NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

BRGY.POBLACION, POLOMOLOK, SOUTH COTABATO

SENIOR HIGH SCHOOL DEPARTMENT

LEVEL OF PERCEPTION OF GRADE XII STEM STUDENTS ON MODULAR

DISTANCE LEARNING AMIDST THE PANDEMIC

Presented to
The Senior High School Faculty

In Partial Fulfillment
Of the requirements for the Subject
PRACTICAL RESEARCH 2
(Quantitative Research)

PONO, JORE NICOLAI

MERICO, CRIZLLE JANE

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

APRIL 2021
 NOTRE DAME-SIENA COLLEGE OF POLOMOLOK
Brgy. Poblacion, Polomolok, South Cotabato

APPROVAL SHEET

In partial fulfillment of the requirements for the subject of

PRACTICAL RESEARCH II this undergraduate
research proposal entitled:

LEVEL OF PERCEPTION OF GRADE XII STEM STUDENTS ON MODULAR

DISTANCE LEARNING AMIDST THE PANDEMIC

has been prepared and submitted by BUSGANO, APPLE ROSE, CALULO, XELA,
DEQUITO, EMMANUEL JAMES, NORBE, RANIE LOU JAMES, and
REYES, KEN ISAAC.

MA. PRINCESS T. MARTINEZ, LPT

Adviser

APPROVED in partial fulfillment of the requirements for the

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

by the Oral Examination Committee:

MILDRED PALATINO-PALON, MS Biology, Ph.D. (u)

Chairperson

AGUSTIN PANDOMA, MAED, PhD (u)

Member

XCERIELLE RHEEN L. LASMARIAS, MAED, PhD (u)

Member

ACCEPTED in partial fulfillment of the requirements of the

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

by the Oral Examination Committee:

SR. PINLYN B. DAHILI, O.P

President
 TABLE OF CONTENTS
Page
Title page ………………………………………………………………… i

Approval Sheet ………………………………………………………….. ii

Table of Contents ……………………………………………………….. iii

CHAPTER I- INTRODUCTION

Introduction……………………………………………………… 1-2

Statement of the Problem ………………………………………. 2

Significance of the study……………………………………….. 3

Scope and delimitation…………………………………………… 4

Definition of terms ……………………………………………….. 4

Conceptual Framework ………………………………………….. 4-5

CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ………………………………………………… 6-9

Related Studies……………………………………………………. 9-11

CHAPTER III . RESEARCH METHODOLOGY

Research Design ………………………………………………… 12-13

Locale of the study ……………………………………………….. 14

Respondents of the study ………………………………………….. 14

Research Instrument ……………………………………………… 14

Statistical Treatment ………………………………………………. 15

Data Gathering Procedures ………………………………………… 15

References ……………………………………………………………… 16-17

Appendix

A. Questionnaire ………………………………………….……… 18-19

B. Letter for Principal ……………………………………………… 20

C. Letter for Academic Coordinator………………………………… 21

D. Letter for Advisers……………………………………………… 22

E. Letter for Students/teachers ……………………………………… 23

Curriculum Vitae ……………………………………………………… 24-25

LIST OF FIGURES

Figure

1. Conceptual Framework ………………………………………… 5

2. Research Design ………………………………………………… 13

 CHAPTER I

INTRODUCTION

Perception which is closely related to attitudes, is the process by which organisms

interpret and organize sensation to produce a meaningful experience of the world

(Lindsay & Norman, 1977 as cited in Pickens, 2005). In other words, a person is

confronted with a situation or stimuli. The person interprets the stimuli into something

meaningful to him or her based on prior experiences.

One's perception can affect everything from how a person physically feels, to how

they are seen by others. That is why it is necessary to determine these aspects of a person.

If a teacher wishes to provide a positive learning environment for his/her students, he/she

needs to have an idea of the students’ attitudes and perceptions.

This is also deemed applicable to the learning process of the Grade XII STEM

students especially that during the pandemic when the mode of delivery of instruction has

changed from the traditional face-to-face learning to the blended learning modalities.

The rapid increases in the number of COVID-19 cases have led to the closure of

academic institutions including elementary and high schools not only in the Philippines

but all over the world. To make sure that learning remains unhampered, the Department

of Education implemented a distance learning approach – a learning delivery mode where

interaction takes place between the teacher and the students who are geographically

remote from each other during instruction. This means lessons will be delivered outside

the traditional face-to-face setup.

