PROJECT APS: ATTENDANCE POINTING SYSTEM IN THE NEW NORMAL

Abstract

This study was conducted to provide an attendance pointing system during the distance learning. The intervention was applied to students of Binan Integrated National High School under the Accountancy, Business and Management strand. 263 students from bracket B of ABM strand were observed. The students from the online and modular distance learning modalities were monitored and given points using the Project APS. The students were observed in the span of one semester where the intervention was applied during the second quarter of the said period of time. The researchers utilized t-Test: Paired Two Sample for Means to interpret the data gathered from the study. Results showed that there is a very significant difference between the students' performance during the first and second quarter thus providing a conclusion that there is a very strong evidence that the intervention applied is indeed effective. Results are discussed in terms of the implication of attendance monitoring through most available means of communication to ensure students' participation in distance learning hence, increasing their academic performance regardless of the students' modality.

Full text

COMPLETED ACTION RESEARCH TEMPLATE
I. TITLE
TITLE OF RESEARCH
PROJECT APS: ATTENDANCE POINTING SYSTEM IN THE
NEW NORMAL
LEAD PROPONENT
ROD PHILLIP M. CORRO
MEMBER
FRANCESCA A. TAMAYO
MEMBER
DIVISION
Biñan City
II. ABSTRACT
This study was conducted to provide an attendance pointing system
during the distance learning. The intervention was applied to students of
Binan Integrated National High School under the Accountancy, Business and
Management strand. 263 students from bracket B of ABM strand were
observed. The students from the online and modular distance learning
modalities were monitored and given points using the Project APS. The
students were observed in the span of one semester where the intervention
was applied during the second quarter of the said period of time. The
researchers utilized t-Test: Paired Two Sample for Means to interpret the data
gathered from the study. Results showed that there is a very significant
difference between the students’ performance during the first and second
quarter thus providing a conclusion that there is a very strong evidence that
the intervention applied is indeed effective. Results are discussed in terms of
the implication of attendance monitoring through most available means of
communication to ensure students’ participation in distance learning hence,
increasing their academic performance regardless of the students’ modality.

Page 2 of 23
III. ACKNOWLEDGEMENT
The completion of this study will not be possible without the help of countless
individuals who believed and supported us in the journey of creating this study.
We would like to personally thank the following individuals who guided us
along the way.
Ms. Isabel F. Quiohilag, our Grade 11 Head Teacher for allowing us to conduct
this study.
Ms. Julie Ann D. Natividad, our ever supportive school head for giving us the
opportunity to join this cause.
Mr. Freddie Calumno, for his tireless effort to review and revise the contents of
this study. Your efforts are highly appreciated Sir! Thank you.
Mr. RJ Catle, for the insights and suggestions that you never hesitate to share.
Thank you for guiding us since day one. You are a very significant part of the success
of this research.
To all our families, friends, and colleagues, thank you for the support that you
have made us all feel. We are forever grateful for every little thing you have made
for us as we complete this study.
Above all, the Lord God Almighty, for blessing us with knowledge, wisdom and
strength. Thank you is not enough. Let this study be of glory to You, Amen.

