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PROJECT BITS ( BRAINTEASERS IN TEACHING1 SCIENCE)

PROJECT BITS ( BRAINTEASERS IN TEACHING SCIENCE):

INTERVENTION TOWARDS LEARNERS' ACADEMIC ACHIEVEMENT

By

Provilyn Gonzales Dantes

2021
PROJECT BITS ( BRAINTEASERS IN TEACHING2 SCIENCE)

Table of Contents
Page Number
Title Page 1
Table of Content 2
Context and Rationale 3
Research Questions 5
Hypothesis 5
Significance of the Study 6
Scope and Limitations 7
Methods 7
Respondents 7
Sampling Methods 8
Proposed Innovation/ Intervention/ Strategy 10
Instruments 11
Data Collecting Procedure 12
Ethical Considerations 13
Data Analysis 13
Work Plan 14
Plan to Dissemination and Utilization 18
References 19
Appendices 21
A. Instrument 21
B. Consent and Assent Letters 23
C. Declaration of Anti-Plagiarism 24
D. Declaration of Absence of Conflict of Interest 25
PROJECT BITS ( BRAINTEASERS IN TEACHING3 SCIENCE)

PROJECT BITS ( BRAINTEASERS IN TEACHING SCIENCE):

INTERVENTION TOWARDS LEARNERS' ACADEMIC ACHIEVEMENT

Context and Rationale

The need to keep up with breakthroughs in general sciences has

demanded that the basic, intermediate, and advanced concepts are correctly

and effectively taught to elementary students, most especially the graduating

students, who shall later be confronted with challenging competencies in the

higher years. The advancement in Science must be accompanied by the

best teaching strategies to address various gaps and problems at the

classroom level. (Ruday & Jacobson, 2021)

An example of the gap is relative to motivation to learn. The

researcher observed that students find Science as a complex subject to

learn and understand. Also, based on the researcher's experience, Grade 4

students have a short attention span and cannot just sit passively for some

time because they find difficulty remembering concepts in Science. Due to

this, students' academic achievement is significantly affected, as seen in the

assessment results in Science. This reality confronts the Science teachers at

Buliran Elementary School, San Miguel North District, Schools Division of

Bulacan.

As such, new teaching methods or strategies are needed to create a

positive learning experience for students. Teachers need to find ways to

improve their Interest in learning and to reduce their boredom possibly.

(Blakemore, 2021)
PROJECT BITS ( BRAINTEASERS IN TEACHING4 SCIENCE)

Educators seek ways to meet the demands put upon the educational

system in today's world of rapid changes. Educators should adopt changes

in teaching by applying varieties of teaching methodologies and strategies

that will guide in planning a smooth operation and management of all the

elements contributory to students' learning and to improve the quality of

education. (Pham, 2020)

Games and simulations have become an established educational

method and popular tool in teaching. Gaming and simulations can be

motivational tools that help curve students' Interest in educational courses.

"Simulations and games are teaching and learning methods that involve

students making decisions and learning from the outcomes. (Demirbilek,

2021) Games, when used in a Science class, make learning meaningful and

productive yet enjoyable. One of the best ways to address the problem is to

incorporate games that develop and enhance critical thinking skills such as

word games, puzzles, problem-solving, or even the popular Brainteasers.

(Bowkett, 2014)

If not addressed immediately, the researcher, being the subject-

teacher, is heavily concerned that the gap may put students at a

disadvantage. The gap has to be addressed by all means to improve pupils'

academic achievement as evidenced by Mean Percentage Score or MPS. It

will also guide teachers on how to motivate students' Interests and involve

them in varied activities.

Researchers will attempt to solve the gap by incorporating meaningful

and productive fun-filled mind games like brainteasers into the lesson, which
PROJECT BITS ( BRAINTEASERS IN TEACHING5 SCIENCE)

will aid in the improvement of learning, increase student engagement, and

eventually improve learners' academic achievement.

Research Questions

This research study aimed to determine the effectiveness of

brainteasers in the academic achievement of Grade 4 students, section A -J

P Rizal, of Buliran Elementary School, San Miguel North District, Schools

Division of Bulacan for S.Y. 2021-2022.

Specifically, this study sought answers to the following:

1. What was the Mean Percentage Score (MPS) of the participants before

the brainteasers was incorporated in their Science class?

