Practical Research 2 - Jesus Lord Colleges Foundation PDF

**BASIC EDUCATION DEPARTMENT** **Academic Year 2024 -- 2025** **PRACTICAL RESEARCH 2** +-----------------------------------+-----------------------------------+ | **UNIT TOPIC:** Reporting and | Date: 02-09-2024 | | Sharing Findings |...

**BASIC EDUCATION DEPARTMENT** **Academic Year 2024 -- 2025** **PRACTICAL RESEARCH 2** +-----------------------------------+-----------------------------------+ | **UNIT TOPIC:** Reporting and | Date: 02-09-2024 | | Sharing Findings | | | | | | **TOPIC:** Guidelines for Making | | | Conclusion and Recommendations, | | | The Body of the Research Report, | | | and Bibliography | | +===================================+===================================+ | **UNIT STANDARDS** | | | | | | **CONTENT STANDARD:** The learner | | | demonstrates understanding of | | | data interpretation through a | | | qualitative and quantitative | | | analysis then have its | | | application though formulation of | | | conclusion and recommendation. | | | Furthermore, learners are | | | encouraged to utilize the IMRaD | | | format necessary for the | | | publication of their study | | | through an online platform. | | +-----------------------------------+-----------------------------------+ | **PERFORMANCE STANDARD**: Assess | | | the feasibility and | | | appropriateness of the research | | | methodology through a Proposal | | | Defense. Learners will be | | | assessed through the use of | | | criteria by the set of panelists. | | | All group members are expected to | | | present, discuss and defend their | | | research study to proceed to the | | | next culminating tasks for the | | | next period. | | +-----------------------------------+-----------------------------------+ | **LEARNING COMPETENCIES:** | | | | | | 1\. draws conclusions from | | | patterns and themes | | | | | | **CS\_RS11-IVg-j-1** | | | | | | **2. formulates recommendations | | | based on** | | | | | | **conclusions CS\_RS11-IVg-j-2** | | | | | | 3\. lists references | | | **CS\_RS11-IVg-j-3** | | | | | | 4\. presents a written research | | | report **CS\_RS11-IVg-j-4** | | +-----------------------------------+-----------------------------------+ | **DAY 1** | | | | | | I. **Objectives:** | | | | | | At the end of the session, | | | the students will be able to: | | | | | | A. understand the guidelines | | | for making conclusions | | | and recommendations; | | | | | | B. formulate conclusions and | | | recommendations based on | | | the given findings. | | | | | | II. **Routinary Activities** | | | | | | | | | | | | A. Opening Prayer | | | | | | B. Checking of Attendance | | | | | | C. Checking for cleanliness | | | | | | | | | | | | III. **Jumpstart** | | | | | | | | | | | | IV. **Instruction** | | | | | | The teacher will introduce | | | the game entitled | | | "Description Thread". The | | | students will be divided into | | | two groups. Once they have | | | the five representatives, the | | | game will start. The group | | | who'll get most of the terms | | | correct in the shortest time | | | will be the winner. | | | | | | After the game, the teacher | | | will explain the connection | | | of the game with the lesson. | | | In the game, each | | | representative presented | | | descriptions that would be | | | helpful for the guessers to | | | draw the right conclusion. | | | For them to get an accurate | | | conclusion, they need to | | | summarize the findings of | | | their representatives. Then, | | | the teacher will start the | | | discussion about Chapter 5. | | | | | | **Summary of Findings.** For | | | clarity of presentation, the | | | subproblems are written | | | before the concisely stated | | | findings that answer the | | | research questions. Also, | | | these subproblems are | | | sequenced exactly as they | | | appeared in the statement of | | | the problem. By no means | | | should new data be introduced | | | or interpretation of data be | | | included. Figures and tables, | | | though, are still used to | | | support the findings. | | | | | | **Conclusions** are general | | | statements that answer the | | | specific subproblems raised | | | at the beginning of | | | investigation. These | | | conclusions must be logical | | | and valid outcomes of the | | | study, stated concisely and | | | clearly, and limited only to | | | the findings of the study. | | | Making conclusions requires | | | of you, the researcher, a | | | full grasp of the findings so | | | that you can make a general | | | statement based on them. | | | | | | **Recommendations** are steps | | | offered to solve or improve | | | the negative findings of the | | | study. Therefore, | | | recommendations should be | | | action-oriented and practical | | | or