Page 3 of 23
IV. CONTEXT AND RATIONALE
Description and context of the study
It is undeniable that the emergence of the COVID-19 pandemic
paved way to significant and abrupt changes in the education system. Thus,
this study was aligned to the statement presented under section 2 of D.O. 12 s
2020 which developed a Basic Education Learning Continuity Plan (BE-LCP),
which includes a package of education interventions that will respond to
basic education challenges brought about by COVID-19.
Roby (2004), suggests that high attendance rates is an indication that
a school is effective. Therefore, in order for this to happen, consistent charting
and monitoring of attendance must take place in order to clearly manifest
the relationship of attendance to school performance.
The students of Binan Integrated National High School are clearly
divided into two significant learning modalities: online distance learning (ODL)
and modular distance learning (MDL). In line with this, one of the major
concerns faced by the teachers is the attendance monitoring of students
since both learning modalities require distance as its name suggest.
With this reason, the researchers identified a system where attendance
monitoring will still be possible even in the midst of various challenges brought
by this pandemic. This study introduced a solution namely Project APS
(Attendance Pointing System) which aims to help teachers monitor students’
attendance both from the online and modular distance learning modalities
utilizing the most available means of communication.
Hence, this study made sure that students are well monitored
regardless of their learning modality and that there is continuous learning
despite the challenges caused by the pandemic.
Reason for conducting the study
A research on the Impact of Coronavirus Pandemic on Education
suggests that this pandemic increased the gaps in the education sector
globally. The most important and common activities essential to the possibility
of students’ learning was made limited or worst, impossible, like attendance
monitoring.

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It is a common notion that attendance monitoring is essential to make
sure that students can go with the advancement of the learning process.
However, due to the necessity of distance in learning, it is now considered a
challenge to make sure that students are actually doing their part for learning
to happen.
Through the DepEd’s hard work of making learning still possible to
students who cannot provide themselves necessary materials for online
learning, they were able to at least continue through the self-learning
modules provided to them. However, another challenge being faced is to
make sure that students are indeed utilizing these SLM’s. With this, the
researchers of this study created a solution through a system to ensure
learners’ active participation despite the insufficiency of relevant materials in
learning monitoring. The researchers used an attainable solution that can
monitor not only those in the ODL but also those in MDL who are only utilizing
SLM’s for learning. Despite the inability of some learners to afford mobile data,
an internet connection or smart phone, this system was used even in the
absence of these relevant items for communication. Even a basic phone and
a prepaid load can be of use to make sure that no students will be left
behind in the monitoring process. Not only that the students are monitored,
this also provided a concrete basis for providing the learners points and so this
system will be known as Project APS: Attendance Pointing System in the New
Normal.
How the results could be used in action planning
The results of this study can be used by teachers to further enhance
monitoring that is not only accessible and helpful to teachers but also to the
learners. Since the data collected and interpreted showed that the
monitoring system is effective, this can also be utilized by teachers who are
handling students from both the ODL and MDL modality.

Page 5 of 23
V. INNOVATION, INTERVENTION, AND STRATEGY
• Idea
This conceptual framework presents the idea of this study to be implemented.
Project APS or Attendance Pointing System is a monitoring system for
both ODL and MDL learners to ensure their active participation even at a
distance. The purpose of this Project APS is not only to monitor students but
also reward them with points according to their attendance through various
available means possible. This attendance pointing system has respective
points depending on students’ punctuality in updating their respective
teacher about their attendance.
• Problem
Attendance monitoring is one essential factor to ensure learners active
physical participation in the learning activities. However, due to the
pandemic, various schools utilized the idea of distance learning to still make
learning possible even in the midst of the COVID-19 outbreak. With this, it is
indeed one difficult task to monitor students due to the lack of resources of
most of the learners. Thus, this monitoring system helped learners be
monitored as well as motivated to participate actively even at a distance
utilizing the most available resources present at home. Furthermore, this also
provides them points essential to improve graded performance.
Project APS: Attendance
Pointing System
Online Distance learning
modality
Modular Distance learning
modality
Enhanced monitoring system for
the students under the ODL and
MDL learning modalities

