BUCAS GRANDE FOUNDATION COLLEGE

Socorro, Surigao del Norte

CHAPTER I

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Bucas Grande Foundation College students find mathematics difficult to

understand. The BEED college students expressed that learning or studying

Mathematics is difficult because of the different learning competencies they needed

to undergo in order to be proficient to the said course, this was being reported by

Crompton & Burke (2015) on their study about Trends in Learning in Mathematics.

According to many studies, mathematics is a general education subject in

primary and higher education where learners are expected to gain understanding

and appreciation of its principles as an applied-using appropriate technology in

problem-solving, critical thinking, communicating, reasoning, making connections,

representations, and decisions in real life (K to 12 Basic Education Curriculum).

Blömeke and Delaney (2017) stressed that learning Mathematics is essential hence

required as a subject almost in every field. However, problems related to

mathematics achievement are still evident not only in the Philippine setting but also

right in other countries.

Meanwhile, Lim (2020) stated that one of the best methods in making the

students understand mathematical concepts is the problem solving. Learning

mathematics using this method in particular enhances the critical thinking skills of the

learners. However, this is so much affected by the ability of the teacher to

systematically present the concepts for easier understanding. This method can be

done in different ways, such as conducting lecture or using prepared modules. Using
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Socorro, Surigao del Norte

the usual lecture method in solving problems in mathematics is the most commonly

used.

The Philippine Education Quarterly (Figuerres, 2018) reported that modules

can take the place of a teacher. These self-learning devices help students to learn or

acquire skills, knowledge and information in the absence of a teacher. These

materials provide sufficient reinforcement, enrichment and source materials. They

allow also the learner to work at a rate style and level situated to his capacity.

Among the forms of individualized instruction, modules are effective and economical

in developing specific knowledge and skills. Modules induce learning with minimum

teacher direction and supervision. Furthermore, these develop learning and grading

strategies, improve classroom management techniques, and encourage

achievement for greater use of existing educational resources through the

establishment of realistic obtainable learning goals within an individualized program

of studies (Rillo, 2019).

The self-instructional module helps in providing remedial instruction for slow

learners and enrichment materials for fast learners. Topics can best be presented

through these self-instructional materials. With the use of one, the student is allowed

ample time and assistance to finish the prescribed learning activity at his own pace

(Race, 2020).

For this reason, the researchers would like to determine the effects of using

prepared modules for problem solving in Mathematics in the academic performance

of BEED third year college students of Bucas Grande Foundation College (BGFC).
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

Review of Related Literature

Modularization Instruction and Its Significance

The covid-19 pandemic was the main reason to the educational system

shifted instantly to distance learning. To address such crisis, it is imperative that

greater attention should be given to the needs of individual learners, thus the

demand for individual instruction. Individual instruction is backed by the philosophy

that every child is unique. People develop at different rates. Development is

relatively orderly and development takes place gradually (Woolfolk, 2019).

One technique to individualize instruction is to use modularized instruction,

where individual differences of students in their capacities to learn are taken into

account. Individualized instruction develops critical thinking. Students are

encouraged to question, criticize and argue their point of view. It also develops one’s

self-concept by recognizing the desirability of individual differences. The basis for

this approach is the fact that every student is unique with his own potentials, abilities,

interests, and needs. Thus, no two students can learn the same concepts at the

same rate in the same manner.

Rillo (2019) noted that modules induced learning with minimum teacher

direction and supervision. Furthermore, these develop learning and grading

strategies, improve classroom management techniques, and encourage

achievement for greater use of existing educational resources through the

establishment of realistic obtainable learning goals within an individualized program

of studies.
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

A module is a self-contained, independent unit of instruction prepared for the

purpose of attaining specific instructional objectives. It is characteristically self-

directing since it includes instructions on how the various exploration will be pursued

also included is a listing of the materials and other resources that should accompany

the text of the module (Salandanan, 2015).