doable and should help | | | solve problems stated in | | | Chapter 1. By no means should | | | recommendations be given for | | | any problem not discussed in | | | the study. | | | | | | ***Section 1: Policy | | | Recommendations*** | | | | | | Other recommendations may | | | also be appropriate. When | | | preparing this section, | | | remember that in making your | | | recommendations, you must | | | show how your results support | | | them. A recommendation for a | | | preferred alternative should | | | include: | | | | | | 1\. Specifically stating what | | | should be done, the steps | | | required to implement the | | | policy, and the resources | | | needed; | | | | | | 2\. Discussion of the benefit | | | s | | | to the organization and what | | | problems would be corrected o | | | r | | | avoided; | | | | | | 3\. Discussion of the | | | feasibility of the proposed | | | policy; | | | | | | 4\. General statement about t | | | he | | | nature and timing of an | | | evaluation plan that would be | | | used to determine the | | | effectiveness of the proposed | | | policy. | | | | | | ***Section 2: Recommendations | | | for Further Research*** | | | | | | In this section, you finally | | | have the opportunity to | | | present and discuss the | | | actions that future | | | researchers should take as a | | | result of your Project. A | | | well-thought-out set of | | | recommendations makes it more | | | likely that the organization | | | will take your | | | recommendations seriously. | | | Ideally you should be able to | | | make a formal recommendation | | | regarding the alternative | | | that is best supported by the | | | study. Present and discuss | | | the kinds of additional | | | research suggested by your | | | Project. If the preferred | | | alternative is implemented, | | | what additional research | | | might be needed? | | | | | | V. **Learning Tasks** | | | | | | C. **Practice - | | | "ConCLUEsion" (Critical | | | Thinking)** | | | | | | ***Instructions:*** | | | | | | 1. Each student must go | | | to their respective | | | groups. | | | | | | 2. Then, sets of | | | pictures (that will | | | serve as the | | | students' clues) will | | | be flashed on the | | | screen. | | | | | | 3. The group will then | | | brainstorm and | | | formulate a | | | conclusion. Write it | | | in ½ crosswise paper. | | | | | | D. **"What will you | | | RecomMEND?" | | | (Creativity)** | | | | | | | | | | | | VI. **Conclusion** | | | | | | The teacher will summarize | | | the topic and ask the | | | students to sum up what they | | | learned/recalled. The | | | students will be asked to | | | answer these questions: | | | | | | | | | | | | 1. How will you present your | | | research findings in an | | | organized manner? | | | | | | 2. Why is it important to | | | present recommendations after | | | presenting your conclusions? | | | | | | | | | | | | VII. **Founding Values** | | | | | | **Love for Others** | | | | | | ***Proverbs 3:27*** | | | | | | *Do not withhold good from | | | those to whom it is due, when | | | it is in your power to act.* | | | | | | We might see a research paper | | | as something powerless, | | | thinking it's just a paper | | | that's required to be | | | submitted; but you're | | | mistaken. Research is able to | | | solve problems, discover new | | | things, and answer questions. | | | It can help others and can | | | change the world. May our | | | researches be a guiding light | | | or a helping hand to those | | | who are in need. | | +-----------------------------------+-----------------------------------+ | **DAY 2** | | | | | | I. **Objectives:** | | | | | | At the end of the session, | | | the students will be able to: | | | | | | A. identify the different | | | parts of the research | | | report; and | | | | | | B. draw a mind map | | | presenting one of the | | | chapters in a research | | | report. | | | | | | II. **Routinary Activities** | | | | | | A. Opening Prayer | | | | | | B. Checking of Attendance | | | | | | C. Checking for cleanliness | | | | | | III. **Jumpstart** | | | | | | **Crossword Puzzle | | | (Collaboration & Critical | | | Thinking)** | | | | | | **Instruction:** | | | | | | 4. Go to your respective | | | groups. Each group will | | | be given a crossword | | | puzzle. The clues are | | | written below. | | | | | | 5. Use the clues to fill in | | | the words above. Words | | | can go across or down. | | | Letters are shared when | | | the words intersect. | | | | | | 6. You will only have | | | seven (7) minutes to | | | collaborate and guess all | | | the words. | | | | | | 7. Once the timer stops, the | | | crossword puzzle will be | | | collected by your | | | teacher. | | | | | | 8. The group that will get | | | all the words correctly | | | will win. The winning | | | group will receive an | | | additional five points | | | for their next activity. | | | | | | ACROSS\ | | | 4. These are steps | | | offered to solve or | | | improve the negative | | | findings of study\ | | | 6. This part certifies | | | that the manuscript has | | | been evaluated and | | | recommended\ | | | 7. It includes the | | | method, instrument, and | | | the respondents of | | | research used in the | | | study.