Page 6 of 23
• Procedure/system
The scope of this study was the Grade 11 students under the bracket B
of Accounting, Business and Managements strand in Binan Integrated
National High School. The researchers coordinated with the head teacher
and school principal for the conduct of the study.
• Solution
The study about Project APS: Attendance Pointing System in the New
Normal was an effective monitoring system for the Grade 11 students under
the ABM strand at BINHS. This pointing system served as an intervention which
ensured that learners are monitored and rewarded for their efforts while
participating to distance learning.
• Phenomenon
With the emergence of the concept of distance learning due to the
occurrence of the COVID-19 pandemic, both teachers and learners are
being challenged as this happening requires everyone to embrace the
abrupt changes the world has to accept. Thus, this phenomenon opened
doors of ideas to still make learning meaningful and effective despite the
difficulties being faced.
• Combination of any of these that were used to solve the research problem
In order to go along with the abrupt changes in the education system,
the researchers conducted a quasi-experimental research design which
determined the effectiveness of Project APS: Attendance Pointing System in
the New Normal in monitoring Grade 11 students at BINHS through
quantitative data analysis.
VI. ACTION RESEARCH QUESTIONS
This study dealt with the utilization of an attendance pointing system in
monitoring students both from the online and modular distance learning
modality. Hence, this study determined the effectiveness of utilizing Project
APS: Attendance Pointing System in monitoring students from the different
learning modalities.

Page 7 of 23
Specifically, it sought answers to the following research questions:
1. What is the attendance of the students before the implementation of Project
APS?
1.1. Online Distance Learning Modality learners;
1.2. Modular Distance Modality Learners?
2. What is the attendance of the students after the implementation of Project
APS?
2.1. ODL Modality learners;
2.2. MDL Learners?
3. Is there a significant difference between the attendance of the ODL modality
learners before and after the implementation?
4. Is there a significant difference between the attendance of the MDL modality
learners before and after the implementation?
VII. ACTION RESEARCH METHODS
A. Participants and/or other Sources of Data and Information
• Who participated in the research
This study utilized Grade 11 Accountancy, Business and Management
students at Binan Integrated National High School to gather data for this
study.
• Number of people
The participants of the study are shown below:
Participants
Quantity
Online Distance Modality Learners
158
Modular Distance Modality Learners
105
Teacher
ROD PHILLIP M. CORRO
• Characteristics of the participants/sample
The participants of this study are the Grade 11 ABM students of Binan
Integrated National High School who utilizes online and modular distance
learning modalities.

Page 8 of 23
• Sampling procedure
The researchers utilized purposive sampling in selecting the participants
of the study. The students were from the sections being handled by one of the
proponents of this study. The researchers used all the six (6) sections from
bracket B where the intervention was implemented and observed.
A. Data Gathering Methods
• Various instruments
In order to answer the research questions posed by the researchers,
structured observations will be utilized in this study. Instead of writing a
detailed description of the observation, the researchers will use an agreed
upon scale with codes (Teachers College, Columbia University). The indicators
are in numerical system which will also serve as the points rewarded to
students’ participation.
• Procedures for data collection
The students from Grade 11 ABM of Binan Integrated National High
School participated in this study. They are observed for one semester. The
intervention was applied on the second quarter of the first semester and was
Grade 11 ABM Students
Grade 11 ABM Students
(MDL)
Grade 11 ABM Students
(ODL)
Pre- implementation
Post- implementation
Data Analysis

Page 9 of 23
compared to the students’ academic performance during the first quarter
without the implementation of Project APS.
VIII. DISCUSSION OF RESULTS AND REFLECTION
A. Results
This part presents the results gathered from the study.
Table 1
Summary of Raw Scores
Student
First
Quarter
Second
Quarter
1
90
95
2
89
94
3
90
95
4
87
92
5
87
91
6
83
87
7
85
93
8
84
88
9
73
85
10
75
78
11
90
94
12
75
75
13
81
84
14
85
88
15
82
88
16
85
91
17
76
87
18
73
82
19
74
76
20
87
95
21
74
75
22
77
83
23
85
91
24
89
93
25
88
91
26
80
87
27
82
88
28
77
88
29
87
90
30
86
94
31
82
91
32
86
88
33
86
89
34
87
94
35
74
78
36
90
92
37
87
95
38
90
93
39
87
90
40
83
92
41
78
82
42
85
90
43
82
85
44
87
91
45
82
85
46
86
89
47
87
95
48
89
95
49
81
86
50
80
84
51
90
95
52
88
95
53
78
82
54
90
95
55
89
93
56
78
81
57
88
91
58
74
75
59
89
91
60
87
92
61
90
93
62
90
96
63
91
95
64
84
89
65
84
87
66
90
95
67
91
95
68
89
92
69
88
95
70
91
93
71
90
95
72
90
95
73
90
94
74
89
92
75
89
93
76
86
94
77
87
94
78
90
94
79
90
96
80
88
90
81
90
93
82
87
91
83
90
91

