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Chapter 1

THE PROBLEM

Background and Need of the Study

Understanding English concept is the main goal of any English activity or

investigation. Teaching English is a no joke, the fact that teacher must be

knowledgeable and competent in order for the students to reach a certain

competency level. This subject does not only require facts but it also teaches

how the world functions and understand how the living beings are

interconnected with one another.

As an English Teacher of the Grade 6 students, the researcher finds it very

disappointing to note that most of her students’ level of performances is below

average based on the result of their written works and performance tasks for the

past school year. Another observation is that; students are too passive in terms

of lectures making the student-centered concept unattainable.

For this reason, the researcher came up with the conceptualization and

adopting the use of interactive notebook that could help students improve their

performances in English and mastery of concepts with the ability to comprehend

and make meaning out of the theories and facts learned. These strategy is

intended to enhance the students’ performance levels.

 The researcher, as a teacher in English, was determined to propose

interactive notebook to enhance and improve the performance levels of the

Grade 6 students in San Antonio Elementary School.

Over the past two years of teaching English, the teacher-researcher have

struggled with finding an effective method for students to organize class

information and to create meaningful understanding in English concepts. This

challenge began around the middle of the researchers’ first year and has grown

in complexity since then. The researcher has spent each school year observing

how students handle information through their performances and written works.

Their activity sheet is one of the reflective process inside the classroom. Even

though some modifications allowed temporary success, the researcher still

struggles in finding an effective way to help students use their activity

sheets/notebook as a resource tool.

First starting out, the researcher had students keep a notebook and a

folder. Around midyear, several problems with the notebooks arose. Students

who were absent forgot their notebooks or had missing pages. Even if students

skipped pages for missed information, they ended up with too much or not

enough space for the missed work. The problem that struck the most was the

observation that students did not know how to effectively use their

notebooks/activity sheets. When time came to complete homework, give

evidence for their thinking or review, the notebook/activity sheet was not used

as a reference. The notebook was not a natural reference tool for students. By
the end of the year, the researcher felt that the student notebooks/activity

sheets were more like busy work than an effective resource tool. The researcher

ended the year reflecting on how could this change.

In the modern classroom, there is a diverse population of students. With

this diversity comes varied backgrounds and experiences. With varied

experiences come varied learning styles. Because of these differences, teachers

must accommodate “these various abilities, in order to properly plan and conduct

assignments and assess what students have learned. The Interactive English

Notebook is one way for the teacher to plan lessons which will meet students’

varied learning styles. Thus, as a 21 st century teacher, one must innovate

strategies and methods in order that the students may understand the lesson in

a different way. In order to tackle this problem, the researcher adopts the

Interactive English Notebook.

Can you picture a student who is a high achiever in your typical school?

This student scores very high on summative assessments, the student completes

homework consistently, is obedient and well-mannered, the parents demands

academic excellence. But this student lacks creativity and enthusiasm for true

learning. The student is not curious. To put it simply, the student prefers the

worksheet that emphasizes rote learning. The student just wants to be told what

to write on the line and be correct in his response. When asked to derive deeper

meaning or application; when asked to design or create something, the student

looks at you blankly.

 Picture a different type of student. When the student refuses to become

engaged in school work, academics seems no value; the student has not been

academically successful and does not see why it is important. Home life is

difficult. Homework is rarely done, the student is well-behaved but unengaged.

During class discussion, the student may stare at you blankly and continually

asks for help to complete the worksheet described above.

Another student has extracurricular activities that take precedence over

academics. After all, parents are certain that the future of the student lies in his

athletic prowess. The student is academically capable but rarely completes a

homework, assignments or activities. The student looks for opportunities to

distract classmates and derail the teacher’s plan for the day. The student fills out

the worksheet with answers that do not reflect understanding of the material

covered. Later in the day the teacher finds this students’ paper on the floor in

the hallway.

As described above, many students in this generation are not independent

thinkers. They have limited curiosity or low motivation to achieve academically.

They tend to be rote learners. Additionally, students’ demographic profile is

changing and the researcher is seeing more and more students who have little to

no support at home. The general skill set and background knowledge many of

her students have is lower than the researcher has ever observed, and student

motivation for real learning seems low. As a result, the researcher needs a tool

that can be of help for the students to become more aware of their own
intellectual capabilities. Every teacher encounters these types of students. One’s

task as an educator is to find methods to meet each student where they are and

bring them to a place of academic strength and confidence.

The interactive English notebook is a strategy with a 21 st century

approach, student-centered, teacher friendly, and cost effective. Teachers are

also challenged to adhere and cope up with the dynamic world of the students

because of what technology offers. As much as possible teachers should come

up with the ideas that target students’ attention, engage themselves with the

facts and use the technology in a way that students may understand the things

they need to achieve through the given competencies.

The note-taking strategy has been widely used inside the classroom, it

does not only enhance the writing skills of a person but it has the effect in the

comprehension and retention in the studies of a student. As interactive notebook

grows in popularity in other countries, it is important to understand the research

that supports their use. In researching the topic of interactive notebooks several

limitations were encountered. First, there is a very little research about the

benefits or limitations of interactive notebooks in the Philippines and in the other

countries. There seems to be no research done that directly correlates student

success to the use of interactive notebooks in the classroom versus a traditional

binder. Secondly, much of the information being used to promote the use of

interactive notebooks is merely captured through teacher anecdotes. Thirdly, the

different learning styles of the students must be catered in order to make the
lessons meaningful. Therefore, a need exists for that research to be collected

and synthesized to provide support and evidence for the use of interactive

English notebooks as an effective learning tool. In addition, interactive notebooks

need to be explained so all students, parents, teachers, and administrators

understand their application and organization.

When the term “notebook” is used, there is a connotation that it will be

just another writing and boring way of learning by doing. However, there is a

new and innovative way of using this traditional way of learning into an exciting

and fun way. An interactive notebook is a tool students use to make connections

prior to new learning and to deepen their understandings of the world around

them. It is the culmination of the student’s work throughout the year that shows

both the content learned (input) and the reflective knowledge (output) gained. It

also provides a space where students may take what is inside their brains, lay it

out, make meaning, apply it, share it with their peers, parents, and teachers.

The term interactive supports interactivity and an exchange of ideas from

teacher to student, student to student, student to parent, and parent to teacher.

English notebooks have been around for a long time. Remember your

chemistry notebook. This was a graph paper notebook in which you recorded

prescribed information about the laboratory exercises you have completed.

These were not thinking tools. Rather, these were places to record the

information that their teacher wrote on the blackboard. Then you were expected

to memorize the information and repeat it back on a test or quiz.

 The Interactive English Notebook is not your traditional English notebook.

Interactive Notebooks provide an opportunity for students to take ownership

over their learning. “While acquiring and integrating new knowledge and skills,

students come to view the notebook as a personal, organized, and documented

record of their understanding” (Crippen, 2015). Writing is an important way that

children learn in English.

Students who are able to communicate their English experiences by

making connections with the various scientific concepts strengthen their learning.

As a tool, the Interactive Notebook would allow students to write, draw, and

reflect their thinking and understanding of learned English concepts. In essence,

the students are creating their own personal English textbook that is written in a

language that they understand and in a format that is designed by them. As

students’ understanding of English information progresses, improvement should

also be seen in English achievement.

According to Gardner there are eight different types of intelligences;

linguistic, logical - mathematical, musical, spatial, bodily/kinesthetic, naturalistic,

interpersonal and intrapersonal. Though students tend to be strong in some

intelligence areas and weak in others, it is important for them to be exposed to

all types of intelligences. Teachers can use the interactive notebook to plan

lessons to reach a broad spectrum of intelligences. There is research on the brain

that indicates the importance of note taking and teaching students according to

their learning styles.

 Though teachers do not necessarily need an in-depth knowledge of the

brain, a basic knowledge of its functions can be helpful when planning lessons.

The brain is divided into different sections each with a separate function. The

cerebral part of the brain is divided in the right and left hemisphere. “The

hemispheres are divided into the occipital lobe that processes visual information,

the temporal lobe processing auditory information and some memory and the

parietal lobe processing feeling and touch. The frontal lobe specializes in

decision-making, planning and problem solving” (Stickel, 2015).

In order to have a true understanding of English, students must be able to

do English. Students must be able to experience various English modalities in

order to form meaningful connections. The Interactive Notebook can help

facilitate student learning. Bain (2016) suggests that the way you learn does not

matter when you use an interactive notebook. He acknowledges that people

learn in different ways: some learn by watching others; some learn better by

reading; and some learn by doing. However, any of these learning modalities can

be incorporated into an interactive notebook that is specifically designed by the

individual student and how information is processed.

Gilbert and Kotelman (2015) also support that expository writing skills are

further enhanced by the students within English notebooks. Students used a

variety of expository writing to further promote their learning of English

concepts. Additional forms of expository writing that may be found in the

students’ interactive notebooks include explanatory writing and persuasive

writing. Gilbert and Kotelman (2015) further elaborate that as a tool, the

interactive notebook encourages students to write for thinking and empowers

the students to become active in their own learning.

According to Hargrove and Nesbit (2018), English notebooks expose

students’ thinking and provide the teacher with important insights about student

understandings. This researcher was able to gauge students’ understanding of

English concepts by interfacing with students as they articulated and answered

questions about concepts that were covered at that time. What was very

encouraging were the personal connections the students were making with the

concepts. This was also a grand opportunity to see what the students did not

understand and any misconceptions they may have had that needed to be

addressed. The more students understood the English concepts, the more

knowledgeable they became with the English topic.

Theoretical Framework

This section provides a theoretical justification to back up the conduct of

this study. The theoretical paradigm in Figure 1 reflects the theories of learning

upon which this study is anchored.

The Theory of Multiple Intelligences by Howard Gardner and Cognitive

Learning Theory of Michael Orey lead to the utilization of interactive notebook

that could improve the performance of Grade 6 students in English.

There is a need to utilize interactive notebook that could help improve the performance of
Grade 6 Students

Distinct differences in
“Summarizing and Note One has the mental learning is an active
the ways students
Taking” focuses on skills to draw responded to process in which
strengthening students’ concepts in his/her instructional learners construct
ability to condense own understanding materials new ideas based
information into a upon their current
summarizing new form knowledge and
which pin-points only personal experiences
the most important

Gardner’s Theory of Dunn and Bruner’s

Cognitive Learning Theory
Multiple Intelligences Dunn’s Constructivist Theory
of Michael Orey
Learning Style

Figure 1

This study is explained on Gardner’s Theory of Multiple Intelligence, it

stipulates that students are better able to learn and internalize information when

more than one learning modality is employed in an instructional strategy. Since

Interactive Notebook present material through different learners’ styles, they can

help internalize what they are learning.