2. What is the Mean Percentage Score (MPS) of the participants after the

brainteasers were incorporated in their Science class?

3. Is there a significant difference in the participants' MPS after the

brainteasers were incorporated in their Science class?

4. What are the lived experiences of Grade 4 learners as they learn through

Project BITS?

Hypothesis

1. There is no significant difference in the participants' MPS after the

brainteasers were incorporated in their Science class.


PROJECT BITS ( BRAINTEASERS IN TEACHING6 SCIENCE)

Significance of the Study

The findings of the study will deemed particularly useful to the

following users:

Science Teachers. This study can make Science teachers more

aware of the nature and extent of the prevailing problems in teaching Grade

4 Science and the possible remedial measures to address these concerns.

Pupils. The pupils will serve as the ultimate beneficiaries of the

findings of the study through the identification of teaching strategies that are

appropriate to their characteristics as learners and enhance their level of

achievement in Science.

Parents. The involvement of parents in the study habits of their

children can be addressed by their involvement in the teaching-learning

process during asynchronous mode of learning. This will help the family

bonding and boost morale of the students.

School Administrators. This research can guide the principal,

curriculum planners and other school decision makers through feedbacks on

which learning approach should be adopted by the students in learning a

particular task. This also would enable them to make adjustments in Science

program/curriculum so that it will become more effective and responsive to

the needs of the teachers and make them more effective in teaching

Science.
PROJECT BITS ( BRAINTEASERS IN TEACHING7 SCIENCE)

Other Researchers. The study is also expected to serve as a source

of useful information in the conduct of related studies in the field of Science

subject.

Scope and Limitation of the Study

This research study aimed to determine the effectiveness of

brainteasers in the academic achievement of Grade 4 students, section A -J

P Rizal, of Buliran Elementary School, San Miguel North District, Schools

Division of Bulacan for S.Y. 2021-2022.

This study will limit only to the topics that will be covered during the

3rd grading period of school year 2021-2022.

Method

A. Respondents

The researchers anchor the study in Pre Experimental research design,

particularly the one-group pretest-posttest design. This research design is

pre-experimental, whereby a single case is observed two times before and

after. It further adds that changes in the outcome of Interest are presumed to

result from the intervention or treatment where no control or comparison

group is employed. (Administration for Children and Families (ACF) of the

United States Department of Health and Human Services (HHS), 2021)

The academic achievement of MPS of Grade 4 students, section A -J

P Rizal, of Buliran Elementary School, San Miguel North District, Schools

Division of Bulacan for S.Y. 2021-2022 shall be the given case. At the same
PROJECT BITS ( BRAINTEASERS IN TEACHING8 SCIENCE)

time, the PROJECT BITS ( BRAINTEASERS IN TEACHING SCIENCE). an

innovation in teaching-learning strategy shall be the treatment.

Pretest MPS will be used to measure the participants' mastery level in

the competencies and the post-test MPS was used to measure their mastery

level after the approach was implemented.

In the same phase, the researchers shall conduct a structured

interview through Focal Group Discussion ( FGD) to answer further stated

qualitative research questions, i.e., Grade 4 learners’ lived experiences. The

FGD shall be done through a LAC ( Learning Action Cell) session whereby

respondents will be grouped according to the strategic distribution center

following health safety protocols. Researchers shall serve as facilitators.

Interview guides shall be prepared to contain questions that allow open-

ended answers. The cell phone will be used to record the conservation.

Interview transcripts shall be made available to participants and researchers.

Responses will be consolidated.

B. Sampling Method

The study participants shall be 15 non-randomly selected Grade 4

bona fide learners of Buliran Elementary School, San Miguel North District,

Schools Division of Bulacan, section A -J P Rizal, officially enrolled in the

Learner Information System for School Year (S.Y.) 2021-2022.

The Grade 4 enrollees for S.Y. 2021-2022 are selected because they

are the Grade level and section that has a short attention span and has

difficulty remembering concepts in Science, based on presumption and


PROJECT BITS ( BRAINTEASERS IN TEACHING9 SCIENCE)

observation. With these reasons aforementioned, the chosen population is

considered fit for the study.

