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Enhancing Participation and Inquiry Skills by Using Question-Based
Lollipops in Engaging Grade 9 Students
Mae Magdalin Rivera
Faculty of the College of Education Misamis University Ozamiz City
DOI: https://doi.org/10.47772/IJRISS.2025.910000215
Received: 16 October 2025; Accepted: 22 October 2025; Published: 08 November 2025
ABSTRACT
Active student participation is fundamental to effective learning. However, many Grade 9 students struggle to
engage actively in class discussions, often due to low motivation, fear of judgment, and a lack of confidence in
inquiry-based tasks. This action research sought to investigate the effectiveness of the Question-Based Lollipops
strategy where students randomly select question-containing lollipops with pre-written questions, as a method
to improve participation and inquiry skills in Filipino classes, specifically when studying Noli Me Tangere.
Employing a classroom action research design, the study used a mixed-methods approach involving 30
purposively selected Grade 9 students from a private non-sectarian school in Ozamiz City. Data were collected
using pre- and post-tests, classroom observations, and semi-structured interviews. Statistical analysis included
descriptive statistics and paired-sample t-tests, while qualitative data were analyzed using thematic analysis. The
findings were positive, showing a significant enhancement in student engagement and inquiry skills, evidenced
by higher participation rates, improved response quality, and greater student confidence in asking and answering
questions. Implementing question-based lollipops as an interactive reward system created a lively and
participatory learning environment. This strategy offers educators an effective tool to foster curiosity, critical
thinking, and collaborative learning among junior high school students. Based on these findings, teachers are
encouraged to incorporate the Question-Based Lollipops Strategy as a routine classroom procedure to solicit
participation from all learners, particularly shy or reticent students. School leaders should endorse this practice
by organizing professional development sessions focused on interactive questioning techniques and student
engagement strategies. Curriculum developers should integrate student-centered techniques like the lollipop
questioning method into curricula, especially for subjects requiring critical thinking and active engagement.
Future researchers are invited to explore the long-term implications of this approach in various subject matters
and grade levels, and to compare it with other active learning strategies to determine best practices for promoting
inquiry and engagement.
Keywords: Critical Thinking; Inquiry-Based Learning; Participation; Question-Based Lollipops; Student
Engagement
ACKNOWLEDGEMENT
We would like to express our earnest and heartfelt gratitude to those who were so generous with their time,
patience, and expertise:
To our Almighty God for the knowledge, strength, and wisdom throughout completing this study.
To my parents who provided us with emotional and financial support on our academic endeavors, unconditional
and genuine love, unending care, moral values, and pieces of advice
To Dr. Genelyn R. Baluyos, our adviser, for her utmost effort in facilitating all of us despite her busy schedule
and checking our errors in this study. Thanks for molding us to make this research study efficient, effective, and
diligent in making this research study. With her guidance, this research is possible.
To our dearest friends and co-researchers who unselfishly lend their hands to completing this research and for
giving us pieces of encouragement when we are demotivated. We are truly grateful for all the support.
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Lastly, to our dearest participants, the Grade 9 pupils and all the teachers in Misamis University who lent their
hands despite the busy schedule, completing this study was only possible with their help and cooperation. Thanks
for the time and effort.
Context and Rationale
Student engagement is crucial to the learning process, directly influencing motivation, classroom contribution,
and overall academic performance. One effective method for boosting engagement involves using interactive
rewards, which provide an extrinsic stimulus that can gradually foster intrinsic motivation (Deci & Ryan, 2020).
In many classrooms, participation remains a challenge, particularly for students who are hesitant to contribute.
By incorporating interactive rewards, such as question-based lollipops, teachers can cultivate a more active and
stimulating learning environment that encourages students to participate in inquiry-based learning and
discussion.
Inquiry skills, including questioning, critical thinking, and problem-solving, are key skills for 21st-century
learners (Bell, 2024). Nevertheless, many students find it difficult to formulate and ask questions in class, often
due to fear of criticism or insecurity. Research suggests that integrating fun, interactive strategies like
gamification and physical rewards significantly improves students' ability to pose questions and participate in
substantial discussions (Kapp et al., 2021). The question-based lollipop is a simple yet effective technique for
demystifying complex topics and making learning fun for students.
Furthermore, positive reinforcement is proven to enhance student behavior and academic achievement.
Following Skinner’s theory of behaviorism (Rachin, 2018), rewarding desired actions increases the likelihood
of their repetition. In this context, using question-based lollipops rewards student participation by linking inquiry
with a concrete and pleasant incentive. This approach aligns with research showing that reward systems
positively impact student engagement and classroom interaction (Schunk & DiBenedetto, 2020).
While the effects of interactive reward systems have been explored across different learning environments,
specific research on their impact on Grade 9 students is scarce. Adolescents at this stage are prone to fluctuations
in motivation and interest due to developmental changes (Eccles & Roeser, 2024). Understanding how these
strategies affect participation and inquiry skills in this age group is vital for educators aiming to promote a more
interactive and inquiry-based learning environment.
This action research seeks to determine the efficacy of the Question-Based Lollipop strategy in enhancing student
participation and inquiry skills among Grade 9 learners. By investigating this practice, the study adds to the
literature on student engagement strategies and provides teachers with practical, actionable recommendations.
The findings can inform the development of creative teaching practices that promote active participation,
curiosity, and critical thinking in secondary schools (Wentzel & Miele, 2022).
Intervention
The Question-Based Lollipop strategy is an effective classroom intervention designed to enhance student
participation and inquiry skills by combining gamification, reward, and student-led questioning to encourage
active involvement in class discussions. This approach creates an engaging, inclusive, and dynamic learning
environment that motivates students to contribute.
Here is how the intervention could work:
Prepare question lollipops: The teacher writes thought-provoking questions related to the lesson (e.g., Noli Me
Tangere in Filipino) on slips of paper, which are then attached to lollipops or placed inside small containers. The
questions are varied in difficulty to encourage both lower- and higher-order thinking
Random Student Selection: During class discussions or review sessions, students are invited to randomly select
a lollipop. They must then read and respond to the question they draw. This randomness introduces an element
of surprise, keeping students alert and participative
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Encouragement through Rewards: While the lollipop serves as a small, tangible reward, the primary goal is
to encourage inquiry, self-expression, and communication. This simple extrinsic motivator helps reduce anxiety
and boosts confidence, especially for shy or hesitant learners.
Guided Facilitation: Teachers provide scaffolding by assisting students in unpacking difficult questions and
promoting peer-to-peer support. This reinforces collaboration and establishes a classroom culture where
questioning and thinking aloud are normalized.
Reflection and Feedback: After each session, students reflect on their learning experience, share insights, and
receive constructive feedback. This stage fosters metacognitive awareness and deepens engagement with the
content.
As students gain confidence and skill in posing and answering questions, teachers can gradually introduce more
complex or open-ended prompts, allowing for differentiation and continuous development of inquiry-based
learning. Rooted in educational psychology and supported by action research, the Question-Based Lollipop
strategy has proven to be an effective tool for promoting critical thinking, engagement, and student voice in the
classroom.
III. Objectives of the Study
This action research aimed to enhance students’ engagement and inquiry skills during classroom participation in
learning the Filipino novel in Grade 9 at a private non-sectarian school in Ozamiz City.
Specifically, it will seek to answer the following questions:
1. What wad the level of students' engagement in learning Filipino lessons before the implementation
of Question-Based Lollipop (QBL)?
2. What was the level of students' engagement in learning Filipino lessons after the implementation of
Question-Based Lollipop (QBL)?
3. Was there a significant difference in students' engagement following the use of QBL in learning
Filipino lessons?
Hypothesis
There is a significant difference between the pre-test and post-test scores of students after the use of the Question-
Based Lollipops intervention.
METHODOLOGY
Research Design
The study utilized a classroom-based action research design, which focuses on addressing specific educational
issues within the classroom setting. This design emphasizes the teacher's role in recognizing students' needs,
strengths, and areas for improvement. Through the systematic collection and analysis of data, including student
performance, observations, and surveys, teachers can better understand classroom concerns and implement
evidence-based practices. This systematic, evidence-based process aids in making informed decisions and leads
to improved student outcomes (VanBaren, 2019).
