1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School. 2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues. 3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.

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Title: COLLABORATIVE ARTISTIC TIMELINE-MAKING: A SUPPORT TO EXPAND
THE MASTERYLEVEL OF 8th GRADERS IN LEARNING WORLD HISTORY (An
Action Research)
I. INTRODUCTION
Background of the Study
I am teaching Araling Panlipunan for almost 13 years at Kabacan National High
School, Kabacan, Cotabato. It is my interest to articulate the mission of the school
administration in improving quality education to move towards another level of excellence.
But doing such, I have to identify problems which I encounter as I deliver my craft to the
students.
It was recorded for the School Year 2017-2018, the school achieved a 62% Mean
Percentile Score in Araling Panlipunan during the National Achievement Test. This
performance was in congruent to the my class records that out of my 5 classes in Araling
Panlipunan 8, only one class appeared to achieved the 75% Mean Percentage Score
(MPS) which is the standard given by the Department of Education.
As analysed, Low Mean Percentage Scores (MPS) can be attributed to poor
teaching performance of the teacher. Poor teaching performance in Araling Panlipunan
can also be ascribed to low teaching strategies training and workshops. It was further
noted that poor performance of the majority of the students is fundamentally linked to
application of ineffective teaching methods by teachers to impact knowledge to learners.
It was also observed that my students have difficulty and remembering important dates
and events especially when lesson requires them to familiarize such. It was their
sentiments that they find the lessons in Araling Panlipunan to be boring and at times
difficult as it requires memorization. As such, it is my plan to introduce pedagogy that
would challenge their interest and will provide help in learning retention.
One of teaching pedagogies that can be utilized in teaching Araling Panlipunan is
the artistic timeline-making. Teachers of Araling Panlipunan are familiar with timelines. It

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is a kind of graphic organizer which is perhaps the most common way to help students
generate non-linguistic representations (Marzano, R. J., Pickering, D. J., Pollock, J. E.,
2001).
Timeline is usually utilized to help students keep track of key events in history. It is
a sequence of events chart which is of graphic organizer used to describe the stages of
something; a sequence of events; or the goals, actions, and outcomes of a historical figure
or character in a novel. Knowing when events occurred and putting them in proper
sequence is an important social studies skill. Timelines help us understand history. They
also tell us what happened when and how much time went by between events
(www.socialstudiesforkids.com).
As a strategy, my plan will be to group my students and they will be allowed to
create a graphical representation of an event or process by displaying items sequentially
along a line. They can make their timelines according to time of day, date, or event. The
tool will allow students to create a label with short or long descriptive text. Creativity will
also be enhanced by allowing them to add an image for each label that would make their
output more artistic and visually appealing.
Thus, this action research will be conducted to determine the effectiveness of the
use of collaborative artistic timeline-making in improving retention of students in learning
history facts and events. It will test whether the use of the pedagogy has an effect on their
mean percentage score. Its results will be beneficial to the teachers, students, and other
stakeholders of the school.
II. Review of Related Literature
III. Research Questions
The main objective of this action research will be to determine the effects of
collaborative artistic timeline-making to improve the retention of the students in learning
world history. The specific research questions that will be addressed will be the following:
1) What is the mean score of the students on their evaluation (10-item quiz)?;

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2) What is the level of satisfaction of the students on the teaching strategy
employed?; and,
3) Is there a significant correlation between students’ scores and the level of
satisfaction on the teaching strategy employed?
IV. Scope and Limitation
This action research will be conducted in Kabacan National High School, Kabacan,
Cotabato on the last quarter of the school year 2019-2020. Participants of this propose
action research will be all students of grade 8 under my class. It shall be limited only on
the use of collaborative artistic timeline-making to improve retention of students in
teaching world history on specific topic.
V. Methodology
a. Sampling
The participants of this study will all be students under my class in Araling
Panlipunan 8. I will identify the class according to their performance. The least performing
class (lowest Mean Percentage Score) will be subjected to the method and thus, will be
considered as participants of this action research.
b. Data Collection
My plan is to use an evaluation quiz that is relevant to the topic. It will be a 10-item
quiz which will be approved by the Department Head of the Araling Panlipunan and will
be further validated by a Master Teacher of the subject. Furthermore, Table of
Specification (TOS) shall be made.
To get the level of satisfactions of the students on the teaching method/strategies
employed, a student satisfaction checklist will be provided.
c. Ethical Issues
A permission will be asked to the Araling Panlipunan Department Head and to the
principal of the school. Since it will be considered as part of the conduct of lessons, parent
consent shall not be a requisite.

