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Practical Research 1 Final Output
Practical Research 1 Final Output
STUDENTS
By:
March 2019
1
MAA NATIONAL HIGH SCHOOL
Maa, Davao City
_______________________________________________________________
APPROVAL SHEET
Elaine U. Bisquera & Stephanie C. Dongiapon in partial fulfillment of the requirements for
Practical Research 1 in Senior High School Department of Ma-a National High School, has
_______________________________________________________________
_______________________________________________________________
March 2019
2
ACKNOWLEDGEMENT
The researchers give thanks to a teacher – Abdon C. Canonoy, Jr. who had taught
them how to conduct a research through examples and techniques so that the researchers
know better. They also give their thanks to the Grade 8 Advisers such as: Elizabeth D. Policios,
Rizzie Mae G. Pañuela, Mayla T. Bandayanon, Che-che C. Ochia, Julie Mae Q. Laher, Forfirio
A. Caronan, Fardia Pawai, Mary Jane B. Bolando, and Gladys Jane D. Pardillo who have
allowed the researchers to interview the respondents who were their students in their
respective advisory. The researchers’ deepest gratitude to the students who were the
respondents and have answered the questions honestly, through them this study has
completed and successful. To the parents and guardians, they have been a great help to the
researchers through their financial and emotional supports; their care and understanding have
inspired the researchers to continue and finish this research study.
Above all, to Almighty God who is the giver of knowledge and understanding. All the
glory and honor be given back to Him for what He has done specially to complete this research
paper.
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ABSTRACT
The purpose of this study is to identify the Factors Affecting Non Compliance of Subject-Class
Requirements. The researchers conducted a survey study developing a questionnaire
comprising of such factors and administered it to these students of Maa National High School,
Maa Davao City. Selected grade 8 students of Maa National High School were the respondents
and out 729 there are 40 data collected. The data were analyzed and interpreted in terms of
percentage. It was concluded that different factors like electronic gadgets, being busy,
forgetfulness, laziness, playing computer games, lack of time, being tired, doing household-
chores, doing something, doesn’t understand, don’t want to pass and being uncomfortable
affect noncompliance of Subject-Class Requirements. The researchers also recommended
suggestions for the removal of those factors.
Key words:
Non Compliance
Subject-class Requirements
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TABLE OF CONTENTS
PAGE
ABSTRACT ………………………………………… iv
Chapter
I. INTRODUCTION
Bereavement Symptoms………………………………………………………….
Sleep Disturbances……………………………………………………………
5
Endocrine and Immune Dysfunction…………………………………………….
Romantic Breakups…………………………………………………………………
Profiles…………………………………………………………………………………
Bereavement …………………………………………………………………………
II. METHODOLOGY
Research Participants……………………………………………..….........
.
Data Sources ………………………………………………………..………
Ethical Considerations………………………………………………..….
IV DISCUSSIONS……………………………………………………….…....
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Recommendation for future research………………………………….
Concluding Remarks………………………………………………….
REFERENCES ………………………………..…………………
APPENDICES …………………………………………………..……….…
Appendix A……………………………………………………….……….
Appendix B…………………………………………………………………
Appendix C…………………………………………………………..…….
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Chapter 1
INTRODUCTION
crying because he/she was left by his/her partner and feel hurt.
independent. This is the time for curiosity & exploration in choosing and
having a partner, and explores his kind of curiosity that somehow leads to
two years (Stanley, Rhoades & Fincham, 2011), leaving many students in
influence the degree of distress, including the two that were the focus of this
study: the quality of the relationship, and the gender of the individual who
experiences the break-up. Young adults are often living separately from their
immediate families for the first time in their lives (Hendy et al, 2013). One of the
ways in which young adults explore their newfound freedom is through establishing
experience for young adults in university ( Rhoades & Stanley, 2014). A relationship
break-up has the potential to be one of the most psychologically distressing events in
one’s life (O’Sullivan & Thompson, 2014; Sbarra, 2006). Many students
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and better, because you are inspired of everything what we want to do.
Someone can give us happiness that we can’t feel with our family and friends.