\ | | | \ | | | DOWN\ | | | 1. It set up notation and | | | terminology that is not | | | part of the technical | | | contribution.\ | | | 2. A concise explanation | | | of the parts of the | | | research\ | | | 3. This is where you can | | | express your appreciation | | | to those who helped you | | | in the research.\ | | | 5. It is written to stir | | | the interest of readers | | | to continue reading your | | | research | | | | | | IV. **Instruction** | | | | | | The students must go to their | | | respective groups. Then, the | | | teacher will provide them the | | | crossword puzzle with the | | | clues below. They will only | | | have 7 minutes to write their | | | answers. Once the timer | | | stops, the teacher will | | | collect the papers. The group | | | who will have the most | | | guessed words will have | | | additional five points for | | | the next activity. | | | | | | After the game, the teacher | | | will discuss the | | | Preliminaries and the body of | | | a research report. | | | | | | **The Preliminaries** | | | | | | ***1. The Title Page*** | | | | | | This includes the title of | | | the research, the faculty and | | | institution to which the | | | paper is presented, the names | | | of the researchers and the | | | month when the research paper | | | is defended. The title must | | | be typewritten in Calibri | | | Light ,12 in font size, , | | | double spaced, highlighted, | | | and ALL capital letters. The | | | recommended length for the | | | title is 12 to 15 words. Do | | | not use abbreviations in a | | | title. The title page is | | | counted but not numbered. | | | | | | ***2. Certification*** | | | | | | This part certifies that the | | | manuscript has been evaluated | | | and recommended by the | | | research adviser for oral | | | examination. | | | | | | ***3. Approval Sheet*** | | | | | | This bears the names and | | | signatures of the panelists | | | for research evaluation, | | | acceptance by the Principal, | | | rating of the research; and | | | date of oral examination. | | | Names should be in uppercase | | | letters. This page is counted | | | and should be numbered with | | | small Roman numeral in the | | | lower right corner. | | | | | | ***4. Abstract*** | | | | | | The Abstract includes a | | | concise explanation of the | | | relevance of the study, | | | statement of the problem, a | | | brief description of the | | | method used, research locale, | | | respondents of the study, | | | statistical tools used, | | | findings and conclusions. The | | | abstract should be numbered | | | with small Roman numeral in | | | the lower right corner. | | | | | | ***5. Acknowledgment*** | | | | | | Acknowledgment is the part of | | | the preliminaries where you | | | can express your appreciation | | | to those who helped you in | | | the research. Only those who | | | gave assistance without | | | professional fees will be | | | mentioned in the | | | acknowledgment. The | | | acknowledgment page will be | | | numbered with small Roman | | | numeral in the lower right | | | corner. | | | | | | ***6. Table of Contents*** | | | | | | The Table of Contents list | | | the chapter titles, the main | | | headings and subheadings in | | | the text, and the reference | | | materials. The beginning page | | | number for each section is | | | indicated along the | | | right-hand margin. The | | | numbering of chapters and the | | | wording, capitalization and | | | punctuation of titles and | | | headings should be exactly | | | the same as they are in the | | | text. The Table of Contents | | | will be numbered with small | | | Roman numeral in the lower | | | right corner. | | | | | | ***7. List of | | | Tables/Figures*** | | | | | | A list of tables and list of | | | figures are provided in the | | | preliminaries so that your | | | readers can locate these | | | illustrations easier. When | | | there are only two or three | | | tables or figures in your | | | research, these are combined | | | in one list. | | | | | | **The Body of the Research | | | Report** | | | | | | CHAPTER 1 The Problem and Its | | | Background | | | | | | CHAPTER 2 Review of Related | | | Literature | | | | | | CHAPTER 3 Methodology of the | | | Study | | | | | | CHAPTER 4 Presentation, Analysis, | | | and Interpretation