Due to a large population, researchers opted to use the purposive

sampling method to narrow down the number of participants but still develop

the minimum sample size necessary to achieve an acceptable level of

statistical power. (AI-Therapy | Statistics for Psychologists | Sample Size

Calculator, 2021)

The sample size of 15 is pre-determined using a sample size

calculator by ai-therapy.com based on the following parameters:

A. Test Family: T-Test

B. Sample groups: same subjects

C. Tails: Two

D. Effect size: 0.8 ( Based on Cohens d interpreted as having a significant

effect)

E. Significance level: Alpha at 0.05 ( being the most common value)

F. Statistical power: 0.8 ( Often used in practice)

All the Grade 4- learners shall take a pretest, and whoever belongs to

'needs improvement' and ‘poor’ shall be candidates for the intervention.

When the number of respondents who fall under 'needs improvement' and

‘poor’ is higher than 15, the researchers will use the random number method

to determine who will comprise the required number. While doing the

random number method, respondents shall be enlisted alphabetically

regardless of gender and be assigned a number. Researchers will randomly

pick a subset of the population using a random number generator tool by


PROJECT BITS ( BRAINTEASERS IN TEACHING10SCIENCE)

strattek.com. The participant is automatically chosen when the assigned

number matches the set of numbers generated by the said tool.

However, if the number of participants who need improvement' and

‘poor’ is below 15, the low number to make up the 15 shall be taken

randomly from respondents categorized as ' Average' using the number

generator from strattek.com. Once the respondents are selected based on

this sampling, researchers will then proceed to the data collection.

C. Proposed Innovation/ Intervention/ Strategy

Brainteasers develop critical thinking, and critical thinking improves

Mastery Level (Gressick & Langston, 2019)

The proposed intervention is entitled PROJECT BITS

( BRAINTEASERS IN TEACHING SCIENCE) based on the theory

mentioned above.

This strategy uses localized crafted brainteasers, like puzzles and

problems designed for learning and amusement. Most likely, it will help

improve learning and increase student engagement.

The proponent- researchers, excites by such premises, develops a

compilation of brainteaser games and shall use it as Warm-up activity and

In-between activity when teaching Grade 4 Science class to provide

students with a short "active time." It is also more content or lesson specific

and aimed at providing students with a practical demonstration of the

theories of content taught.


PROJECT BITS ( BRAINTEASERS IN TEACHING11SCIENCE)

The puzzles and problems shall be distributed alongside module

distribution. There shall be instruction on how to play the game or ask the

brain-challenging questions properly.

This project aims to improve the academic achievement of pupils, as

evidenced by MPS.

The delivery of this proposed innovation, intervention, and strategy,

especially during the New Normal set-up, shall be asynchronous with

parents' supervision. Teacher proponent shall capacitate parents and

constantly monitor either through virtual meetings, call and chat, or through

home-visitation, following existing health and safety protocols.

Limitations as to the availability of raw materials or school supplies in

crafting the localized puzzles and problems w shall be resolved through kind

deeds of donation from various stakeholders.

The proponent's role shall focus on creating the learning materials,

implementation, and monitoring and evaluating the sustainability plan.

D. Instrument

Researchers will use data collection instruments such as a teacher-

made Mean Percentage Score pretest and post-test, composed of 20-item

multiple-choice types of test carefully crafted with Table of Specifications

based on Most Essential Learning Competency of Science four Third

Quarter, subjects for validity, and reliability tests.

Three professionals, whose experts in Science and

Research/Educational Management shall validate the instrument mentioned


PROJECT BITS ( BRAINTEASERS IN TEACHING12SCIENCE)

above. The instrument's reliability shall be tested using the test-retest

method to lessen errors caused by specific changes over time

E. Data Collection Procedure

The researchers anchor the study in Pre Experimental

research design, particularly the one-group pretest-posttest design. This

research design is pre-experimental, whereby a single case is observed two

times before and after. It further adds that changes in the outcome of

Interest are presumed to result from the intervention or treatment where no

control or comparison group is employed. (Administration for Children and

Families (ACF) of the United States Department of Health and Human

Services (HHS), 2021)

The academic achievement of MPS of Grade 4 students, section A -J

P Rizal, of Buliran Elementary School, San Miguel North District, Schools

Division of Bulacan for S.Y. 2021-2022 shall be the given case. At the same

time, the PROJECT BITS ( BRAINTEASERS IN TEACHING SCIENCE). an

innovation in teaching-learning strategy shall be the treatment.

