Aug

20

PERCEPTION OF STAKEHOLDERS TO BRIGADA ESKWELA PROGRAM OF

KIDAPAWAN CITY NATIONAL HIGH SCHOOL

ABSTRACT

Brigada Eskwela had been part of the school activity for Twenty (20) years

being first introduced in 1990. For two decades, Brigada Eskwela significantly

dug its clinch to the education system. In Kidapawan City National High School,

Brigada Eskwela gained an overwhelming support from the stakeholders and it

the result significantly shows a 36% net satisfactory rating from the student

sector.

This study assessed the Brigada Eskwela on how the parents, teachers,

students and the school administrators saw and feel the significant changes of

the school environment. The study was also confined in the strength and

weaknesses of the program implementation based on how the stakeholders

responded.

The researcher had made numerous recommendations and concentrated

on the strengths and weaknesses of the Brigada Eskwela implementation. In

intensifying the constructive factor, and to further enhance Brigada Eskwela Plus,

the introduction of “Diskwento Caravan” - parents will then have a purposive

 visit to the school. “Job Shop” will be the platform of job opportunities to be

showcased as prospective companies will set-up their recruitment booth that will

help parents and students to decide on what strand to be taken in Senior High

School in making the paramount predilection to college degree. There are eleven

(11) alternative courses of action and a year round activity and intervention was

included in this research.

Weakness of Brigada Eskwela implementation was seen at focusing on the

physical aspect where improvement of learning process was the main objective.

The desires are shifting from school facilities manicuring to upgrading of

laboratory facilities, specialized resource rooms, educational and information

technology, reliable power supply, reliability of the internet connection,

electronically manipulated visual aids for teachers and textbooks for students is

to be included in Brigada Eskwela and a lot of planning to further enhance the

school’s conduciveness to cognitive and affective learning process.

I. SITUATION

The enactment of Republic Act 9155 - (Governance of Basic Education Act

of 2001, approved on Nov. 29, 2002) made a legal impetus of shared governance

where stakeholders are taking part and were allowed to participate in the

undertakings of the school, whereby a school is also coined as a community

school. As the nation shall encourage local initiatives for improving quality of

basic education, it should ensure that the values, needs, and aspirations of a

school community are reflected in the program of education for the children, out-
of-school youth and adult learners. Schools and learning centers shall be

empowered to make decisions on what is best for the learners they serve. With

such directive as emphasized in the Republic Act, School-based Management

(SBM) became the framework for making institutional changes.

In the local scene, the Adopt-A-School Law (Republic Act 8525) has

reinforced the former RA 9155, where Brigada Eskwela was being

Institutionalized exploiting the natural, innate, positive reaction of a Filipino in the

time of needs or as agreed, the “Bayanihan” system or the mutual volunteerism

and becomes the pedagogical goal of the school. It was then translated into a

Department of Education Department order No. 100, series of 2009, encouraging

all schools to conduct Brigada Eskwela two (2) weeks before the start of the

regular classes in the month of June.

More so, Brigada Eskwela is also a school year round activity and

embedded in the entire intervention package. After the Brigada Eskwela week, the

school has to deal with the routine maintenance where the School Based Repair

and Maintenance Scheme were stated in DepEd Order No. 42, series of 2009.

MOOE fund was downloaded thru the SARO for the preventive maintenance of

the school facility.

II. ASSESSMENT PARAMETERS

1. Perception of Parents Towards the Implementation of Brigada Eskwela

2. Key Results Area Assessment of Brigada Eskwela on the School Level Program

Implementer

3. Perception of Students on the Implementation of Brigada Eskwela

4. Assessment of Involvement of the Private Businesses and Individuals

5. Qualitative and Quantitative Assessment of the Brigada Eskwela.

III. SCOPE AND DELIMITATION OF THE STUDY

 The study was conducted within the selected group of parents, more

particularly from the PTA Board of Directors and Officers, group of Department

Heads from the teachers, SSG officers from the group of students and randomly

selected private businesses and individuals who were regular patrons of Brigada

Eskwela. The number of respondents summed to One Hundred (100) individuals

using the assessment questionnaire attached as annex “A”. All of the

respondents are coming from Kidapawan City National High School and from the

group of parents whose students enrolled in the school and participated during

the Brigada Eskwela program and activities. Supreme Student Government

officers are also involved during the activity week and therefore could be a good

source for assessment information.