Howard Gardner of Harvard has identified eight distinct intelligences. This

theory has emerged from recent cognitive research and "documents the extent
to which students possess different kinds of minds and therefore learn,

remember, perform, and understand in different ways," according to Gardner.

According to this theory, "we are all able to know the world through language,

logical-mathematical analysis, spatial representation, musical thinking, the use of

the body to solve problems or to make things, an understanding of other

individuals, and an understanding of ourselves. Where individuals differ is in the

strength of these intelligences - the so-called profile of intelligences -and in the

ways in which such intelligences are invoked and combined to carry out different

tasks, solve diverse problems, and progress in various domains." Gardner says

that these differences "challenge an educational system that assumes that

everyone can learn the same materials in the same way and that a uniform,

universal measure suffices to test student learning.

Indeed, as currently constituted, our educational system is heavily biased

toward linguistic modes of instruction and assessment and, to a somewhat lesser

degree, toward logical-quantitative modes as well." Gardner argues that "a

contrasting set of assumptions is more likely to be educationally effective.

Students learn in ways that are identifiably distinctive. The broad spectrum of

students - and perhaps the society as a whole - would be better served if

disciplines could be presented in a number of ways and learning could be

assessed through a variety of means."

 The four cognitive learning theories addressed by Dr. Michael Orey include

limited short-term memory, elaboration, dual coding hypothesis, and network

model of memory. Each of these is important to educators as they help to

structure our lessons in order to create a meaningful and beneficial education for

our students. Limited short-term memory shows us that humans are only able to

hold about seven (give or take a few) items of information at a time while still

processing it into our short-term memory.

Another cognitive learning theory is the idea of elaboration. This theory is

the “primary mechanism for storing long-term memory” (Laureate Education,

Inc., 2015). This theory states that we must elaborate on what we’re learning in

order to make a meaningful connection. Dr. Orey specifically discusses how some

students may remember Robert E. Lee by associating him with their favorite pair

of Lee jeans among other things. As long as we are able to make those

connections by associating the information with things we know, we gain a much

stronger understanding of it. Dual coding hypothesis is a theory that illustrates

that “information is stored as text and images” (Laureate Education, Inc., 2015).

In other words, the link between a specific text and an image that corresponds

with it will help us to find a deeper meaning as well as help us remember it later

on.

Lastly, Dr. Orey introduced us to the network model of memory. Robert

Biegler states in the article “Network Models of Memory and Distributed Coding”
that “The common features of network models are that activation flows through

connections or links between units or nodes. Activation flows through many links

at the same time, providing parallel distributed processing” (Biegler, 2016).

When we are able to network our information, it gives us a more in-depth

understanding of the content because we are connecting it to other information.

Rather than learning information in individual sections, it helps us our long term

memory to build on the information.

Learning theory reiterates that the human mind naturally organizes and

stores information. Our minds create structures to store newly acquired

information and connect it to previous knowledge. When students are able to

remember and assimilate information, they can delve into more critical thinking.

Dunn and Dunn’s Learning Style Dimensions can also be emphasized as

one of the oldest and most widely used approaches to learning styles (1978,

1992a, 1992b, and Dunn, 1986). Through their work in schools, they observed

distinct differences in the ways students responded to instructional materials.

Some liked to learn alone, while others preferred learning in groups or from a

teacher. Out of this preliminary work, they identified five key dimensions on

which student learning styles differed: 1) environmental, 2) emotional support,

3) sociological composition, 4) physiological, and 5) psychological elements.

Another theoretical basis of this study is that of Bruner’s Constructivist

Theory which asserts that learning is an active process in which learners

construct new ideas based upon their current knowledge and personal

experiences. A cognitive structure is defined as the mental process which offers

the learners the ability to organize experience and derive meanings from them.

These cognitive structures allow the learners to push past given information in

constructing their new concepts.

Conceptual Framework

English is one of the core learning areas in the secondary education. This

subject area seeks to address the needs of students by conducting learner-

oriented and user friendly activities in order that the students may be able to

digest and comprehend the English concepts easily through their own way.

Learning Competencies cover understanding of key principles of English, English

process skills and desirable values to make scientifically literate and productive

citizens. Moreover, this area seeks to prepare learners to become creative and

innovative in attaining the goals of education.

In the Philippines, the Enhanced Basic Education Curriculum ensures that

quality of learners’ achievement is an unending process. Educational innovations

never stop from being sought to further improve the educational system. For

that reason, students must be ready to meet the demands of learning for the

21st century.

Learning takes place when one is exposed to do and experience the

activity. The more they are engaged to reading process the more they will learn
and most likely will improve their skill. Note taking is a skill which every individual

has, but not all are good in taking notes. Everyone has the skills and everyone

needs for an improvement. And one way to improve this skill is by providing

them an innovative way of learning.

Interactive notebooks can help students organize information that could

improve their understanding and performances in English concepts. It can also

engage students to use both the linguistic and visual intelligences. The left side

of the notebooks allows visual learners to use their best medium to explore and

share ideas, and encourages nonvisual learners to become more proficient with

graphic approaches in a nonthreatening way. Both types of learners will work

with their writing skills.

Philip Young, a researcher, takes it a step further and states that writing is

one of the ways that students learn in English and that the interactive notebook

is the tool that can be used to strengthen student learning of curriculum through

increased student output. The key to the interactive notebook lies within the set-

up. The Interactive English Notebook uses both the left- and right-side pages,

just as students use both left- and right-sides of the brain.

For the interactive notebook, the right-side is used for input such as notes

from lectures and whole group and small group discussions; labs, such as the

problem, hypothesis, procedures, et cetera; as well as teacher directed activities.

The left-side of the Interactive English Notebook is student-created. On the left-

side is where the student would apply his or her own understanding of what the
right-side addresses. The left-side is output; it can have drawings or cartoons

made by the student; collecting and recording data, creating tables and charts,

and writing conclusions for labs; and other forms of narrative and expository

writings.

It is in this context that prompted the researcher to introduce the

interactive notebook that will develop the performance levels among grade 6

students of San Antonio Elementary School.

This study then tries to answer the call to improve the instruction in

teaching English. The IV-DV (Independent Variable - Dependent Variable) Model

served as guide for the researcher in carrying out the research process. The

paradigm shown in Figure 2 reflects the Independent Variable, teaching strategy

which focuses on the use of the interactive notebook (concept maps, venn

diagram, flip charts, flip cards, mini books, drawings etc.). The Dependent

Variable involves the performance of Students in English 6.

 INDEPENDENT VARIABLE DEPENDENT VARIABLE

Performance of
TEACHING
Students in
STRATEGY
English 6 Exposed
to:
Use of Interactive
Interactive Notebook
Notebook

Use of Traditional Notebook

Traditional
Notebook

Figure 2 Paradigm of the Study

Statement of the Problem

This study aimed to determine the effectiveness of the interactive

notebook in teaching grade 6 students in English at San Antonio Elementary

School, __________________during the school year 2020-2021:

Specifically it sought answers to the following questions:

1. What is the level of performance in English of grade 7 students based on

the pre-test?

2. Is there a significant difference in the level of performance of the two groups in the

pre-test?

3. What is the level of performance of the students exposed to interactive

notebook and those exposed to traditional instruction in the post test?

4. Is there a significant difference in the level of performance of the two

groups in the post test?

5. Is there a significant difference in the performance of each of the two

groups in the pre-test and in the post test?

Research Hypotheses

The null form of the following research hypotheses of the study were

tested at 0.05 level of significance:

1. There is a significant difference in the performance of the two groups in

the pre-test.
 2. There is a significant difference in the performance of the two groups in

the post test.

3. There is a significant difference in the performance of each of the two

groups in the pre-test and in the post test.

Significance of the Study

The researcher decided to conduct this study to determine the

effectiveness of the interactive notebook on the level of performance in English

of Grade 6 students of San Antonio Elementary School during the school year

2020- 2021. In the pursuit of this purpose, findings of this study may provide

relevant information regarding the students’ performance in English using this

innovative material. Teachers will also gain idea in enhancing learning by doing

and independent learning situation in English classes.

The findings of this study will surely be of great help to the following:

Grade 6 Students. Being the ultimate users of the knowledge and

information shared by the teachers, the students are expected to benefit from

this study.

English 6 Teachers. This investigation enables English teachers to be aware

of their learners’ needs that would lead them to adopt this supplementary

material that will help improve their students’ performance.

 School Administrators. The result and findings of this study could be

utilized by the school administrators to recommend to teachers in other subject

areas to use similar supplementary materials in order to promote quality

education.

Parents. Results of this study will provide parents knowledge and

information about the performance level of their children in English in order to

give the necessary assistance and guidance in their studies.

Future Researchers. This study could be used by future researchers as

springboard in the conduct of similar investigations.

Scope and Delimitation

The main purpose of this study is to determine the effectiveness of

interactive notebook in enhancing the performance of Grade 6 students in

English in San Antonio Elementary School during the school year 2020-2021.

Definition of Terms

For clarity and easy understanding of this study, the terms are defined

and explained in the manner by which they are used in this study.

Interactive Notebook. It is a tool students use to make connections

prior to new learning, to revise their thinking, and to deepen their

understandings of the world around them. The term interactive describes how
these notebooks can be used. The notebooks support interactivity and an

exchange of ideas from teacher to student, student to student, student to

parent, and parent to teacher.

Traditional Notebook. Is a tool that contains information written by the

student directly from a book or board without any process or organization style.

Effectiveness. In this study, this refers to the condition or state in which

a particular method, scheme or technique of instruction results to a better

performance of the students. It is determined in terms of the significant increase

in the mean score of the students in the post test as compared to their mean

score in the pre-test.

Performance. This refers to the achievement of the control group and

experimental group of students which is measured in terms of their mean scores

in the pre-test and post test. It is also described in terms of their Mean

Percentage Score (MPS).

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies read by

the researcher which served as the bases for the formulation of the theoretical

framework.

Related Literature

The benefits of using interactive notebooks can be considered from

three vantage points: developing students’ thinking in ways that prepare them to

be part of the 21st-century workforce, increasing communication between

stakeholders, and differentiating instruction.

Most young children are willing to engage in new activities that they find

appealing. However, different activities appeal to different children. Learning to

read is the most important school-related accomplishments required of children.