Lockwood (2018) differentiated the characteristic of textbook and modules

and pointed out the advantages of the latter, to wit: modules aroused interest, written

for learner use; give estimate of study time; are designed for a particular audience;

always gives aims and objectives, may have many ways through it; are structured

according to the needs of the learners; primarily emphasize self-assessment; can be

alert to potential difficulties; always offer summaries; are personal in style; are

content unpacked; have more open layout; always conduct learners’ evaluation;

provide study skills advice; require active response; and aimed at successful

teaching.

Modular Instructions to Students’ Learning Performance

According to Salandanan (2019), self-instructional materials are those which

are defined to be self-contained and the manner of presentation is such that the

learning activities can be undertaken individually or in small groups. These materials

are most effectively used in individualized instruction programs. The self-instructional

module helps in providing remedial instruction for slow learners and enrichment
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

materials for fast learners in Mathematics. Mathematics can best be presented

through these self-instructional materials.

With the employment of modular instruction, the student is allowed ample

time and assistance to finish the prescribed learning activity at his own pace. The

lesson will surely be enjoyed and the experience gained will be satisfying. The best

features of self-instructional materials are described by Race (2019). He explained

that self-instructional materials may come in the form of modules, self-learning kits,

and the like, and are interaction-centered rather than content-centered. These are

written to entice the learner or get the learner interested and involved.

Likewise, self-instructional materials improved the self-esteem of learners and

give them a confidence boost. This is possible because the learners are given the

framework within which to think things out for themselves. More importantly, the

learners are given the credit for the newly acquired knowledge which resulted to

have effective learning performance. Most self-instructional materials are purpose-

built and are structured to meet the learners’ needs. Race (2019) further emphasized

that the main principle underlying the use of self-instructional materials is to make

learning reactive, interesting, successful and humane.

Conversely, informal and brief lectures as well as explanations are well-suited

to large groups wherein few materials and equipment are needed. These can also be

used in regular classrooms, small groups and large settings. However, lecturing is

often described as “unnecessary”, “dull” and a “waste of time”. It was pointed out that

lectures increase the students’ passivity and reduce the students’ role to note-taking
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instead of more active learning. Another critic noted that if a student misses a point

or is lost during lecturing, he or she cannot interrupt for a personal explanation or

stop and review, as with a book, computer program, or tape (Castillon &Boiser,

2020).

Difference between Lecture strategy and Modular Instruction

Zulueta (2017) stated that lecture strategy is a teaching procedure which

involves classification, exposition, and description of some major ideas that have

been cast into the forms of questions. The fundamental aim of lecture, is to develop

the act of listening and to develop creative thinking and reasoning. It is therefore

recommended that, for the lecturer to be effective and productive, it must be

interesting, well-expressed, concise, well-organized, and adapted to the abilities and

experiences of listeners.

Whereas, modules were noted to be effective medium in bringing about

learning as indicated by the high achievement scores of the experimental group. The

proposed work text of Navarro (2019) was found out to be suited for second year

BEED students proved that the students are capable of performing better in

Mathematics through the use of Modules. The study of Hena (2020) on the

development of modules in Basic Mathematics as tried out among Teacher

Education students proved that students are capable of performing better in Math

through the use of modules.

 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

Salvacion (2020) experimental group exposed to the instructional material in

teaching Fundamentals of Math performed better than the controlled group. The

modules were acceptable as textbook in the subject. An investigation of Mian (2019)

in her “Experimental Study of Teaching Science through Modules” found out that her

students welcomed the use of modules on account of the following advantages: the

class is not bored because of the extra drill, class can proceed at his own pace

knowing that he has an excellent opportunity of getting grades comparable to that of

the fast students and he gets more individual attention in times of difficulty. And

students get steady feedback on their progress and more individual attention when

needed.