 Notre Dame Siena College of Polomolok (NDSCP) is not an exception to the

temporary halting of operations of educational institutions. Since NDSCP believes that

the students’ learning should not be hindered despite the pandemic, the school adopted

the modular distance learning approach in the delivery of instruction. However, the

absence from the educational environment may affect the students’ emotions and

thoughts towards education and school attendance because students will have to adjust to

the distance education, a “new” learning system where students will accomplish learning

tasks at home with little to no presence and physical guidance of the teachers. This may

somehow show changes either positive or negative on the learners.

Thus, the researcher deems it necessary to determine the level of perceptions of

Grade XII STEM students of Notre Dame - Siena College of Polomolok on modular

distance learning amidst the pandemic.

Statement of the Problem

This study aims to answer the following questions:

1. What are the demographic profile of the Grade XII STEM students?

1.1 Age

1.2. Gender

2. What is the level of perception of Grade XII STEM students on modular distance

learning?

2.1. Content
 2.1.1. Instructions

2.1.2. Objectives

2.1.3. Activities

2.1.4. Assessments

3. To what extent does the level of perception of Grade XII students beneficial to

them academically?

Significance of the Study

This study will be beneficial to the following:

The students. The Grade XII students will develop awareness of how they cope with the

new delivery of instructions in this time of the COVID 19 pandemic.

The teachers. The teachers will have the awareness of the perceptions of the students on

the new learning modalities in such a way that they may be able to respond appropriately

to the needs of the learners.

The parents. Similar to the teachers, the parents will be aware of the perceptions of their

children on the distance learning so that they will be able to give appropriate support and

involvement to their children.

The school administration. The school administration will be able to promote suitable

programs of development based on the needs of the learners.

Scope and Delimitation

The study will be conducted among Grade XII STEM students officially enrolled

during the School Year 2020-2021. Grade XII students enrolled in other strands will not

be included in the study. The reluctance of some students to participate in the study may

pose some limitations to the successful data gathering.

Definition of Terms

To understand more easily, the following terms are defined according to how they

are used in the study:

Perception refers to the understanding, awareness, or interpretation of the student about

the new normal learning environment.

Modular Distance Learning a home study features individualized instruction that

allows learners to use self-learning modules provided by the teachers.

Conceptual Framework

This figure below shows the modular learning as the independent variable and

perceptions of grade 12 STEM students which is the dependent variable.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Perceptions of Grade 12 STEM

Modular Learning
Students

Figure 1: The Conceptual Framework of the Study

 CHAPTER II

REVIEW OF RELATED LITERATURE

The new COVID-19 pandemic has created exceptional problems and has had an

impact on educational industries, and no one knows when it will stop. Every nation is

now adopting plans and procedures to combat the virus, but outbreaks are still on the rise.

In the educational sense, the current standard should be considered in the preparation and

execution of the "new normal educational program" in order to maintain and provide

quality education despite lockdown and neighborhood quarantine (Tria, 2020).

Module is a form of individualized instruction in which students use a self-

contained set of learning experiences. These exercises direct students to know or be

willing to do something. A learning module also includes exercises designed to help

students understand specific lessons (Nardo, 2017).

Modular distance learning is a structured distance learning that uses Self-Learning

Modules (SLM) in print or digital electronic copy, whichever is pertinent to the learners,

provided by the Department of Education (DepEd). It incorporates sections on motivation

and assessment to provide an absolute guide on student’s desired competencies

(Manlangit, et.al, 2020).

According to Aydin, et.al, (2010), the learner education can be more flexible with

respect to place and time constraints with the make use of distance learning tools. “As is

widely known that, distance learning is costly, and cost-effectiveness becomes more

important as the institutions become large-scale providers of distance education.”

 Disitance learning is a learning distribution modality in which learning takes

place between the teacher and students who are physically apart from each other during

instruction or home study. Every week, the Department of Education (DepEd) will be the

one to issue and distributed the self-learning modules to all students through their

respective schools. Students are supposed to finish the assignment and send their work by

the end of the week. Open interaction between the teacher and the pupils, as well as the

teacher and the parents/guardians, is also the standard. This is to ensure and track the

students' success at home. The very idea of learning at home brings students an unsettling

sense of liberation and the luxury of being less stressed (Mean-Chin, 2020).

Students participate in authentic activities while learning by doing. They learn

new concepts and play with their experience. Students gain new talents, perspectives, and

ways of thought as they begin to draw on their experiences. Furthermore, since students

are engaged in constructive roles for the sake of learning, experiential learning teaches

them to be accountable for their own learning. Another advantage of using modules for

teaching is that students develop stronger self-study or learning skills. Students

voluntarily assist in studying the topics discussed in the module. They acquire a sense of

responsibility by completing the tasks described in the module. The students advance on

their own with little to no help from the teacher. They are being motivated as they learn

how to learn (Nardo, 2017).