However, how children master reading varies substantially by each individual’s

academic achievement, age, brain processing inclinations, gender and interest.

(Dunn and Griggs, 2019)

Theoretical Cornerstone of the Dunn and Dunn Model

The Dunn and Dunn Learning style model is based on the theory that:

1. Most individuals can learn;

 2. Different instructional environments, resources, and approaches respond

to different learning style strengths;

3. Everyone has strengths, but different people have very different

strengths;

4. Individual instructional preferences exist and can be measured reliably;

and

5. Given responsive environments, resources and approaches, students

attain statistically higher achievement and attitude test scores in

congruent, rather than in incongruent, treatments.

The lack of English education facilities is reflected on the poor quality

of basic English and math education seen by the low achievement scores of

Filipino students in various tests. The passing rate for the national achievement

test (NAT) for grade 6 is only 69.21%. This was already a 24% improvement

compared to the 2018-2019 passing rate but is still below the passing rate of

75%.

On the other hand, the NAT passing rate for high school is 46.38% in

SY 2019-2020, which is a slight decrease from 47.40% in SY 2017-2018.The last

time that Philippines participated in international surveys like the 2018 Trends in

International Mathematics and English Study (TIMSS), the Philippines ranked

34th out of 38 countries in High School II Math and 43rd out of 46 countries in

High School II English; for grade 4, the Philippines ranked 23rd out of 25

participating countries in both math and English. In 2018, even with only the
English high schools participating in the Advanced Mathematics category, the

Philippines ranked lowest among 10 countries.

The implementation of the K to 12 basic education program does not

bode well for English education. English education will start only at Grade 3,

which is not comforting for the improvement in basic English and math

education. We need to develop critical thinking skills of our Filipino students at

an early age. The time allotment for laboratories and non-lecture activities is also

limited.

On the Third International Mathematics and English Study, U.S.

students performed poorly compared to their counterparts in other countries.

These results have fueled an increased sense of urgency in regard to improving

english instruction in U.S. schools. According to Wallis (2016), schools can better

prepare students for the future by: Starting earlier in the student’s

developmental stage; Monitoring the gap between minority and majority social

classes; Providing opportunity to challenge students, to push them further; Using

computers to support instructional goals rather than just to be using them;

Providing inquiry lessons that bridge relevant content; and Involving the

community.

Using interactive notebooks in the classroom targets all of the

aforementioned needs and helps develop the globally competitive student.

Notebooks address these needs by: Connecting students’ thinking and

experiences with English concepts; Engaging students in collaborative inquiry as

a way of learning English content; Providing opportunities for all students;

Creating a concrete record of reflection, assessment, and connections that can

be viewed and discussed; Developing academic language; and Providing

students with an opportunity to think critically and make informed decisions.

According to National Research Council (2017), to prepare students to live

and work in tomorrow’s world, English teachers must make room for scientific

inquiry by decreasing their emphasis on teaching English as a sequence of

lectures and reading assignments on the body of scientific knowledge. In

addition, teachers must greatly decrease their coverage of non-core scientific

knowledge. While doing so, they must retain the core knowledge in the scientific

disciplines and increase their emphasis on scientific inquiry as a core part of

English content and as a method of instruction.

The interactive notebook becomes real evidence of student learning,

thinking and a shaping tool for future productive citizens in the English world.

Notebooking promotes communication between the stakeholders—

students, teachers, and parents. An English classroom exposes students to

shared experiences of observable marvels or happenings. The interactive

notebook is a way of capturing these common experiences on paper, in a place

where it won’t get lost, so that students can refer back to the common

experiences whenever they need them as a way of driving discourse. This

provides students with an opportunity to come to consensus and build on the

knowledge that was

collaboratively gained. Consider an example based on Newton’s first law of motion. As

part of their inquiry, students observed low-friction cars at rest and at a constant

speed moving in the same direction. They observed the interactions and collected

data (input). Students used their findings as evidence to support their ideas about the

phenomena (output).

The interactive notebooks provided a means of communicating with the

teacher. The teacher read the students’ work and gained an understanding of

their thinking processes. Student entries become evidence not only of what they

know but also of how they know it. Entries also indicated what students don’t

know. The interactive notebook also enhances communication between the

student and the parent or the teacher and the parent. Parents can simply pick up

the interactive notebook and start asking questions about the student’s entries.

The interactive notebook provides parents with evidence of a student’s

conceptual understanding and personal reflections. A notebook rubric, which is

permanently affixed in the front of the notebook, can be used by parents,

teachers, and students to discuss expectations and the extent to which the

student is meeting them.

Fulton and Campbell (2016) discussed how English journals/notebooks

can be used as tools in order to help students understand scientific concepts and

try to make sense out of what they learned through writing and organizational

tools that were personally meaningful to them. The English notebook/journal,

which is referred to as the Interactive English Notebook is one that is planned to

help students improve in their scientific writing. Through practice of

implementing the Interactive Notebook, the students are taught how to organize

their English journal, take notes, write detailed observations and write reflective

entries about what they learned along with using claims and evidence in their

reflective writing.

Fulton and Campbell went onto explain that it is important to give

students enough think time, and discussion time prior to their writing in their

journals. Students need to have examples of how to organize their ideas.

Therefore modeling how to make technical diagrams, labels, and write efficient

notes, create charts and graphs along with detailed written observations are

essential to the success of the English notebooks according to Fulton and

Campbell. Writing in the English content needs to be shown or modeled to

students so they know what the expectations of a complete written response

are. Students written responses are also a way to determine whether or not they

understand the English concept completely. Fulton and Campbell state that

English notebooks can be used to assess the English content. The researcher

believes in the constructivist philosophy that if a child can construct their own

meaning about what they are learning, then they can better understand the

concept being taught as well as be able to explain and justify their reasoning

through writing. This research demonstrated that students can learn how to

write in the content area of English through Interactive English Notebooks.

 Bloom and fellow psychologists developed the various classifications of

intellectual behavior in regards to learning. Bloom also found that over 95 % of

test questions students encountered mainly required them to think at the lowest

possible level and that is basically a recall of information. The why and the how

explanations begin at the fourth level of Bloom’s Taxonomy called analysis. In

Blooms taxonomy, analysis is the first higher level of critical thinking that begins

to mention using evidence to support a claim according to Aviles‟ (2018) article.

The cognitive levels continue through synthesis and evaluation. In Bloom’s

taxonomy evaluation is considered the highest cognitive level and states that at

this level one can “make judgments based on external criteria or internal

evidence” (Aviles, 2018).

In a content area such as English, when you ask a student to write

about why something has occurred, they rely on what they already know about

the concept, what they observed about the concept and finally what they can

conclude about the concept. Students should be able to sift through the facts,

activities, prior knowledge in order to mesh their ideas together and form a valid

conclusion about the English concept they are learning. Even if students were

not comfortable with using English vocabulary in their explanations the idea of

what they attempted to say should be seen

through examples or support in their writing. With the Interactive English

Notebooks, the researcher planned to help develop students‟ basic knowledge

level writing into writing that demonstrated higher level critical thinking skills that

Blooms taxonomy referred to as evaluation which includes justifications.

Related Studies

Young children are naturally curious and passionate about learning. From

birth, they are constantly experimenting in their pursuit of knowledge (Lind,

2016). These attitudes of young children reveal that they are engaged in

scientific thinking through natural curiosity even before they enter a class room.

That’s why the traditional presentation of English education as memorization and

regurgitation of facts has been antiquated. When learning English must involve a

design cycle of asking questions, probing for answers, conducting investigations,

and collecting data, it is confined to mere memorization of factual information.

This traditional style of learning explains why leading the world in English, as

revealed by recent results of the TIMSS project, still remains a challenge for

American students (Loveless, 2013). In order for English educators to design

strategies for effective English instruction, it is important to briefly examine the

history of English education and scientific literacy.

The idea of interactive notebook originated at Teachers’ Curriculum

Institute (TCI). TCI was established in 1989 by a small group of motivated social

studies teachers with an idea to bring a positive change in social studies

instruction (Endacott, 2017; Wist, 2016). TCI strongly emphasizes the idea that
every learner is different and that all students benefit from multiple ways of

learning (Teachers’ Curriculum Institute, 2015). They designed innovative

instructional strategies to help educators across the nation bring meaning and

life to their social studies lessons (Wist, 2016).

The interactive notebook enables students to use both right and left brain

hemispheres to help them sort, categorize, remember, and creatively interact

with the new knowledge they are learning. The brain is divided into two parts.

The left side of the brain is the logical hemisphere. It processes speech, rational,

convergent, objective, and sequential tasks. The right side of the brain is the

intuitive hemisphere. It processes nonverbal, spatial, musical, and analogical

information (Saleh & Iran-Nejad, 2015). According to Philip Young, interactive

notebooks are successful because they encourage the use of both right and left

brain hemispheres. He believes interactive notebooks have the potential to

activate both sides of the brain, through the way information is delivered and

organized. When students are given information to put on the notebook’s right

side, and use the left side to interpret the information, it activates both sides of

the brain. This helps the “brain by making connections between what is

experienced (learned) and what that experience (information) means to the

learner”

Interactive notebooks promote students engagement by providing active

learning opportunities. Active learning takes place on the left side of the

notebook, where students are required to actively engage with the information.
The left side focuses attention and guides students’ learning of the content

(Young, 2015). Research has shown that active learning positively impacts

student achievement. MDRC (Manpower Demonstration Research Corporation),

a nonprofit, nonpartisan educational and social policy research organization,

examined the relationships among school context, student attitudes, and

achievement—using data from a large-scale high school reform effort.

Researchers collected and analyzed data from student surveys and administrative

records. They concluded that students learn more and retain more information

when they actively participate in the learning process and when they can relate

to what is being taught (Akey, 2016).

The left-side page of the notebook is where the students travel beyond

the regular classroom instruction delivered to them and allow the lesson to

penetrate for better understanding (Wist, 2016). It allows them to process the

information that has been presented, review it in a number of ways and reflect

the understanding of the subject matter in a creative and personalized way.

Interactive notebooks can empower students for learning English as they are

intended to actively engage students with the content, assess their

understanding through self reflection, and help students visualize and

demonstrate understanding as evidence of self-regulation. During scientific

inquiry, students focus, experiment, reflect and apply based on their own

learning styles. Waldman and Crippen (2017) found that the use of color and

highlighting in the interactive notebook helped students’ learning in their English

class as it emphasized and reinforced the main concepts, vocabulary. The color

also helped to distinguish details of diagrams and concept maps. Condon (2016)

also noticed that the ideas of drawing and writing in their notebooks were

beneficial to create meaningful learning situations in the English class .