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d. Plan for Data Analysis
This action research will be quantitative in nature since the results of the evaluation
(10-item quiz) and the level of satisfaction of the students on the methods/strategies
employed will be the data to be analysed. Descriptive statistics shall be utilized for the
analysis for action research questions 1 and 2 (What is the mean score of the students
on their 10-item quiz?; and, What is the level of satisfaction of the students on the teaching
strategy employed?).
As for question 3 of this action research (Is there a significant correlation between
students’ scores and level of satisfaction on the teaching strategy employed?), a
Regression Analysis will be the most appropriate statistical tool.
In the end, this action research holds no control group so a one-shot experimental
design shall be the suitable statistical design (Freedman, D., 2009).
VI. Workplan
The following activities shall be done and observed during the conduct of this action
research:
Activities Time Persons Involved Expected Output
1. Making of AR
proposal
April 2019 Teacher/Researcher Action Research
Proposal
2. Permit to Conduct
AR
June 2019 Teacher/Researcher
Department Head
Principal
Approved letter to
conduct AR
3. Conduct AR July 2019 Teacher/Researcher
Students
Conduct classes
4. Collect Data July 2019 Teacher/Researcher
Students
Data
5. Analyze Data July 2019 Teacher/Researcher Tables and
interpretations
6. Write the Resuts
and Discussions of
AR
Aug. 2019 Teacher/Researcher AR
VII. Cost Estimates
Papers P 200.00
Visual Aids 500.00
Others (printing, transportation, statistician) 500.00
P 1 200.00

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VIII. Action Plan
If the statistical results will be favorable, I will continue to utilize the strategy in the
future classes in order to improve student’s performance in Araling Panlipunan.
Furthermore, I will be willing to share the results of his action research to others (teachers,
students, etc) during research forum. It could serve as a basis in their teaching practice.
In the end, this action research could lead to another study concerning how students will
perform to other teaching pedagogies.
IX. List of References
Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on the Academic
Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,” Ego
Booster Books, Ogun State, Nigeria.
David A. Freedman (2009). Statistical Models: Theory and Practice. CambridgeUniversity
Press. p. 26.
NAEP 1994 U.S. History Report Card: Findings from the National Assessment
ofEducational Progress, NCES 96-085. Single copies are available free from the
National Center for Education Statistics, U.S. Department of Education, Washington,
DC 20208-5653.
Nagaraju, M.T.V. (2004). Study Habits of Secondary School Students.
DiscoveryPublishing House. ISBN : 8171418937.
http://www.socialstudiesforkids.com/subjects/timelines.htm
Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom Instruction
That Works. McREL/ASCD. 75. Northwest Regional Educational Laboratory, Pathways
to School
JOSEPH A. MAAS
Teacher III
Kabacan National High School
Kabacan, Cotabato
Approved:
MARILOU P. MANGANSAKAN, EPSVR
Araling Panlipunan
Cotabato Division
Amas, Kidapawan City

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Appendix
Question on Students’ Satisfaction to the Teaching Strategy/Method
1. Overall, how satisfied are you with the activity (strategy/method) in the class? (Pls
check)
_________1 - Very dissatisfied
_________2 - Dissatisfied
_________3 - Neutral
_________ 4 - Satisfied
_________5 - Very satisfied