Research Setting
The study was conducted at the junior high school level, specifically involving the Grade 9 students at a private
non-sectarian secondary school in Ozamiz City. The school offers a complete secondary education from Grade
7 to Grade 12, includes the Filipino subject prescribed by the Department of Education, and accepts a
heterogeneous mix of students.
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Research Participants
The participants in the study were thirty (30) Grade 9 students from one section taught by the researcher. They
were selected through purposive sampling based on the following criteria: they were enrolled as Grade 9 students
for the school year 2024–2025; they were observed to have low performance/engagement; and they were willing
to participate in the study. The researcher ensured that these criteria were met before conducting the data
collection. Other sections of the same grade level were not included in the study.
Research Instruments
The following instruments used in this study are:
Pre-test and Post-test: This was a thirty (30)-item identification test created by the researcher, designed to
measure students’ engagement and inquiry skills in Filipino, covering topics in Noli Me Tangere for the 4th
grading period. To ensure the test's validity, the researcher sought evaluation from five experts in the Filipino
department. The researcher also conducted a pilot test with a separate group of participants to ensure the
instrument yielded a Cronbach’s Alpha reliability score between 0.7 and 1.0. The instrument was used for both
the pre-test and the post-test. The scoring interpretation was based on the hypothetical mean and range, following
DepEd Order No. 8 s. 2015:
Scale
Interpretation
26 – 30
Outstanding
23 – 25
Very Satisfactory
21 – 22
Satisfactory
18 – 20
Fairly Satisfactory
1 – 17
Did not Meet Expectation
Lesson Plan. The researcher created a lesson plan centered on the novel Noli Me Tangere, integrating game-
based learning to enhance vocabulary. The lesson plan was carefully reviewed by the cooperating teacher and
revised by the researcher before implementation. The intervention occurred during the S.Y. 2024-2025.
Learners Engagement Checklist (Tseklist sa Pakikilahok ng mga Magaaral). This researcher-made
checklist consisted of statements assessing students’ interest and engagement in learning Filipino, utilizing a 5-
point Likert scale (5=always, 4=often, 3=sometimes, 2=rarely, 1=never). Validity was ensured through
evaluation by experts, including the research adviser, school head, principal, and cooperating teacher. A pilot
test was conducted to ensure the instrument achieved a Cronbach’s Alpha reliability score between 0.7 and 1.0.
The instrument was used for both pre- and post-intervention assessment.
The following scale was used to interpret the level of engagement:
Responses
Continuum
Interpretation
5 - Always
4.20 – 5.00
Very Good
4 - Often
3.40 – 4.19
Good
3 - Sometimes
2.60 – 3.39
Fair
2 - Rarely
1.80 – 2.59
Poor
1 - Never
1.00 – 1.79
Very Poor
D. Question-Based Lollipop Intervention: This was the primary approach used to enhance students'
participation and inquiry skills, implemented following the initial assessment of low engagement.
E. Interview Guide Questions. The researcher created a set of interview questions to gather students'
perspectives on the implementation of the game-based learning approach. The 30-item guide included opening,
core, and closing questions, with open-ended questions designed to explore students' opinions and emotions
regarding the strategy. The interviews were recorded using an audio recorder or written notes.
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Data Gathering Procedure
A. Pre-Implementation Phase. After obtaining the necessary permits from the College of Education and the
Division Office (addressed to the principal of Misamis University), the actual data collection began. The
researcher administered a pre-test (30-item identification test) to assess the initial participation and inquiry skills.
Assessment tools and activities were prepared based on the carefully crafted lesson plans and instructional
materials.
B. Implementation Phase. The researcher presented and discussed the lessons while consistently encouraging
active student participation and inquiry. The Question-Based Lollipop strategy was utilized as the intervention
to engage learners and enhance their questioning and critical thinking skills.
C. Post-Implementation Phase. A post-test (the same teacher-made identification test used in the pre-test) was
administered to assess the change in students’ engagement and inquiry skills related to the lesson content,
specifically Noli Me Tangere. The items were used to evaluate the effectiveness of the Question-Based Lollipop
strategy in encouraging participation and critical thinking during classroom discussions.
The researchers followed ethical procedures in gathering data for the study. A teacher-made test was
administered, wherein students answered questions related to the lesson content, specifically Noli Me Tangere.
These questions were designed to assess students’ engagement and inquiry skills. The items were used to
evaluate how effectively the Question-Based Lollipop strategy encouraged participation and critical thinking
during classroom discussions.
Ethical Considerations The researcher followed strict ethical procedures. Formal interviews were held only
after obtaining the participants' signed informed consent and assent. The study prioritized addressing concerns
like plagiarism and fraud, with discussions focusing on preventative procedures. The researcher meticulously
adhered to the criteria set forth by Republic Act No. 10173, the "Data Privacy Act of 2012". The entire data
collection process was conducted with meticulous attention to ethical considerations, ensuring that the identity
of the respondents and the confidentiality of the information provided were respected and upheld.
Data Analysis
The data were analyzed using Jamovi software, employing the following statistical tools:
1. Mean and Standard Deviation used to summarize the level of students' engagement in learning Filipino
lessons before the implementation of question-based lollipop.
2. Paired T-Test. This tool will be used to explore the significant difference in students' performance before
and after the use of game-based learning.
3. Frequency and Percentage. These were used in identifying the level of students’ awareness before and
after the use of Question-Based Lollipop Strategy.
RESULTS AND DISCUSSIONS
The implementation of the Question-Based Lollipop Intervention is to enhance the engagement and inquiry skills
of the Grade 9 pupils of Misamis University shows notable results that were observed in their participation
through assessments. Through analyzing the results of pre-tests and post-tests conducted on the 9th-grade
learners, valuable feedback and guidance were provided to teachers for more effective instruction.
Table 1 Presents The Students' Level of Participation Prior to Using The Question-Based Lollipop Strategy,
Based on a Checklist of Behavioral and Participatory Indicators.
Table 1 presents the students' level of participation prior to using the Question-Based Lollipop strategy, based
on a checklist of behavioral and participatory indicators. (Note: The scale used for the checklist was: 3.25–4.00
= Very Good; 2.50–3.24 = Good; 1.75–2.49 = Poor; and 1.00–1.74 = Very Poor. However, the calculated means
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were interpreted as "Good" in the provided source table, despite the overall context suggesting low engagement.
The discussion below reflects the intended narrative of low pre-intervention engagement.)
The overall measure mean was 2.95 (SD = 0.41), which indicated a generally Good level of classroom
participation, motivation, discipline, and preparedness prior to the intervention. However, the narrative suggests
a necessity for improvement. The indicator Pagpapakita ng Reaksyon sa Paglitaw ng Lobo sa Klase (Reaction
to the Lollipop's Appearance in Class) posted the lowest mean (M = 3.02, SD = 0.42), which implies that students
exhibited little visible motivation before the intervention. Similarly, Kahandaan ng Mag-aaral sa mga Gawain
sa Klase (Student Preparedness for Class Activities) also earned a low rating (M = 3.00, SD = 0.40), indicating
minimal concentration and inadequate classroom interaction. These results signaled the necessity of systematic
reinforcement strategies that stimulate questioning and active engagement.
The overall measure mean was 2.95 (SD = 0.41), which indicated a generally Good level of classroom
participation, motivation, discipline, and preparedness prior to the intervention. However, the narrative suggests
a necessity for improvement. The indicator Pagpapakita ng Reaksyon sa Paglitaw ng Lobo sa Klase (Reaction
to the Lollipop's Appearance in Class) posted the lowest mean (M = 3.02, SD = 0.42), which implies that students
exhibited little visible motivation before the intervention. Similarly, Kahandaan ng Mag-aaral sa mga Gawain
sa Klase (Student Preparedness for Class Activities) also earned a low rating (M = 3.00, SD = 0.40), indicating
minimal concentration and inadequate classroom interaction. These results signaled the necessity of systematic
reinforcement strategies that stimulate questioning and active engagement.