Information acquired and provided by the respondents was used to confirm or

negate the evaluation and assessment which were earlier stated in the

assessment parameters. The result of this study will then contribute insights in

planning and drafting of the solutions, the decision-making and management

systems and the capacity to analyze, formulate policies, prepare plans and

manage their implementation, in addressing the identified weaknesses and

intensify the strength and other latent information that needs appropriate and

immediate action. An Action plan will be the final output of the said research to

be implemented as approved by the school principal.

 The researcher used sampling method from the whole population of the

stakeholders with controlled set of questions to acquire the data needed for this

study. The researcher arbitrarily selected this group of respondents for they can

well represent a typical group which primarily aims to have a prime assessment

of the implementation of Brigada Eskwela in Kidapawan City National High

School.

IV. ANALYSIS AND FINDINGS RELATED TO SURVEY

The study was done utilizing the survey questions as attached herein. The

result will be tallied, scrutinized and defined accordingly. The complexity as well

as the simplicity of the Assessment Questionnaire was purposively prepared to

extract valid and trustworthy answers from the subject population. The explicit

outcome of the answers was categorized in factors that affect their responses,

perception, understanding, and value formation in response to the annual activity

of school preparation and encouraging massive community involvement.

This was classified as Internal and External factors and further classified

according to the details of each factor. The elucidation of the findings was

presented in non-statistical and non-technical languages which will generally

benefit the readers as well as the subject of the study. Thus, the presentation was

done according to the intention of the research to be informative and would not

spare the respondents and non-technical readers of the findings of this study.
 Table 1. The figure above disclosed the optimistic response of the

respondents on how they satisfactorily rated the implementation of Brigada

Eskwela Program in Kidapawan City National High School. It indicates that the

students got the highest in percentage of having net satisfactory rating of 36% as

they are the direct beneficiary of the program. Subsequent were the teachers for

they rated 24% as they were also directly benefitting from the positive outcome of

the Brigada Eskwela Implementation. Third were the parents with 22% as being

contented and satisfied with the result of the program. The other 18% were the

stakeholders and external partners like private businesses and individuals who

were regularly helping the program in various ways.

 Table 2. Revealed the perception of parents aboutBrigada Eskwela as

Requirement for Enrolment

 Data showed that most of the respondents agreed that Brigada Eskwela was a

requirement for enrolment. This response was perceived as parents should

attach the Brigada Eskwela Slip in their enrolment forms before their children

could be duly enrolled.

As the main concept of Brigada Eskwela was to encourage participation of the

community in deeper meaning whereby volunteerism was emphasized as

‘Bayanihan” was our innate moral value, the concept was now observed as one of

the steps in enrolling students to schools all over the Philippines.

A minimal to zero influence of respondents does not take it as a big deal since

the concept is virtually embedded to them.

Table 3. Task Preference on Brigada Eskwela should be done by Professionals

 35% of the respondents disagreed for the idea that Brigada Eskwela activities

should be done by professionals only. They believed that the community should

still do the jobs, tasks, obligations to the school in the preparation of the school

before opening its classes in June.

Meanwhile, 34% agreed that in some cases, as the need arose from simple

tasks of sweeping, weeding, cutting of grasses, clearing the gutters and getting

rid of cobwebs and dusts to repainting, additional construction jobs, electrical

repairs, plumbing and many others.

While some of the parents and volunteers (24% and 22%) agreed that some

tasks were to be done by professionals as they emphasized the expertise and

quality of the output. 9% was indifferent and it didn’t matter who do the job as

long as the school was ready for the opening of classes.

These complicated jobs should be done by the professionals to avoid waste of

materials, accidents, and repeating the jobs as the workmanship of volunteer

parents, Civil Society Groups and individuals did not confer the standard of the

Brigada Eskwela Evaluators.