Interactive notebooks engage students in meaningful learning tasks, not

just traditional notetaking. Glasersfeld (2018) explained, “When students

participate in meaningful learning tasks, they will actively engage in those tasks

and use active learning strategies to integrate their existing knowledge with a

new experience (p. 3). The left side of the notebook stresses that writing down

lecture notes does not mean students have learned the information. The output

activities of the interactive notebook cause students to interact with the

curriculum and promote higher order thinking. They must actively do something

with the information before they internalize it (Waldman & Crippen, 2017).

Interactive notebooks can increase student motivation by providing

students with meaningful learning activities and giving them choice. A study

(Tuan, Chin, & Shyang-Horng, 2015) correlated student motivation with English

achievement. Researchers developed a motivation questionnaire and distributed

it to 1407 junior high school students in Taiwan. They concluded that giving

students ownership, choice, and meaningful learning activities results in

increased motivation. Increased motivation strongly correlates to student

achievement. Interactive notebook provide student ownership and choice.

Activities are teacher-initiated but student directed. Teachers provide the

prompts but students choose from a menu of activities. They can create

illustrations, diagrams, flow charts, concept maps, songs, poetry, cartoons,

concept maps, etc. Students also have the opportunity to respond by writing.

Students can self reflect, explore their opinions, clarify their values on

controversial issues, or ask questions about new ideas (Chesbro, 2016).

Interactive notebooks give students the option to interact with the

information by generating illustrations. Drawing to learn is an active learning

strategy and can help students understand concepts and demonstrate their

learning. A study conducted by Klemm and Iding (2015) explored using visual

learning logs as an alternative mode for thinking and communicating about

English. Twenty pre-service elementary English teachers enrolled in a English

methods course, and were instructed to submit a visual learning log (pictures

and diagrams) in conjunction with a written journal entry each week throughout

a semester. At the end of the semester, the pre-service teachers were asked to

reflect about their drawings and written journals. Researchers concluded that

visual learning logs provided an effective way for students to record and reflect

on what they learned. They also thought visual learning logs supported written

learning.

A study (Edens & Potter, 2018) also investigated the effects of student-

generated descriptive drawings on students’ conceptual understanding of English

principals. One hundred and eighty four fourth and fifth grade students were

randomly assigned to groups in which they copied an illustration, generated a

drawing, or wrote a description about what the principals taught. A post test

used to measure conceptual understanding of the English concept, revealed that

students who generated or copied descriptive drawings scored higher that those

who wrote. The research suggests that student-generated descriptive drawings

are an effective way for students to learn scientific concepts (Edens & Potter,

2018). These findings support interactive notebooks because students have the

option of drawing to demonstrate their understanding of the written notes on the

right side of the notebook.

Teachers do not need the skills of Ben Carson, one of this country’s first

African American brain surgeons, in order to teach their students. Because of the

advancement in brain-based learning research for student achievement, teachers

are able to plan and prepare the lessons needed to reach the varied learning

styles of their students. Scientists have divided the brain into two hemispheres,

the right and the left. Different body functions are controlled by one of the two

hemispheres. Sousa (2015), one of the leading authorities in brain-based

learning research, suggests in his book How the brain learns, the ability of

several different parts of the brain to perform unique functions is known as

specializations.

The formula producing and the calculator processing is done on the left

side of the brain (Sousa, 2015). Sousa noted that one’s manner of speech and

one’s ability to break tidbits of facts up and sort them into categories are also

controlled by this part of the brain. The interpretation of words and the
sequential order of operations are in this side of the brain. Most of the elements

of what is called civilized behavior such as the sense of time and the ability to

read and write are controlled by this side of the brain. Sousa reported that the

right side of the brain is the aesthetical hemisphere which gathers information

from pictures, views patterns of behavior, and recognizes cues from physical

responses, feelings, and tone of voice. The right side is also responsible for the

memories of buildings, cities, and people.

Manner (2017), an associate professor in the School of Education and

the Bayer School of Natural and Environmental English at Duquesne University,

stated, “Teachers have long felt that if they lecture and tell students the same

thing over and over again, the student will learn and understand a particular

English concept.” This learning style and instructional technique were

traditionally thought of as the way that the majority of people learn. We now

know that this is not true. (p. 391) How students learn as opposed to which skill

set students will use for learning differs greatly. Gardner (2016), a renowned

professor from Harvard University, is the leading authority in the area of multiple

intelligences.

According to Gardner, learning style is a general approach a person can

use to approach every conceivable content matter. For example, children are

taught their ABCs through song and music. There may be a child who is very

good at recognizing rhyme and lyrics. This child’s general approach to

learning may be through music. This same child may not do very well with real
world problem solving because he does not approach learning through a logical

perspective.

On the other hand, intelligence could be viewed as the systemic action

used on an isolated problem within a given circle. Children approach this

dilemma with rhyme or lyrics because this is their learning style of choice. This

may or may not be their intelligence of choice. Their intelligence may be in a

completely different area all together. There may be another area where this

child learns best. According to Gardner, intelligence is: A set of skills of problem

solving- enabling the individual to resolve genuine problems or difficulties that

students encounters and, when appropriate, to create an effective product- and

must also entail the potential for finding or creating problems- thereby laying the

groundwork for the acquisition of new knowledge. (pp. 60-61)

This definition of intelligence is far too broad and needs to be narrowed

because if based upon these eight criteria, Gardner produced eight major

intelligences: verbal/linguistic, logical/mathematical, visual/spatial,

musical/rhythmic, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist.

The theory of multiple intelligences along with brain-based learning research are

two principal pillars that support the use of Interactive Notebook (Wist, 2016).

Nelson (2015) summarized the eight of the nine intelligences. Linguistic

intelligence refers to the potential to use language, and logical-mathematical

intelligence is the potential for understanding cause and effect for manipulating

numbers, quantities, and operations. Spatial intelligence refers to the potential

for representing the spatial world internally, and kinesthetic intelligence refers to

using one’s own body or body parts. Musical intelligence is the potential for

thinking in music. Interpersonal intelligence is the potential for working with

others, while intrapersonal intelligence is the understanding of one’s own self.

Naturalistic intelligence is the potential for discriminating among plants, animals,

rocks, and the world around us.

Lastly, Gardner explained that existential intelligence refers to the

appreciation of spirituality and understanding questions about life, relating to

exploring human existence in the universe. Unsatisfied with the claims of

traditional “uniform” assessments for intelligence, such as the IQ or SAT,

Gardner wished to present an alternative vision of intelligence, one that was a

pluralistic view of the mind, which recognized many different facets of human

cognition. Denig (2016) proposed a synthesis of multiple intelligences with

learning styles and believed that people who are strong in a specific intelligence

will learn best through methods associated with that intelligence. For example,

linguistic intellects would learn best through reading and hearing words and

sharing ideas by speaking, writing, discussing, and debating them, while logical-

mathematical intellects would learn best by working with patterns and

relationships, classifying, and categorizing. Those who are strong in spatial

intelligence would learn best by working with pictures and colors, visualizing, and

drawing. Those who possess bodily-kinesthetic intelligence would learn best by

processing knowledge through bodily sensations. Musical intellects would learn

best with rhythm, melody, and song. Interpersonal intellects would learn best

through sharing and cooperating with others, while intrapersonal intellects would

learn best through working along, reflecting, and doing self-paced projects.

Lastly, those who possess naturalistic intelligence would learn best when working

in nature, exploring and learning about living things and natural events (Denig,

2016).

Understanding your students’ apparent needs for support allows you to

design learning experiences that help students succeed and learn more

effectively. Students also differ in how they react to peer interaction. Some

dislike group projects, preferring instead to learn by themselves; others thrive on

the companionship and support provided by group work. Still others prefer the

more traditional approach of learning from an adult. One can capitalize on these

preferences by varying your teaching techniques based on different learning

configurations.

According to Goodnough (2017), teachers must develop a professional

knowledge of the multiple intelligence theory. This was concluded from results of

a case study done with a fifth grade teacher. The teacher used an instructional

organizer to critically examine the teaching beliefs and practices. The teacher

was able to enhance various aspects of her professional knowledge, including the

pedagogical content knowledge, and was able to become more adept at

integrating all of the aspects of the teachers’ professional knowledge of the

multiple intelligence theory in teaching.

 The researcher concluded that the multiple intelligence theory is much

more than merely a theory, but it encourages educators to broaden their view of

student ability. Therefore, they are able to guide their teaching and decide what

will best fit their students’ abilities.

Cheung (2016) describes how multiple intelligences are used in

education to help drive an ability-driven curriculum. Cheung (2016) describes the

importance of educating preprimary teachers to teach for multiple intelligences,

explaining how important it is that teachers make a shift from their traditional

teaching methods to a modern multiple intelligences inspired pedagogy. Other

studies have shown the degree of effectiveness of utilizing multiple intelligences

in the classroom. McKethan, Rabinowitz, and Kernodle (2016) investigated the

use of multiple intelligences in both virtual and traditional skill learning

environments. The researchers concluded that students who were stronger in

the verbal/linguistic, bodily/kinesthetic, and musical intelligences were better

suited for a virtual learning environment. It can be inferred from this study that

students with different degrees of intelligences may show different degrees of

success in certain situations or environments utilizing different teaching

strategies.

Studies by McMahon, Rose, and Parks (2018) and Mokhtar, Majid, and

Foo (2018) both described the effectiveness of multiple intelligences in reading

and literacy. McMahon, Rose and Parks (2018) administered 288 fourth grade

students the Teele Inventory of Multiple Intelligences (TIMI), a tool to pinpoint a

person’s multiple intelligence strengths. Surprisingly, there was little evidence of

relationships between multiple intelligence preferences and reading achievement.

In fact, students who showed higher preferences for logical-mathematical

intelligence actually demonstrated higher scores in reading comprehension. This

study, however, does not discuss how these students were taught, only how

they were tested. Therefore, it cannot be used to discount the theories of

multiple intelligences. It just shows that students may not mirror their

intelligence strengths when assessed.

Mokhtar, Majid, and Foo (2018) describe using multiple intelligences to

teaching literacy at a high school level. During the study, students were first

trained in information literacy. Some students were then placed in groups that

focused on using their dominant intelligence to perform a specific task. It was

found that students who were placed into groups based on their dominant

intelligence performed better than those that were not. This study, unlike that

done by McMahon, Rose, and Parks (2018), focused more on how students were

instructed, rather than simply how they perform when assessed based on their

predetermined intelligence strengths.