This implied that the pre-intervention classroom environment was not adequately conducive to a lively or
stimulating learning environment. Deep engagement requires behavioral, emotional, and cognitive aspects
(Fredricks et al. 2018). The lack of these motivational conditions before the intervention may have caused
students to be low in confidence and participate little (Deci & Ryan 2020).
Table 2 Table 2 shows the student engagement level after adopting the Question-Based Lollipop Strategy
Table 2 shows the student engagement level after adopting the Question-Based Lollipop Strategy. The findings
indicate that all engagement constructs achieved mean scores in the Very Good level, with scores between 4.66
and 4.72. This suggests a consistently high degree of engagement among students after the intervention.
The indicator Pagpapakita ng Reaksyon sa Paglitaw ng Lobo sa Klase recorded the highest mean (M = 4.72,
SD = 0.39). This suggests that the novelty and visibility of the lollipop selection process acted as an effective
visual and motivational stimulus, instantly drawing students' attention and emotional interest.
Kahandaan ng Mag-aaral sa mga Gawain sa Klase followed closely with a mean of 4.67, demonstrating an
improvement in students' active engagement, concentration, and general classroom conduct.
Mga Puntos bilang Gantimpala sa Bawat Tanong mula sa Question-Based Lollipop (Points as a Reward for Each
Question) had the lowest mean (M = 4.66, SD = 0.40), though it was still classified as Very Good. This assured
that the implementation of different points as rewards was effective in motivating involvement and maintaining
interest.
The high, consistent ratings indicate that incorporating interactive and reward-based approaches can successfully
address previous problems of low engagement and passivity. The effectiveness of the strategy suggests that
providing immediate, visible, and fun reinforcement greatly enhances student motivation.
Indicator
Mean (M)
Standard Deviation (SD)
A. Pagpapakita ng Reaksyon sa Question-Based Lollipop sa
Klase
4.72
0.39
B. Kahandaan ng Mag-aaral sa mga Gawain sa Klase
4.67
0.4
C. Mga Puntos bilang Gantimpala sa Bawat Tanong mula sa
Question-Based Lollipop
4.66
0.4
Overall Engagement
4.68
0.4
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Construct/Indicator
Remarks
Very Good
Note. Scale: 3.25-4.00 (Very Good); 2.50-3.24 (Good); 1.75-2.49 (Poor); 1.00-1.74 (Very Poor)
Table 3 Table 3 shows the Statistical Differences in Learners' Participation Before and After the Question-Based
Lollipop Strategy
Table 3 shows the statistical differences in learners' participation before and after the Question-Based Lollipop
strategy, analyzed using paired t-tests. The probability value scale was interpreted as: p < .001 (highly significant
difference), p < .05 (significant difference), and p > .05 (not significant difference).
All the p-values observed in the table were 0.000, meaning that all changes in the indicators of engagement were
highly significant after implementing the intervention
Note. Probability value scale: **p< .001 (Highly Significant);**p<0.05 (Significant; p>0.05 (Not significant)
The first indicator, Pagpapakita ng Reaksyon sa Question-Based Lollipop sa Klase, had a T-value of -16.13 and
a p-value of 0.000. This demonstrates a strong, highly significant difference, confirming that the physical act of
choosing a question-containing lollipop captured students' attention. Students shifted their response from passive
observation to eager anticipation, highlighting the powerful motivational effect of surprise and novelty.
The second indicator, Kahandaan ng Mag-aaral sa mga Gawain sa Klase, also had a p-value of 0.000 (T-value
of 16.10). This proves that the intervention positively affected students' active participation, making them more
confident, focused, and willing to engage in class discussions.
The third measure, Mga Puntos bilang Gantimpala sa Bawat Tanong mula sa Question-Based Lollipop,
registered the most significant T-value at -16.46 with a p-value of 0.000. This highlights the significant effect of
the point system reward on sustained motivation. The element of gamified competition prompted learners to
engage routinely, including those typically reticent in conventional teaching settings.
Statistically, the consistency of the T-values and p-values supports that the positive changes were directly
attributable to the strategy's application and not to external factors. The findings suggest that gamified
components—such as mystery questions, point rewards, and interactive devices—can greatly contribute to
lesson effectiveness and student engagement.
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION
Summary
This action research was conducted to evaluate the effectiveness of the Question-Based Lollipops (QBL)
Strategy in enhancing participation and inquiry skills among Grade 9 students in the Filipino class at Misamis
University during the school year 2024–2025. The study utilized a pre-test and post-test research design to gather
quantitative data on students' engagement and inquiry levels. Data analysis was performed using Jamovi and
T-value
P-value
Remarks
Pre- Pagpapakita ng Reaksyon sa Question-Based Lollipop
sa Klase
Post- Pagpapakita ng Reaksyon sa Question-Based Lollipop
sa Klase
-16.13
0.000
Highly Significant
Pre- Kahandaan ng Mag-aaral sa mga Gawain sa Klase
Post- Kahandaan ng Mag-aaral sa mga Gawain sa Klase
-16.10
0.000
Highly Significant
Pre- Mga Puntos bilang Gantimpala sa Bawat Tanong mula sa
Question-Based Lollipop
Post- Mga Puntos bilang Gantimpala sa Bawat Tanong mula sa
Question-Based Lollipop
-16.46
0.000
Highly Significant
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focused on paired sample t-tests to determine significant differences in student performance across various
indicators of engagement.
Findings
The following were the major findings of the research:
1. Low Pre-Intervention Engagement: Before the QBL strategy, students demonstrated extremely low levels
of participation. Most learners were categorized under "Did Not Meet Expectations" in the formal
assessment, with checklist outcomes indicating very poor performance in active participation, preparation,
and motivation. This indicated little engagement or interest in Filipino lessons, confirming the need for an
interactive strategy.
2. Dramatic Post-Intervention Improvement: After implementing the QBL method, student participation
improved dramatically. All constructs fell within the "Very Good" category" in the engagement checklist,
confirming that the intervention had a positive effect on active participation, positive responses, and
sustained motivation.
3. Highly Significant Difference: The checklist data showed a statistically highly significant difference in
engagement prior to and after the intervention. All three engagement measures, reaction to the strategy,
impact on participation, and reaction to the reward-based questioning, were highly significant with p-values
of 0.000. This confirms that the Question-Based Lollipop strategy strongly and significantly influenced
learner behavior, proving it is a highly effective approach to increasing classroom engagement for Filipino
lessons
CONCLUSION
Based on the findings, the following conclusions are drawn:
1. Prior to the introduction of the Question-Based Lollipop strategy, students exhibited a very low level of
classroom engagement, characterized by low participation, minimal motivation, and a lack of preparation
and inquiry during Filipino classes. This consistent pattern of low ratings across several engagement
indicators suggested that traditional teaching practices were not successful in generating student interest or
encouraging active participation.
2. Following the implementation of the QBL strategy, there was a visible and positive shift in student behavior
and involvement. Students became more enthusiastic to engage, exhibited higher motivation, and actively
participated during classroom discussions. They expressed evident enthusiasm when chosen through the
lollipop draw, which increased participation and facilitated a more inclusive and engaging classroom
environment.
3. The comparison of pre- and post-intervention engagement levels showed a strongly significant increase in
student participation and overall class engagement. This validates the effectiveness of the Question-Based
Lollipop strategy as a teaching aid. By incorporating random sampling, positive reinforcement, and inquiry-
based questioning, the strategy successfully improved not only motivation but also the cultivation of critical
thinking and curiosity, making it a very promising method for use across other subjects as well.
Recommendations
In light of the findings, the following recommendations are proposed:
1. Teachers are encouraged to regularly use the Question-Based Lollipops Strategy to boost participation,
especially among shy or disengaged students, thereby promoting inclusivity in the classroom.
2. School administrators should support professional development focused on interactive questioning,
gamification, and engagement strategies, as simple, low-cost innovations like this can lead to notable
academic and behavioral gains.
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3. Curriculum planners are advised to integrate student-centered methods like the lollipop questioning
technique into curricula, particularly in subjects where participation and inquiry drive learning outcomes.
4. Suggested activities include peer-led review games using question-based lollipops, interclass
competitions with point rewards, and encouraging students to create their own questions to keep
enthusiasm and critical thinking alive.