The most common disadvantages of modular distance learning for the average

Filipino student with a traditional family setup includes: technical element, self-learning

module’s reliability, sense of authority, focus and concentration, and parent’s or

guardian’s educational background. Technical element, this has become the most
important problem of distance learning. The provision of devices for both students and

instructors is a matter of technicality. These are mobile phones, computers, notebooks,

printers, and an internet connection are necessary. Self-learning module’s reliability, as

the pivotal instrument of this new tradition, its material should match a student's normal

learning ability. Given that these teaching resources would be mainly evaluated by

students on their own. Sense of authority, as previously said, the luxury of being less

depressed. Parents become teachers but do not see themselves as such. Focus and

concentration, the convenience of studying at home with little or no oversight Instead of

reflecting on and prioritizing their homeschooling, students prefer to distract their

attention. Parent’s or guardian’s educational background, it might feel daunting, but in

reality, not all parents have received enough schooling (Mean-Chin, 2020).

According to data obtained via DepEd's National Learner Enrolment and Survey

Forms (LESFs), 8.8 million of the 22.2 million enrollees (39.6 percent of overall

respondents) favored modular distance learning for the coming academic

year. Meanwhile, 3.9 million (17.6 percent) favoured mixed learning (a mix of multiple

modalities), 3.8 million (17.1%) favored online learning, and 1.4 million and 900,000

enrollees, respectively, preferred TV-based and radio-based learning (Manlangit, et.al,

2020).

Bao (2020), categorizes six instructional techniques based on findings of online

education to increase students' learning focus and commitment in order to ensure a

seamless transition to online learning. First, make preparations for emergency

preparedness in the event of an unforeseen issue. Because all of the courses have been

transferred to online education mode, the computer servers will be unable to handle such
a vast number of new students, and the online education portal may regularly shut down

due to overload. Second, to help students concentrate, divide the teaching material into

smaller units. Faculty can fairly break down the content of inclass instruction into various

subjects and use a flexible teaching approach to ensure that students focus on online

learning. To put it another way, in order to ensure a consistent information structure in

the program, faculty divide the teaching material into many small modules, each lasting

about 20–25 minutes. Third, stressing the use of "voice" in teaching. However, if a course

is moved to online instruction, body language and facial gestures are restricted because it

is impossible to use these techniques across computers, and only "voice" can be

completely functioned. Fourth, communicate with teaching assistants and receive remote

assistance from them. Before each lecture, faculty can thoroughly consult with the

teaching assistants and ensure that they recognize the goals, information structure, and

teaching activities. As a result, the teaching assistant will provide effective assistance in

online instruction. Fifth, outside of the class, students' active learning skills can be

improved. Faculty can use a range of approaches to moderately adjust students'

homework and reading assignments in order to enhance students' successful learning

outside of class. Sixth, successfully merging online learning and offline self-learning.

Faculty should provide input on students' assignments and be mindful of their students'

learning cognitive levels. In this manner, faculty may make changes to their teaching

material prior to instruction. Faculty can use a dialogue area during the online teaching

process to encourage students to exchange their comprehension based on their reading.

REVIEW OF RELATED STUDIES

 Based on Khan, et.al, (2021) research shows that students' desires for e-learning

because it allows them to communicate with their professors, fellow students, and interact

with their study materials at their leisure and availability of room and time. One of the

key reasons students chose e-learning is the ease of access to research materials.

According to the report, e-learning technology provides for easier access to knowledge,

which leads to students having a positive attitude about it. This statement is focused on

the effectiveness, self-efficacy, ease of use, and student actions in relation to e-learning.

The research confirms the utility of e-learning, such as the ability to study from any

geographical location, which is not feasible for typical face-to-face learning.

Furthermore, the studies have shown that students consider e-learning to be equivalent to

face-to-face learning.

As compared to their seniors, first-year students favored modular distance

learning more. Classroom learning was favored by students for group discussions over

modular distance learning, which resulted in more complex conversation and less

learning satisfaction. Just 44.2 percent of students favored modular distance learning over

classroom learning, despite the fact that they accepted that modular distance learning had

a more effective learning process (52.6 %), more time to prepare (87.9 %), and more time

to research study materials (87.3 %). External factors such as an unreliable internet

service, an additional financial cost for the internet allocation, and internal factors such as

time control and difficulties focusing when studying online for an extended period of

time were all challenges during modular distance learning (Amir, et.al, 2020).