Receno (2019) developed and evaluated instructional materials for the

enhancement of listening skills among freshman students of St. Michael College of

Laguna. Among others, she concluded that freshman students need instructional

materials that will help them realize and make use of their internal language

resources to be able to attend to and appreciate listening. Aquino-Danganan (2020)

proposed instructional modules in developing computational skills in College

Algebra. She mentioned that the proposed instructional modules had titles,

instruction to the learners, rationale, objectives, pretest with answer keys, worksheet

assignment, progress check with answer key and post-test with answer key.
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

Modular Instruction in Learning Mathematics

Aggabao (2020) concluded that modular instruction used at the college for

Basic Mathematics are adequate and are designed for self-instruction; that

instruction through self- instructional materials is as effective as the prevailing

teaching method of instruction; and students as well as teachers generally have a

positive attitude toward the use of individualized, self-instructional materials as a

mode of instruction in Basic Mathematics. The study of Madriaga (2016), “Effects of

Modular Instruction in Teaching Physics” revealed that the use of modules give the

teacher more time to deal with the students on one-on-one basis. She found out that

the performance was better on the experimental group exposed to modular

instruction.

Similarly, Lacdao (2019) in his thesis “A Comparative Study of the Effects of

Modular Instruction and Lecture Discussion Method on the Achievement of Grade VI

Pupils in Mathematics” mentioned that the experimental group in his study who were

taught using the instructional modules, performed better than the control group who

were taught using the traditional method of teaching. The study of Cavero – Delgado

(2016), “Effects of the Use of Computers, Integrated to an Instructional Module on

Functions of the Attitudes towards Mathematics and the Achievement in Functions in

Precalculus of College Students” proved that the averages of the students in the end

of the study increased significantly in the experimental group. The traditional

treatment of the education of precalculus to university students compared with that

one where the technology is used, as an instructional module on functions integrated

 BUCAS GRANDE FOUNDATION COLLEGE
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in the computer, showed in the statistical analysis, significant results that allow us to

conclude that this one is an effective tool.

Cappetta (2017) posited that the students in the underwent modular

instruction scored significantly higher than the students in the traditional section on a

posttest of limits. The study of Rizaldo, et. al., (2017) “Comparative Effects of

Modular and Traditional Methods in Teaching Analytic Geometry”, concluded that

students performed better and mastered the subject matter using the modular

method of teaching.
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Conceptual Framework

This study is anchored on the theories on individualizing instruction through

modules. According to Kemp and Smelie (2019), individualizing instruction plays a

big role in modular instruction. Its main attributes include the individual assuming

responsibility for their own learning, proceeding with activities and materials at their

own level and studying at their own pace. This principle is in consonance with

Thorndike’s law of readiness and law of effect where the law of readiness states that

when a person is prepared to respond or act, giving the response is satisfying and

being prevented of doing so is annoying.

Furthermore, modular instruction is in accordance also to B.F. Skinner’s and

others’ research which led to the formulation of different principles of teaching and

which later on became main characteristics of programmed instruction such as

division of subject matter into small steps and active participation of pupils. The

modular learning approach was based on the constructivism theory of Lev Vygotzky,

this guides educators on how to design themes for modules that would promote

transfer of learning. The theory focused more on the activation of existing

knowledge, engagement with new information, demonstration of competence, and

application in real-world practice.

The student bridged the theory-practice gap when they apply in practice what

they have learned in class. This conceptual framework was developed that can serve

as foundation to design for learning transfer at modular learning (Guimbatan, 2019).

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Statement of the Problem

This study is designed to determine the effectiveness of modular approach to

the academic performance of two third year BEED classes of Bucas Grande

Foundation College (BGFC). Specifically it sought to answer the following questions:

1. What is the learning performance of the third year BEED students in modular

instruction based on pre-test and post-test results?

2. What is the learning performance of third year BEED students in traditional

method based on pre-test and post-test results?

3. Is there significant difference in the level of learning performance of the third

year BEED students grouped according to control group (traditional method)

and experimental group (modular instruction) based on the post test result co-

variating the pretest?

Hypothesis

At 0.05 level of significance, it is hypothesized that:

Ho: There is no significant difference in the level of learning performance of the third

year BEED students grouped according to control group (traditional method) and

experimental group (modular instruction) based on the post test result co-variating

the pretest.
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Significance of the Study

This study will provide new information to the following group of persons:

Students. This study serves as the guide for students on how to improve their

method of understanding problem solving regarding to their competency in

Mathematics.