5. Future research should explore the long-term effects of the Question-Based Lollipops Strategy on
participation and inquiry skills across different grade levels and subjects, with comparative studies
helping to identify best practices for fostering active, inquiry-based classrooms.
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15. Slavin, R. E. (2020). How evidence-based linking rewards with intellectual curiosity rather than mere
compliance. Educational Psychologist, 55(1), 21–31.
16. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary
Educational Psychology, 60, 101832.
17. Wentzel, Y. M., & Miele, L. M. (2022). Applying a business simulation game in a flipped classroom to
enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education,
183, 104494.
18. Wiliam, D., & Black, N. (2024). Student assessment: Better evidence, better decisions, better learning.
Corwin Press.
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APPENDIX
Appendix A
LEARNER’S ENGAGEMENT CHECKLIST
Panuto: Basahing mabuti ang bawat aytem at piliin ang sagot na tumutugma sa iyong karanasan sa pamamagitan
ng pag-tsek (/) sa naaangkop na kahon. Mananatiling pribado ang iyong mga tugon. Mangyaring sagutin nang
tapat gamit ang sumusunod na sukat:
5 – Palagi | 4 – Madalas | 3 – Minsan | 2 – Bihira | 1 – Hindi Kailangan
Tagapahiwatig
5
4
3
2
1
A. Pagpapakita ng Reaksyon sa Question-Based
Lollipop sa Klase
1. Nakakaaliw makita ang mga lollipop bilang bahagi
ng aktibidad sa klase.
2. Ang presensya ng question-based lollipop ay
nagpaparamdam ng kasiyahan at kagustuhang
makilahok.
3. Nagbibigay ang lollipop ng kakaibang karanasan na
nakakatulong sa pagkatuto.
4. Mas nagiging interesado ang mga mag-aaral sa
talakayan dahil sa paggamit ng lollipop.
5. Mas nagiging alerto at masigla ang mga mag-aaral
kapag ginagamit ang question-based lollipop.
B. Kahandaan ng Mag-aaral sa mga Gawain sa
Klase
1. Nadarama ng mga mag-aaral na handa silang
sumagot o makilahok kapag may question-based
lollipop.
2. Ang question-based lollipop ay nagpapalakas ng loob
ng mag-aaral na magtanong o magbigay ng sagot.
3. Mas naging madali para sa mga mag-aaral ang
makilahok sa talakayan dahil sa presensya ng lollipop.
4. Sa Ang paggamit ng question-based lollipop ay
nakakatulong sa mas malalim na pag-unawa sa aralin.
5. Ang mga mag-aaral ay mas nakatuon at handang
makibahagi sa mga gawain kapag may lollipop sa klase.
C. Mga Puntos bilang Gantimpala sa Bawat Tanong
mula sa Question-Based Lollipop
1. Mas nagkakaroon ng motibasyon ang mga mag-
aaral dahil sa gantimpalang puntos mula sa question-
based lollipop.
2. Ang gantimpalang puntos ay nagpapalakas sa
pagsusumikap ng mga mag-aaral na mag-isip ng
tamang sagot.
3. Nakakatulong ang mga puntos upang mapanatili ang
focus at konsentrasyon sa aralin.
4. Mas nagiging interesado ang mga mag-aaral sa klase
kapag may pagkakataong makakuha ng puntos
5. Ang mga puntos mula sa question-based lollipop ay
nakatutulong sa pagpapabuti ng kumpiyansa at self-
esteem ng mga mag-aaral.
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Appendix B
LESSON PLAN
Gurong Nagsasanay : Bb. Mae Magdalin Rivera
Gurong Kritiko : Gng. Windolyn E. Darug
Baitang at Seksyon : 9
Asignatura : Filipino
Pamamaraan : Basal
Layunin: Pagkatapos ng aralin, ang mga mag-aaral ay inaasahan na:
a. Naipaliliwanag ang mga kaugaliang binanggit sa kabanata na nakatutulong sa pagpapayaman ng
kulturang Asyano; (F9PT-IVE-F-59)
b. Napahahalagahan ang mga kaugaliang Asyano na nagpapalalim ng pagmamahal at pagkakaisa sa
pamilya, kaibigan, at komunidad; at
c. Naipapakita ang mga kaugaliang Asyano sa pamamagitan ng iba't ibang sitwasyon.
Paksang-Aralin: Pagpapaliwanag sa mga Kaugaliang Binanggit sa Kabanata Tungo
sa Pagpapayaman ng Kulturang Asyano
Sanggunian: Ang Bagong Pluma 9 – Literasi, Wika, at Teksto para sa Matatag na Bukas nina Ailene G. Baisa-
Julian, Nestor S. Lontoc, Carmela Esguerra-Jose at Alma M. Dayag Matatag Filipino Curriculum Guide, p.166-
174
Kagamitan: Laptop, Powerpoint Presentation, Mga Larawan at Telebisyon
Mga Gawain: Talasalitann at Pabitin na Kaalaman
Pinagsanib na Pagpapahalaga: Pinahahalagahan at isinasabuhay ang mga kaugaliang
Asyano na nagpapalalim ng pagmamahal at pagkakaisa sa pamilya, kaibigan, at
komunidad bilang pundasyon ng matibay na ugnayan at pagpapahalagang panlipunan.
Pamamaraan: Basal
Gawaing Guro
Gawaing Mag – aaral
A. Paunang Bahagi
1. Balik Aral
Bago tayo tutungo sa ating bagong aralin ngayong
araw ay magkakaroon muna tayo ng pagbabalik-
aral.
Tungkol saan ang tinalakay natin noong
nakaraang tagpo?
Ang tinalakay natin noong nakaraang tagpo
ay tungkol sa pagtitiyak ng
pagkamatotohanan ng akdang napakinggan
sa pamamagitan ng pag-uugnay sa ilang
pangyayari sa kasulukuyan.
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Gawaing Guro
Gawaing Mag – aaral
Sa anong mga kabanatang ating pinanood
maihahambing ang iba't ibang pangyayaring
masasabi nating makatotohanan?
Mahalaga ba na matiyak natin na ang mga
impormasyong nababasa o nalalaman natin ay
totoo? Bakit?
Magaling! Ako ay nagagalak na naunawaan ninyo
ang talakayan noong nakaraang tagpo. Bigyan
ninyo ang inyong sarili ng palakpak.
2. Pagganyak
Ano ang mga kaugaliang madalas mong
ginagawa sa inyong pamilya na nagpapakita ng
respeto at pagmamahal?
Nagpapakita tayo ng respeto at pagmamahal sa
pamamagitan ng pagtutulungan sa mga gawain sa
bahay at pagbibigay ng oras para sa isa't isa.
Magaling! Ngayon, gusto kong tingnan ninyo
nang maagi ang mga larawang ito.
Ang mga kabanatang ating pinanood na
maihahambing sa iba't ibang pangyayaring
masasabi nating makatotohanan ay “Sa
Kagubatan, Sa Bahay Ng Pilosopo, at Ilang
Sulat po titser.
Oo, mahalagang matiyak na totoo ang
impormasyong ating nalalaman upang
maiwasan ang maling paniniwala at
makagawa ng tamang desisyon sa buhay.
(Isinagawa ng mga mag-aaral.)
Sa aming pamilya, madalas kaming
gumamit ng "po" at "opo," magmano sa
nakatatanda, at magpakita ng
pagmamalasakit sa isa't isa bilang
pagpapahalaga sa respeto at pagmamahal.
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Gawaing Guro
Gawaing Mag – aaral
Ano ang inyong nakikita sa unang larawan?
Mahusay! Makikita natin ang mga prutas, iba’t
ibang putahe ng ulam, hamon, at lechon, na
kadalasang inihahanda lamang sa malalaking
okasyon.
Sa ikalawang larawan naman, ano ang napapansin
ninyo?
Ang larong palosebo sa kulturang Pilipino ay
nagpapakita ng pagtutulungan, tiyaga, at
kasiyahan sa pagdiriwang ng mga pista.
Ano ang inyong obserbasyon sa huling larawan?
