TNCHS-2025-FAC-006

    Optimized Dance Ed: Integration of Self Learning Modules in Health Optimizing Physical Education 3

    Ted Jayson B. Guadamor

    SY 2024–2025Grade 12FACQuantitative

    Purpose: This study investigates the effectiveness of integrating self-learning modules (SLMs) in teaching Health Optimizing Physical Education 3, particularly focused on dance education, to Grade 12 students at Tanza National Comprehensive High School. Design/methodology/approach: Employing a quasi-experimental one-group pretest-posttest research design, the study involved a sample of 298 Grade 12 students. Data were collected through pre- and post-assessment scores, allowing for an evaluation of the impact of SLMs on student learning outcomes. Findings: The results indicated a significant improvement in student performance, with posttest scores increasing from a mean of 16.33 to 27.07. A T-test analysis revealed a statistically significant difference in scores (t = 1.65, p < 0.05), providing strong evidence that the integration of SLMs positively impacted students’ understanding and mastery of the subject matter. Research limitations/implications: The study's findings may be limited by its single-school context and the reliance on a one-time intervention. Future research should consider longitudinal studies to explore the sustained effectiveness of SLMs across various educational settings and disciplines. Originality/value: This research contributes to the existing body of literature on educational technology in physical education by providing empirical evidence on the effectiveness of SLMs in specialized areas like dance education, emphasizing their potential to enhance learning experiences and outcomes.

  2. TNCHS-2025-FAC-007

    Streamlining School Administrative Processes: The Development of an Integrated Tool for the School Forms of Tanza National Comprehensive High School

    Relly Aris A. Tagsuan, Alquinn D. Lobos, Ted Jayson B. Guadamor

    SY 2024–2025FACCapstone / innovation

    Purpose: This research aimed to develop and evaluate an integrated tool for managing school forms at Tanza National Comprehensive High School (TNCHS) – Senior High School, addressing inefficiencies in traditional document management. The study explored the tool's key requirements and features, ISO validator evaluations, user feedback, and differences in perspectives between the two groups. Design/methodology/approach: Employing the Fourth Generation Technique, the study emphasized rapid prototyping, modular design, and code reusability. A needs assessment questionnaire was administered to senior high school advisers, followed by iterative tool development and evaluations using the ISO 25010 framework. Feedback was gathered from students, teachers, and administrative staff to refine the tool. Findings: The tool achieved high ratings in functionality, performance, and maintainability based on the ISO 25010 framework. However, discrepancies emerged between ISO validator and user evaluations, particularly in interaction capability and usability, highlighting the need for enhanced training and user-centered design. Security and safety were identified as areas requiring improvement, underscoring the importance of regular audits and updates. Research limitations/implications: The study is limited by its focus on a single school and reliance on self-reported data. Future research could expand the scope to include diverse institutions and conduct longitudinal assessments of the tool's impact. Originality/value: This research demonstrates the practical application of modern development techniques to streamline school form management. By integrating technical and user-centric approaches, the study offers a replicable model for enhancing administrative efficiency in educational institutions.

  3. TNCHS-2025-FAC-008

    The Impact of Gamification Using ClassDojo on STEM Learners’ Motivation and Learning in Health Optimizing Physical Education

    Ted Jayson B. Guadamor

    SY 2024–2025FACQuantitative

    Purpose: This study examined the impact of gamification through ClassDojo on the motivation and academic performance of STEM learners in Health Optimizing Physical Education (HOPE) 3 at Tanza National Comprehensive High School. It specifically focused on changes in intrinsic motivation, identified regulation, and amotivation, as well as academic performance improvements post-intervention. Design/Methodology/Approach: A quasi-experimental one-group pretestposttest design was employed, with sixty STEM learners participating in an eightweek gamified PE program. Motivation was assessed using the Perceived Locus of Causality (PLOC) scale, measuring intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. Academic performance was evaluated through pre- and post-assessments in HOPE 3. ClassDojo was used to integrate gamified elements, such as point-based rewards for participation, teamwork, and performance. Findings: Significant improvements were observed in intrinsic motivation and identified regulation, indicating a shift toward more self-determined motivation. A notable decrease in amotivation was recorded, suggesting that gamification effectively addressed disengagement. Academic performance improved significantly, with the mean pretest score rising from 16.90 to 30.88, indicating enhanced knowledge retention and consistent learning outcomes. Research Limitations/Implications: The study was limited to a single group of STEM learners, which may affect the generalizability of the findings. Future research should explore the long-term effects of gamification on motivation and academic performance across diverse educational contexts. Originality/Value: This study contributes to the literature on gamification in education, particularly in physical education, demonstrating how ClassDojo can enhance motivation and academic performance.

  4. TNCHS-2024-FAC-002

    Crafting Masterpieces: An Action Research Study on Senior High School Students' Perceptions of Collaborative Peer Writing Sessions

    Rovina Mae B. De Leon, Arisa O. Tuaño

    SY 2023–2024FACAction research

    In the evaluation of one’s capacity, one should be holistic. This means that the measurement of intelligence should not be centered around verbal communications but also in written form. Writing skill is a very essential component of learning, when learners can write and can express their ideas and opinions effectively that signifies that other competency like comprehension and vocabulary, syntax and grammar were already mastered by them. It is a complex skill that should be mastered even at the primary level. Writing is a skill, and it is considered amongst the crucial skills in the world of the 21st century. In this global landscape, the global workforce calls for individuals who have incredible skills particularly in written communication which pertains to a great advantage when they possess such skill upon entering a job. (Diane, 2022). This skill is very in demand globally especially in the world of global workforce. It is one of the skills that an employer looks for the applicants to carry out the roles and responsibilities whenever they get hired. This is the very reason that during this skill it should be mastered by the learners in their primary years in schooling in order that when they entered to higher levels of education, they are already on the process of mastering and applying the skill to a wide range scale.

Plate · Tanza Senior High School building