Ito (2015) states that a student’s ability to stay organized in the

classroom is extremely important and these organizational skills are needed for

school success. Students who are not able to stay organized may suffer from

poor grades, stress, and low self-esteem, and these ill effects are due to lost

assignments, wasted energy, and general disorder in their lives (Williamson,

2017). In other words, if students are not organized, they may find it more

difficult to be successful in school.

These organizational setbacks affect students with certain learning

disabilities, such as attention-deficit/hyperactivity disorder, at an even more

severe level. Such students may have significant impairment in organization,

which may contribute to observed difficulties in academic achievement (Langberg

& Epstein, 2018). An organizational tool that can help all students become

organized, such as the Interactive English Notebook, could therefore assist

students to be better and more successful learners.

It is also important to begin training students how to be organized at an

early age. Gambill, Moss, and Vescogni (2018) conclude that early intervention is

important for an organizational program to be successful. The study included

students from elementary through high school, and they state that students at

an elementary level demonstrated a higher degree of interest and were more

enthusiastic about learning an educational and life skill. Elementary students

were trained to utilize a binder and assignment notebook system, allowing them

to become more organized. Because of their enthusiasm, the likelihood that

students would retain such skills was greater. The researchers continue by

stating that students who are trained to be organized while they are in the

elementary grades will follow through with these skills as they progress through

grade levels.
 Note-taking can be used to synchronize, replay, or expound on

information to gather further meaning (Kenny & Schroeder). “Note-taking and

learning from lectures has been an active, productive area of research for the

last 30 years” (Barnett). The preferred instructional delivery of choice among

teachers remains to be the lecturing format (Benjamin, 2016), while note-taking

remains a common classroom activity (Armbruster). Note-taking is a learning

strategy which can be used to increase student achievement. The Interactive

English Notebooks can be used as a tool for students to organize, rehearse,

review, and elaborate on their notes. Note-taking allows for active engagement

during lectures (Weishaar & Boyle 2015). DiVesta and Gray distinguished the

encoding and external storage functions of note-taking. As stated earlier, Clark

and Paivio referred to this process as duel coding. Encoding occurs when the act

of note- taking alters the learner’s cognitive processes (Barnett, 2018).

The instructor must cause the student to organize and pay close

attention to specific concepts and facilitate the connection between such

knowledge with the student in order for learning to take place (Weishaar & Boyle

2015). Notes serve an external storage function when students have an artifact

for later review (Barnett, 2018). Both the encoding and the external storage

processes are shown to facilitate learning, but there is more learning through the

external storage process and multimedia approach (Gerlic & Jausovec, 2017).

There are two main areas of note-taking: teacher-directed and student-directed

(Weishaar & Boyle, 2015). They further note that teacher-directed notes are
those notes given by the teacher for understanding of a particular subject. On

the other hand, student-directed notes are created by the student to enhance

their own learning at any time.

Taking notes is a popular learning technology in school settings

(Kobayashi, 2016), and they are a helpful skill and tool for everyone, not just

students. Whether we are writing down a grocery list or sticking a “Post-It” note

on the computer monitor, many people rely on some form of notes to help them

remember important facts and ideas (Boylf, 2016). Paper and pencil are easily

accessible and cost-effective. Even with the popularity of personal computers

and newer technologies in classrooms, taking notes with pencil and paper has

not been replaced. Haas (2016) concluded that electronic learning technologies

will not replace paper and pencil note- taking, but a mixed use will continue. And

as the years have passed, this has stayed true in many of today’s public school

classrooms.

Class notes serve two very important functions. First, they help student

in the understanding of lecture information and they serve as reference material

for later study (Boylf, 2017). Secondly, notes are used as external storage. In

other words, they are recorded and stored in order to be referred to at a later

date (Faber, Morris, & Lieberman, 2015).

Many studies have shown that a traditional style of note-taking, where

students are simply copying from the board, is not the most successful. Annis
(2017) indicates that the kinds of notes students use in the classroom have a

significant effect on achievement. Studies have also highlighted the importance

of encoding during note-taking. Encoding means that students are converting the

information given into forms that are more easily understandable, or in “their

own words.” Faber, Morris, and Lieberman found that note-taking enhances the

encoding process of ninth grade students.

Annis (2017) observed that the encoding function of note-taking is most

important with college students and that higher essay scores were associated

with encoding material so it was personally meaningful to the student. The study

included one hundred college students who were given a questionnaire that was

designed to assess what kind of notes they preferred: personal, partial, or full

lecture notes. At the start of a lecture, students were then given a packet of

notes that matched their preference. Students who preferred personal notes

received four blank pages of paper on which to take their own notes. Students

who preferred partial notes were given a four-page list of headings and key

notes with an amount of space to take their own personal notes, and students

whose preference was full lecture notes received a packet of typewritten notes

written by the lecturer and asked to take no personal notes of their own. It was

concluded that students who used full notes did not score as well as students

who utilized partial notes or their own notes. Because full or partial notes

required encoding, it was concluded that the encoding functions of note-taking is

important.
 Verbatim note-taking has been shown to even interfere with deeper

processing of lesson information, and therefore reduce encoding effects (Bretzing

& Kulhavy). Style of notetaking may also increase academic performance. Using

non-linear techniques, such as the utilization of graphic organizers, can be more

beneficial than a more traditional linear notetaking style (Dror, Kemp, & Makany,

2016).

It is also very important for teachers to not just give their students the

opportunity to take notes, but they must supply guidance and organization for

students during the note-taking process. Simbo (2016) observed that the highest

achievement occurred when students made notes that were based on outlines

provided by the teacher, and the lowest achievement occurred when students

compiled notes without any outline or organization supplied by the teacher.

Annis (2016) similarly concluded that students who preferred to use partial

notes, which gave students an outline to be filled in, scored better on multiple-

choice exams. In conclusion, when teachers guide the note-taking process, but

allow for student encoding to occur, enhanced student learning and test scores

occur (Simbo, 2016).

Interactive notebooks are a good way to incorporate visual intelligence

by including visual elements such as concept maps, illustrations, pictowords, and

visual metaphors. Musical intelligence is incorporated into the notebooks by

asking students to compose a song or a music piece in writing. Students can use

intrapersonal intelligence when reflecting on how the concept taught in the class
would relate to the past experiences or how it would make a difference in their

lives. Recording group discussions and reflecting on each other’s opinions

enhances the use of interpersonal strengths. Logical-mathematical intelligence

can be integrated into the notebooks through problem solving and the use of

charts, and graphs (Endacott, 2017). Interactive notebooks can help teachers

meet the needs of their students as an organizational tool to help them plan

lessons that involve the use of different intelligences, thus making the lessons

more fun and meaningful to the students (Wist, 2016). Escalada and Moeller

(2006) found that students learn better in classrooms where the teacher uses

interactive and engaging instructional methods as compared to traditional

courses that rely primarily on passive strategies such as lecturing.

The interactive notebook provides opportunities for students to engage

in self reflective and collaborative experiences that foster meaningful discussions

in the class (Waldman & Crippen, 2019). Waldman and Crippen also present

interactive notebook as a viable tool that helps students to showcase their effort

and creativity, demonstrating a sense of pride and ownership of their work. This

increases the students’ ability to control their learning which can contribute to

their confidence and empowerment.

Interactive notebooks allow students to express themselves personally

giving them a freedom of choice with many assignments (Endacott, 2007).

Interactive notebooks can empower students for learning english as they are

intended to actively engage students with the content, assess their

understanding through self reflection, and help students visualize and

demonstrate understanding as evidence of self-regulation (Waldman & Crippen,

2019). Interactive notebook is a very effective method that promotes scientific

inquiry while it also enhances general learning involving writing across the

curriculum, personalization and metacognition strategies (Chesbro, 2016). During

scientific inquiry, students focus, experiment, reflect and apply based on their

own learning styles.

Interactive notebooks can be used as tools for formative assessment.

That the assessment of the notebook does not have to pertain just to the

notebook. Endacott (2017) noticed that allowing the students in his social studies

class to use their notebooks on their tests and quizzes have allowed them to

think beyond just recalling the names and dates. In addition, his students were

required to apply the information they have recorded in their notebooks to reach

the higher levels of Bloom’s taxonomy (i.e., analyze, synthesize and evaluate).

He also noticed that by doing this, his students viewed the notebook as an

important tool that can help them beyond their daily work. Students began to

understand how the daily work in the notebook can lay a foundation for test

responses. Waldman and Crippen (2019) suggest that teachers can assess

interactive notebooks informally awarding quick grades to the input and output

activities for different lessons or can do a summative evaluation formally for

completeness of the notebooks. Wist (2016) suggests that if teachers plan on

grading the notebooks then the students are to be provided with rubrics clearly

explaining the expectations.

It should be noted that most if not all of the reviewed studies and

literature cited are foreign-authored. This is because there is a dearth of local

studies conducting regarding note-taking in relation to students’ performance.

The following section presents a synthesis of the reviewed studies showing how

they have influenced and guided the researcher in the conduct of the present

study.

SYNTHESIS OF THE RELATED STUDIES

Many experts in different ways have defined note taking. Its importance

reveals that the left and right brain works with the right equipment using a

simple notebook or the interactive notebook. It is an essential tool for lifelong

learning for all learners. The ability of the readers to understand what they are

doing; to interpret ideas and inject meaning to printed words is comprehension.

The adolescent brain is a dynamic organ; synapses develop and thicken

with each new experience. Brain growth does not stop with birth . Young

children are naturally curious and passionate about learning. From birth, they are

constantly experimenting in their pursuit of knowledge.

Research shows that brain function increases as students are immersed in

an active, personal, and engaging learning environment. Classroom use of the

interactive notebook is one of the type of brain-based learning. As a result of

using the notebooks students should demonstrate a stronger capacity to actually

retrieve and apply the information in a variety of settings. When students

participate in meaningful learning tasks, they will actively engage in those tasks

and use active learning strategies to integrate their existing knowledge with a

new experience. Glasersfeld (2008).

According to Chesbro (2006) the use of the interactive english notebook

encourages independent thinking, metacognition, and student confidence in

english. Through the use of the Interactive notebook, the student works within

his/her own learning style and at a level that is differentiated to his/her own

ability level. Through the notebooks students have a way of organizing the

information that is delivered to them via teacher notes, content outlines, and

other factual information. They can create meaning from information by

developing organizers, generating drawings, and designing memory tools.