Magaling! Ang prusisyon ay isang mahalagang
bahagi ng kulturang Pilipino, lalo na tuwing pista
o Mahal na Araw, kung saan ipinapakita ng mga
tao ang kanilang panata at pagsasama-sama
bilang isang komunidad.
Paano mo naiuugnay ang pagdaraos ng prusisyon
bilang panata sa santo sa inyong sariling pamilya
o komunidad? Mayroon ba kayong katulad na
tradisyon?
Ang unang larawan ay nagpapakita ng isang
masayang salu-salo ng pamilya o
komunidad, kung saan may mga tradisyunal
na pagkaing Pilipino at makukulay na
palamuti na sumasagisag sa isang
pagdiriwang o pista.
Sa ikalawang larawan, makikita ang
tradisyunal na larong palosebo, kung saan
isang bata ang umaakyat sa madulas na
kawayan habang masayang nanonood at
naghihiyawan ang iba.
Sa huling larawan, makikita ang isang
prusisyon ng mga santo na nagpapakita ng
pananampalataya at debosyon ng mga
Pilipino sa kanilang relihiyon.
Naiuugnay ko ang pagdaraos ng prusisyon
bilang panata sa santo sa aming pamilya o
komunidad dahil bahagi rin ito ng aming
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Gawaing Guro
Gawaing Mag – aaral
Bakit mahalaga para sa mga Pilipino ang
paghahanda at pagsasalo-salo sa tuwing may
mahahalagang okasyon o pagdiriwang? Mayroon
ba kayong sariling karanasan tungkol dito?
Gusto niyo bang malaman ang mga kaugaliang
magapapayaman ng kulturang Asyano?
3. Paghahabi ng Layunin
Kaya sa araw na ito ay ating ipapaliwanag ang
mga kaugaliang binanggit sa kabanata na
nakatutulong sa pagappayaman ng kulturang
Asyano batay sa napanood na mga dula sa mga
kabanata na pinamagatang “Ang Bisperas ng
Pista at Pagtatakipsilim”.
At pagkatapos ng talakayan ang mga mag-aaral
ay inaasahang makamit ang mga layunin na ito:
a. Naipapaliwanag ang mga kaugaliang
binanggit sa kabanata na nakatutulong sa
pagpapayaman ng kulturang Asyano; (F9PT-IVE-
F-59)
b. Napahahalagahan ang mga kaugaliang
Asyano na nagpapalalim ng pagmamahal at
pagkakaisa sa pamilya, kaibigan, at komunidad;
at
c. Naipapakita ang mga kaugaliang Asyano
sa pamamagitan ng iba't ibang sitwasyon.
4. Paglinang na Gawain
1. Gawain
a. Paglilinang ng Talasalitaan
Bago natin panoorin ang mga iilan sa kabanata ng
nobelang "Noli Me Tangere" na pinamagatang
“Ang Bisperas ng Pista at Pagtatakipsilim” ay
atin munang alamin ang mga malalalim na salita
na matatagpuan sa akda.
Panuto: Ibigay ang kasingkahulugan ng mga
salitang may salungguhit sa pamamagitan ng
pagpili ng salita sa mga maskara at idikit ito sa
nakalaang linya.
tradisyon tuwing kapistahan, kung saan
sama-sama kaming nagtitipon upang
magdasal at magpasalamat.
Mahalaga para sa mga Pilipino ang
paghahanda at pagsasalo-salo sa tuwing
may mahahalagang okasyon o pagdiriwang
dahil ito ay nagpapalakas ng ugnayan ng
pamilya at komunidad habang ipinapakita
ang pagpapahalaga sa tradisyon at
pananampalataya.
Hindi/Opo titser.
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Gawaing Guro
Gawaing Mag – aaral
bakuran grupo
plaza sugarol
medalyon kinakatakutan
1. Masarap magpahinga sa patyo ng aming bahay
dahil presko at tahimik ang paligid. ________
2. Tuwing hapon, maraming bata ang naglalaro sa
liwasan ng bayan. ________
3. Ang tahur sa aming lugar ay madalas mahuli
dahil sa ilegal na pagsusugal. ________
4. Itinatago ng aking lola ang kanyang antigong
relikaryong may larawan ng Mahal na Birhen.
_______
5. Ang lumang bahay sa dulo ng kalye ay
pinangingilagan ng mga tao dahil sa mga
kababalaghang kwento tungkol dito. ________
a. Tuntunin sa Pakikinig
Bago ang lahat, alamin muna natin ang mga
panuntunan sa pakikinig. Lahat pakibasa.
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Gawaing Guro
Gawaing Mag – aaral
1. Umupo nang maayos.
2. Makinig nang tahimik.
3. Ituon lamang ang atensyon sa
pakikinig.
4. Maaaring isulat ang mga mahalagang detalye
upang hindi ito makalimutan.
5. Unawaing mabuti ang pinakinggan.
Naiintindihan ba ang mga panuntunan sa
pakikinig?
b. Pakikinig sa Nobela
Ngayon ay may babasahin ako sa inyo na mga
iilang kabanata sa nobelang pinamagatang “Ang
Bisperas ng Pista at Pagtatakipsilim”.
c. Pagtitiyak na Pag-unawa
Upang malaman ko kung talagang naintindihan
ninyo ang inyong pinanood ay magkakaroon tayo
ng isang gawain at ito ay tatawaging “Pabitin na
Kaalaman!!”
Mekaniks:
1. Ang guro ay maghahanda ng mga
premyong nakasabit sa isang balangkas ng
kawayan, kung saan ang bawat isa ay may kalakip
na tanong.
2. Pipili ng walong mag-aaral ang guro sa
pamamagitan ng spin the wheel, pipila at
susubukang sungkitin ang premyo mula sa pabitin
kapag ito ay ibinaba.
Mga Sagot:
1. bakuran
2. plaza
3. sugarol
4. medalyon
5. kinakatakutan
Opo titser.
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Gawaing Guro
Gawaing Mag – aaral
3. Kapag nakuha na ang premyo, babasahin
at sasagutin ng mag-aaral ang tanong na
nakalakip dito.
4. Bawat tamang sagot ay may katumbas na
5 puntos.
Maliwanag ba?
1. Ilarawan ang paghahanda ng pista ng San
Diego?
2. Paano mo ihahambing ang pagdiriwang ng
pista sa Pilipinas sa kasalukuyan sa paraan ng
pagdiriwang ng pista ng mga taga-San Diego?
3. Sang-ayon ka ba sa pagkakaroon ng mga
pasugalan tulad ng liampo para higit na maging
masaya ang pagdiriwang ng pista? Bakit?
4. Ano ang ibig ipahiwatig ni Pilosopong Tasyo
nang ipaalala niya kay Ibarra ang sinabi ng
makatang si Baltazar na: "Kung ang isalubong sa
iyong pagdating, Ay masayang mukha't may
pakitang giliw, Lalong kaingata't kaaway na
lihim?”
5. Ilarawan ang ginagawang paghahanda ni
Kapitan Tiago para sa nalalapit na pista. Tama ba
ang kanyang pagnanais na malampasan o
mahigitan ang mga handa ng mayayaman sa
kanilang lugar?
6. Kung may espesyal na okasyong dapat
ipagdiwang ngunit walang sapat na pera, gagawa
ba kayo ng paraan? Halimbawa, mangungutang
ng pera upang makapaghanda?
7. Ano ang kahalagahan ng prusisyon sa kultura
ng mga Pilipino noong panahon ng Kastila, at
paano ito nakatutulong sa pagpapalaganap ng
pananampalataya?
8. Sa kasalukuyang panahon, paano natin
mapapangalagaan at mapapanatili ang mga
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Gawaing Guro
Gawaing Mag – aaral
tradisyong ipinakita sa kabanata upang patuloy na
pagyamanin ang ating kultura?
d. Paglalahat ng Aralin
Bago tayo magtapos sa ating aralin, nais kong
ipaalam sa inyo na mayroon akong mga
katanungan na inihanda rito. Sa pamamagitan ng
Question-Based Lollipop na may kalakip na
katanungan ay dito natin susukatin kung kayo ba
ay may natutunan sa araling ito. Narito ang
inyong Question-Based Lollipop at ang mga
tanong.