Page 10 of 23
84
90
96
85
88
92
86
89
95
87
81
87
88
86
95
89
85
95
90
89
93
91
85
93
92
80
88
93
90
94
94
78
87
95
82
90
96
86
88
97
87
91
98
86
91
99
90
95
100
90
95
101
88
94
102
90
93
103
86
88
104
90
95
105
86
88
106
90
94
107
74
75
108
91
95
109
90
95
110
90
95
111
91
95
112
90
95
113
91
95
114
84
91
115
90
94
116
87
94
117
90
95
118
90
95
119
78
94
120
91
95
121
86
95
122
91
95
123
88
95
124
90
95
125
88
95
126
90
94
127
89
92
128
90
94
129
89
95
130
90
94
131
83
93
132
89
91
133
91
94
134
90
94
135
91
95
136
90
94
137
73
75
138
81
82
139
85
86
140
74
75
141
74
75
142
74
75
143
90
94
144
74
75
145
74
75
146
74
75
147
73
75
148
74
75
149
78
90
150
86
94
151
87
92
152
87
94
153
88
94
154
87
94
155
90
94
156
86
92
157
82
88
158
90
93
159
81
93
160
83
89
161
86
92
162
74
82
163
84
85
164
90
93
165
88
93
166
83
94
167
87
92
168
86
94
169
90
93
170
90
96
171
73
85
172
90
94
173
88
93
174
79
87
175
86
90
176
86
90
177
80
90
178
85
89
179
73
87
180
85
95
181
91
95
182
74
75
183
90
94
184
89
95
185
73
88
186
79
91
187
90
95
188
90
96
189
89
94
190
91
95
191
73
75
192
91
95
193
91
95
194
89
92
195
84
88
196
73
75
197
88
94
198
91
94
199
81
92
200
77
93
201
87
95
202
85
95
203
87
97
204
92
98
205
90
97
206
77
90
207
83
97
208
91
97
209
85
90
210
90
95
211
84
89
212
88
95

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213
90
94
214
92
95
215
90
96
216
90
94
217
74
75
218
84
90
219
87
90
220
89
94
221
87
94
222
74
75
223
74
83
224
77
84
225
87
91
226
87
90
227
90
94
228
90
93
229
89
94
230
87
92
231
90
95
232
87
90
233
86
90
234
90
94
235
74
83
236
82
95
237
89
93
238
89
92
239
87
93
240
81
88
241
88
92
242
86
88
243
87
90
244
89
92
245
89
94
246
88
92
247
88
92
248
84
89
249
89
93
250
74
79
251
90
96
252
82
86
253
83
89
254
86
92
255
84
89
256
88
95
257
87
94
258
90
93
259
90
94
260
75
75
261
75
75
262
75
75
263
75
75
X
85.17
90.28
Table 1 shows the scores obtained by the group in the first and second
quarter. During the first quarter, the group got 92 as the highest grade and 73
as the lowest grade with a mean grade of 85.17. On the second quarter
where the intervention was applied, the group got 98 as the highest grade
and 75 as the lowest grade with the mean grade 90.28.
1. Academic Performance of Students in the First Quarter (without Project APS)
1.1. Online Distance Learning Modality
Table 2 shows the performance level of the ODL group in the first
quarter. 49 students or 31.01% reached outstanding level; 61 students or
38.61 % of the group reached very satisfactory level; 21 students or 13.29%
reached satisfactory level; 11 students or 6.96% of the group reached fairly
satisfactory level; and 16 students or 10.13% of the group was not able to
meet expectations. The mean grade of 85.35 indicated that the group had a
Very Satisfactory level of Academic Performance in the first quarter.