Students can self reflect, explore their opinions, clarify their values on

controversial issues, or ask questions about new ideas.

The current study is similar to the previous studies. The interactive

notebook provides opportunities for students to engage in self reflective and

collaborative experiences that foster meaningful discussions in the class

(Waldman & Crippen, 2009). Waldman and Crippen also present interactive

notebook as a viable tool that helps students to showcase their effort and

creativity, demonstrating a sense of pride and ownership of their work. This

increases the students’ ability to control their learning which can contribute to
their confidence and empowerment. Interactive notebooks allow students to

express themselves personally giving them a freedom of choice with many

assignments (Endacott, 2007).

Interactive notebooks engage students in meaningful learning tasks, not

just traditional notetaking. Note-taking can be used to synchronize, replay, or

expound on information to gather further meaning (Kenny & Schroeder). “Note-

taking and learning from lectures has been an active, productive area of research

for the last 30 years” (Barnett).

 Chapter 3

RESEARCH METHODOLOGY

This chapter briefly discusses the measures on how the research problems

were answered. The discussion on the research design includes the method

employed, the sources of data, the research instruments, the data gathering

procedure and the statistical treatment of the data.

Research Design

This study made use of the two group pretest - post test true

experimental design. Experimental research provides a systematic and logical

method for answering the question. It is a true experiment because sampling

technique was employed in the selection of a control group and an experimental

group. Sampling Technique was used in the grouping of the students. The

lessons using the interactive notebook were conducted during the third grading

period.

Subjects of the Study

The subjects of the study are the grade 9 students handled by the

researcher in English at San Antonio Elementary School during the school-year

2020- 2021. The groupings are primarily based on their grade point average

(GPA) which includes fast learners, moderate learners and slow learners. Since

the researcher only handles 1 section that is composed of 24 students, the

researcher divided the class into two groups by drawing of lots: Group A as the

control group, composed of 12 students, who were exposed to the traditional

instruction while Group B as the Experimental Group, composed of 12 students,

who were exposed to the interactive notebook. Table 1 shows the frequency

distribution of the grade 6 students.

Table 1. Distribution of the Grade 9 Respondents

Grade 9 Number of students

Group A ( Control Group) 12

Group B (Experimental Group) 12

TOTAL 24

Sources of Data

The researcher made use of the curriculum prescribed by the Department

of Education in line in teaching Grade 6 English. The students were then asked

to provide a spiral notebook to be used as their interactive notebook.

The pre-test and post test results were used to describe the level of

performance of the control and the experimental group.

Data-Gathering Instruments

The primary data gathering instrument that was used in this study is the

fifty (50)-item teacher-made test covering the third grading period following the
competencies in the Enhanced Basic Education Curriculum for Grade 6. This test

served as the pre-test and post test of the study. The teacher-made test was

validated by the pool of experts. The following topics were covered in the

construction of the test items; narratives and comprehensive reporting.

The same topics were covered in teaching English 6 to both groups using the

traditional notebook (control group) and interactive notebook (experimental

group). The right side of the Interactive notebook was used before and during

the lecture and class discussion, and the left side of the notebook was used after

the lecture.

Experiment Procedure

The researcher sought the permission from the Schools District

Superintendent in Pangasinan II, The Public Schools District Supervisor and the

School Head of San Antonio Elementary School to conduct the study.

The Grade 6 Students were divided equally into two Groups based on their

Grade Point Average (GPA) in their section. By draw lots, half of the section

which is composed of 12 students was assigned based on the result of their

drawing of lots as the control group, which will be exposed to traditional

notebook; while half of the group, composed of 12 students, was assigned as the

experimental group, and was exposed to the use of interactive notebook.

The pre-test was administered by the researcher to both groups (control

and experimental groups) before the start of the third grading period and after

getting the scores, the mean and the MPS were computed. The experiment was

conducted during the third grading period when English were the topics covered

within the period. After the experiment, a post test was administered to the

students, using the same test which served as the pretest.

Statistical Treatment of the Data

To attain valid and reliable results from the data that were gathered,

appropriate statistical tools were used:

For Sub-problems 1 and 2

To determine the level of performance in English of Grade 6 students

before the experiment, the mean score obtained from the pre-test was used. The

Mean Percentage Score was also employed to determine and further describe the

students’ performance.

Likewise, mean score was used to determine the students’ performance in

the post test.

For Sub-problems 3 and 4

To compare the performance of the two groups in the pretest as well as in

the post test, t-test for independent samples was employed.

For Sub-problem 5

The t-test for correlated data was used in determining the significant

difference in the pre-test and post test within each of the two groups namely;

control group and experimental group.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the tabulated data regarding the effectiveness of an

interactive notebook in grade 6 based on their pre-test and post-test results. The

data gathered were classified, tallied and subjected to appropriate statistical

treatment which served as the basis for the interpretation of findings.

Students’ Mastery Level in English Concepts Based on the

Pre-Test and Post-Test Result

The students’ performance level in English concepts is the utmost

concern in this study. The pre-test was given before they were subjected to the

use of interactive notebook. The mean and Mean Percentage Score were used to

determine their initial level of performance. Likewise, post-test was also

administered after the groups were exposed to traditional instructional materials

and graphic organizers.

The information on the student’s mastery level in English concepts based

on the pre-test and post-test results are presented in Tables 2 and 3.

 Table 2

Students’ Performance Level in English as Revealed by the Pre-test

Results

Group Mean Mean Percentage

Score

Control Group 17.67 35.34

N=12

Experimental Group 14.53 29.06

N=12

From the above table, it shows that the students in the experimental

group obtained a mean score of 14.53 and Mean Percentage Score of 29.06 in

the pre-test in English Grade 6. On the other hand, the students in the control

group have a mean of 17.67 and the computed Mean Percentage Score is 35.34.

Seemingly, the two groups are more or less of the same initial performance in

terms of their mean scores and Mean Percentage Scores. This impression of the

insignificant mean difference however, is tested and the results is presented in

the Table 4. Meantime, Table 3 presents a comparison of the group’s

performance in the post test.

 Table 3

Student’s Performance Level in English as Revealed by the Post-Test

Results

Group Mean Mean Percentage

Score

Control Group 33.05 66.10

N=19

Experimental Group 40.21 80.42

N=19

Table 3 shows that the students in the control group obtained a mean

score of 33.05 in the post test in English 6. The Mean Percentage Score of this

group exposed to the use of traditional use of notebook is 66.10. However, the

Mean Percentage Score of 66.10 is below the standard set by the Department of

education. While the students in the experimental group obtained a mean score

of 40.21 in the post test in English 6 and the computed Mean Percentage Score

of this group exposed to interactive notebook is 80.42. Comparing these values

from the entries in Table 2, it can be observed that both groups demonstrated a

marked increase in their performance in the post test with the control group

having a mean gain of 17.89 while the experimental group, a mean gain of

25.68.

Hence, there is an improvement in the performance of the students in the

post test compared to their performance in the pre-test. It could be deduced

further that from the same initial performance level, the experimental group has
achieved a higher level of mastery of English concepts than those who are

exposed to traditional notebook. The obtained Mean Percentage Score of 80.42

is far beyond the minimum standard criterion set by the Department of

Education which is 75%. This implies that the interactive notebooks are effective

in bringing about a positive change in the student’s performance level.

Difference between the Pre-test and Post test Results between Groups

Another concern posted in this study is to find out significant differences

between the pre-test and the post test results between groups. Prior and after

the exposure of the two groups in traditional notebook and interactive notebook,

a 50-item test was administered as pre-test and post test.

Table 4 presents the results of the t-test which determined if there is a

significant difference between the Pre-test performance of the Experimental and

Control Group.

Table 4

Test of Significance of the Difference between the Pre-test Results of

the Control Group (Traditional Notebook) and Experimental Group
(Interactive Notebook)
GROUP MEAN MEAN COMPUTED SIGNIFICANCE DECISION
DIFFERENCE t-VALUE

Control Group
N= 12 15.16
Not Accept Null
0.63 0.456
Significant hypothesis
Experimental
14.53
Group
N= 12
Critical t-value = 1.68 at ʆ=.05, df= 36
 The table shows the mean difference of 0.63 of the pre-test results

between the students belonging to the control and experimental group. The

computed t-value of 0.456 is less than the critical value of 1.688 at 0.05 level of

significance with the df = 36. It can be deduced that the initial performance of

the students are the same with respect to their mean scores. Thus, the null

hypothesis which states that there is no significant difference between the

performances of the students is hereby accepted.

Difference between the Pre-test and Post Test Results within Each

Group

The primordial concern of this study is to find out the effectiveness of the

Interactive Notebook on students mastery of English concepts. Prior to the

exposure of the two groups in their respective instructional materials, a 50-item

test was administered. After all the concepts were taught using traditional

method and interactive notebooks, post test was given to them.

Table 5 presents the results of the t-test for correlated means to

determine if there is a significant difference in the performance of the students in

the pre-test and post-test for each of the two groups.

 Table 5

Difference between the Pre-test and the Post-Test Results within Each
Group
MEAN MEAN
MEAN COMPUTED
GROUP (PRE- (POST- SIGNIFICANCE DECISION
TEST) TEST) DIFFERENCE T-VALUE
Use of
Traditional
Reject Null
Method 15.16 33.05 17.89 11.761 Significant
Hypothesis
(Control Group)
N= 12
Use of
Interactive
Notebook 14.53 Reject Null
40.21 25.68 23.687 Significant
(Experimental Hypothesis
Group)
N= 12
Critical t-value = 1.73 at ʆ = .05 with df = 18

It could be gleaned from Table 5 above that the mean difference of the

pre-test and post test within the control group is 17.89. The computed t-value of

11.761 is greater than the critical value of 1.73 at 0.05 level of significance with

df =18. This led to the rejection of the null hypothesis and therefore the

acceptance of the research or alternative hypothesis, which states that there is a

significant difference between the pre-test and post test results. On the other

hand, the mean difference of the pre-test and post test within the experimental

group is 25.68. The computed value of 23.687 is way above the critical value of

1.73 at 0.05 level of significance with df =18. Again, this led to the rejection of

the null hypothesis and warrants the acceptance of the research hypothesis.

Thus, it could be safely concluded that there is a significant difference between

the pre-test and post-test results within the experimental group. It could be

deduced based from the computed mean gain that the performance of both
groups improved in the post-test. It could be noted further that although there is

a worthy significant change in the scores of the students in both groups, the

students exposed to the use of interactive notebooks demonstrated a higher gain

than those who are exposed to traditional notebook.