Someone who will encourage and support you for your decision. But being in
a relationship is not that easy because both partners need to adjust their
different attitudes, need to have a long patience, need to spend time but trust
and loyalty is very important to both. Also for being an understanding person
because too much love will kill you, because once you experience love, you
will also experience pain. Our advice to the students who experience of
having a broken heart are keep moving forward. Be brave: “The things that we
dream of most are the things we are most scared of,” Welch shares. Face
your fear in order to pursue your dream relationship. It’s easier to sit on the
couch and wallow in heartache, but that doesn’t help you move on. Dating is
Move on: may weather once said, The best way to get over someone is
prove her point: The best way to move past an old heartache is to jump into a
new relationship. No matter what people say about loving yourself first,
starting up another relationship can offer the adrenaline that helps you forget
the past pain. But then it is your choice if you want to move on or forget that
person, Its your choice if you want to used someone else just to forget your
past. We always have the right to choose for what we think that is best for us.
Others may commit suicide because he/she is broken hearted but to tell you
honestly suicide is not really a solution for love problems or any problems that
you may have right now because you can live your life alone. If you really are
a strong person then live. Don’t be too foolish or stupid to think what is really
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right because there is always a time that the person hurts you, will have
his/her karma.
happens to the teenagers. At this stage in the research, the students who
Research Questions:
break up?
C. Theoretical Lens
This theory proposed by Pierce, Sarason and Sarason (1991). This theory
is based upon earlier models of social support that state that people have
generalized expectations about how likely it is that other will be able or willing
to provide social support, when they are in need ( Cohen et al., 1985; Cutrona
be an important source of social support, and loss of that support following the
10
dissolution of the relationship is likely to have a negative effect on students’
mental health. Pierce et al.’s theory develops this line of 35 thinking further by
social support , they also have specific expectations based upon the individual
history of interactions that have shaped the unique view of the individual.
Based upon past interactions, expectations for social support vary greatly
from person to person within one’s social circle, and also across cultures.
relationship quality and gender. Three specific hypotheses were tested in the
present study: 1. It was hypothesized that, after controlling for the influence of
age and preexisting mental health status, romantic relationship status would
have lower levels of mental health than people whose romantic relationship
11
perceived quality of the 36 former relationship, with an inverse relationship
especially to those students who are a victim of this situation. This will
provide avenues for them to conduct programs that could help mitigate
of being broken hearted students. This study can also help other co-
that can help them in their lives. For the parents, the study may help
them in guiding and protecting their children and giving advices of what
National High School, Maa Davao City. This study is conducted at Maa
National High School Maa, Davao City on school year 2018- 2019. The
participants of the study are the students who experienced of being a broken
Meanwhile, we admitted the fact that this study had some weaknesses.
Time constraints are one of the major weaknesses of the study. We the
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researchers had only limited time in observing the participants of the study.
Definition of Terms
hearted.
people who are in love with each other but who are not married to each
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Review of Related Literature
In this section, the researcher presents his readings from the articles and
syndrome and immune dysfunction. Although the broken heart syndrome has
The model proposed here is that romantic breakups result in the loss of a
person as a regulator of stimulation and arousal modulation that can then lead
for multi-variable research on these systems both before and after the
heartbreak and bereavement (Prigerson & Jacobs, 2001; Raphael, Minkov, &
Dobson, 2001; Davis, Shaver, & Vernon, 2003), typically, these symptoms
14
have been associated with a loss from death, although they can also occur
following other losses like divorce and romantic breakups (Prigerson &
romantic breakups, like the losses following death or divorce, can lead to
including multi-variable studies that could assess these systems both before
Bereavement Symptoms
symptoms reported for non-Western cultures (Kleinman & Good, 1985), and
the symptoms have differed even within religions. For example, Egyptian
Muslims show intense grief, while Muslims in Bali do not (Wikan, 1988).