Page 12 of 23
It can be noted in the given data that there are students who still
performed during the first quarter under the Online Distance Learning
Modality without the Project APS. However, it can also be observed that there
are still a number of students who belonged to the level of Did Not Meet
Expectation during the first quarter.
Table 2
Academic Performance of Online Distance Learning Students in the
1st Quarter (without Project APS)
Academic Performance
Range
Frequency
Percentage
Outstanding
90-100
49
31.01
Very Satisfactory
85-89
61
38.61
Satisfactory
80-84
21
13.29
Fairly Satisfactory
75-79
11
6.96
Did Not Meet Expectation
74-Below
16
10.13
TOTAL
158
100
Mean: 85.35 Academic Performance: Very Satisfactory
As a whole, the mean of 85.35 indicates that the group had a Very
Satisfactory Level of Academic Performance in the first quarter without the
intervention.
1.2. Modular Distance Learning Modality
Table 3 shows the performance level of the MDL group in the first
quarter. 27 students or 25.71% reached outstanding level; 41 students or
39.05 % of the group reached very satisfactory level; 16 students or 15.24%
reached satisfactory level; 9 students or 8.57% of the group reached fairly
satisfactory level; and 12 students or 11.43% of the group was not able to meet
expectations. The mean grade of 84.90 indicated that the MDL group had a
Very Satisfactory level of Academic Performance in the first quarter.

Page 13 of 23
Table 3
Academic Performance of Modular Distance Learning Students in the
1st Quarter (without Project APS)
Academic Performance
Range
Frequency
Percentage
Outstanding
90-100
27
25.71
Very Satisfactory
85-89
41
39.05
Satisfactory
80-84
16
15.24
Fairly Satisfactory
75-79
9
8.57
Did Not Meet Expectation
74-Below
12
11.43
TOTAL
105
100
Mean: 84.90 Academic Performance: Very Satisfactory
It can be noted in the given data that there are students who still
performed during the first quarter under the Modular Distance Learning
Modality without the Project APS. However, it can also be observed that there
are still a number of students who belonged to the level of Did Not Meet
Expectation during the first quarter.
As a whole, the mean of 84.90 indicates that the group had a Very
Satisfactory Level of Academic Performance in the first quarter without the
intervention.
2. Academic Performance of Students in the Second Quarter (with Project APS)
2.1. Online Distance Learning Modality
Table 4 shows the academic performance of the online distance learning
students in the second quarter (with Project APS). There were 109 students or
68.99% who reached outstanding level; 25 students or 15.82 % of the group
reached very satisfactory level; 8 students or 5.06% reached satisfactory level;
16 students or 10.13% of the group reached fairly satisfactory level; and no
student reached the level of Did Not Meet Expectation. The mean grade of
90.13 indicated that the ODL group had an outstanding level of Academic
Performance in the second quarter.

Page 14 of 23
Table 4
Academic Performance of Online Distance Learning Students in the
2nd Quarter (with Project APS)
Academic Performance
Range
Frequency
Percentage
Outstanding
90-100
109
68.99
Very Satisfactory
85-89
25
15.82
Satisfactory
80-84
8
5.06
Fairly Satisfactory
75-79
16
10.13
Did Not Meet Expectation
74-Below
TOTAL
158
100
Mean: 90.13 Academic Performance: Outstanding
The data cited above showed the increase in the performance of
students and that no one reached the level of Did Not Meet Expectation in
the second quarter.
One possible factor that bring about the increase in their performance
may be due to their exposure to the intervention Project APS which helped
monitor the students as well as provided them points since this system is made
for attendance monitoring as well as pointing system based on the students’
active participation. The computed mean grade of 90.13 indicated that the
ODL group had an Outstanding Level of Academic Performance in the
second quarter.
2.2. Modular Distance Learning Modality
Table 5 shows the academic performance of the modular distance
learning students in the 2nd quarter (with Project APS). There were 76 students
or 72.38% who reached outstanding level; 15 students or 14.29% of the group
reached very satisfactory level; 4 students or 3.81% reached satisfactory level;
10 students or 9.52% of the group reached fairly satisfactory level; and no
student reached the level of Did Not Meet Expectation. The mean grade of

