Implementing OLAQIET (one Learning and Question in Every topic) to Develop Students' Mastery Level in Understanding Culture, Society and Politics

Abstract

INTRODUCTION

In the first two years of Senior High School implementation in the Philippines, many students are still in the process of transition and are experiencing transitional peculiarities who are still confused with the changes in the educational system. OLAQIET is an acronym personally created by the teacher-researcher that stands for One Learning and Question in Every Topic. This does not focus only on the "learning" but to the points of difficulty also.

METHODS

This action research is a quasi-experimental design since this is a "test-out of a strategy" whose purpose is to gauge the grasping scale and the reason was to test the efficacy. Participants are the current Grade 11 students in all strands having a total of 154. The teacher-researcher uses any of the four methods of data gathering: analyzing documents and material culture, participating in the setting, observing directly, and interviewing in depth.

RESULTS

Pre-test results showed that the mastery level of the entire Grade 11 students in UCSP is 51.72 with a description of "nearing mastery" and that the MPS rating is at the lowest part of the range. During the post-test, the MPS rating increased to 69.6 having a description of nearing mastery but is on the upper range, making a difference of 17.878. The comparative difference in the pre-test and post-test scores (MPS) of the students is indeed proof that they performed better in the post-test. It is therefore construed that the strategy is useful. The perception survey also proved that OLAQIET has helped the students easily recall the whole topic with the highest number of responses of 64 out of 111.

DISCUSSIONS

The comparison of MPS showed an increased result; therefore, the intervention has helped the students in any way to master the competencies of the subject. Considering the responses on the survey sheet, it is interpreted that the intervention is beneficial to the academic routine of the students. The strategy has served the following benefits: learning is monitored; points of difficulty are made known to the teacher and are given due attention along the way; students became responsible in complying with their regular task; improved students' writing skill in some way; timid students can freely express their thoughts and confusions through writing, and forgotten key points are easily remembered and scanned.