SAINT LOUIS UNIVERSITY

COMMUNITY EXTENSION AND OUTREACH PROGRAMS OFFICE

NATIONAL SERVICE TRAINING PROGRAM

SERVICE LEARNING PROGRAM

ACADEMIC MATH TUTORIALS FOR COMMUNITY

I. SLU'S VMO STATEMENT

Saint Louis University is an excellent missionary and transformative educational institution that is
zealous in developing human resources to be creative, competent, socially involved and imbued with
the Christian spirit.

II. CORE VALUES

• LEADERSHIP- To help fellow students face their academic challenges and lead them to autonomous
and independent learning.
• EMPOWERMENT- Share knowledge and experience already trekked on by upper-level students to
strengthen and empower their resolve and equip them with essential expectations and mindset-oriented
goals.
• GOODWILL- To seek the goodwill of others by listening and empathizing, not by criticizing their
capabilities.
• COMPASSION- Spread brotherly and sisterly love in the form of dialogue between younger people and
upperclassmen to establish a bond of sorts between fellow students.
• CHRISTIANITY- Have fellow students seek guidance, wisdom, knowledge, and understanding from our
God Almighty before starting their tutorials to have successful communication and interactions.

Ill. School:
School of Accountancy, Management, Computing and Information Studies

IV. Program:
Bachelor of Science in Accountancy
 V. Partner Community:
Online-based / Home-based

VI. Profile of Partner Community:

This service-learning program will be carried out in each member's home in accordance with
local safety protocols. The p ro je c t's goal is to be online-based and home-based. This will be
accomplished through the collaborative work of each member via online platforms. To ensure the quality
of the work produced, the group will work with trusted online sites and local lecturers to obtain the
necessary information. They will also consult relatives or acquaintances who are experts in the field to
evaluate the video tutorial before it is produced.

VII. Matrix of Service Learning Program Activities

PROGRAM OUTCOME
Apply knowledge and
skills that will enable them
to successfully respond to
various types of
mathematical
assessments particularly
from topics corresponding
to the current learner's
grade
MATRIX OF SERVICE LEARNING PROGRAM ACTIVITIES
NEXUS ACTIVITIES COMPETENCIES PERSONS IN-CHARGE AND
THEIR RESPONSIBILITIES
Louisian Cares Preliminaries; • Communication Aubrey H. Caido,
skills Bernadette Capitle
Audience: Reach out and • Technical Leya, Bernard
induce students to join the competence Sangalang - Create
Math tutoria l synchronous
meeting through Gmeet or • Proper Instructional tutorial materials in their
Delivery
through physic a l means most basic forms for
sp ec i fically for those with • Knowledge students to easily
sibling s for a total of more application on abso rb.
than or equal to 5 but not subject matter
le ss than or equal to 10 • Effective
Elementary Grades 1 -6 Bloss Jn, Castro
presentation on Givonne, Casuga
stud en ts.
the subject matter Queeny - Carry out
• Understanding of evaluative functions to
individual assist students in
differences identifying and
Learners will know the
mathematical principles
and techniques to solve
problems in areas such as
ancient systems of
numeration, set theory
and number theory.
Have learners properly
demonstrate real-life
application and
significant evidence of
superior, analytical, and
problem-solving
capabilities to aid them in
their higher years
Learners will discover
other avenues of learning
methods which makes
them more skilled in
critical thinking and
reasoning whilst forming
strategies that benefit
them
- Planning the flow of the
tutorial. Content should
be planned and reviewed
thoroughly to fix minor
errors and inefficiencies in
the performance.
- Confirm the attending
students to know the
possible audience.
During the
implementation:
- Double-check the
internet availability the
day minutes before for a
more accessible and
smooth transition of
performance
- The meeting will be
hosted by the tutor and
will be performed online
(Google meet) with the
presumed 5 students as
audience for a maximum
of 10-15 minutes.
-For physical tutorials with
the specified sibling,
tutors will attend to the
learner based on their
available time slots
between the tutor overcoming areas of
and learner weakness.
• Utilization of
different effective Chime Roan, Donna
teaching Bueno, lphegenia Dipo -
techniques and Encourage, support,
methods and challenge students
• Good work ethics to achieve their
• Social and academic/math goals.
interpersonal skills
Jasmine Joy Ayson,
Jemina Catrina
Briones, Jerick
Montemayor Dela Cruz
- Teach students
formulas that are
required in
mathematical
operations.
Jessa May Inga-an,
Jessen Mae Ocampo,
Kaira Bugayong Lorena
- Collaborate with the
parents of learners to
reinforce the imbibed
knowledge from
tutorials
Ma. Joy R. Aiionuevo,
Pulido CJ, Sarah Andrey
Victor, Wriana Julienne
G. Takinan - Assist
students who are
having difficulty with
certain subjects.
 VIII. Appendices
A. Plant Design/ Program of Activities {Activity - Competencies - Date and Venue - Assessment)

Plant Design / Program of

Activities
Date and Venue Activity Competencies Assessment
WEEK l: FEBRUARY 1 4, 2022 • Project planning and possible Proper pla nning , Approved SLP
troubleshooting of problems to openminded-ness, organizing
GOOGLE MEET be encountered throughout the and collaborative working
project

WEEK 2: FEBRUARY 21, 2022 • Execution of the project Communication, problem-solving

through discussing the lesson skills, collaborative working,
OWN HOUSE and activities based on the organization and leadership
learner's module.
• To aid or assist the learner to
answer the activities and their
academic questions.