Page 15 of 23
90.50 indicated that the MDL group had an outstanding level of Academic
Performance in the second quarter.
Table 5
Academic Performance of Modular Distance Learning Students in the
2nd Quarter (with Project APS)
Academic Performance
Range
Frequency
Percentage
Outstanding
90-100
76
72.38
Very Satisfactory
85-89
15
14.29
Satisfactory
80-84
4
3.81
Fairly Satisfactory
75-79
10
9.52
Did Not Meet Expectation
74-Below
TOTAL
105
100
Mean: 90.13 Academic Performance: Outstanding
The data cited above showed the increase in the performance of
students and that no one reached the level of Did Not Meet Expectation in
the second quarter.
Table 5 shows the performance level of the students in the Second
Quarter. One possible factor that bring about the increase in their
performance may be due to their exposure to the intervention Project APS
which helped monitor the students as well as provided them points since this
system is made for attendance monitoring as well as pointing system based
on the students’ active participation. The computed mean grade of 90.50
indicated that the MDL group had an Outstanding Level of Academic
Performance in the second quarter.

Page 16 of 23
3. Comparison of Academic Performance of the Students in the Online Distance
Learning Modality during the First and Second Quarter
Table 6
Comparison of Academic Performance of the Online Distance Learning
Modality Students during the First and Second Quarter
Mean
t
-stat
p
-value
Interpretation
1st Quarter
85.35
-47.597
<.001
Significant
2nd Quarter
90.13
Mean Difference
4.78
As presented on table 6, the computed mean difference is 4.78. This
data showed that the mean grade of ODL students during the second
quarter is higher than the mean grade of the same group of students during
the first quarter.
Using two-tailed paired t-test at 0.05 significance level, the computed
p value is <.001. Therefore, p <.05. Hence, there is a very strong evidence to
reject the null hypothesis.
With this, the researchers concluded that there is a significant
difference between the academic performances of ODL students during the
first and second quarter thus, rejecting the null hypothesis of the study.

Page 17 of 23
4. Comparison of Academic Performance of the Students in the Modular
Distance Learning Modality during the First and Second Quarter
Table 7
Comparison of Academic Performance of the Modular Distance Learning
Modality Students during the First and Second Quarter
Mean
t
-stat
p
-value
Interpretation
1st Quarter
84.90
-31.165
<.001
Significant
2nd Quarter
90.50
Mean Difference
5.59
As presented in table 7, the computed mean difference is 5.59. This
data showed that the mean grade of MDL students during the second
quarter is higher than the mean grade of the same group of students during
the first quarter.
Using two-tailed paired t-test at 0.05 significance level, the computed
p value is <.001. Therefore, p <.05. Hence, there is a very strong evidence to
reject the null hypothesis.
With this, the researchers concluded that there is a significant
difference between the academic performances of MDL students during the
first and second quarter thus, rejecting the null hypothesis of the study.
B. Summary
This study dealt with the utilization of an attendance pointing system in
monitoring students both from the online and modular distance learning
modality. Hence, this study determined the effectiveness of utilizing Project APS:
Attendance Pointing System in monitoring students from the different learning
modalities.