Table 4: Perception Factor

The influence of behavior of community towards substantial involvement in

the Brigada Eskwela implementation was elucidated through a 75% manipulative

positive set of questions in the questionnaire. Some verbal inputs were provided

which was not obvious in the questionnaire and the researcher considered

including it in this research output. 37% were driven to help because of

volunteering in nature, 28% felt that it was a duty and obligation to the

community, 20% were encouraged to join through infomercials and 15%

responded indifferently.
 Parents who were constantly online and have social network account were

also influenced in joining the Brigada Eskwela as they made a “groufie” or

“selfie” documentation. Thus, helping in the positive outcome of the program.

Radio, print media, internet, TV infomercials and news updates are also

badgering to those who were reluctant to join the Brigada Eskwela.

There were still an insignificant percentage to parents and a number of people

who were still feeling indifferent towards the program. The quantitative report

below justified the result of the abovementioned table.

KEY RESULTS AREA OF BRIGADA ESKWELA

The key results areas were enumerated as follows;

1. Number of Participants as it appeared to the attendance sheet

2. Percentage of Accomplishment of the tasks being planned

3. Number of enrolled students during the Brigada Eskwela Week

4. Donations, pledges and other forms of assistance during Brigada Eskwela

Week

5. Number of NGOs, Civil Society Groups, Government Agencies and other

organized people’s organization who helped during Brigada Eskwela Week

6. Overall impact of the activities being planned before, during and after Brigada

Eskwela.

QUALITATIVE ASSESSMENT
 Strength Factor

As the Brigada Eskwela spanned for two decades, the school’s need on early

preparation and encouraging community to participate in the Brigada Eskwela

changed overtime. The mindset of leniency towards involvement was reformed;

level of awareness was raised into beyond expected level. Way back in 1980’s,

the school was a mess after 2 months of vacation, weeds outgrown the

landscaping, dried fallen leaves concealed the entire ground, fallen branches,

animal droppings, cobwebs, trashes from transient visitors, gutters were

overflowing when torrential rain pours down, blasted downspouts, vandalism and

graffiti contributing to dilapidation of the school structure and furniture. All of

these ugly eye sore were efficaciously obliterated during the Brigada Eskwela

week. To decimate the ruins and rubbles of summer vacation, the students before

has to spend two to three hours of cleaning for the first two weeks, thus

depriving them of learning and comfort being inside the classroom.

 Brigada Eskwela needed a policy support, from the national level or from the

local legislators. This is to institutionalize the program as being an essential part

of the duties and responsibilities of every Filipino citizen to its country. The

Republic Act and School Based Management concept ancillary to this program

should be extensively disseminated in quad media. In the education model,

bayanihan as rudimentary values of Filipinos should be amalgamated in the value

formation of every student.

Weakness Factor

As it was being positively responded by the community, some permanent

structures were built and ease and comfort aiming towards the conduciveness of

school as a learning institution was achieved, even so, the situation changed

overtime. Before, the school desires to be manicured by cutting the grasses and

weeds close to the ground, repainting of tables and chairs, reconnecting faulty

electrical circuits and other manual works is now evolving into internet

connections and network infrastructure, bandwidth upgrading, laboratory

upgrading of facility and equipment and other implements, research tools and

testing facility, purchase of learning manuals or modules, learning tools like

projectors and visual aids, the line of 21st century education system is vast and
the researcher feels the need that the same should be included also in the

Brigada Eskwela implementation.

QUANTITATIVE ASSESSMENT

The table and information below showed the result of the Brigada Eskwela

implementation in Kidapawan City National High School, a Three (3) year

comparative study was presented.

Key Results Areas 2013-2014 2014-2015 2015-2016

Resources 1,637,170.75 441,140.03 954,474.10

Generated

BE Volunteers 4,560 5,372 5,913

Enrolment 4,362 4,751 4,979

Drop-outs 0.70% 1.24%

NAT-MPS 64.88% 67.52%

V. SUMMARY OF DATA INTERPRETATION

The survey was made and it appeared that most of the respondents, were

perceived to be gratified, progressive thinking and level of awareness was on the

higher level. The advocacy campaign of community involvement towards their

community school could be concluded as a successful endeavor. The steady

increase of participants of Brigada Eskwela volunteers was glaring evidence and

significantly affected the rate of enrolment and the mean percentage score of the

National Achievement Test. The NAT-MPS score was somehow a laudable

achievement since this success was very rare for a big school category.
 The result illucidates that the design and implementation of effective Brigada

Eskwela program was integrated at the local, regional and national levels, and

institutionalization of a medium and longterm planning.