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Ormei, 1999). In that large sample study, sleep disturbances were among the
Sleep Disturbances
bereaved subjects in one sample (Bisconti, Bergeman, & Boker, 2004), and
Prigerson, Reynolds, Houck, Dew, Hall et al., 1997; Hardison, Neimeyer, &
(Hardison et al., 2005), with sleep onset insomnia being related to nighttime
ruminations about the loss, and sleep maintenance insomnia being related to
dreaming about the lost person. Elevated cortisol has also contributed to poor
sleep including more REM sleep and less delta wave activity (Reynolds,
not clear whether those EEG sleep changes preceded or followed the
depression.
recordings, for example, has resulted from unpleasant images (Nelson &
Harvey, 2002). And, unpleasant images have been correlated with sleep onset
la- * This research was supported by a merit Award (MH46586), NIH grants
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and funding from Johnson and Johnson Pediatric Institute to the Touch
Research Institute. T. FIELD 383 tency, with more of those images related to
has been noted from images than verbal thoughts (Nelson & Harvey, 2003).
Negative images have also been associated with higher heart rate, which is
Lang, 1986). Attempts to suppress the images and thoughts often lead to
romantic breakups may be a risk factor for the more serious complications
physical pain in the heart or chest after losing someone. Although the
heartache mimics symptoms of a real heart attack, those with broken heart
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syndrome typically recover faster (Wittstein et al., 2005). This condition has
takotsubo being a fishing pot with a narrow neck and a wide base that is used
to trap octopus in Japan, a shape that is similar to that of the left ventricle.
2000; Kurisu, Sato, Kawagoe, Masaharu, Yuji, Kenji et al., 2002; Villareal,
have also been elevated (7 - 34 times the normal levels) in individuals with
damaged heart muscle during real heart attacks were not noted (Wittstein et
al., 2005). Echocardiograms suggested that although the left ventricle was
middle and upper portions of the heart muscle, and inverted T waves and
prolonged Q-T intervals which are often associated with stress were noted.
Magnetic resonance imaging scans suggested that none of the broken heart
rates were faster (typically two months) than after real heart attacks (Akashi,
simultaneous spasms of the coronary arteries that would cause enough loss
of blood flow to lead to the transient stunning of the heart (Kurisu et al., 2002);
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and 3) a failure of the arteries to provide adequate oxygen to the heart (Kawai
et al., 2000). Most of these researchers have suggested, however, that all of
based on small samples, and although there are strong associations between
increased heart rate and the release of catecholamines and the resultant
in the patients with the stress cardiomyopathy rather than an original cause.
stress and when prolonged can lead to endocrine and immune dysfunction.
associated with elevated stress (Frazier et al., 2004), and increased heart rate
the immune system (Uchino, Kiecolt-Glaser, & Glaser, 2000). This initial “fight-
defense against infection (Black, 2002). In this way, immune activity is initially
enhanced, but, over time, elevated stress hormones and cytokine activity can
Glaser, 2002). Compromised immune function occurs via the necrotic effects
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antibody titres to the Epstein-Barr virus and lower than normal natural killer
cell activity (noted to kill bacterial, viral and cancer cells) following divorce
individuals have had profiles of high anxiety and depression scores, elevated
cortisol and decreased natural killer cell activity which in some individuals
lasted for as long as six months (Gerra, Monti, Panerai, Sacerdote, Anderlini,
(Freyd, Klest, & Allard, 2005) and heart disease (related to “broken hearts”)
Romantic Breakups
scales (Field, Diego, Pelaez, Deeds, & Delgado, 2009) (see Table 1). In a
following romantic breakups (see Table 2). Similarly, in a survey of more than
5000 internet respon- dents, romantic breakups were associated with more
establish the relationship, angry and vengeful behavior, drugs and alcohol use
(Taylor & Bryant, 2007). Laboratory studies have also been conducted to
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and romantic breakups including regional brain and neurotransmitter activity.