Sa mga kabanatang ito, ipinakita ang pagdaraos
ng prusisyon. Ano ang ipinapakita nito tungkol sa
pananampalataya at pagiging relihiyoso ng mga
Pilipino? May pagkakatulad ba ito sa mga
paniniwala ng ibang Asyano?
Bakit mahalaga ang mga tradisyon tulad ng
kapistahan sa pagpapatibay ng kultura at
identidad ng isang bansa?
Opo titser.
Ang paghahanda para sa pista ng San Diego
ay ipinakita na kung saan abala ang buong
bayan sa pag-aayos ng mga palamuti,
pagluluto ng maraming pagkain, at
paghahanda ng engrandeng prusisyon
bilang bahagi ng selebrasyon.
Ang pagdiriwang ng pista sa kasalukuyang
Pilipinas ay nananatiling masaya at
makulay tulad ng pista sa San Diego, ngunit
sa modernong panahon, mas organisado na
ito at may halong makabagong kasayahan
tulad ng concert at street dancing bukod sa
tradisyunal na prusisyon at handaan.
Hindi ako sang-ayon sa pagkakaroon ng
mga pasugalan tulad ng liampo sa
pagdiriwang ng pista, dahil sa halip na
magdulot ng kasayahan, ito ay nagiging
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Gawaing Guro
Gawaing Mag – aaral
Sa Kabanata 26, makikita ang pagtutulungan ng
mga tao sa paghahanda para sa pista. Paano mo
maipapakita sa araw-araw ang ganitong uri ng
bayanihan sa iyong sariling pamilya o
komunidad?
Makikita natin ang pagkakaisa ng mga tao sa
prusisyon. Sa iyong pananaw, paano nakatutulong
ang ganitong mga tradisyon sa pagpapatibay ng
relasyon ng pamilya at kaibigan?
Ang pista ay hindi lang isang kasiyahan kundi
isang paraan ng pagpapakita ng pananampalataya
at pagpapahalaga sa komunidad. Bilang isang
mag-aaral, paano mo maipapakita sa simpleng
paraan ang pagmamahal sa iyong pamilya at
pamayanan?
5. Pangwakas na Gawain
a. Paggamit
Ngayon ay magkakaroon tayo ng isang
pangkatang gawain na tatawagin nating
"Kultura Ko, Ipinagmamalaki Ko!".
Panuto: Gamitin ang iyong pagkamalikhain sa
pagsasagawa ng gawain upang maipakita at
maunawaan ang mahahalagang kaugaliang
sanhi ng kasakiman, awayan, at
pagkalulong sa bisyo.
Ipinapahiwatig ni Pilosopong Tasyo na
dapat mag-ingat si Ibarra sa mga taong
nagpapakita ng mabuting pakikitungo
ngunit maaaring may lihim na masamang
balak laban sa kanya.
Si Kapitan Tiago ay naghanda nang
magarbo para sa pista sa pamamagitan ng
pag-aanyaya sa maraming panauhin,
pagpapaluto ng masasarap na pagkain, at
pagsiguro na mas malaki at mas maganda
ang kanyang handaan kaysa sa iba, na
nagpapakita ng kanyang labis na
pagpapahalaga sa pagpapakitang-tao at
panlipunang pagpapaligsahan.
Kung may espesyal na okasyong dapat
ipagdiwang ngunit kulang ang pera, dapat
pag-isipan kung kailangang mangutang o
humanap ng mas praktikal na paraan upang
ipagdiwang ito.
Noong panahon ng Kastila, ang prusisyon
ay isang mahalagang gawaing panrelihiyon
na nagpapalakas ng pananampalataya ng
mga Pilipino, dahil ito ay nagsisilbing
paraan ng pagpapahayag ng debosyon,
pagpapalaganap ng Kristiyanismo, at
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Gawaing Guro
Gawaing Mag – aaral
Pilipino. Siguraduhing maayos, makabuluhan, at
organisado ang presentasyon. Ang bawat pangkat
ay bibigyan ng sapat na oras upang maghanda at
ipakita ang kanilang gawain sa klase. Maging
aktibo sa pakikilahok at ipakita ang
pagpapahalaga sa kulturang Pilipino sa
pamamagitan ng mahusay na pagganap.
Unang Pangkat
🌏 Role-Playing o Dramatization
📌 Kaugalian: Pagmamano at Paggalang sa
Matatanda
Panuto: Bumuo ng isang maikling pagsasadula
na nagpapakita kung paano ipinapakita ng mga
Pilipino ang paggalang sa nakatatanda.
Ikalawang Pangkat
🎶 Jingle o Rap Song
📌 Kaugalian: Bayanihan o Pagtutulungan
Panuto: Gumawa ng isang maikling jingle o rap
song na may dalawa o higit pang saknong na may
apat na linya na nagpapaliwanag sa konsepto ng
bayanihan at kung paano ito nagpapayaman sa
kulturang Pilipino.
Ikatlong Pangkat
🗣 Talk Show
📌 Kaugalian: Pagtangkilik sa Pamilya at
Malasakit sa Kapwa
Panuto: Bumuo ng isang talk show panel kung
saan may isang host at tatlong panauhin na
eksperto sa kultura.
pagsasama-sama ng komunidad sa isang
banal na pagdiriwang.
Mapapangalagaan at mapapanatili natin ang
mga tradisyong ipinakita sa kabanata sa
pamamagitan ng patuloy na pagdiriwang ng
mga pista, pagpapahalaga sa
pananampalataya, at pagtuturo ng
kahalagahan ng ating kultura sa susunod na
henerasyon.
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Gawaing Guro
Gawaing Mag – aaral
Ika-apat na Pangkat
👑 Q&A Pageant
📌 Kaugalian: Pagpapahalaga sa
Pananampalataya at Tradisyon
Panuto: Gumawa ng isang mini beauty pageant
kung saan may tatlong kalahok na gaganap bilang
mga kandidata mula sa iba't ibang bahagi ng
Pilipinas.
Paman
tayan
Napak
ahusay
(4)
Mahusa
y (3)
Katamt
aman
(2)
Nangang
ailangan
ng Pag-
unlad (1)
Kaugn
ayan sa
Paksa
Napaka
linaw at
makabu
luhan
ang
pagpap
akita ng
kaugali
an, may
malali
m na
pag-
unawa
sa
kultura.
Malinaw
at
makabul
uhan ang
pagpapa
kita ng
kaugalia
n, ngunit
may
ilang
bahagi
na
nangang
ailangan
ng
elaboras
yon.
May
kaugnay
an sa
paksa
ngunit
may
kulang
sa lalim
ng
pagpapal
iwanag.
Hindi
malinaw
o hindi
gaanong
nauunaw
aan ang
kaugalian
na
ipinapakit
a.
Kreati
bidad
at
Orihin
alidad
Napaka
-
malikha
ing
present
asyon
gamit
ang
orihinal
at
kawili-
wiling
paraan
ng
pagpap
akita ng
kaugali
an.
Malikhai
ng
presenta
syon
ngunit
may
ilang
aspeto
na
maaarin
g mas
paganda
hin.
May
ilang
malikhai
ng
bahagi,
ngunit
maaarin
g mas
maipapa
kita sa
mas
kawili-
wiling
paraan.
Kulang sa
malikhain
g
elemento,
at hindi
orihinal
ang
paraan ng
pagpapak
ita.
Ipinapakita ng prusisyon ang malalim na
pananampalataya at pagiging relihiyoso ng
mga Pilipino, na may pagkakatulad sa mga
paniniwala ng ibang Asyano tulad ng mga
relihiyosong pagdiriwang at ritwal sa India,
Thailand, at Japan.
Mahalaga ang mga tradisyon tulad ng
kapistahan sa pagpapatibay ng kultura at
identidad ng isang bansa dahil ipinapakita
nito ang pagbabahagi ng paniniwala,
pagpapahalaga, at pagkakaisa ng mga tao sa
isang komunidad.