VI. ALTERNATIVE COURSES OF ACTION

As the aim of the researcher was to assess the overall success of the Brigada

Eskwela Implementation and arbitrarily identified the strong points where the

program helps promote the enrolment of every prospective student. The

 promising design and planning was demand-driven and not according to offers.

The information dissemination of the various education curriculum offered by the

school, the preparedness level of the school on its first week of classes and how

the competencies were met as the school environment was becoming conducive

for learning. Other suggested plans were given here, to wit;

1. During the implementation of Brigada Eskwela, the K12 Information Education

Campaign materials printed in banners, mobile prints (e.g. Tricycle flyers,

stickers, printed t-shirts) posters, leaflets, comic strips and other mode of

infomercials shall be distributed, posted in conspicuous places.

2. Student organizations like BaKoDa, Science Clubbers, Filipino Clubs, Reading

Clubs, Sports Club, Math Clubs, Chess Clubs, Boy Scouts of the Philippines, Girl

Scout of the Philippines, YES-O, Volunteer School Cleaners, DRRM Volunteers

and other accredited and recognized organization can set-up their registration

booth lining the entrance of the school. This is to encourage students to enroll

and to join healthy and worthwhile organizations instead of joining gangs and

resort to addiction to online games or substance abuse. Likewise, the school

shall allocate time for organizational meetings every Friday and provide bulletin

boards for organizations to post updates and information.

3. Students with entrepreneurial skills inclination and are engaging in business

concept development can showcase their product concept and likewise do the

selling and promotion of their merchandise for test market.

4. Teachers with Income Generation Project/s that can be marketed to the parents

or students visiting the school can also set-up their mini-stores to grab the

opportunity on the influx of possible buyers or shoppers during the Brigada

Eskwela Week.

5. A teaser/ movie trailer will be played in loop in a 45” Flat Screen in the school

entrance made by students to portray the bayanihan spirit of Filipino citizen,

video materials were taken from the archived photos or videos of the school, the

dynamic changes of the school in previous years as the result of bayanihan and
 the happy gestures of students during the first day of classes as a result of

community’s effort of school preparation.

6. Parents will be given choices on how to help the school preparation by listing

guide activities to be done according to their skills and capabilities and list of

things needed to be purchased if they prefer to donate financial assistance for

the materials and labor cost. An update of the funds gathered daily shall be

posted to maximize participation and for transparency purposes.

7. Lobbying of policy support from the Local Chief Executive for the

institutionalization of the Brigada Eskwela with corresponding budget allocation.

8. A Volunteer Feedback Form should be distributed every after activity to have a

timely assessment of the Brigada Eskwela program. The Feedback Form will

guide the Brigada Eskwela implementer the updated perception and complaints,

if there is any and proper action will be corresponded upon.

9. Pro-active planning on inclusion of information dissemination of School

Education Programs like K+12 program, disaster risk management, resiliency

plans and projects, Science Curriculum, Special Program for Arts, Special

Program for Sports, Open High School, Basic Education Curriculum, and school

policies. It can be done with posters, banners, flyers, radio ads, symposia, fora

and other venue of information dissemination.

10. Actively involve all the enrolled students of Kidapawan City National High School

for incessant awareness campaign that Brigada Eskwela is a year round activity

thus preventive maintenance in their level is observed and practiced, e.g. taking

care of school structure and facilities, cleanliness, and proper disposal of wastes.

11. Environmental awareness should be familiarized by every student in reducing the

swelling of wastes inside the school. School canteens and students should work

hand in hand in reduction of waste. Recyclable plastics, non-biodegradable

wastes should be left at home. Encourage the usage of paper cups, waxed paper
plates, washable spoons and lunch boxes to eliminate solid wastes inside the

school.