activates brain reward center”, PET showed reduced cerebral blood flow to
Wellisch, Stanton, Eisenberger, Irwin, & Lieberman, 2008). The more severe
the symptoms, the less blood flow to this region. In contrast, increased blood
flow has been noted for the cingulate cortex in fMRI studies. This was shown
photographs of the lost person (Gündel, O’Connor, Littrell, Fort, & Lane,
2003), and in women who were grieving the loss of a romantic relationship
cingulate cortex is consistent with brain activity associated with rejection and
the mixed emotional state of sadness, anger and anxiety, suggesting that
In a recent study, women who were still very much in love but had been
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& Brown, 2006). These researchers then compared their data on rejected
Fisher, Mashek, Strong, Li, & Brown, 2005).The data showed that activity in
regions associated with physical pain increased during both love and
rejection. The PET and fMRI data are difficult to interpret, and it is not clear
that they would lead to any implications for treatment, especially since similar
are consistent with data showing that biochemical profiles are also similar for
Profiles
The brain also releases similar chemicals for both romantic breakups
of appetite (Fisher, 2006). These data are understandable given that these
stressful situations (Luciana, Collins, & Depue, 1998; Griffin & Taylor, 1995).
Bereavement
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models labeled “relationships as social regulators” and “psychobiological
attunement”.
other represents the loss of major social time cues ((Ehlers, Frank, & Kupfer,
model for the loss of a relationship as being the loss of a regulator (Hofer,
sleep, food intake and mood, such that they become fragmented, and the
physiological calm for the other and serves to up- or down-regulate the
can occur through several senses (e.g. touch, smell, eye contact) and is
thought to regulate and synchronize body rhythms. In the absence of the “co-
changes in appetite and decreased vagal tone (Sbarra & Hazan, 2008).
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Dysregulation can happen when a partner is absent, for example, during
noted during the travel period, and the individuals then return to a regulated
also happen during threat conditions that can be alleviated by holding the
hand of one’s partner versus the hand of a stranger (Coan, Schaefer, &
Davidson, 2006). The authors of the handholding study suggested that the
partner”. Some have noted that even mental representations of one’s partner
have involved the partner decreasing arousal levels rather than helping find a
who are in military combat and confined to light and sound-proof chambers
(Hofer, 1984).
wavelength”, accommodates both the need for optimal stimulation and for
arousal modulation (Field, 1985, 1996). In this model, each partner provides
meaningful stimulation for the other and has a modulating influence on the
means the loss of both activating and calming stimulation. The individual
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experiencing the loss would be expected to fluctuate between one end of the
rhythms (Field, 1985, 1996). Synchrony is a term that is usually applied to the
weekends when they are together (Field, 1985, 1996). Thus, attunement or
only way this could happen is if each partner of the dyad is sensitive and
feedback loop, and each accordingly adjusts his or her behavior to facilitate
the behavioral and physiological synchrony of the couple. If and when the
partner is not there to meet the needs for different types and degrees of
such as decreased vagal activity (Frazier et al., 2004; Diego, Field, &
killer cell activity (Powell et al., 2002). In our model, the loss of a loved one
may result in this dysregulation simply because the source of stimulation and
can enhance attunement (Fisher, 2004). Via touching, individuals can learn
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each other’s stimulation and arousal modulation needs. Although it is possible
from other activities until a new partner is found. Massage, yoga, and other
forms of exercise, for example, may help avoid the physiological dysregulation
and immune problems that can result from touch deprivation (Field, 2009).
syndrome literature has the problem that the data are derived primarily from
loss related to death and divorce. These likely have commonalities with
romantic breakups, but also major differences, as in divorce not only involving
betrayal and rejection but also having to continue the relationship for family
reasons and death involving a permanent loss. Even within the loss by
divorce and the loss by death literatures, comparisons across studies are
problematic given the different measures, the different intervals from the time
of loss to the time of assessment, and the different age, ethnic and cultural
nuisance factors are the small sample sizes and the measurement of only one
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or two variables. This is particularly problematic when the results appear
paradoxical such as the fMRI data showing that the same region of the brain
interpret. And, as already mentioned, they are not perhaps useful for informing
clear what is happening in relationships that are then missing when the loss
was meant to highlight how little we know about what changes occur from
before to after the loss or what was critical about the relationship that was
then missing after the loss occurred. This, of course, is always difficult given
biochemical data during the relationship and after the breakups. To address
of university student couples during their relationships and after their break-
ups as well as recording their heart rate and assaying saliva samples for
27
assisted living, could also provide the opportunity for studies of long-term
relationships that are “snuffed out” by the death of one partner. These are
support the testimonies of the students who experienced heart breaks: From
the lens of public school teachers. The second chapter demonstrated the
method utilized in this study which include the research design, participants of
of the study and chapter 4 gives the discussion, conclusions, implications for
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Chapter 2
METHODOLOGY
Research Design
2003).