This reveals that the use of Interactive Notebooks in English would bring

higher achievement. Creating representations through the use of Interactive

Notebooks for English information provides students with a type of scaffolding

that helps them access information that could lead to better performance.

Table 5 presents the results of t-test to determine if there is a significant

difference between the performances of the two groups in the pot test.

Table 6

Test of Significance of the Difference between the Post Test Results of

the Control Group and the Experimental Group
GROUP MEAN MEAN COMPUTED SIGNIFICANCE DECISION
(Post DIFFERENCE t-VALUE
Test)

Control
33.05
Group
N= 12 Reject Null
7.16 2.9489 Significant
Hypothesis
Experimental 40.
Group 21
N= 12
Critical t-value = 1.688 at ʆ=.05, df= 36

The table shows the mean difference of 7.16 in the post test between the

students belonging to the control and experimental group. The computed t-value
of 2.9489 is greater than the critical value of 1.688 at 0.05 level of significance

with the df = 36. It can be deduced that the performance of the students

belonging to the Experimental Group is significantly higher with respect to their

mean scores. Thus, the null hypothesis which states that there is no significant

difference between the performances of the two groups of students is hereby

rejected. And this gives reason to the acceptance of the research hypothesis or

alternative hypothesis.

Findings of this study revealed that the use of interactive notebook

for students would bring about better performance or higher level of mastery of

English concepts or ideas. It is associated with the idea of Bain that the

Interactive Notebook can help facilitate student learning and suggested that the

way one learns does not matter when you use an interactive notebook. He

acknowledges that people learn in different ways: some learn by watching

others; some learn better by reading; and some learn by doing. However, any of

these learning modalities can be incorporated into an interactive notebook that is

specifically designed by the individual student and how information is being

processed.

Philip Young also said that writing is one of the ways that students learn

in English and that the interactive notebook is the tool that can be used to

strengthen student learning of curriculum through increased student output.

 The results of this study conform with the statement of Anderson (2018)

that teaching is no longer a simple process of telling and giving out information

by lecturing and checking out assignments. He further stated that for an

effective and successful teacher, one has to be more motivating, managing,

guiding and assisting the students as they learn. Thus, effective teaching entails

systematic presentation of facts, ideas and skills to the learners.

Interestingly, the interactive notebooks have contributed in the

progression of the experimental group in their level of mastery of English

concepts as revealed in the post test result compared to those under the control

group who are exposed to traditional notebook. It is perceived that the use of

interactive notebooks should be introduced and used in improving mastery of

English concepts among students. With its use, students are challenged to

unleash their creativity and artistry in understanding the lessons better.

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions

formulated and the recommendations made for possible course of action for

implementation of interactive notebook in English teaching.

SUMMARY

The study was conducted to determine the effectiveness of interactive

notebook in the performance of grade 6 students in English at San Antonio

Elementary School.

It provides answers to the following specific questions,

1. What is the initial level of performance in English of grade 6 students

based on the pre-test?

2. Is there a significant difference in the level of performance of the two

groups in the pre-test?

3. What is the level of performance of the students exposed to interactive

notebook and those exposed to traditional instruction in the post-test?

4. Is there a significant difference in the level of performance of the two

groups in the post-test?

5. Is there a significant difference in the performance of each of the two

groups in the pre-test and in the post-test?

 Research Hypotheses

The null form of the following research hypotheses were tested at

0.05 level of significance:

1. There is a significant difference in the performance of the two groups in the pre-

test.

2. There is a significant difference in the performance of the two groups in

the post-test.

3. There is a significant difference in the performance of each of the two

groups in the pre-test and in the post-test.

The true experimental method of research was employed. A total of

24 grade 6 students were utilized as the subjects of the study. They were equally

divided into two groups, two groups of 12 students each were again designated

to be in the control group and in the experimental group by drawing of lots. The

data gathering instrument used was a 50-item test which was validated by a pool

of experts which served as the pre-test and the post test.

The data gathered were subjected to statistical treatment using

mean, Mean Percentage Score to determine the subjects’ performance. On the

other hand, t-test for correlated data was used in determining the significant

difference in the pre-test and post test within the two groups namely; control

group (exposed to traditional notebook) and experimental group (exposed to

interactive notebook), while, t-test for non-correlated data was used in

determining the significant difference in the pre-test and post test between two

groups.

SUMMARY OF FINDINGS

Based on the descriptive and inferential analysis of the gathered data, the

following are the highlights of the findings of this study and summarized as

follows;

1. The students in the control and experimental group obtained the same

initial level of performance in the pre-test. The students in the control

group obtained a mean of 17.67 and a Mean Percentage Score of 30%

while the students in the experimental group obtained a mean of

14.53 and Mean Percentage Score of 29%. By comparison, both

groups has the same initial level of performance.

2. The students in the experimental group performed better than those in

the control group in the post test. The students in the control group

obtained a mean of 33.05 and Mean Percentage Score of 66% while

the students in the experimental group obtained a mean of 40.21 and

Mean Percentage Score of 80%.

3. The obtained Mean Percentage Score of the control group during the post-test

which is 66% is lower than the standard criterion set by the Department of

Education in terms of achievement level which is 75%

 for a minimum acceptable performance. On the other hand, the Mean

Percentage Score of the Experimental Group is 80% which is higher

than the above Department of Education Standard.

4. Both groups’ mean and Mean Percentage Score improved during the

post test. However only the experimental group met the 75%

Department of Education Standard.

5. There were significant differences between the pre-test and post test

results within each of the groups, the control group and experimental

group.

6. There was no significant difference between the pre-test results of the

control group and experimental group.

7. There was a significant difference between the post test results of the

students exposed to traditional notebook and interactive notebook.

CONCLUSIONS

After analyzing the findings of the study, the following conclusions are drawn.

1. Before instruction, the grade 6 students have a limited knowledge of the

competencies on the subject matter based on the pre-test given.

2. The students exposed to the use of interactive notebooks performed

significantly better in the post-test than those exposed to traditional

notebooks.
 3. The use of interactive notebook improved the level of mastery in English

concepts.

4. The use of interactive notebooks are more effective than the traditional

notebooks.

RECOMMENDATIONS

Based from the conclusions drawn, the following recommendations are

formulated;

1. Teachers are strongly encouraged to adapt interactive notebooks that may help

students improve their understanding of English concepts.

2. Teachers should continuously exploit the use of other factors and strategies that

will improve students’ mastery level in English concepts.

3. Similar studies should be conducted by future researchers in other subject

areas where interactive notebooks are used.

4. English teachers must consistently update themselves on effective

methods in handling interactive notebooks for them to enhance and

develop the skills of the learners.

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http://www.manilatimes.net/english-education-realities/100096/
APPENDICES
 APPENDIX A

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

November , 2015

Dr. LORNA G. BUGAYONG

Schools Division Superintendent
San Carlos City Division
San Carlos City, Pangasinan

Madam:

I am a student of the Graduate Studies in San Carlos College, San Carlos

City, Pangasinan. I am conducting a research entitled “Effectiveness of
Interactive Notebook in Teaching Grade 9 Students in English” as a
requirement of the Course Master of Arts in Education, major in Educational
Administration.

In this connection, I would like to request your good office to grant me

permission to administer evaluation instruments to Education Program Supervisor
in English, English Coordinators and Head Teachers in English in this Division.
The evaluation instrument (herein enclosed) is intended to determine the validity
of the proposed pretest/posttest which will be used for grade 9 students in
English.

I hope and anticipate for your favorable response in this matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Noted:

DOMINADOR C. FERMIN, III

OIC-Dean, Graduate Studies
Approved:

LORNA G. BUGAYONG, CESO VI

Schools Division Superintendent
November , 2015 APPENDIX B

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

MR. REMEGIO S. CASINGAL

District IV Supervisor
San Carlos City Division
San Carlos City, Pangasinan

Sir:

I am a student of the Graduate Studies in San Carlos College, San Carlos

City, Pangasinan. I am conducting a research entitled “Effectiveness of
Interactive Notebook in Teaching Grade 9 Students in English” as a
requirement of the Course Master of Arts in Education, major in Educational
Administration.

In this connection, I would like to request your good office to grant me

permission to administer evaluation instruments to Education Program Supervisor
in English, English Coordinators and Head Teacher in English in this Division. The
evaluation instrument (herein enclosed) is intended to determine the validity of
the proposed pretest/posttest which will be used for grade 9 students in English.

I hope and anticipate for your favorable response in this matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Noted:

DOMINADOR C. FERMIN, III

OIC-Dean, Graduate Studies Approved:

REMEGIO S. CASINGAL
District IV Supervisor
APPENDIX C

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

November , 2015
ROLANDO C. SALVADOR
Principal II
AGDAO INTEGRATED SCHOOL
San Carlos City, Pangasinan

Sir:

I am a student of the Graduate Studies in San Carlos College, San Carlos

City, Pangasinan. I am conducting a research entitled “Effectiveness of
Interactive Notebook in Teaching Grade 9 Students in English” as a
requirement of the Course Master of Arts in Education, major in Educational
Administration.

In this connection, I would like to request your good office to grant me

permission to conduct my study in your school and to administer evaluation
instruments to the identified respondents.

I hope and anticipate for your favorable response in this matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Noted:

DOMINADOR C. FERMIN, III

OIC-Dean, Graduate Studies
Approved:

ROLANDO C. SALVADOR
Principal II
 79

APPENDIX D

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

November , 2015 MR. RAYMUNDO B. AMBANLOC

Principal IV
Speaker Eugenio Perez
National Agricultural
School San Carlos City,
Pangasinan

Sir:

I am a Graduate student at San Carlos College, Graduate Studies,

San
Carlos City, Pangasinan. I am conducting a research
entitled “Effectiveness of interactive notebook in
teaching grade 9 students in English” as a
requirement of the Course Master of Arts in
Education, major in Educational Administration.

In this connection, I would like to request your

good office to grant me permission to administer
evaluation instruments to your English Coordinator/
Head Teacher in English /English teachers. The
evaluation instrument (herein enclosed) is intended to
determine the validity of the proposed
pretest/posttest which will be used for grade 9
students in English.