Instructors. The outcomes of the study help the instructors find methods in

carrying out lesson about Mathematics.

Future Researchers. This study will serve as a guide to the future researchers

in related topic for further research.

Scope and Limitation of the Study

Content. This study will focus on assessing the effects of using prepared modules

for problem solving in mathematics in the learning performance.

Subjects. The participants of the said study will be third year BEED students.

Time/Locale. The study will be conducted at Bucas Grand Foundation College, F.Y.

2021-2020.
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CHAPTER II

METHOD

This study presents the research design, sampling design & participants of the study,

research instrument, data gathering procedure, and data analysis.

Research Design

This research study will utilize the quantitative research approach specifically

two group designs: the experimental and control groups. The experimental group will

be taught using the instructional modules while the control group was taught using

the traditional method. This method is deemed appropriate because the study wants

to know effects of effects of using prepared modules for problem solving in

Mathematics in the learning performance of third year BEED students at Bucas

Grande Foundation College.

Sampling Design & Participants of the Study

Purposive sampling will be used in this study in the selection of participants.

The participants of this study will be two heterogeneous sections of third year college

students who are taking up Bachelor of Elementary Education. One section will be

classified as controlled group who will be taught using lecture – discussion method

while the other section, the experimental group will be taught using instructional

modules. Both groups will be taught with exactly the same subject matters.
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Research Instrument

This study will use the following instruments: (1) Modules in Problem Solving;

(2) Teacher-made test, test which is used to measure the subjects’ pretest and post-

test achievement on the two modes of instruction.

However, to ensure the content validity of the test, a list of objectives for each

lesson will prepared, a table of specification will be constructed and the researchers

will prepare a 10-item objective type of test. The initial draft of the test will be

submitted for correction to fellow math teacher in the college. The test will be given

to students who already took the course and result will be used for item analysis.

The final revision will be based on the result of item analysis.

Experimental Procedure

In the conduct of their study the following methods will be drawn:

The researchers will send a formal letter of request to the College President

and Dean of College Education asking permission for the researchers to conduct a

study with regard to assessing of effects of using prepared modules for problem

solving in Mathematics in the learning performance of third year BEED students at

Bucas Grande Foundation College. Also, letter of request will be sent for the

students to ask their permission to participate to the researchers’ study.

After the approval of the request, the researchers will request the instructor to

handle the classes under experimentation and will discuss on how the process

starting from the pre-test down to the post-test should be done. Two sets of tests will
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be administered to both groups; control and experimental groups. The pretest will be

given before the experimentation will start, and the posttest will be administered after

the instruction is conducted.

However, before the conduct of the demonstration and administration of test,

the following schedule of conducting the research and administering the class

discussion will be arranged.

Table 1. Gantt Chart

List of Activities Date Lesson Teaching Method
Preparation of Jan, 2022
Materials
Sending Letter Jan, 2022
of Request
First Session February, 2021 Modular instruction
Second Session February, 2021 Modular instruction
Third Session February, 2021 Modular instruction
Fourth Session February, 2021 Traditional method
Fifth Session March, 2021 Traditional method
Sixth Session March, 2021 Traditional method
At first step, a 10-item researcher-made test from every subject will be given

to the students as their pre-test. This pre-test will be given to determine if they were

sufficiently prepared for a course of study. After the administration of pre-test, the

instructor with the help of researchers conducted a categorize demonstration of 3

topics/lesson in Mathematics. Second, the post-test will be administered after the

discussion in every session of the topic.

After gathering the data, data will be treated statistically, analyzed and

interpreted.
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Data Analysis

The researchers will use the following statistical tools:

Mean & Standard Deviation. It will be used for descriptive statistics.

T-test. This will be used in test whether the pretest and posttest mean scores

significantly differ between the two different groups – control and experimental

groups.

Analysis of Covariance (ANCOVA). This is the statistical tool use to determine

if there is significant effect on the level of learning performance of the students co-

variating the pre-test and post-test results.