Revision, evaluation and enrichment of the current waste management

approaches with provision and institutionalization of new approaches that are

applicable to the Filipino context.

VII. ACTION PLAN

Inclusive Budget
Resources Responsibl Date/s of /Source of
Strategy
Needed e Person Implementatio Fund
n
1. Intensified Advertising Brigada March to May MOOE/PTA
Advocacy Concept, Eskwela Donation
Campaign papers, printer Focal
thru Radio Person,
Ads, School
Banners and Principal,
Flyers School
before Heads, PTA
Brigada Officers
Eskwela
Week
2. Drafting of Master Plan SBM Focal December to MOOE/
Master Plan of Person, March PTA
of Brigada Development, School Donation/
Eskwela papers, AIP, Principal, Solicitation
Activities SIP Planning
and Physical Team,
Developmen Brigada
 t of the Eskwela
School for Point Person
the next
school year

3. Organize Tents, SSG During BE PTA

Volunteers registration Officers, Week Donation/
to manage forms, ball School Organizatio
the pen, printed Principal, n Fund
Registration infomercials Organization Allocation
Camps of coordinators
school
based
organization
s
4. List of BE Posters, SBM Focal During BE PTA
tasks posted flyers, Person, Week Donation/
in communicatio School Organizatio
conspicuous n letters Principal, n Fund
places Planning Allocation
Team,
Brigada
Eskwela
Point Person

8. Climate Posters, Yes-O club, July to March PTA

Change flyers, School Donation/
Adaptation volunteers Principal, Organizatio
Campaign Planning n Fund
thru waste Team, Allocation
reduction Brigada
and Eskwela
community Focal Person
outreach
program
9. Inventory of Papers, School July to March MOOE
Brigada documentatio Principal,
Eskwela n Planning
Projects Team,
Brigada
Eskwela
Focal Person
10. Highlighting Advocacy School During BE PTA
the school Campaign Principal, Week Donation/
for the poster, Planning Organizatio
Brigada communicatio Team, n Fund
 Eskwela n letters Brigada Allocation
plus by Eskwela
organizing Focal Person
Diskwento
Caravan in
partnership
with DTI/DA
11. Career Advocacy School During BE PTA
Opportunitie Campaign Principal, Week Donation/
s poster, Planning Organizatio
prospecting communicatio Team, n Fund
and n letters Brigada Allocation
shopping by Eskwela
inviting job Focal Person
hiring and
possible
career
opportunity
(Brigada
Eskwela +)

References:

Department of Education Memorandum Order N. 41, series of 2015

Department of Education Regional Memorandum No. 165, series 2015

Department of Education Order No. 42, series of 2009

Department of Education Department Order No. 100, series of 2009

Republic Act 9155

Republic Act 8525

Pinost 20th August 2015 ni Rimmon Paren

18

Tingnan ang mga komento

1.
 bridgetMayo 28, 2016 nang 7:18 PM

Hello po sir!
I'm Mr. Bridget E. ABalorio, a Public ELem. Teacher in Mindanao. I'm planning to
evaluate/assess our Brigada Eskwela that will start tomorrow. I would like to ask your
permission to adapt your questionnaire to be used in my study. Here's my Email Ad.:
bridget.abalorio@gmail.com

Tumugon

2.

Rosan BadilloAbril 19, 2017 nang 8:22 PM

Good Day Sir!

I'm Rosan Badillo, a student of Visayas State University-Alangalang taking up Bachelor
of Elementary Education. I would like to ask your permission to adapt your questionnaire
to be used in our research study as our course requiremnet. Here's my Email address:
rosan.badillo.CARIGARASCMS@gmail.com. Thank you!
 Tumugon

3.

Jessa Gay CayonaNobyembre 30, 2017 nang 8:59 PM

Good day!
I would also like to ask permission to use your survey questionnaire for our SBAR. Email
add: bluejissa@outlook.com. Thanks!

Tumugon

4.

UnknownDisyembre 27, 2017 nang 6:44 AM

Good day!
Permission to use your survey questionaire sir to be used in future research study in our
district. Heres my email sir....
 alfredmlopezjr@gmail.com
Thank you sir and Godbless!