I hope and anticipate for your favorable response in this

matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Approved by:
 80

RAYMUNDO B. AMBANLOC
Princ
ipal
IV
 APPENDIX E

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

November , 2015

MRS. MARITES V. CABATBAT

Principal IV
Tandoc National High School
San Carlos City, Pangasinan

Madam:

I am a Graduate student at San Carlos College, Graduate Studies, San

Carlos City, Pangasinan. I am conducting a research entitled “Effectiveness of
interactive notebook in teaching grade 9 students in English” as a requirement
of the Course Master of Arts in Education, major in Educational Administration.

In this connection, I would like to request your good office to grant me

permission to administer evaluation instruments to your English Coordinator/
Head Teacher in English /English teachers. The evaluation instrument (herein
enclosed) is intended to determine the validity of the proposed pretest/posttest
which will be used for grade 9 students in English.

I hope and anticipate for your favorable response in this matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Approved by:

MRS. MARITES V. CABATBAT

Principal IV
 APPENDIX F

DEPARTMENT OF EDUCATION
Region I
San Carlos City Division
San Carlos City, Pangasinan

November , 2015

MRS. JULIA C. TAGULAO

Principal IV
Turac National High School
San Carlos City, Pangasinan

Madam:

I am a Graduate student at San Carlos College, Graduate Studies, San

Carlos City, Pangasinan. I am conducting a research entitled “Effectiveness of
interactive notebook in teaching grade 9 students in English” as a requirement
of the Course Master of Arts in Education, major in Educational Administration.

In this connection, I would like to request your good office to grant me

permission to administer evaluation instruments to your English Coordinator/
Head Teacher in English /English teachers. The evaluation instrument (herein
enclosed) is intended to determine the validity of the proposed pretest/posttest
which will be used for grade 9 students in English.

I hope and anticipate for your favorable response in this matter.

Very truly yours,

AMY JANINE V. ERGUIZA

Researcher

Approved by:

MRS. JULIA C. TAGULAO

Principal IV
 APPENDIX G

TABLE OF SPECIFICATIONS

Objectives No. % of No. of Item Placement

of emphasis Items
days
Identifies the volcanoes in
the community (or in the 3 0.07 3 5,6,13
region)
differentiates between
active and inactive 2 0.04 2 11,12
volcanoes
describes the different
types of 1 0.02 1 4
volcanoes
Explain what happens
5 0.11 6 7,8,9,15,16
when volcanoes erupt
explains how volcanoes
provide
5 0.11 5 1,2,3,14,17
information about the
interior of the Earth
explains how different
factors affect the climate 2 0.04 2 10,18
of an area
describes certain climatic
phenomena that occur on
a global level (global 10 0.22 14 33-46
warming and El Niño are
included here)
infers the characteristics
19,20,29,30,31,32,48-
of stars based on the 8 0.18 9
50
characteristics of the Sun
infers that the
arrangement of stars in a
5 0.11 4 21,22,23,47
group (constellation) does
not change
observes that the position
of a
4 0.09 5 24,25,26,27,28
constellation changes in
the course of a night
Total 45 100 50
 APPENDIX H
Content Validity Instrument
NAME: SCHOOL:
Designation: Highest educational Attainment:
Number of years Teaching: Undergraduate: Major Field:
MA/MS: Major Field:
Ph.D./Ed.D.: Major Field:
Content Validity
Instrument
(Fronda,2005)
Directions: Please read direction and items in the Questionnaire. Then read each statement in
the Evaluation Sheet and rate each item using the scale below by making a check (√) mark on
the appropriate column that corresponds to your answer.
5 – Highly Valid. No flaws observed anything more to be desired to make it better.
4 – Valid. Very little flaws are observed: minor rewording of few items needed.
3 – Moderately Valid. Some flaws are observed, the overall usefulness is diminished only
slightly.
2 – Fairly Valid. Several Flaws are observed, the overall usefulness is greatly diminished.
1 – Not Valid. Major revision is needed to make it useful.

Evaluator Total Mean

STATEMENT ABOUT THE INSTRUMENT
A B C D E
1. The directions given are clear in all subsection 5 4 4 4 4 21 4.2
of the instrument
2. Each of the items are clear 4 5 5 4 4 22 4.4

3. Each of the items is readable; i.e. the items 4 5 4 5 4 22 4.4

are easily read
4. Each of the items is attractive to read, enough
space is provided to avoid crowding of the 5 5 4 4 3 21 4.2
items
5. The instrument is comprehensive, i.e. it
covered all the areas that are important in the 4 4 4 4 3 19 3.8
study
6. Each is focused on one particular thought or 4 4 5 4 4 21 4.2
idea.
7. The items are objective, i.e. the responses to 5 5 5 5 4 24 4.8
be elicited are neither subjective nor reactive.
8. The items are formulated in accordance to 5 5 4 5 4 23 4.6
explicit/implicit objectives
9. The items are systematically arranged 4 5 4 5 4 22 4.4
according to a desirable sequence
10. The items do not overlap with each other, no 4 4 5 4 4 21 4.2
duplication is observed.
44 46 44 44 38 216 4.32
Total

Comments/Suggestions:

Evaluator’s Signature
 APPENDIX I

GRADE 9 STUDENTS’ PRE-TEST AND POST TEST RESULTS

EXPERIMENTAL PRE POST CONTROL PRE POST

Respondent 1 20 49 Respondent 1 7 24

Respondent 2 13 38 Respondent 2 23 39

Respondent 3 8 29 Respondent 3 17 32

Respondent 4 12 25 Respondent 4 18 29

Respondent 5 15 37 Respondent 5 18 43

Respondent 6 5 29 Respondent 6 15 25

Respondent 7 17 38 Respondent 7 16 38

Respondent 8 17 49 Respondent 8 13 23

Respondent 9 15 39 Respondent 9 14 24

Respondent 10 18 43 Respondent 10 16 28

Respondent 11 5 28 Respondent 11 21 45

Respondent 12 15 39 Respondent 12 15 36

Respondent 13 19 47 Respondent 13 11 27

Respondent 14 16 45 Respondent 14 6 36

Respondent 15 11 38 Respondent 15 16 39
Respondent 16 22 50 Respondent 16 16 45

Respondent 17 19 48 Respondent 17 15 39

Respondent 18 14 47 Respondent 18 15 27
Respondent 19 15 46 Respondent 19 16 29

Mean 14.52632 40.21053 Mean 15.15789 33.05263

 APPENDIX J

Set-up and Maintenance of Interactive Notebook

Materials Needed
Most of the materials needed for this class will be used to support and maintain your
Interactive Notebook. A complete list of class materials can be found in the course
syllabus.

1. Spiral-bound 5. Blue or black pen

notebook (Notes may be in
(at least 8.5” X 11”) pencil)
2. Glue stick 6. Colored pencils and/or highlighters
3. Pack of 3” X 5” index cards 7. Scissors
4. At least 10 envelopes for storing 8. Metric ruler
vocabulary cards

Setting up your Interactive Notebook

We will do this together in class, but you may use this as a guideline. The following list
of Interactive Notebook sections will be set-up at the beginning of each school year, as
you will have at least one or two Interactive Notebook for the whole year.

1. Numbered pages: Every page will have a number in the outer-most

bottom corner. As a reference, every right-hand side page will be an odd
number.
2. Interactive Notebook Cover Page: The very first page of your Interactive
Notebook will serve as the cover page. This will be any theme within English,
and will be the first peer-checked assignment in this class.
3. Table of Contents: The second, third and fourth pages of your Interactive
Notebook will serve as your Table of Contents. It is here that the student will
record all entries – graded or not graded.
4. Interactive Notebook Reference pages: Pages 5 – 10 will include the types
of assignments you will have as a reflective (or left-side) assignment, as well
as the rubric for grading peer-checked assignments.
5. Index: The last 13 pages of your notebook are reserved as your index. Each
page, front and back, will be reserved for a letter of the alphabet. In this section,
you will put the prefixes, roots, and suffixes we will cover in this Biology class.
Maintaining your Interactive Notebook
The Interactive Notebook will be clearly divided between right and left page
assignments. The table below provides a brief overview of the types of assignments and
activities students should expect to place on either the right or left side of their notebook.

Left-side: Output Page Right-side: Input Page

Students Process New Ideas Teacher Provides New

Information
 Warm-up exercises  Class notes – must be Cornell-
 Summaries and reflection style notes
of concepts/labs/activities  Pre-lab write-ups and data
 Graphic organizers, poems,  Discussion notes
timelines and any other student  Reading, book and video notes
generated work  Handouts with new information
 Vocabulary cards  PowerPoint slide print-outs
 Unit cover designs  Unit cover and back handouts
 Unit reflections
 APPENDIX K

SAMPLE TABLE OF CONTENTS

 APPENDIX L

SAMPLE NOTEBOOK GRADING RUBRIC

Name

Notebook Grading Rubric

(Notebooks will be graded each week)

Visual Appearance & Organization 1st 2nd 3rd 4th 5th 6th
Accurate table of contents (10 pts)

Work is neat and organized (10 pts)

Headings and dates on all pages (5 pt)

Effective use of color (5 pt)

Quality & Completeness 1st 2nd 3rd 4th 5th 6th

Notes and work are complete (20 pts)

All items are glued in correct places as

reflected in table of contents (20 pts)

Evidence of following instructions (15 pts)

No missing work - even if absent (15 pts)

Extra Credit 1st 2nd 3rd 4th 5th 6th

Effort and quality of work are
EXCEPTIONAL (5 bonus pts)

Points earned before extra credit

Extra credit earned

GRADE EARNED
 APPENDIX M

SAMPLES OF INTERACTIVE NOTEBOOK IN ENGLISH 9

 CURRICULUM VITAE

Personal Background

Name : AMY JANINE V. ERGUIZA

Address : # 150 Brgy. Coliling

San Carlos City, Pangasinan

Date of Birth : August 17, 1990

Civil Status : Single

Educational Background

Elementary : Rainbow School

Mabini St., San Carlos City, Pangasinan

2003

Secondary : San Carlos College

Mabini St., San Carlos City, Pangasinan

2007

Tertiary : University of Pangasinan

Dagupan City, Pangasinan

Course : Bachelor of English in Nursing

2011

Graduate School : San Carlos College

Mabini St., San Carlos City, Pangasinan

Course : Master of Arts in Education

Major in Educational Administration

2016
Eligibility : Nursing Licensure Examination

2011

: Licensure Examination for Teachers

2013

Teaching Experience : San Carlos College

Mabini St., San Carlos City, Pangasinan

Basic Education Department

2013-2015

: Agdao Integrated School

Brgy. Agdao, San Carlos City, Pangasinan

Basic Education Department

2015 to present