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REFERENCES
BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

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APPENDICES
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APPENDIX A
Letter Request to the Principal
August 08, 2017

RHEALUZ D. SARONG, PH.D

Principal IV
Socorro Central Elementary School
Socorro, Surigao del Norte

Madam:

The undersigned are third year college students of Bucas Grande Foundation
College and presently taking up Educational Research 2. They are presently
conducting a study entitled, “Status Implementation of Distance Education and the
Level of Academic Performance of Grade 1 Pupils in Socorro Central Elementary
School: Basis for Intervention.”

In connection to this, they would like to ask permission from your good office to
conduct the study about determining the significant relationship of the status
implementation of distance education and the academic performance of the Grade I
pupils by administering a validated survey questionnaire to the teachers and parents
of the pupils and asking also a copy of the pupils’ GPA for the S.Y. 2020-2021.

Thanking you with gratefulness for your very positive response on this request. Your
favorable action would really contribute much to the success of our research paper.

Respectfully yours,

ANGIE R. ARCULAR

ROVELYN R. RODELA
Researchers

Noted by: Approved by:

ALOHA J. DELAPENA RHEALUZ D. SARONG

Adviser Principal
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APPENDIX B
Letter Request to the Grade 1 Teachers

_______________
Class Adviser
SOCORRO CENTRAL ELEM. SCHOOL
Socorro, Surigao del Norte

Madam:

The undersigned will humbly ask your permission to let them conduct a survey
regarding their study entitled, “Status Implementation of Distance Education and the
Level of Academic Performance of Grade 1 Pupils in Socorro Central Elementary
School: Basis for Intervention.”

The selfless sharing of your responses about the study is indeed instrumental to
realize such an academically noble undertaking.

Gratefully anticipating your profound support and generous cooperation. Thank you
very much.

Respectfully yours,

ANGIE R. ARCULAR

ROVELYN R. RODELA
Researchers

Noted by:

ALOHA J. DELAPENA
Adviser
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APPENDIX C
Letter of Validation
August 10, 2017

__________________
Research Consultant
Bucas Grande Foundation College
Socorro, Surigao del Norte

Madam:

The undersigned will humbly ask your precious time to spare and validate the
researchers-made lesson plan and questionnaire which intend to use as the
research instrument for the study entitled, “Status Implementation of Distance
Education and the Level of Academic Performance of Grade 1 Pupils in Socorro
Central Elementary School: Basis for Intervention.”

The selfless sharing of your expertise and proficiency especially in the field of
research is indeed instrumental to realize such an academically noble undertaking.

Gratefully anticipating your profound support and generous cooperation. Thank you
very much.

Respectfully yours,

ANGIE R. ARCULAR

ROVELYN R. RODELA
Researchers

Noted by:

ALOHA J. DELAPENA
Adviser
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APPENDIX D
Letter of Request to the Parents

Dear parents,

Greetings!

A survey questionnaire will be given in orde by the researchers of Bucas Grande

Foundation College. The purpose of this study is to assess the Tardiness and
Academic Performance Among Elementary Pupils in Socorro West District: Basis for
Intervention.”

In this regard, they humbly request everyone to answer the instrument with honesty.
Your participation is relevant to the success of the study. A high response rate is
necessary to accurately get ample data for the said study. Please be assured that
your responses will remain completely confidential.

Your cooperation will be greatly appreciated. Thank you so much!

Respectfully yours,

ANGIE R. ARCULAR

ROVELYN R. RODELA
Researchers

Noted by:

ALOHA J. DELAPENA
Adviser
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APPENDIX E
Survey Questionnaire

PART- I RESPONDENTS PROFILE

Please put a check on the space provided for each variable applicable to you.)