Tumugon

5.

lynneEnero 10, 2018 nang 6:32 AM

hello po.
Asking permission from you if I can also use your questionaires for future study.
thank you
my email add : lynnedulnuan8@yahoo.com

Tumugon

6.

AnonymousHulyo 12, 2018 nang 3:36 AM

permission to use your questionaires for my dissertatiin sir.thank

you.dianajaneveloso@yahoo.com.ph

Tumugon

7.

UnknownHulyo 16, 2018 nang 5:02 AM

Good day sir! May I just want to request for permission to use your study as one of my
reference to my case study which is the Collaborative Project of the School and the
Community.

Tumugon

8.

UnknownAgosto 19, 2018 nang 5:18 PM

Hello sir..can i adapt your questionnaire?thanks

Tumugon
9.

UnknownAgosto 31, 2018 nang 7:26 PM

deleyoden@gmail.com

Bregada Eskwela RRL po sir...

Tumugon

10.

UnknownSetyembre 12, 2018 nang 11:41 PM

Good day sir! may I request your permission tO adapt your questionnaire tO be used for
my study. tnx! Here's my email add: preselalburo24@gmail.com

Tumugon
11.

Catherine CordovaOktubre 6, 2018 nang 5:48 AM

Good day sir, i would like to ask for your permission to use your study as one of my
reference for my case study entitled issues and concerns in the implementation of brigada
eskwela

Tumugon

12.

UnknownOktubre 29, 2018 nang 7:43 AM

Good day sir! Can i ask your permission to adopt your questionnaire to be used in my
study? I am a brigada eskwela coordinator. It would be a great help. Thanks
Here's my email add.
jacquelinebautista001@deped.gov.ph
 Tumugon

13.

UnknownDisyembre 21, 2018 nang 2:19 AM

good eve sir! can i ask your permission to adopt your study as my reference to my
research study. It would be a great help. Thank you so much.

Tumugon

14.

UnknownPebrero 16, 2019 nang 6:40 AM

gud eve sir.....can i ask your permission to adopt your study as my reference to my
planned study about perception of stakeholders in BE? may i also use your questionnaire
with the study? If possible...this is my email add
olivia.doria.joseph.canon@gmail.com

Tumugon

15.

UnknownMarso 29, 2019 nang 6:07 AM

goodeve sir may i ask your permission to adopt your study and use your questionnaire?
thank you po. here is my email : rojanieestuita@gmail.com

Tumugon

16.

UnknownAbril 18, 2019 nang 4:24 PM

Hi sir..can i used ur questionnaire? Thank you po

Tumugon

17.
 UnknownAbril 25, 2019 nang 2:10 AM

goodafternoon sir may i ask your permission to adopt your study and use your
questionnaire? thank you po. here is my email : enrehs26@gmail.com

Tumugon

18.

UnknownMayo 14, 2019 nang 8:57 PM

Good morning sir. May I also ask for your permission to adopt your study and use your
questionnaire? Thank you sir. Here is my email address: isadoraquino21@gmail.com

Tumugon

Education in the Philippines

to be educated means To develop the intellect, presumably including linguistic,

mathematical and analytic capabilities. To produce competent, caring, loving, and lovable
people. To create and sustain a democratic society To invest in producing future workers
for the workforce and, ultimately, corporate profits.

 Classic
 Flipcard
 Magazine
 Mosaic
 Sidebar
 Snapshot
 Timeslide
Jun
4

FACILITATING HUMAN LEARNING

Rimmon A. Paren, MBA

FACILITATING HUMAN LEARNING

Theories of Learning:

1. Connectionism/Associationism Theory (Edward Thorndike):

The distinctive feature of this theory is that learning is readily explained by the visible attributes
and not considering the internal insights being developed in the process.

-learning has taken places when a strong bond between stimulus and response is formed.
Thorndike's theory consists of three major laws:

(1) Law of effect - responses to a situation which are followed by a rewarding state of affairs will
be strengthened and become habitual responses to that situation. A result of the law of effect was
that responses that reduce the likelihood of achieving a rewarding state will decrease in strength.