The advantage of the case study is that you can focus on specific and
interesting cases. This research should be thorough and note taking should
be meticulous and systematic. The first foundation of the case study is the
subject and relevance. In a case study, we are deliberately trying to isolate a small
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Research Participants
The participants of the study are the 20 junior high school students of
Maa National High School, Maa Davao City Coming from different grade
levels. Five grade 7 students, five grade 8 students, five grade 9 students and
Data Sources
The participants of the study are the 20 junior high school students of
Maa National High School, Maa Davao City Coming from different grade
levels. Five grade 7 students, five grade 8 students, five grade 9 students and
Data Collection
Our study focused only to twenty students coming from different level.
Observation and full interview were the main sources of collecting the needed
and give them a consent letter or an invitation letter. Before the full interview,
study. The participants were given three days to return the consent form by
30
affixing only their pseudonym. One-on-one in depth interview followed after an
students in their classroom and interview some students that can give us an
idea regarding the possible participants of the study. After determining the
study. The participants were given three days to return the consent form
with them. The participants were given three questions to answer. We are
questions.
Data Analysis
structures for inductive analysis were based on the topics covered by the
interview schedules which map onto the domains of the main study. The
classroom from the lens of public school teacher. Each question is analyzed
31
Fenton and Mazuwelicz (2008) as cited by San Jose (2012) averred
that there are four things to be considered in order for the gathered
collecting the information needed were presented to the authorities and the
participants.
objectivity of the findings-that is whether the findings are the experiences and
characteristics. To address this issue in the study. The reference codes were
Lincoln and Guba (1985) suggested that audit trail should be done by
‘someone not related to the study’. Thus, the raw information was given to the
description of the research steps acquired from the very start to the process of
used and transcriptions of this study were kept and could accessed in case of
further debriefing.
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Our role in this study is three folds. First we became an observer. As an
procedure was observed. Prior to the interview proper, the participants were
Ethical considerations
was given ultimate consideration. Initially before the formal conduct of the
study, we approach the participants and ask their permission if its okay to
them to have an interview. Further, their conformation does not indicate their
their privacy. They are given a free choice to withdraw any moment in the time
of study. The participants are given the time to review the results of the study
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Chapter 3
RESULTS
This chapter presents the results of the study. Raw data from the
are being coded. Open coding is used to reduce the responses of the
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The responses of the participants in question number two are the following.
35
Chapter 4
DISCUSSION
computers and other teaching devices. The participants find it more laborious
cartolinas as teaching aide. For them it is more convenient because they can
use it even during brownouts. This research finding was also supported
negative, come from our beliefs and experiences. Therefore, a teacher’s belief
about technology can be difficult to change because these beliefs are based
on past experience.
36
On the theme lack of expertise, majority of the participants have a hard
time in following the commands of the computer. It seems that they cannot
absorb the instructions when using the computer. Participant two stated that
Some of them have fear that they might damage the computer and
the cables and find it tiresome also on his part.This theme is supported by
an active process where direct experience, making errors, and looking for
instruction?” the themes are attend trainings, ask assistance and hire
ICT. They are hoping that the government will be given training and hands-
also is one of the reason why many of the teachers failed to adapt. Many of
the devices inside the classroom are finance through the initiative of the
teacher. If the teacher is not willing to invest on technology that can aide him
37
in his teaching career, he will be lagging behind with the other teachers. "If the
integration of technology in the classroom in the next ten years is to look any
different from the last ten …," the educational community " … must focus time,
money, and resources in the areas that can have the greatest impact for our
students, our teachers" ( Fabry & Higgs, 1997 , p. 393).To cope up with
technological gap some teachers just asked the assistance of other teachers
Through constant mentoring they are able to utilize partially the softwares.