of Data | | | | | | CHAPTER 5 Summary, Conclusion and | | | Recommendations | | | | | | V. **Learning Tasks** | | | | | | D. **Enrichment Activities: | | | Mind-Map (Creativity)** | | | | | | **Instructions:** | | | | | | | | | | | | 1. On one whole sheet of paper, | | | draw a mind map presenting | | | one of the chapters in a | | | research report. You can | | | choose one among these: | | | | | | - CHAPTER 1 The Problem and Its | | | Background | | | | | | - CHAPTER 2 Review of Related | | | Literature | | | | | | - CHAPTER 3 Methodology of the | | | Study | | | | | | - CHAPTER 4 Presentation, | | | Analysis, and Interpretation | | | of Data | | | | | | - CHAPTER 5 Summary, Conclusion | | | and Recommendations | | | | | | 2. Create a mind map unleashing | | | your creativity. | | | | | | | | | | | | VI. **Conclusion** | | | | | | The teacher will summarize | | | the topic and ask the | | | students to sum up what they | | | learned/recalled. The | | | students will be asked to | | | answer this question: | | | | | | - What is the importance of | | | organizing your research | | | paper? | | | | | | VII. **Founding Values** | | | | | | *JILCF Core Value: Obedience* | | | | | | *Psalms 1:1-2* | | | | | | Blessed is the man | | | | | | who walks not in the counsel | | | of the wicked, | | | | | | nor stands in the way of | | | sinners, | | | | | | nor sits in the seat of | | | scoffers; | | | | | | but his delight is in the law | | | of the LORD, | | | | | | and on his law he meditates | | | day and night. | | +-----------------------------------+-----------------------------------+ | **DAY 3** | | | | | | I. **Objectives:** | | | | | | At the end of the session, | | | the students will be able to: | | | | | | A. understand the key pieces | | | of information about the | | | Bibliography; | | | | | | B. identify which | | | information should be | | | included in the | | | Appendices; and | | | | | | C. write Bibliographic | | | Notes. | | | | | | II. **Routinary Activities** | | | | | | A. Opening Prayer | | | | | | B. Checking of Attendance | | | | | | C. Checking for cleanliness | | | | | | III. **Jumpstart** | | | | | | **Fallen Phrase Puzzle | | | (Critical Thinking)** | | | | | | ***Instructions:*** Guess the | | | hidden message behind this | | | puzzle. The fastest to get | | | the hidden message will have | | | an additional point in the | | | upcoming quiz. | | | | | |  | | | | | | **Hidden message: The | | | Significance of properly citing | | | sources in your research.** | | | | | | IV. **Instruction** | | | | | | The teacher will introduce | | | the game entitled "The Fallen | | | Phrase Puzzle". The puzzle | | | will be flashed on the | | | screen. The student must | | | guess the hidden message | | | behind the puzzle. There are | | | clues below that they can use | | | as their reference for the | | | game. | | | | | | After the game, the teacher | | | will start the discussion | | | about the Bibliography. It | | | will be followed by an | | | activity where the students | | | will know how to properly | | | cite sources. | | | | | | This includes the reference | | | materials that you used in the | | | study like books, journals, | | | magazines, periodicals, online | | | sources and researchers done by | | | others. All materials should be | | | arranged alphabetically. Use the | | | American Psychological | | | Association (APA) style for | | | references. The Digital Object | | | Identifiers (DOI) are used in | | | citing online sources. | | | | | | **Gathering Information** | | | | | | Regardless of what citation style | | | is being used, there are key | | | pieces of information that need | | | to be collected in order to | | | create the citation. | | | | | | For books and/or journals: | | | | | | Author name | | | | | | Title of publication | | | | | | Article title (if using a | | | journal) | | | | | | Date of publication | | | | | | Place of publication | | | | | | Publisher | | | | | | Volume number of a journal, | | | magazine or encyclopedia | | | | | | Page number(s) | | | | | | For websites: | | | | | | Author and/or editor name | | | | | | Title of the website | | | | | | Company or organization that | | | owns or posts to the website | | | | | | URL (website address) | | | | | | Date of access | | | | | | **Assembling Bibliographies and | | | Works Cited** | | | | | | APA references generally include | | | information about the author, | | | publication date, title, and | | | source. Depending on the type of | | | source, you may have to include | | | extra information that helps your | | | reader locate the source. | | | | | | The following examples are | | | scholarly articles in academic | | | journals, cited in APA format: | | | | | | Cattane, N., Rossi, R., & | | | Lanfredi, M. (2017). Borderline | | | personality disorder and | | | | | | childhood trauma: exploring the | | | affected biological systems and | | | mechanisms. BMC | | | | | | Psychiatry, 18(221). | | | doi:10.1186/s12888-017-1383-2 | | | | | | **Appendices** | | | | | | An appendix contains | | | supplementary material that is | | | not an essential part of the text | | | itself but which may be helpful | | | in providing a more comprehensive | | | understanding of the research | | | problem or it is information that | | | is too cumbersome to be included | | | in the body of the paper. A | | | separate appendix should be used | | | for each distinct topic or set of | | | data and always have a title | | | descriptive of its contents. | | | | | | There are very few rules | | | regarding what type of material | | | can be included in an | | | | | | appendix, but here are some | | | common examples: | | | | | | ***Correspondence*** \-- if your | | | research included collaborations | | | with others or | | | | | | outreach to others, then | | | correspondence in the form of | | | letters, memorandums, or | | | | | | copies of emails from those you | | | interacted with could be | | | included. | | | | | | ***Interview Transcripts*** \-- | | | in qualitative research, | | | interviewing respondents is often | | | | | | used to gather information. The | | | full transcript from an interview | | | is important so | | | | | | the reader can read the entire | | | dialog between researcher and | | | respondent. The | | | | | | interview protocol \[list of | | | questions\] should also be | | | included. | | | | | | ***Non-textual elements \--*** as | | | noted above, if there are a lot | | | of non-textual items, | | | | | | such as, figures, tables, maps, | | | charts, photographs, drawings, or | | | graphs, think | | | | | | about highlighting examples in | | | the text of the paper but include | | | the remainder in | | | | | | an appendix. | | | | | | ***Questionnaires or surveys*** | | | \-- this is a common form of data | | | gathering. Always | | | | | | include the survey instrument or | | | questionnaires in an appendix so | | | the reader | | | | | | understands not only the | | | questions asked but the sequence | | | in which they were | | | | | | asked. If you used a camera, or a | | | recorder, or some other device to | | | gather | | | | | | information and it is important | | | for the reader to understand how, | | | when, and/or | | | | | | where that device was used. | | | | | | ***Raw statistical data*** -- | | | this can include any numerical | | | data that is too lengthy to | | | | | | include in charts or tables in | | | its entirety within the text. | | | This is important because | | | | | | the entire source of data should | | | be included even if you are | | | referring to only certain | | | | | | parts of a chart or table in the | | | text of your paper. | | | | | | ***Sample calculations*** -- this | | | can include quantitative research | | | formulas or detailed | | | | | | descriptions of how calculations | | | were used to determine | | | relationships and | | | | | | significance. | | | | | | V. **Learning Tasks** | | | | | | D. **Enrichment Activity: | | | Recording Bibliographic | | | Notes (Collaboration)** | | | | | | ***Instructions:*** | | | | | | 1. Each group are | | | required to prepare | | | the following: 3 used | | | books, 2 newspapers, | | | and 2 websites (it | | | can be e-journals, | | | blogs, or articles). | | | \*\* | | | | | | 2. The students must go | | | to their groups to | | | complete the | | | activity. | | | | | | 3. Each group must | | | record bibliographic | | | notes from books, | | | newspapers, and | | | websites. You will | | | use the format given | | | by your teacher. | | | | | | 4. You have 10 minutes | | | to finish the | | | activity. | | | | | | **FORMAT** | | | | | | Book | | | | | | 1\. Author(s) | | | | | | (Found on title page, not on | | | cover.) | | | | | | Title | | | | | | (Found on title page.) | | | | | | Place of Publication | | | | | | (City and province/state found on | | | title page or back of title page. | | | Take first one if there is more | | | than one.) | | | | | | Publishing Company | | | | | | (Usually found on title page.) | | | | | | Date of Publication | | | | | | (Found on title page or back of | | | title page. Look for copyright © | | | symbol. Use the most recent | | | date.) | | | | | | Newspapers or Magazines | | | | | | Website (this is a | | | student-adapted version) | | | | | | 1\. Author(s) | | | | | | (Could be found on the home page | | | for the site.) | | | | | | Title of Article | | | | | | (Usually at top of page.) | | | | | | Name of Website Host | | | | | | (e.g., university, company, | | | foundation, museum, school) | | | | | | Date Date of Visit | | | | | | (Date website was first made, or | | | updated.) (Date information was | | | found on the site for a project.) | | | | | | URL | | | | | | \*\*Teachers must tell this to | | | the students ahead of time. | | | | | | VI. **Conclusion** | | | | | | The teacher will summarize | | | the topic and ask the | | | students to sum up what they | | | learned/recalled. The | | | students will be asked to | | | answer this question: | | | | | | | | | | | | 1. What is the significance of | | | properly citing sources in | | | your research? | | | | | | | | | | | | VII. **Founding Values** | | | | | | *Ephesians 4:25* | | | | | | ***25** Therefore each of you | | | must put off falsehood and | | | speak truthfully to your | | | neighbor, for we are all | | | members of one body.* | | +-----------------------------------+-----------------------------------+ | **DAY 4** | | | | | | I. **Objectives** | | | | | | At the end of the session, | | | the students will be able to: | | | | | | E. recall the lesson about | | | Reporting and Sharing | | | Findings and relate it to | | | the activity that was | | | done last meeting; and | | | | | | F. answer quiz \#2 which is | | | about Summary of | | | Findings, Conclusions, | | | and Recommendations, Body | | | of a Research Report, and | | | Bibliography. | | | | | | II. **Routinary Activities** | | | | | | | | | | | | A. Opening Prayer | | | | | | B. Checking of Attendance | | | | | | C. Checking for cleanliness | | | | | | | | | | | | III. **Jumpstart** | | | | | | | | | | | | A. **Recapitulation** | | | | | | - Why is it important to | | | include the Preliminaries in | | | your research? | | | | | | - What do we include in Chapter | | | 5 of our research paper? | | | | | | - Is a Bibliography helpful in | | | avoiding plagiarism? Explain. | | | | | | | | | | | | - - | | | | | | **V. Learning Tasks** | | | | | | A. Assessment (Quiz \#2) | | | | | | | | | | | | a. It contains supplementary | | | material that is not an | | | essential part of the text | | | itself but which may be | | | helpful in providing a more | | | comprehensive understanding | | | of the research problem. | | | | | | b. This part certifies that the | | | manuscript has been evaluated | | | and recommended by the | | | research adviser for oral | | | examination. | | | | | | c. It is the part of the | | | preliminaries where you can | | | express your appreciation to | | | those who helped you in the | | | research. | | | | | | d. These are general statements | | | that answer the specific | | | subproblems raised at the | | | beginning of the | | | investigation. | | | | | | e. It is a list of works on a | | | subject or by an author that | | | were used or consulted to | | | write a research paper, book | | | or article. | | | | | | f. It generally includes | | | information about the author, | | | publication date, title, and | | | source. | | | | | | g. These are steps offered to | | | solve or improve the negative | | | findings of the study. | | | | | | h. It includes a concise | | | explanation of the relevance | | | of the study, statement of | | | the problem, a brief | | | description of the method | | | used, research locale, | | | respondents of the study, | | | statistical tools used, | | | findings and conclusions. | | | | | | i. Number the step-by-step | | | procedures followed in | | | conducting the study. | | | | | | j. These subproblems are | | | sequenced exactly as they | | | appeared in the statement of | | | the problem. | | | | | | | | | | | | B. Answer Key | | | | | | | | | | | | 1. D | | | | | | 2. H | | | | | | 3. A | | | | | | 4. G | | | | | | 5. J | | | | | | 6. I | | | | | | 7. F | | | | | | 8. C | | | | | | 9. B | | | | | | 10. E | | | | | | | | | | | | IV. **Conclusion** | | | | | | The teacher will summarize | | | all the lessons discussed. | | | After that, the students are | | | tasked to prepare their | | | revised research papers. | | | | | | V. **Founding Values** | | | | | | ***2 Corinthians 8:21*** | | | | | | ***^21 ^**For we are taking | | | pains to do what is right, | | | not only in the eyes of the | | | Lord but also in the eyes of | | | man.* | | +-----------------------------------+-----------------------------------+ Prepared by: Checked by: ---------------------------------------- -------------------------------------------------- **MS. GENESIS R. VILLACAN, LPT** **DIVINE A. CEBU, LPT** *Subject Teacher, Research Department* *OIC- Academic Coordinator, Research Department* **MA. JONA DG. DE GUZMAN, MAE-PHYSICS** *Asst. Principal, Senior High School Department* Noted by: **ROSALINDA C. RODRIGUEZ, MAED-EM** *Principal, Basic Education Department*