WEEK 3: FEBRUARY 28, 2022 • Execution of the project Communication, problem-solving

through discussing the lesson skills, collaborative working,
OWN HOUSE and activities based on the organization and leadership
learner's module .
• To aid or assist the learner to
answer the activities and their
academic questions.

WEEK 4: MARCH 7, 2022 Communication, problem-solving

• Execution of the project skills, collaborative working,
OWN HOUSE through discussing the lesson organization and leadership
and activities based on the
learner's module.
• To aid or assist the learner to
answer the activities and their
academic questions.

WEEK 5: MARCH 1 4, Communication, problem-solving

• Execution of the project skills, collaborative working,
2022 OWN HOUSE through discussing the lesson organization and leadership
and activities based on the
learner's module.
 • To aid or assist the learner to
answer the activities and
their academic questions.

WEEK 6: MARCH 21, 2022 Communication, problem-solving

• Execution of the project skills, collaborative working,
OWN HOUSE through discussing the lesson organization and leadership
and activities based on the
learner's module.
• To aid or assist the learner to
answer the activities and their
academic questions.
 B. Budget Proposal

SAINT LOUIS UNIVERSITY

COMMUNITY EXTENSION AND OUTREACH PROGRAMS OFFICE
NATIONAL SERVICE TRAINING
SERVICE LEARNING PROGRAM
BUDGET PROPOSAL

NEXUS ACTIVITY /PURPOSE MATERIALS NEEDED BUDGET SOURCE OF BUDGET

• Louisians Care • During the • Learning materials • n oo.oo • Stud ents , or our
service {tutorial • Electricity • P8.93 group to be
sessions) • Wireless Fidelity {normal specific .
-Internet electricity bill a
day depending
-loa d on electricity
• Stationeries use)
-Paper • Pl ,499.00
-Pencil {per month and
-Ballpen ,etc . depends on
internet usage)
• P 200.00

Approved by:

ERMILYN P. RAMOS
Project Facilitator/Supervising Instructor

FELINA P. ESPIQUE, LPT, PhD

Dea n, STELA

CHARMAINE P. MENDOZA, LPT MAED

Director, CEOPO

REV. FR. MACWAYNE N. MANIWANG, CICM, PhD

VPMI
IX. Impact Assessment Plan

The impact of community-academic tutorials on learners' personal development is determined

through the quality-of-service learning given to them. The impact assessment will focus on three aspects:

1. The service-learning program must be composed of relevant subject matter catering to the needs
of learners in our community.
2. The learners can develop a sense of community solidarity during the academic tutorial, a message
for posterity that inspires them to give back to the community.
3. The service-learning program must also cultivate the interpersonal and relations skills of the learners.

A tutor's initial task is to establish a clear and familiar understanding between the learner and
learners' material by demonstrating how to learn the subject. Although not necessary, the tutor and
learner should always be conscious of the learning objectives throughout the lesson to have a good
learning experience. The goals will also indicate what it expects of students at the end of the class.
Moreover, tutors should teach learners classroom norms, routines, and operations to simulate a conducive
learning environment. The introduction may be timely but a worthwhile endeavor that creates a positive
learning environment and eases learners for a classroom setting. Lastly, hosting tutorials will give tutors the
chance to use their newfound knowledge in real-life applications. Having tutors understand the extent
and complexity of life's inner workings will put them in better positions than other students not included in
the academic tutorial program.

During this pandemic, following safety protocols for both the tutors and learners must be a prime
concern. If face-to-face interaction is necessary between the tutor and learners, safety and health
protocols must be strictly observed in accordance with the declared alert level of the community. After
all, the lives and health of people are just as important as the tutorial experience of tutors and education
of learners.
 The learning program should have a mechanism for assessing and analyzing the tutorial process,
problems and issues . The assessment tool should enable an objective gathering of information that
accurately reflects how well a learner is achieving the expectations stated in the Mathematics subject to
streamline learning. Assessment is classified by one author as "assessment for learning" and "assessment as
learning". Assessment for learning is the ongoing process of looking for evidence of each learner's progress
towards achieving the goals and using this information to inform their next steps. On the other hand,
assessment as learning refers to the learner's participation in assessing his own progress and reflecting on
his learning.

The procedures and guidelines discussed in this part are tools to assess if indeed the Service
Learning Program has considerable impact on the community.

Endorsed by:

ERMILYN P. RAMOS, LPT, MAED FIL ED

Supervising Instructor

CHARMAINE P. MENDOZA, LPT MAED

Director, CEOPO

FELINA P. ESPIQUE, PhD

Dean

REV. FR. MACWAYNE N. MANIWANG, CICM, PhD

VPMI