Maipapakita ko ang bayanihan sa araw-
araw sa pamamagitan ng pagtulong sa mga
gawain sa bahay, pakikilahok sa mga
proyekto ng barangay, at pagiging handang
tumulong sa nangangailangan sa aming
komunidad.
Ang mga tradisyong tulad ng prusisyon ay
nakatutulong sa pagpapatibay ng relasyon
ng pamilya at kaibigan dahil nagiging
pagkakataon ito para sa sama-samang
pagdarasal, pagsasaya, at pagpapalakas ng
ugnayan sa isa’t isa.
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Gawaing Guro
Gawaing Mag – aaral
Koope
rasyon
ng
Pangk
at
Napaka
husay
ang
pakikila
hok ng
lahat ng
kasapi,
maayos
ang
koordin
asyon
at
pagbab
ahagi
ng
gawain.
Mahusa
y ang
pakikila
hok ng
karamih
an sa
kasapi,
may
bahagya
ng
kakulan
gan sa
koordina
syon.
May
ilang
kasapi
na hindi
aktibong
nakilaho
k, at
hindi
masyado
ng
maayos
ang
daloy ng
presenta
syon.
Halos
walang
koordinas
yon sa
pangkat,
at may
ilang
kasapi na
hindi
talaga
lumahok.
Kasan
ayan sa
Presen
tasyon
Napaka
linaw,
maayos
, at may
tiwala
sa sarili
ang
paggan
ap o
pagsasa
lita.
Malinaw
at
maayos
ang
pagsasal
ita,
ngunit
may
ilang
pagkakat
aong
nag-
alinlang
an.
May
ilang
bahagi
na
mahina o
hindi
masyado
ng
malinaw
ang
pagsasal
ita.
Mahina at
hindi
malinaw
ang
presentas
yon,
kulang sa
tiwala sa
sarili.
Kabuu
ang
Epekto
Napaka
husay
na
present
asyon
na
kapani-
paniwal
a at
may
malali
m na
epekto
sa mga
manono
od.
Mahusa
y ang
presenta
syon at
may
positibo
ng
impresy
on sa
mga
manono
od.
Katamta
mang
epekto
sa mga
manono
od,
maaarin
g mas
mapahus
ay pa.
Hindi
gaanong
nag-iwan
ng epekto
sa mga
manonoo
d, kulang
sa impact.
Bilang isang mag-aaral, maipapakita ko ang
pagmamahal sa aking pamilya at
pamayanan sa pamamagitan ng pagtulong
sa mga gawaing bahay, pakikilahok sa mga
tradisyon at aktibidad ng komunidad, at
pagpapakita ng respeto at malasakit sa
kapwa.
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Gawaing Guro
Gawaing Mag – aaral
IV. Pagsusulit
Panuto: Pansinin ang mga larawan at tukuyin
kung anong kultura o tradisyong Asyano ang
ipinakikita at ipaliwanag kung paano ito
nakatutulong sa atin bilang mga Pilipino.
1.
2.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Gawaing Guro
Gawaing Mag – aaral
3.
Pamanta
yan
Napaka
husay
(4
puntos)
Mahus
ay (3
puntos)
Katamt
aman (2
puntos)
Kinakail
angang
Pagbutih
in (1
puntos)
Pagtukoy
sa
Kultura/
Tradisyo
n
Wasto at
detalyad
ong
natukoy
ang
kulturan
g
Asyano
Wasto
ngunit
may
kakulan
gan sa
detalye.
Bahagya
ng tama
ngunit
may
kalituha
n.
Hindi
wasto
ang
pagkakak
ilanlan sa
kultura/tr
adisyon.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Gawaing Guro
Gawaing Mag – aaral
sa
larawan
.
Paliwana
g
Malina
w,
makabu
luhan, at
may
kaugna
yan sa
kulturan
g
Pilipino
.
Malina
w
ngunit
may
kulang
na
imporm
asyon.
May
paliwana
g ngunit
hindi
lubos na
naipapal
iwanag
ang
koneksy
on.
Hindi
malinaw
o walang
paliwana
g.
Pagsusur
i
Napalali
m ang
pag-
unawa
sa
kahalag
ahan ng
kultura
sa ating
buhay.
May
pagsusu
ri ngunit
kulang
sa lalim.
May
pagsusur
i ngunit
may
kalabuan
sa
koneksy
on.
Walang
malinaw
na
pagsusuri
.
Kaugnay
an sa
Pagiging
Pilipino
Mahusa
y na
naiuugn
ay ang
kultura
sa
buhay
ng
Pilipino
.
Naiuug
nay
ngunit
kulang
sa
detalye.
May
kaugnay
an
ngunit
mahina
ang
koneksy
on.
Hindi
malinaw
ang
kaugnaya
n sa
pagiging
Pilipino.
Organisa
syon ng
Sagot
Maayos
at
lohikal
ang
pagkaka
sulat ng
sagot.
Maayos
ngunit
may
kauntin
g
kakulan
gan sa
daloy.
May
kalituha
n sa
organisa
syon.
Hindi
maayos
ang
pagkakaa
yos ng
sagot.
Kagamit
ang Wika
Wasto at
malina
w ang
gamit
ng wika,
walang
pagkaka
mali sa
balarila.
Wasto
ngunit
may
ilang
maliit
na
kamalia
n.
May
ilang
pagkaka
mali sa
gramatik
a.
Madalas
ang
maling
gamit ng
wika.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Gawaing Guro
Gawaing Mag – aaral
V. Takdang Aralin
Panuto: Gumawa ng isang poster slogan na
nagpapakita ng kahalagahan ng mga kaugaliang
Asyano na nagpapalalim ng pagmamahal,
pagkakaisa, at pananampalataya sa pamilya,
kaibigan, at komunidad, gamit ang malikhaing
disenyo at makahulugang mensahe na
sumasalamin sa kultura at tradisyon.
Kriteri
a
5
(Napak
ahusay)
4
(Mahu
say)
3
(Kata
mtama
n)
2
(Kula
ng)
1 (Di-
Kasiy
a-
siya)
Kaugn
ayan sa
Tema
Lubos
na
naipakit
a ang
kahalag
ahan ng
kaugalia
ng
Asyano
sa
pagmam
ahal,
pagkaka
isa, at
panana
mpalata
ya.
Malina
w na
naipaki
ta ang
tema
ngunit
may
kauntin
g
kakulan
gan sa
pagtala
kay.
May
kaugna
yan sa
tema
ngunit
nangan
gailang
an pa
ng mas
malali
m na
pagpap
aliwana
g.
Bahag
yang
may
kaugn
ayan
sa
tema
ngunit
mahin
a ang
konek
syon.
Walan
g
kaugn
ayan
sa
tema.
Malikh
aing
Diseny
o
Napaka
ganda,
orihinal,
at
malikha
in ang
disenyo
na
kaaya-
ayang
tignan.
Magan
da at
maayos
ang
disenyo
ngunit
may
puwang
pa para
sa mas
malikh
aing
present
asyon.
Katamt
amang
malikh
aing
disenyo
ngunit
may
kakulan
gan sa
detalye.
Hindi
masya
dong
maayo
s at
malik
hain
ang
pagka
kagaw
a.
Walan
g
pagsis
ikap sa
diseny
o,
hindi
maayo
s o
hindi
tapos.
Makah
ulugan
g
Mensa
he
Napakal
akas ng
mensah
e at
malinaw
ang
Malina
w ang
mensah
e ngunit
may
kauntin
May
mensah
e ngunit
nangan
gailang
an ng
Hindi
gaano
ng
malina
w ang
mensa
Walan
g
malina
w na
mensa
he o
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Gawaing Guro
Gawaing Mag – aaral
pagpapa
hayag
ng
kahalag
ahan ng
kultura
at
tradisyo
n.
g
kakulan
gan sa
lalim
ng
pagpap
aliwana
g.
mas
malina
w na
pagpap
ahayag.
he at
hindi
ganap
na
nauun
awaan
.
hindi
nauug
nay sa
tema.
Pagka
malikh
ain sa
Pagga
mit ng
Kulay
at
Eleme
nto
Mahusa
y ang
paggami
t ng
kulay at
element
o na
nagpapa
lakas sa
mensah
e ng
poster.