hire someone to do the job for them. One of the participant stated that:
presentations. It seems that they don’t want to exert any effort anymore in
The use of technology inside the classroom nowadays are one of the
helps in the teacher’s job and gives him more effectivity especially in doing
technical knowledge of this devices and softwares for his convenience and
edge among other teacher. The Department of Education ICT integration plan
technology inside the classroom. Many of the teachers in public school are
38
programs for ICT orientation should be enhanced so that those senior
teachers can benefit from it and will lessen the technological gap. By having
these programs in the public school system, the teachers will be more
teacher will be high and it will also lighten the burden of paper works and
providing new technologies and innovation to the teachers can really help a
lot on the part of the teacher and it also makes learning more meaningful and
The limitations of the study set constraints in deepening more the study.
So additional research will surely bring more meaning and insights about the
Concluding remarks
Financial constraints are one of the major reason why teachers do not have
ICT integration inside the classroom because they are the one who will
provide this technology through their initiative. Lack of support from the
39
in adapting to computers. Some administrators also are not supportive to the
and other devices. The training of the teachers is inadequate and the
References
40
Al-Zaidiyeen , Naser Jamil. (2010). Teachers’ Attitudes and Levels of
http://www.ccsenet.org/journal/index.php/ies/article/viewFile/5891/4664
Chen, C. (2008). Why do teachers not practice what they believe regarding
65- 75.
from: http://www.educause.edu/ir/library/pdf/ERM0051.pdf
41
Price, L. and Kirkwood, A (2006). . Adaptation for a changing
communication technologies.
of
Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating
computer
54(2), 210-228.
Appendices
APPENDIX A.
Dear Participant,
42
The following information is to provide you to decide whether you want
to participate in the present study. You should be aware that you are free to
decide not to participate or withdraw at any time without affecting the
relationship to school administration as well as your co-teachers.
The purpose of this study is to understand the “Technology in the classroom:
From the lens of public school teachers”. The procedure is a
phenomenological study design.
Data will be collected at three points-at the beginning of the study, at the
midpoint of the study and at the end of the study. Data collection will be
through interviews( transcript from the participants) and focus group
discussion.
Do not hesitate to ask questions about the study either before participating or
during the time that you are participating. I would be happy to share the
findings with you after the research is completed. However, your name will not
be associated with the research findings in any way and only the researcher
will know your identity as a participant.
There are no known risks and/or discomforts associated with the study. The
expected benefits associated with your participation are the information about
the live experiences of teachers in adapting to technology in the classroom,
the opportunity to participate in a qualitative research study and co-authorship
of the study.
Please sign your consent with full knowledge of the nature and purpose of the
procedures. A copy of this consent form will be given to you to keep.
Date:______________
Signature of the Participant:___________________
APPENDIX B
43
This document acknowledges you understand of your rights as a participant in
this study, which the researcher has explained to you prior to signing this
document. I acknowledge that the researcher has explained my rights, the
requirements of this study, and the potential risks involved in participating in
this study. I understand there is no compensation for, or direct benefit of
participating in this study. By signing below and providing my contact
information I am indicating that I consent to participate in this study, that I am
at least 18 years of age, and I am eligible to participate in this study. You may
withdraw from this study at any time by notifying me by text or email.
Date: _______________
Signature:_______________
Phone Number, Email Address, or Postal Address:
______________________________________________________________
__
APPENDIX C
Time of Interview:_____________
Date:________________________
44
Place:________________________
Interviewee:___________________
Position of Interviewee:__________________________
Questions:
Curriculum vitae
45
Age: 29
Sex: Male
Citizenship: Filipino
Religion: Roman Catholic
Skills: Electrician, Electronics Technician and Computer Technician
Mother’s name: Irene I. Lobetos
Fathers’s name: Carlito V. Lobetos
a. Educational Attainment
Trainings Attended:
46
Research Presenter: Diad Activity on Global Education (Oct. 25,
2015)
Teacher Induction Program (February 4, 2014)
K to 12 Mass Training ( May 2013)
Working Experience:
Teacher 1 –Maa National High School -2013- Present
Auxiliary Teacher-Talomo National High School-Davao City-2011-
2013
High School Teacher-Aquinas School Metro Manila -(2008-2010)
47