Researchers will use data collection instruments such as a teacher-

made Mean Percentage Score pretest and post-test, composed of 20-item

multiple-choice types of test, subjects for validity, and reliability tests.

Pretest MPS will be used to measure the participants' mastery level in the

competencies regarding Quarter 2 Living Things and their Environment, and

the post-test MPS was used to measure their mastery level after the

approach was implemented.


PROJECT BITS ( BRAINTEASERS IN TEACHING13SCIENCE)

In the same phase, the researchers shall conduct a structured

interview through Focal Group Discussion ( FGD) to answer further stated

qualitative research questions, i.e., Grade 7 learners’ lived experiences. The

FGD shall be done through a LAC ( Learning Action Cell) session whereby

respondents will be grouped according to the strategic distribution center

following health safety protocols. Researchers shall serve as facilitators.

Interview guides shall be prepared to contain questions that allow open-

ended answers. The cell phone will be used to record the conservation.

Interview transcripts shall be made available to participants and researchers.

Responses will be consolidated.

F. Ethical Considerations

To ensure high ethical standards throughout this research, the

researchers assure permission from authorities such as the school principal.

Certificate of voluntary participation and informed consent among

participants and their parents or guardian shall also be secured. All

information and data provided, including name, shall be treated with

confidentiality. Moreover, all related literature of this research will be properly

cited and acknowledged in the References section.

G. Data Analysis

The researchers will use different methods of data analysis that

include descriptive statistics and tests of significance.


PROJECT BITS ( BRAINTEASERS IN TEACHING14SCIENCE)

In answering research problems 1 and 2, Mean was employed to

determine the pretest and post scores of the respondents, while a t-test was

used to determine the significant difference in the use of the intervention.

The researcher also utilized the following scale to describe the MPS scores

of the respondent;

Mean Percentage Score (MPS) Scaling

81-100 Outstanding
61-80 Very Satisfactory
41-60 Average
21-40 Poor
0-20 Needs Improvement

The thematic analysis will determine the participants' lived

experiences as they go through the intervention

H. Work Plan

The action research work plan and timelines are shown below during
this study's pre-implementation, implementation, and post-implementation
phases.

Table 4. Plan of Action

Objectives Strategies/ Time Persons Resource Means of


Activities Frame Involved Requiremen Verification
ts/ Source of
funds
Pre-Implementation Phase
Secure Securing 2nd Researcher Letter of Approved
permissio permission week of permission letter of
n to to conduct Novemb School permission
conduct the study er 2021 Head
the study
Draft a Drafting a 2nd Researcher Research The
researcher researcher- week of instrument research
-made made Novemb Panel of validation instrument
instrument instrument er 2021 experts result was
to be to be validated
validated validated by and
PROJECT BITS ( BRAINTEASERS IN TEACHING15SCIENCE)

by experts experts obtained


rd
Submit the Administer 3 week Researcher Established The
instrument the of reliability research
for instrument Novemb index of the instrument
reliability to a group er 2021 Sample instrument obtained a
test of participants high-
participants reliability
to obtain the index
reliability of
the
instrument
Reproduc Reproducin 3rd week Researcher Reproduced Researcher
e the g the of researcher- -made
instrument researcher- Novemb made instrument
made er 2021 questionnair
questionnair e
e
Implementation Phase
Conduct Conducting 4th week Researcher  An Pre-
pre- the pre- of accomplishe assessment
assessme assessment Novemb Students d conducted
nt to to identified er 2021 researcher-
identified participants made
participant instrument
s with scores
Gather, Gathering, 4th week Researcher Recorded Pretest
record, recording, of data result was
and and Novemb gathered
interpret interpreting er 2021 and
the data the data recorded
Orient Conducting 2nd Researcher Gathered Written
parents parents’ week of parents’ consent
and orientation Decemb Parents consent from each
secure and er 2021 parent was
informed securing gathered
consent informed
consent
Prepare or Preparing or 2nd Researcher Intervention Prepared
obtain obtaining week of materials intervention
interventio intervention Decemb Stakeholder materials
n materials er – the s
third
materials
week of
January
2021
Administer Administerin 3rd Researcher  Successful The
the g the week of administratio intervention
interventio intervention January Students n of the program
n program program er – the program was
second
administere
PROJECT BITS ( BRAINTEASERS IN TEACHING16SCIENCE)