Page 18 of 23
Specifically, it sought answers to the following research questions:
1. What is the academic performance of the students before the
implementation of Project APS?
1.1. Online Distance Learning Modality learners;
1.2. Modular Distance Modality Learners?
2. What is the academic performance of the students after the
implementation of Project APS?
2.1. ODL Modality learners;
2.2. MDL Learners?
3. Is there a significant difference between the academic performance of the
ODL modality learners before and after the implementation?
4. Is there a significant difference between the academic performance of the
MDL modality learners before and after the implementation?
Based on the data gathered the following is the summary of the findings of
the study:
1. Academic Performance during the first quarter of the students from:
1.1 Online Learning Distance Modality
49 students or 31.01% reached outstanding level; 61 students or 38.61 % of
the group reached very satisfactory level; 21 students or 13.29% reached
satisfactory level; 11 students or 6.96% of the group reached fairly satisfactory
level; and 16 students or 10.13% of the group was not able to meet expectations.
The mean grade of 85.35 indicated that the group had a Very Satisfactory level
of Academic Performance in the first quarter.
Findings show that there are ODL students who were categorized with the
academic performance of Did Not Meet Expectations during the time when the
intervention was not applied.

Page 19 of 23
1.2. Modular Distance Learning Modality
27 students or 25.71% reached outstanding level; 41 students or 39.05 % of
the group reached very satisfactory level; 16 students or 15.24% reached
satisfactory level; 9 students or 8.57% of the group reached fairly satisfactory
level; and 12 students or 11.43% of the group was not able to meet expectations.
The mean grade of 84.90 indicated that the MDL group had a Very Satisfactory
level of Academic Performance in the first quarter.
Findings show that there are MDL students who were categorized with the
academic performance of Did Not Meet Expectations during the time when the
intervention was not applied.
2. Academic Performance of Students in the Second Quarter (with Project APS)
2.1 Online Distance Learning Modality
109 students or 68.99% reached outstanding level; 25 students or 15.82 % of
the group reached very satisfactory level; 8 students or 5.06% reached
satisfactory level; 16 students or 10.13% of the group reached fairly satisfactory
level; and no student reached the level of Did Not Meet Expectation. The mean
grade of 90.13 indicated that the ODL group had an outstanding level of
Academic Performance in the second quarter.
Findings showed that with the application of the intervention, Project APS,
the ODL group gained an Outstanding level and no students reached the lowest
level of academic performance.
2.2 Modular Distance Learning Modality
76 students or 72.38% reached outstanding level; 15 students or 14.29% of
the group reached very satisfactory level; 4 students or 3.81% reached

Page 20 of 23
satisfactory level; 10 students or 9.52% of the group reached fairly satisfactory
level; and no student reached the level of Did Not Meet Expectation. The mean
grade of 90.50 indicated that the MDL group had an outstanding level of
Academic Performance in the second quarter.
Findings showed that with the application of the intervention, Project APS,
the MDL group gained an Outstanding level and no students reached the lowest
level of academic performance.
3. Significant Difference of the Academic Performance of the Students in the Online
Distance Learning Modality during the First and Second Quarter
The computed mean difference is 4.68. This data showed that the mean
grade of ODL students during the second quarter is higher than the mean grade
of the same group of students during the first quarter.
The result using t-test: paired two sample for means suggested that the
difference of the academic performance of the students is significant.
Hence, the researchers concluded that there is a significant difference
between the academic performances of ODL students during the first and
second quarter thus, rejecting the null hypothesis of the study.
4. Significant Difference of the Academic Performance of the Students in the
Modular Distance Learning Modality during the First and Second Quarter
The computed mean difference is 5.59. This data showed that the mean
grade of MDL students during the second quarter is higher than the mean grade
of the same group of students during the first quarter.