According to respondents' statements, the major benefits of online learning is the

freedom to sit at home (69 % ), uninterrupted access to online materials (69 percent ),
learning at your own speed (64 %), and convenient surroundings (54 %). The majority of

respondents cited a lack of encounters with patients (70%) and technological difficulties

with IT equipment (54 %) as the most important drawbacks. In terms of increasing

abilities and social competences, modular distance learning was found to be less

successful than face-to-face learning. Students indicated that they were less interested in

online classes than in conventional classes. 73 percent of respondents find e-learning fun

(Baczek, 2020).

In Osei (2010) study indicate that distance learning is most common among older

(>30 years old) and married students. This community of students chooses distance

learning due to the versatility of time and place, as well as the work commitment.

According to the results of the report, the majority of students are pleased with distance

teaching and learning, as well as the support services offered by the host institute.

According to the results of the report, the majority of students are pleased with distance

teaching and learning, as well as the support services offered by the host institute.

Respondents were concerned about facilitators' failure to provide timely guidance on

tasks, a shortage of adequate research facilities to assist students with their program, the

intense workload in distance learning, and difficulties with learning materials that were

not self-explanatory.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter will address the question of how the problem will be investigated.

This will include discussions on the research design, research locale, research

respondents, research instrument, data gathering procedure, and statistical treatment.

Research Design

This study will use the quantitative-survey research design for the purpose of

accurately portraying a population that has been chosen because of a specific

characteristic. It will also utilize a descriptive method which will be used to determine the

extent or direction of perceptions of the respondents. Furthermore, it aims to gather more

information about the level of perception of the Grade XII students on modular distance

learning.
 VARIABLE OF RESEARCH RESEARCH STATISTICAL
THE STUDY LOCALE AND INSTRUMENT TREATMENT
RESPONDENTS
NDSCP Basic Researcher-made Descriptive
Perception of Education Department questionnaire: Statistics
Senior High School
Grade XII STEM Program
students on Demographics Frequency Count
modular distance Perception Percentages
learning

Senior High School

Grade XII STEM
students

PERCEPTIONS OF GRADE 12 STEM STUDENTS ON

MODULAR DISTANCE LEARNING AMIDTS THE
PANDEMIC

Figure 2: The Research Design

Research Locale

This study will be conducted at the Notre Dame Siena College of Polomolok

(NDSCP). It is a private sectarian educational institution serving the Municipality of

Polomolok in the Province of South Cotabato for 54 years. As the name implies, NDSCP

is offering tertiary or college level educational programs. Then known as Notre Dame of

Polomolok, the school also offers basic education from kindergarten level to junior high

school level. At present, the school is offering the senior high school level in compliance

with the K-12 basic education program of the Philippine government.

This study will be specifically conducted at the Senior High School program of

the Basic Education Department.

Research Respondents

The data necessary to be able to answer the questions posed in this study will be

gathered among the Grade XII STEM students who will be determined using the

purposive sampling method. It means to say that all Grade XII students who are officially

enrolled during the first and second semesters of School Year 2020-2021 will be included

as the respondents of the study.

Research Instrument

Data will be gathered among the respondents through a researcher-made

questionnaire that will include questions on the perceptions of the Grade XII STEM

students on modular distance learning. Questions pertaining to the demographics of the

respondents will also be asked in the questionnaire. This will be edited, proofread and

validated by experts to determine the instrument’s validity and reliability.

Statistical Treatment
 The study will use descriptive statistics in treating the data gathered which will

include simple frequency counts and percentages.

Data Gathering Procedure

To facilitate the collection of data, the following steps will be taken:

1. The researchers will seek the assistance of their research adviser in writing the e-

mail to the office of the school president to ask permission to conduct the survey

among the Grade XII STEM student and to ask for the official list of officially

enrolled Grade XII STEM students.

2. Once given the permission by the school, the researchers will write an email to

the respondents asking them to participate in the survey by answering the

questionnaires to be sent to them. The respondents will also be asked to e-mail

back the answered questionnaires.

3. The survey questionnaires will then be retrieved and will be compiled. The data

from the retrieved instrument will then be tabulated, encoded and processed

through the statistical tools.