May
31

COPING MECHANISM ON PROBLEMS ENCOUNTERED BY STUDENTS

COPING MECHANISM ON PROBLEMS ENCOUNTERED

BY STUDENTS

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to maintain mental health and emotional well-being.

Feb
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Assessment of Student Learning

BASIC CONCEPTS OF ASSESSMENT

· The Teacher and Assessment

A TEACHER is a facilitator of learning. Preparing a teaching lesson cannot be completed in a

round-a-clock period as it always demand envisioning how to make teaching interesting,
motivating and truly enjoying. It employs various teaching principles, methods and techniques
for assurance that indeed there is teaching - learning cycle.

Dec
8

School Plant Utilization

A. School Plant Utilization

The school plant is one of the major aspects of school administration. It refers to the material
provisions of the school. The school campus, building, playgrounds, library, laboratories,
classrooms, furniture, equipments, hostels, common room, canteen – all these put together mean
the same thing what the school plant stands for. The school plant is an integral part of the
learning environment.

Nov
24
PEACE EDUCATION IN THE CONTEXT OF WHERE...

Sep
14

PROTOTYPE MODULE FOR MATHEMATICS I (SETS AND REAL NUMBERS)

KIDAPAWAN CITY NATIONAL HIGH SCHOOL

DESCRIPTION

The project aims to implement a modified module for Mathematics focusing on Sets and Real
Numbers. It further plans to transfer learning to the students that they would be able to describe
the real number system and its subsets, integers, rational numbers, irrational numbers and
interpret the set of real numbers as point’s number line.

Sep
14

MOTIVATIONAL STRATEGIES IN RELATION TO LEARNING STYLE

MOTIVATIONAL STRATEGIES IN RELATION TO LEARNING STYLE OF THIRD YEAR

HIGH SCHOOL OF KIDAPAWAN CITY NATIONAL HIGH SCHOOL

II. RATIONALE

The researcher had been troubled by the scholastic performance of the Third year High School
Students of Kidapawan City National high School. Since the students are taught by subject
teachers, the teacher factor is explicitly eliminated as factor that affects the performance of the
students.

Sep
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IMPLEMENTATION OF SCIENCE CURRICULUM AT KIDAPAWAN CITY

NATIONAL HIGH SCHOOL: BASIC FOR DEVELOPMENT PLAN

I: Title: implementation of Science Curriculum at Kidapawan City National High School: Basic
for development plan

ABSTRACT

What students are expecting to learn, how they are taught to learn and the feedback they are
giving on their learning are essential for progress. Improvements need to be made in planning at
curriculum level, subject level in the long and medium term, and lesson level.

Aug
20

AN ACTION RESEARCH TO EXAMINE THE EXPERIENCES AND INSIGHTS OF

TEACHERS WITH ACCOMPLISHED ACTION RESEARCHES

DEPARTMENT OF EDUCATION

REGION XII

KIDAPAWAN CITY SCHOOLS DIVISION

KIDAPAWAN CITY NATIONAL HIGH SCHOOL

Roxas St., Kidapawan City

AN ACTION RESEARCH TO EXAMINE THE EXPERIENCES AND INSIGHTS

OF TEACHERS WITH ACCOMPLISHED ACTION RESEARCHES

An Action Research presented to:

Faculty and Staff of

Kidapawan City National High School

RIMMON A.

Aug
20

DESCRIPTION OF DYNAMICS AFFECTING THE DECISION MAKING OF

STUDENTS ON THEIR SENIOR HIGH SCHOOL STRAND

DEPARTMENT OF EDUCATION

REGION XII

KIDAPAWAN CITY SCHOOLS DIVISION

KIDAPAWAN CITY NATIONAL HIGH SCHOOL

Roxas St., Kidapawan City

DESCRIPTION OF DYNAMICS AFFECTING THE DECISION MAKING OF STUDENTS

ON THEIR SENIOR HIGH SCHOOL STRAND

An Action Research presented to:

Faculty and Staff of

Kidapawan City National High School

RIMMON A.

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