script

# Script for Proposal Defense

## Opening
**Good morning/afternoon to the respected panel members, to our re-
search adviser, and to everyone present today.**

I am Giovani M. Maguin, a Bachelor of Secondary Education – Science stu-

dent. I am here to present my action research proposal titled **“Improving
Grade 8 Students' Conceptual Understanding in Biology Science Through
Integrating Augmented Reality.”**

Today, I will walk you through the background and rationale, the interven-
tion I propose, the research questions, methodology, work plan, and ex-
pected outcomes of this study.

---

## Part 1: Context and Rationale

*(Slide 2 – Global → National → Local)*

To begin, let me explain why this study is necessary, starting from the
global perspective down to our local classroom setting.

**Globally**, science education continues to face challenges in helping

learners grasp abstract and microscopic concepts such as cell functions,
genetics, and physiological systems. Traditional teaching methods that
rely only on textbooks and two-dimensional visuals often fail to represent
these complex ideas clearly. As a result, students end up with superficial
learning and many misconceptions **(Mansour et al., 2024)**.

In response, Augmented Reality (AR) has emerged as a powerful educa-

tional tool. Studies worldwide confirm that AR improves understanding by
overlaying 3D digital models onto real environments, allowing students to
interact with and visualize invisible processes. It also increases engage-
ment, motivation, and learning outcomes by making lessons immersive
**(Permana et al., 2024; Azzahra et al., 2024)**.

**In the Philippine context**, improving conceptual understanding in Sci-

ence remains a major concern. National and international assessments
consistently show that Filipino learners struggle with higher-order thinking
and application of concepts. In Biology specifically, students are observed
to memorize information without fully understanding the underlying ideas
**(Bernardo & Chua, 2024)**.

Although the Department of Education promotes technology integration,

the use of advanced tools like AR is still very limited. Most teachers cannot
implement it due to lack of resources, training, and access to devices
**(Maulion & Prudente, 2025)**.

**At the local level** — specifically here at Kananga National High School
— I observed that Grade 8 students have significant difficulty understand-
ing Biology topics like cell division, organ systems, and ecological interac-
tions. These topics require visualization that traditional lectures and static
diagrams cannot provide. Students tend to rely on rote memorization,
leading to low academic performance and poor retention of knowledge.
Teaching strategies are mostly teacher-centered, with very little use of in-
teractive or technology-based approaches **(Faria & Miranda, 2024)**.

This situation shows a clear gap between what the curriculum intends and
what students actually learn. Therefore, there is a need for an intervention
that makes abstract concepts more accessible, engaging, and meaningful
— and that is where Augmented Reality comes in **(Arici et al., 2021)**.

---

## Part 2: Proposed Innovation, Intervention, and Strategy

*(Slides 3 & 4)*

Now, let me present the core of my study: the intervention.

**General Description**
This research proposes the integration of **Augmented Reality (AR)** as
an instructional tool to enhance conceptual understanding. AR allows digi-
tal content — such as 3D models, animations, and interactive simulations
— to be overlaid onto the real world. It transforms abstract, invisible bio -
logical concepts into concrete, observable, and interactive experiences
**(Howard & Davis, 2023; Zhang, 2025)**.

In this study, AR will be used to teach key Grade 8 topics: cell structure
and division, human organ systems, and ecological interactions. Research
shows that AR improves learning outcomes because it allows students to
rotate, zoom, and inspect structures in real time, supporting deeper cogni-
tive processing **(Ilahi et al., 2024; Mirza et al., 2025)**.

**Contextualized Definition**
To define it clearly for this study:
> **Augmented Reality** refers to a technology-based teaching tool where
students use mobile devices or tablets to scan printed markers or images
from their learning materials. This action activates dynamic 3D visualiza-
tions and simulations of biological concepts, enabling learners to explore
structures and processes that are otherwise too small, too large, or too
complex to observe directly — bridging the gap between theory and real-
world understanding **(Xu et al., 2022)**.

**Strategy of Implementation**
The intervention will run for **2 to 3 weeks**, following a structured four-
step process:

1. **Lesson Introduction** – I will start with a brief lecture to activate prior

knowledge and introduce key vocabulary. This builds a basic foundation
before moving to interactive activities **(Geng & Yamada, 2020)**.

2. **AR Exploration** – Students will use mobile devices to scan markers

and view 3D models. They can interact dynamically — observing pro-
cesses, rotating structures, and zooming in or out. This makes microscopic
and abstract concepts visible and tangible **(Akçayır & Akçayır, 2017;
Ibáñez & Delgado-Kloos, 2018)**.