week of d
Februar successfully
y 2021 .
Conduct Conducting 3rd week Researcher Accomplishe Post-
post- post- of d post- assessment
assessme assessment Februar Students assessment was
nt to assess y 2021 on conducted
the level of numeracy
numeracy
Collect Collecting 3rd week Researcher  Recorded Post-
and record and of data assessment
results of recording Februar results were
the post- results of y 2021 gathered
assessme the post- and
nt assessment recorded
Analyze Analysis 3rd week Researcher Analyzed Results
and and of and were
interpret interpretatio Februar interpreted analyzed
the data n of data y 2021 data and
interpreted
Post-Implementation Phase
Finalize Finalization 4th week Researcher Final paper Bounded
the paper of the paper of ready for action
for binding for binding Februar binding paper
y 2021
Dissemina Disseminati 4th week Researcher Disseminate Results
te results ng the of Teacher d research were
results Februar School results disseminate
y 2021 Head d 

Cost Estimates

Shown below are the estimated expenses throughout this action research.

Table 5
Cost Estimates for Supplies and
Materials 
Unit Quantity Description Unit Cost Amount
ream 4 Short Bond paper 169 676
ream 2 A4 Bond paper 223 446
bottle 1 Ink L3110 black 275 275
pcs 15 Ballpen for Participants 6 90

      TOTAL 1, 487
PROJECT BITS ( BRAINTEASERS IN TEACHING17SCIENCE)

Table 6
Cost Estimate for Travel expenses for the Submission of Action
Research Proposal to the Division
Purpose of
Destination Transportation Amount
Travel 
School to SDO PUJ 145.00
SDO to School PUJ 145.00

      TOTAL 290.00

Table 7
Cost Estimates for Other Expenses
Quantit Unit
Unit Description Amount
y Cost
Bound 1 Binding 350 1, 524
Perso
15 Snacks for the Participants 25 375
n
Perso Internet and Communication Load
16 300 4800
n Allowance

Total 5, 525

Table 8
Summary of Expenses
Description Amount
A. Supplies and Material     Php 1, 487.00
B. Travel Expenses
        B.1  Submission of Action Research Proposal to                 290.00
the Division      
       
               
C. Other Expenses             5, 525.00
                                                                                      Grand     Php 7, 302.00
Total
PROJECT BITS ( BRAINTEASERS IN TEACHING18SCIENCE)

PLANS FOR DISSEMINATION AND UTILIZATION

The research result is significant to the teachers, parents, and pupils.

It will be used as the basis for further study and reference to implement

strategies, create curriculum, and plan instruction. That is why it must be

disseminated carefully through the following means:

a. Attend division-wide or district-wide research conferences, research

forums, and policy forums from where we can present and discuss the

output and recommendations to other research enthusiasts. We can ask

these peers from these academic conferences to review our paper.

b. Publish to research journals and bulletins so that teachers, researchers,

and practitioners with similar interests will be aware of the new

knowledge in the field. It will help them advance their knowledge and its

application.

c. Incorporate in School Improvement Plan and Annual Implementation

Plan to allocate sufficient budget

d. There shall be discussions through LAC sessions or In-service Training

where we can serve as speakers. We can also be invited to speak in

other IN-service training to echo the knowledge and help teachers from

other schools improve their teaching-learning strategies.


PROJECT BITS ( BRAINTEASERS IN TEACHING19SCIENCE)

REFERENCES

Administration for Children and Families (ACF) of the United States

Department of Health and Human Services (HHS). (2021). Pre-

Experimental Designs. Researchconnections.Org. Retrieved October

20, 2021, from https://www.researchconnections.org/research-

tools/study-design-and-analysis/pre-experimental-designs

AI-Therapy | Statistics for Psychologists | Sample size calculator. (2021). Ai-

Theraphy.Com. Retrieved October 21, 2021, from https://www.ai-

therapy.com/psychology-statistics/sample-size-calculator

Blakemore, S. (2021). When the pandemic ends we will need to find ways to

improve staff morale. Nursing Management, 28(3), 5.