AGE:

___ 10 years old ___ 13 years old

___ 11 years old ___ 14 years old

GENDER:

___ Male
___ Female

PARENTS’ JOINT MONTHLY INCOME:

___ 5, 000 below ___ 5,000- 10,000 ___ 10,000- 15,000

___ 15, 000- 20, 000 ___ 20,000- 25,000 ___ 25, 000- 30, 000

PART- 2 PUPILS’ ATTITUDES TOWARDS MODULAR LEARNING APPROACH

(Please put a check on the space provided for each variable applicable to you.)
SCALE:
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree

1 2 3 4
PUPILS’ ATTITUDES TOWARDS MODULAR LEARNING
APPROACH

A. Engagement in Learning Activities

1. Modular activities maximizes my enthusiasm and desire to

engage in more activities.
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2. I am more confident in participating/engaging on the learning

activities given on the modules.
3. I have the courage to study and engage myself on
studying/answering the given activies on the modules.
4. I become creative and productive in answering and engaging on
learning activities given on the modules.
5. I am more comfortable to engage on the learning activities given
on the modules alone for there will no judgments and
distractions of my classmates.

B. Compliance to Activities

1. When our teacher sets schedule on the passing of our activities

on the modules, I usually answer my modules’ activities on the
set deadline.
2. There are some of the activities on the modules that I donnot
enjoy complying or making.
3. I immediately comply all the activities given on the modules by
our teachers because I can focus and think on answering it.
4. I have more time to comply all the activities on the modules
because I like to answer all my modules alone and without
distractions.
5. I am more motivated to comply all the activities given on the
modules for I am challenge/interested on the given activities.
C. Willingness
1. I do not bother my parents’ in answering my modules because I
want to learn.
2. I am eager to learn new things or discover an ideas on the
modules on my own and without the guidance of my parents.
3. I am always ready to receive modules distributed by our
teachers.
4. I am excited and willing to answer all of the activities on my
modules.
5. I accept already the new normal way of learning by gladly
receiving/answering the activities/tests on the modules without
complaining.

D. Study Habits

1. I feel lazy sometimes on reading and answering my modules in

every subject.
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2. I am more motivated and energetic to answer my modules when I

have company/tutor that guides me.
3. I only answer my module when I like to answer it.
4. I enjoy answering and studying my modules when the
environment is pleasant and conducive.
5. I like to answer my modules alone becauase I can focus/think
thoroughly.
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PROPOSED INTERVENTION PLAN

Title: STATUS IMPLEMENTATION OF DISTANCE EDUCATION AND THE LEVEL

OF ACADEMIC PERFORMANCE OF GRADE I PUPILS AT SOCORRO CENTRAL
ELEMENTARY SCHOOL (SOCES) S.Y. 2020-2021: BASIS FOR INTERVENTION

Rationale

The intervention of this study is used to guide development of the factors

resulted to have significant relationship of the pupils’ academic performance. This

will be used to increase pupils’ academic performance and decrease problems or

factors affecting academic performance of the pupils in multigrade class. Also, the

intervention is design to answer the problems that this study found out and provide

solutions and strategies that will serve as the teachers’ guide or administrators’ guide

in eliminating such factors affect the academic performance.

It is built on five key pillars focusing on classroom management and

instructional strategies, in-service training, and actions to be taken by the persons

involved in the intervention. It targeted five areas of identified factors, which included

the configuration of learning spaces and classroom organization about the

multigrade teaching, classroom routines and discipline, curriculum structuring and

planning, teaching strategies, self-directed strategies, and peer tutoring. It,

furthermore, focused on training teachers, administrators, parents, pupils and the

community in these schools to use, develop and apply such learning intervention

optimally.

The general objectives of this intervention are to:

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 Develop a competing pathway that will improve the pupils’ academic

performance and will base the actions to be taken on the results of

the study;

 Develop appropriate observable and measurable approaches and

strategies correspond to the factors determined to have significant

relationship;

 Determine the method to apply in a certain factors for effective results

and outcomes of the intervention.