Page 21 of 23
The result using t-test: paired two sample for means suggested that the
difference of the academic performance of the students is significant.
Hence, the researchers concluded that there is a significant difference
between the academic performances of MDL students during the first and
second quarter thus, rejecting the null hypothesis of the study.
C. Reflection
Attendance monitoring is indeed an essential task to ensure learners
participation. Due to the emergence of the pandemic, the education system in
the Philippines was required to pursue the goal of educating students at a
distance. However, due to various innovations such as this Project APS:
Attendance Pointing System in the New Normal, it is realized that it is still possible
to monitor students regardless of their modality. Lack of resources will never
hinder the chance of monitoring at a distance thus, making the students feel that
they are not alone during the most challenging period of learning in the midst of
the COVID-19 pandemic.
IX. ACTION PLAN
ACTIVITY
OBJECTIVES
TIME
FRAME
RESOURCES
NEEDED
PERSONS
INVOLVED
SUCCESS
INDICATOR
1. Preliminary
Activities
To properly
plan how the
project will be
implemented.
Month
1
Other
expenses -
during the
conduct of
research
Researchers
Project
Proposal
2. Information
Disseminatio
n
To effectively
communicat
e the
information
during the
conduct of
the Project
Apps.
Month
2
Communication
Expense
Researchers
Students
Information
Drive and
Classroom
Orientation
3. Validation
To validate
how will the
Project Apps
be
Month
3
Expenses
related to
research
dissemination
Researchers
School
Head
School Head’s
Approval

Page 22 of 23
conducted.
4. Finalization
To finalize the
appropriate
actions during
the conduct
of the Project
Apps.
Month
4
Reproduction,
Printing, and
binding cost
Researchers
School
Head
School Head’s
Approval
5. Reproductio
n of
Questionnai
res
To be able to
distribute
necessary
questions in
the conduct
of the Project
Apps.
Month
5
Supplies
Researchers
Circulated
Google
Forms/ Hard
Copy
6. Conduct of
Interview
To facilitate
the actual
conduct of
the Project
Apps.
Month
5
Domestic
Travel
Expenses
Researchers
Students
Accomplished
Feedback
Form via
Google Form
*Add rows if necessary
X. REFERENCES
*Please use APA format
DO_s2020_012 adoption of the basic education Learning continuity plan for
school Year 2020-2021 in light of the Covid-19 public health
emergency. (n.d.). Retrieved February 04, 2021, from
https://authdocs.deped.gov.ph/deped-order/do_s2020_012-adoption-
of-the-be-lcp-sy-2020-2021/
Khan, S. (n.d.). Statistics intro: Mean, median, & mode (video). Retrieved
February 04, 2021, from https://www.khanacademy.org/math/cc-sixth-
grade-math/cc-6th-data-statistics/mean-and-median/v/statistics-intro-
mean-median-and-
mode#:~:text=The%20mean%20(average)%20of%20a,Created%20by%
20Sal%20Khan.
Onyema, E., & Eucheria, N. (n.d.). (Pdf) impact of coronavirus pandemic on
education. Retrieved February 04, 2021, from
https://www.researchgate.net/publication/341787426_Impact_of_Cor
onavirus_Pandemic_on_Education
Research Instrument Examples [Pdf]. (n.d.). New York City: Teachers
College, Columbia University.

Page 23 of 23
XI. FINANCIAL REPORT
ACTIVITY
ELIGIBLE
EXPENDITURES
QUANTITY
COST
1. Preliminary Activities
Other expenses
- during the
conduct of
research
1
PHP 1,000.00
2. Information Dissemination
Communication
Expense
1
PHP 1,000.00
3. Validation
Expenses
related to
research
dissemination
1
PHP 1,000.00
`4. Finalization
Reproduction,
Printing, and
binding cost
1
PHP 3,000.00
5. Reproduction of Questionnaire
Supplies
1
PHP 1,000.00
6 .Conduct of Interview
Domestic Travel
Expenses
1
PHP 1,000.00
TOTAL
PHP 8,000.00
*Add rows if necessary
Submitted by:
Signature
Complete Name
ROD PHILLIP M. CORRO
Designation
TEACHER III
Signature
Complete Name
FRANCESCA A. TAMAYO
Designation
TEACHER I