https://doi.org/10.7748/nm.28.3.5.s1

Bowkett, S. (2014). Jumpstart thinking and problem solving in science (1st

edition). Routledge. https://doi.org/10.4324/9781315768731-9

Demirbilek, M. (2021). The Use of Electronic Games in Distance Learning as

a Tool for Teaching and Learning. IGI Global.

https://doi.org/10.4018/978-1-60960-195-9.ch421

Gressick, J., & Langston, J. (2019). CARD GAME TO IMPROVE CRITICAL

THINKING. Journal of Global Engagement and Transformation, 3(1).

https://doi.org/10.52553/30001b
PROJECT BITS ( BRAINTEASERS IN TEACHING20SCIENCE)

Pham, T. N. (2020). Change the Teaching Methodologies to Improve E-

Learning Quality. MDPI AG.

https://doi.org/10.20944/preprints202008.0380.v1

Ruday, S., & Jacobson, T. (2021). Remote Teaching and Learning in the

Elementary ELA Classroom (1st edition, Vol. 1). Routledge.

https://doi.org/10.4324/97810031563

APPENDICES
PROJECT BITS ( BRAINTEASERS IN TEACHING21SCIENCE)

A. Instrument

PRETEST/POSTTEST

This instrument tool is designed to determine the academic achievement in Science as


evidenced by the MPS

NAME:______________________________________ ( optional)

Test I. Multiple choice. Instruction. Encircle the letter of the correct answer.

1. Which movement is caused by the presence of gravity?


a. Young boys slide from the top to the ground
b. Two girls swinging back and forth
c. Small boys on a merry-go-around
d. Children running back and forth

2. You noticed that when you throw a ball up it keeps coming back . Why is this so?
a. Becaause of gravity
b. Because of magnetism
c. Because it is heavy
d. Because there is no wind

3. In which direction will a big rock move if it is pushed in opposite directions by two people exerting
different forces?
A. In the direction where bigger force was exerted
B. In the direction where lesser force is applied
C. The box will only move slightly
D. The rock will not move

4. This is a push or pull, which occurs when ttwo or more objects interact with each other.
A. Motion
B. Force
C. Magnetism
D. Gravity

5. It is the phenomenon in which an object changes its position over time.


A. Motion
B. Magnetism
C. Force
D. Gravity

6. The following are ways to change the shape of an object except ___________.
A. Bending
B. Starting
C. Pounding
D. Twisting

7. How many poles does a magnet have?


A. 1
B. 2
C. 3
D. 4
PROJECT BITS ( BRAINTEASERS IN TEACHING22SCIENCE)

8. All of the metals below are attached to magnets, except one. Which is this?
A. Cobalt
B. Gold
C. Iron
D. Nickel

9. Opposite poles _________. Like poles ___________.


A. Attract, repel
B. Attract, attract
C. Repel, attract
D. Repel, repel

10. What do you call the ability to do work?


A. Energy
B. Heat
C. Light
D. Sound

11. What helps our eyes to see?


A. Dark room
B. Light that reflects off on objects
C. Sound that bounces off on objects
D. The air in the room

12. Which of the following is not a form of energy?


A. Cloud energy
B. Heat energy
C. Light energy
D. Sound energy

13. When is sound made?


A. When an object travels in space
B. When an object hits another object
C. When an object moves back and forth
D. When there is air around

14. The greater the force applied to a body __________.


A. The more it vibrates
B. The lesser it vibrates
C. The smaller is its amplitude]
D. The lower is its pitch

15. What is the direction of heat transfer?


A. From hot to cold
B. From cold to hot
C. From bottom to top
D. From side to side

16. What do you call to the bending of light as it passes at an angle from one type into another?
A. Absorption
B. Refraction
C. Reflection
D. Transmission

17. The bouncing off light from the surface of an object such as mirror or other objects is called
_______.
A. Absorption
PROJECT BITS ( BRAINTEASERS IN TEACHING23SCIENCE)

B. Refraction
C. Reflection
D. Transmission

18. A transparent material that separates white light into its component colors is called _______.
A. Opaque
B. Prism
C. Shadow
D. Translucent

19. What happens to the loudness of sound as one moves away from it?
A. Decreases gradually
B. Fades right away
C. Increases gradually
D. Remains the same

20. This is the highness and lowness of the sound?


A. Frequency
B. Intensity
C. Pitch
D. volume

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