Table 20. Intervention Matrix of the Study

Area Specific Approaches Key Actions to Time Frame

of Objectives Person be taken
Need /s
To Teachers must
determine conduct home Teache The teacher
Personal pupils who visitation to rs, must Every
are have a Parents conduct weekends at
experiencin dialogued with and surveys of least 1or 2
g poverty in the parents and Pupils the living hours
the family, suggest condition of consumption
living imposing value their
condition orientation to learners.
and their their children. Then, must
current Also, to report to the
grades motivate pupils LGU
brought to maximize officials the
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about by active concern.

their participation in
interest to the classroom.
study.
To assess Teacher and Conduct
what Principals must Princip checklist of
facilities or provide al, what
equipment assessment Teache facilities are Weekly
and questionnaire rs, needed to assessments
instructiona assessing the Pupils, build and to the
l materials needs of the parents materials facilities and
Instructiona are needed pupils. and needed to equipment of
l by the LGU’s buy. the school.
pupils. And must take Must also Must
action to the have a consume 4
pupils’ target plan hours
response by when to
providing start.
identified
facilities
equipment
through parents
donations and
funding from
LGU’s.

To identify Allowing the

teachers teachers to Princip Teachers
who have attend seminars al, must
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lack of and workshops Teache undergo

multigrade about handling rs, seminars
teaching multigrade Parents concerning
experience class/differentia and multigrade
particularly ted Pupils teaching.
in instruction/peer
differentiate tutoring/collabor Weekly
Teacher d ative works. Principal monitoring on
instructions must check teachers’
/collaborati and inform participation
ve works. There must be teachers on workshops
communication the and seminars
To identify between the upcoming about
teachers principal and seminars. multigrade
who are teachers as teaching.
interested well as to the Must
to advance pupils and consume at
their parents least 2 hours
graduate
studies Create a
particularly program for
in teachers who
multigrade are interested
classes. to advance their
graduate
studies.
To identify Principals must Principals
pupils’ create a fun and
dislikes and learning School Stakeholder
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

31

likes. environment Princip s must join Monthly

Environmen Pupils’ with the help al, hands to assessment
tal behaviour, also of the Barang build a fun on the
attendance, community. ay learning learning
attentivene Captain school environment.
ss in Create a , citizen environmen Must
studying in program that of the t. consume 4
relation to make the commu hours.
the school child- nity
environmen friendly Community
t of their environment must pass a
classroom where the resolution
or school. pupils feel regarding of
comfort able. the
To motivate transportati
transportati on problem.
on owners
to provide
transportati Principals
on to the must call for
school at a meeting
affordable up to the
rate. parents to
inform
To motivate parents the
parents to importance
put up mini of providing
library in their
one of the children a
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

32

corners of space to
their home. study.
To identify Teacher will Teachers
pupils conduct home Parents and
relationship visitation to , Principals
of their assess the Teache must
parents relationship of rs and conduct
and their the pupils to Pupils parent- Everyday
current their parents. pupils monitoring
Parent grades. counselling and
And tell parents to answers assessment
To motivate to provide the problem on parents’
parents to ample time to and find out supervision
give ample support their also their on their
time in this children relationship. children. Must
studies in education. consume 1-5
their Impose a hours.
children not family day
only in program in
school but school to
also at strengthen
home. family
relationship.
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

33

CURRICULUM VITAE

Personal Information
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

34

Name :
Nickname :
Age :
Date of Birth :
Status :
Place of Birth :
Home Address :
Email Address :
Contact :

Educational Background

Elementary : Socorro Central Elementary School

Brgy. Navarro, Socorro, Surigao del Norte

Secondary : Socorro National High School

Brgy Taruc, Socorro, Surigao del Norte

Tertiary : Bucas Grande Foundation College

Brgy. Taruc, Socorro, Surigao del Norte
 BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao del Norte

35

CURRICULUM VITAE

Personal Information

Name :
Nickname :
Age :
Date of Birth :
Status :
Place of Birth :
Home Address :
Email Address :
Contact :

Educational Background

Elementary : Socorro Central Elementary School

Brgy. Navarro, Socorro, Surigao del Norte

Secondary : Socorro National High School

Brgy Taruc, Socorro, Surigao del Norte

Tertiary : Bucas Grande Foundation College

Brgy. Taruc, Socorro, Surigao del Norte