4. Findings, conclusions and recommendations will then be made.

REFERENCES

1. Manlangit, P., Paglumotan, A. M., & Sapera, S. C. (2020). Nanay, Handa Na Ba

Kayong Tagapagdaloy? Supercharging Filipino Parents is Key for Successful Modular

Distance Learning https://www.flipscience.ph/news/features-news/tagapagdaloy-

modular-distance-learning/

2. Aydin, C., & Tirkes, G. (2010). Open source learning management systems in e-

learning and Moodle https://ieeexplore.ieee.org/document/5492522/authors#authors

3. Mean-Chin, (2020). Students New Normal: Modular Distannce Learning

https://www.uniquephilippines.com/students-new-normal-modular-distance-learning/

4. Nardo, M. T. (2017). Modular Instruction Enhances Learner Autonomy

http://www.sciepub.com/journal/education

5. Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the

Philippines: The New Normal. International Journal of Pedagogical Development and

Lifelong Learning, 1(1), ep2001 https://doi.org/10.30935/ijpdll/8311

6. Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of

Peking University https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.191

7. Khan, M.A., Vivek; Nabi, M.K., Khojah, M., Tahir, M. (2021). Students’ Perception

towards E-Learning during COVID-19 Pandemic in India: An Empirical Study.

Sustainability 2021, 13, 57. https://dx.doi.org/10.3390/ su13010057

8. Amir, L. R., Tanti, I., Maharani, D.A. Wimardhani, Y. S., Julia, V., Sulijaya, B., &

Puspitawati, R. (2020). Student perspective of classroom and distance learning during

COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia.

BMC Med Educ 20, 392 https://doi.org/10.1186/s12909-020-02312-0

9. Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-

Kapłon, B., (2020). Students’ perception of online learning during the COVID-19

pandemic: a survey study of Polish medical students

https://www.researchsquare.com/article/rs-41178/v1

10. Osei, C. K., (2010). Perceptions of Students Towards Use of Distance Learning: The

Case in an Executive Masters Business Program in Ghana

https://www.westga.edu/~distance/ojdla/summer132/osei132.html

APPENDIX

Name: _____________________________________ Gender: __________ Age: _____

Instruction:

Please indicate the modular distance learning content by checking the

corresponding box.
1. Instructions Strongly Agree Neutral Disagree Strongly
 Agree Disagree
1.1. The instructions on
the modules were self-
explanatory.
1.2. The instructions on
the modules met my
expectations.
1.3. The instructions on
the modules are always
defined clearly.
Strongly Strongly
2. Objectives Agree Neutral Disagree
Agree Disagree
2.1. The objectives on the
modules were self-
explanatory.
2.2. The objectives on the
modules met my
expectations.
2.3. The objectives on the
modules are always
defined clearly.
2.4. The objectives on the
modules achieve the
desired goal.
Strongly Strongly
3. Activities Agree Neutral Disagree
Agree Disagree
3.1. The activities on the
modules were self-
explanatory.
3.2. The activities on the
modules met my
expectations.
3.3. The activities on the
modules are always
defined clearly.
3.4. The activities on the
modules helps to develop
my skills.
3.5. The activities on the
modules are relevant to
the topic.
4. Assessments Strongly Agree Neutral Disagree Strongly
Agree Disagree
4.1. Evaluation criteria in
modular distance learning
guide me on how and
 what to do in
tasks/exercises.
4.2. Evaluation criteria in
modular distance learning
are clear and
understandable.
4.3. Quizzes and mid-
term examination help
me to understand what I
learned and reflect my
progress.

Please indicate the academic benefits on modular distance learning by checking

the corresponding box.
Strongly Agree Neutral Disagree Strongly
Agree Disagree
5.1. Modular distance
learning became more
effective.
5.2. Modular distance
learning materials were
self-explanatory.
5.3. Modular distance
learning increase the use
of computer and internet.
5.4. Workload in
modular distance
learning is too much.

APPENDIX C

NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

Brgy.Poblacion, Polomolok, South Cotabato

SENIOR HIGH SCHOOL DEPARTMENT

March 25, 2021

Sr. Fedelyn N. Bueno, OP
Principal
This Institution

Dear Sr. Bueno, OP:

Mabuhay and blessed be God forever!

We, the researcher for this study would like to ask permission to allow us conduct our
research survey about the Level of Perception of Grade XII STEM Students on
Modular Distance Learning Amidst the Pandemic. We believe that this research can
be beneficial in our academic institution in providing quality education and services.

We are looking forward to your positive response to this letter request.

Thank you and may God bless you!