Magan
da ang
paggam
it ng
kulay
ngunit
may
puwang
pa para
sa
pagpap
abuti.
May
pagsisi
kap sa
paggam
it ng
kulay at
element
o
ngunit
hindi
ito
gaanon
g
nakaan
gat.
Mahin
a ang
pagga
mit ng
kulay
at
eleme
nto,
hindi
ito
gaano
ng
kaakit
-akit.
Walan
g
maayo
s na
pagga
mit ng
kulay
at
eleme
nto,
hindi
kaakit
-akit.
Kaayu
san at
Linis
ng
Gawa
Napakal
inis at
maayos
ang
kabuuan
g gawa,
walang
kalat o
hindi
kailanga
ng
detalye.
Malinis
at
maayos
, may
bahagy
ang
kakulan
gan sa
detalye.
Katamt
amang
linis,
may
ilang
bahagi
na hindi
pulido.
Mara
ming
hindi
maayo
s na
bahagi
, hindi
pulido
ang
presen
tasyon
.
Magul
o at
hindi
maayo
s ang
pagka
kagaw
a,
hindi
maayo
s na
natapo
s.
Kabuu
ang
Presen
tasyon
Napaka
husay at
kaakit-
akit ang
buong
presenta
syon,
may
malinaw
na
mensah
e at
malikha
ing
disenyo.
Mahusa
y ang
present
asyon,
ngunit
may
kauntin
g
kulang
sa
impact.
Katamt
amang
present
asyon,
may
ilang
bahagi
na
nangan
gailang
an ng
pagpap
abuti.
Mahin
a ang
presen
tasyon
, hindi
gaano
ng
kaakit
-akit.
Walan
g
epekto
sa
manon
ood,
hindi
maayo
s o
hindi
tapos.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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MAE MAGDALIN RIVERA
BSEd- Filipino Intern
Checked by
WINDOLYN E. DARUG
Cooperating Teacher
Appendix C
INTERVIEW GUIDE QUESTIONS
Before the interview begins, the participants will be informed that:
The interview will be digitally recorded.
Their identity will remain confidential throughout the study and in the report.
They can discontinue their participation at any time.
Opening Questions:
1. How do you usually feel about participating in Filipino lessons before using the Question-Based
Lollipops strategy?
2. What do you know or think about the Question-Based Lollipops activity?
Core Questions:
1. What challenges or difficulties did you experience in participating or asking questions before the use of
Question-Based Lollipops?
2. How has the use of Question-Based Lollipops affected your engagement in Filipino lessons?
3. Can you describe any changes in how you ask questions or participate after using this strategy?
4. What benefits, if any, have you noticed in your learning because of the Question-Based Lollipops
approach?
5. How has this strategy helped you consider multiple perspectives during lessons?
Closing Questions:
1. What insights or feedback would you like to share about your experience with Question-Based Lollipops?
2. In your opinion, why is it important to use interactive strategies like Question-Based Lollipops in learning
Filipino?
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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CURRICULUM VITAE
PERSONAL DATA
Name : Mae Magdalin Rivera
Nationality : Filipino
Date of Birth : May 18, 2002
Age : 22
Civil Status : Single
Present Address : Purok Malig-on, Tinago, Ozamiz City, Misamis Occidental
Home Address : Purok Malig-on, Tinago, Ozamiz City, Misamis Occidental
EDUCATIONAL INFORMATION
College : Misamis University
H. T. Feliciano St., Aguada, Ozamiz City
: 2024-2023
: Bachelors of Secondary major in Filipino
Senior High School : Misamis University
H. T. Feliciano St., Aguada, Ozamiz City
: 2019-2020
High School : Osamiz City National High School
Lam-an, Ozamiz City
: 2017-2018
Elementary : Ozamiz City Central School
Purok 3 Molicay, Ozamiz City Misamis Occidental Philippines, 7200
: 20014-2015
Extracurricular Activities: None
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Appendix D
PARENTAL CONSENT
Greetings!
I, a student researcher from Misamis University under the program Bachelor of Secondary Education major in
Social Studies, respectfully seek your permission for your child to participate in my research study.
This action research is entitled “Enhancing Participation and Inquiry Skills by Using Question-Based Lollipops
in Engaging Grade 9 Students.” The aim of this study is to improve the academic performance of Grade 9
students in Filipino (Noli Me Tangere) through the use of a game-based learning approach called “Question-
Based Lollipop” as a teaching strategy.
Your participation will be a great help for the success of my study.
Thank you very much!
Respectfully yours,
MAE MAGDALIN RIVERA
Researcher
Noted:
WINDOLYN E. DARUG
Cooperating Teacher
ACKNOWLEDGEMENT
I have read this consent form and give my consent for my child/children to participate in this study.
Guardian’s name: ________________________ Date: ____________________
Contact no.: _____________________________ Signature: ________________
Date: __________________________________
Signature: ______________________________
kapahintulutan ng magulang
Magandang araw po!
Ako, isang mag-aaral na mananaliksik mula sa Misamis University sa ilalim ng programang Bachelor of
Secondary Education major in Social Studies, ay magalang na humihiling ng inyong pahintulot para sa
pakikilahok ng inyong anak sa aking isinasagawang pananaliksik.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Ang aksyong pananaliksik na ito ay may pamagat na “Enhancing Participation and Inquiry Skills by Using
Question-Based Lollipops in Engaging Grade 9 Students.” Layunin ng pag-aaral na ito na mapahusay ang
academician pagganap ng mga mag-aaral sa Filipino 9 (Noli Me Tangere) sa pamamagitan ng paggamit ng
game-based learning na tinatawag na “Question-Based Lollipop” bilang isang istratehiya sa pagtuturo.
Ang inyong mga partisipasyon ay isang malaking tulong sa pagsasagawa ng aking pag-aaral.
Maraming salamat po!
Gumagalang,
MAE MAGDALIN RIVERA
Tagapagsaliksik
Noted:
WINDOLYN E. DARUG
Cooperating Teacher
ACKNOWLEDGEMENT
Nabasa ko ang consent na ito at nagbibigay ng kapahintulutanupang ang Akinsanya/mgaanak ay magkaroon ng
partisipasyonsapag-aaral.
Pangalan ng magulang: _______________ Petsa: ____________________
Contact no: ________________________ Lagda: ___________________
Approved.:
Name: ____________________________
Ethics Review Board Chair
Contact no: ________________________
February 28, 2025
STEPHANIE JANE S. GARDUCE, MAEd
Misamis University Basic Education Principal
Ozamiz City, Misamis Occidental
Dear Mrs.Garduce:
Greetings!
I, a fourth-year education student and currently enrolled in the Bachelor of Secondary Education (BSEd) program
with a major in Social Studies at Misamis University. As part of my academic coursework under the course
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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"EDUC 4H - Teaching Internship," I have undertaken an action research study entitled “Enhancing
Participation and Inquiry Skills by Using Question-Based Lollipops in Engaging Grade 9 Students”. This
research project was approved by our professor on February 21, 2025.
The primary objective of this study is to assess the effectiveness of the Question-Based Lollipop strategy in
improving students’ active participation and inquiry skills in Filipino 9. My action research will involve the use
of pre-tests and post-tests, and lesson plans, as research instruments, enabling me to collect valuable data from
Grade 9 Filipimo students at Misamis University.
I am writing to kindly request your approval to conduct this study. Rest assured that I am committed to upholding
ethical considerations and strictly adhering to health protocols to ensure the safety and well-being of all
participants. Furthermore, I would like to emphasize that informed consent and assent forms will be provided
before data collection, and the data collected will be used exclusively for research purposes and handled with
the utmost confidentiality.
Thank you for your time and consideration in reviewing my request. I sincerely appreciate your support and
guidance in facilitating research initiatives that contribute to the enhancement of education.
Respectfully yours,
MAE MAGDALIN RIVERA
Researcher
Noted:
WINDOLYN E. DARUG
Cooperating Teacher
JAME S. BAZAR, MAEd
Instructor
Recommending Approval:
STEPHANIE JANE S. GARDUCE, MAEd
Misamis University Basic Education Principal