3. **Guided Activities** – After exploration, students will answer work-

sheets and guide questions, and work collaboratively. These tasks rein-
force learning, develop critical thinking, and help them process what they
observed **(Radianti et al., 2020)**.

4. **Discussion and Reflection** – We will end each session with a class

discussion where students share insights. I will clarify misconceptions and
summarize key concepts to ensure correct understanding **(Chen & Liu,
2020)**.

This approach directly addresses the problem by moving students from

rote memorization to meaningful conceptual mastery **(Garzón et al.,
2019)**.

---

## Part 3: Research Questions and Methodology

*(Slide 5)*

Based on the problem and intervention, this study aims to answer four
specific research questions:
1. What is the initial level of Grade 8 students' conceptual understanding
in Biology Science?
2. What is the final level of Grade 8 students' conceptual understanding in
Biology Science after the integration of augmented reality?
3. Is there a significant difference between the initial and final levels of
Grade 8 students' conceptual understanding in Biology Science?
4. Based on the results, how will the guidelines for integrating augmented
reality in Biology Science lessons be designed?

**Research Design**
This study will use a **one-group pre-test – post-test design**. This means
the same group of students will be measured before and after the inter-
vention to see the effect of AR **(Fraenkel & Wallen, 2009)**.

**Participants**
The participants will be **45 Grade 8 students** from Kananga National
High School, selected through purposive sampling. I will choose the sec-
tion with the lowest performance in Science, based on first-quarter grades
— since they are the ones who will benefit most from this intervention
**(Creswell, 2014)**.

**Instrument**
The main instrument is a **20-item multiple-choice test**, designed to
measure conceptual understanding. Items are adapted from DepEd learn-
ing materials and aligned strictly with the K–12 Science Curriculum
**(DepEd, 2002; SEI-DOST & UP NISMED, 2011)**.

**Data Gathering and Analysis**

I have summarized this in a table for clarity:

- **For Question 1 (Initial Level):** I will administer a **Pre-test** before

the intervention. Data will be analyzed using **Mean and Standard Devia-
tion**, interpreted as Low, Average, or High based on the scale:
- 0.00 – 6.67 = Low
- 6.68 – 13.32 = Average
- 13.5 – 20 = High

- **For Question 2 (Final Level):** I will administer the **same test as Post-
test** after the intervention, under the same conditions. Analysis will also
use Mean and Standard Deviation **(Mayer, 2009)**.

- **For Question 3 (Significant Difference):** I will use **Paired Sample t-

test** at 0.05 level of significance. If data is not normally distributed, I will
use the Wilcoxon Signed-Rank Test instead **(Gómez-Ríos et al., 2025)**.
- **For Question 4 (Guidelines):** I will use classroom observation notes
and performance records. Findings will be analyzed thematically to create
evidence-based guidelines for teachers **(Amores-Valencia et al., 2023)**.

---

## Part 4: Action Research Work Plan and Timelines

*(Slide 6)*

To ensure this study is completed systematically, I have prepared a Gantt

Chart covering the timeline from planning to dissemination:

- **March to May:** Crafting, approval, and revision of research title and

proposal.
- **September:** Securing school permissions, conducting the Pre-test,
and starting implementation.
- **October:** Full implementation of AR-integrated lessons and activities.
- **November:** Conducting the Post-test, data analysis, report writing,
and finalization of guidelines.
- **Dissemination:** Conducting a LAC session for teachers and submitting
copies to the school library and Science Department **(DepEd, 2017)**.

All activities are scheduled so they do not disrupt regular classes and align
with the school calendar.

---

## Part 5: Plans for Dissemination and Utilization

The main output of this study will be **Practical Guidelines for Augmented
Reality Integration in Biology**. These guidelines will be directly based on
my findings and classroom experience, making them realistic and applica-
ble to our local setting.

I plan to:
1. Conduct a LAC session and hands-on workshop for the Science Depart-
ment, so teachers can experience the AR activities themselves.
2. Share the results with school administrators, college supervisors, and
curriculum planners.
3. Provide printed guidelines and a digital AR Resource Kit to the school li -
brary and Science Department.
If proven effective, this study can serve as a model for integrating technol-
ogy into other Science topics, helping improve overall science literacy
among Filipino learners.

---

## Closing

**To end my presentation:**

This action research is grounded in the belief that learning Science should
be visual, interactive, and meaningful. By integrating Augmented Reality, I
hope to provide Grade 8 students at Kananga National High School with
better tools to understand Biology concepts deeply — not just memorize
them.

I am now ready to answer your questions, comments, and suggestions to

further improve this proposal.

**Thank you very much!**