Respectfully yours,

Pono, Jore Nicolai

Merico, Crizlle Jane

Noted by: Approved by:

Ms. Ma. Princess T. Martinez, LPT Sr. Fedelyn N. Bueno, OP

Practical Research 2 Subject Teacher BED- Principal

APPENDIX D

NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

Brgy.Poblacion, Polomolok, South Cotabato

SENIOR HIGH SCHOOL DEPARTMENT

March 25, 2021

Mr. Luis A. Berro
Academic Coordinator
This Institution

Dear Mr. Berro:

Mabuhay and blessed be God forever!

We, the researcher for this study would like to ask permission to allow us conduct our
research survey about the Level of Perception of Grade XII STEM Students on
Modular Distance Learning Amidst the Pandemic. We believe that this research can
be beneficial in our academic institution in providing quality education and services.

We are looking forward to your positive response to this letter request.

Thank you and may God bless you!

Respectfully yours,

Pono, Jore Nicolai

Merico, Crizlle Jane

Noted by: Approved by:

Ms. Ma. Princess T. Martinez, LPT Sr. Fedelyn N. Bueno, OP

Practical Research 2 Subject Teacher BED- Principal
APPENDIX E

NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

Brgy.Poblacion, Polomolok, South Cotabato

SENIOR HIGH SCHOOL DEPARTMENT

March 25, 2021

To All Grade 12 Advisers
This Institution

Dear Ma’am/Sir:

Mabuhay and blessed be God forever!

We, the researcher for this study would like to ask permission to allow us conduct our
research survey about the Level of Perception of Grade XII STEM Students on
Modular Distance Learning Amidst the Pandemic. We believe that this research can
be beneficial in our academic institution in providing quality education and services.

We are looking forward to your positive response to this letter request.

Thank you and may God bless you!

Respectfully yours,

Pono, Jore Nicolai

Merico, Crizlle Jane

Noted by: Approved by:

Ms. Ma. Princess T. Martinez, LPT Mr. Luis A. Berro

Practical Research 2 Subject Teacher BED- Academic Coordinator
APPENDIX F

NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

Brgy.Poblacion, Polomolok, South Cotabato

SENIOR HIGH SCHOOL DEPARTMENT

March 25, 2021

To All Students
This Institution

Dear Students:

Mabuhay and blessed be God forever!

We, the researcher for this study would like to ask permission to allow us conduct our
research survey about the Level of Perception of Grade XII STEM Students on
Modular Distance Learning Amidst the Pandemic. We believe that this research can
be beneficial in our academic institution in providing quality education and services.

We are looking forward to your positive response to this letter request.

Thank you and may God bless you!

Respectfully yours,

Pono, Jore Nicolai

Merico, Crizlle Jane

Noted by: Approved by:

Ms. Ma. Princess T. Martinez, LPT Mr. Luis A. Berro

Practical Research 2 Subject Teacher BED- Academic Coordinator
CURRICULUM VITAE

CRIZLLE JANE T. MERICO

PERSONAL INFORMATION
Name: Crizlle Jane T. Merico
Birth date: February 22, 2002
Birth place: Polomolok, South Cotabato
Height: 5’6 ft
Weight: 44.9 kg
Address: Tuyac Village, Cannery Site, Polomolok, South Cotabato
Father’s Name: Ricardo M. Merico
Mother’s Name: Mary Jean T. Merico
Guardian’s Name:
Hobbies: Cycling

EDUCATIONAL ATTAINMENT

Name of School Year Graduated

ELEMENTARY
Dole Cannery Central Elementary School 2014-2015

JUNIOR HIGH SCHOOL

Notre Dame – Siena College of Polomolok 2018-2019

SENIOR HIGH SCHOOL

Notre Dame – Siena College of Polomolok 2020-2021

CURRICULUM VITAE

JORE NICOLAI M. PONO

PERSONAL INFORMATION
Name: Jore Nicolai M. Pono
Birth date: September 06, 2002
Birth place: Polomolok, South Cotabato
Height: 5’8 ft
Weight: 60 kg
Address: Tuazon Subdivision, Polomolok, South Cotabato
Father’s Name: Joel S. Pono
Mother’s Name: Maria Rufina M. Pono
Guardian’s Name:
Hobbies: Football

EDUCATIONAL ATTAINMENT

Name of School Year Graduated

ELEMENTARY
Notre Dame – Siena College of Polomolok 2014-2015

JUNIOR HIGH SCHOOL

Notre Dame – Siena College of Polomolok 2018-2019

SENIOR HIGH SCHOOL

Notre Dame – Siena College of Polomolok 2020-2021