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Republic of the Philippines
Department of Education
REGION VI - WESTERN VISAYAS
DIVISION OF CADIZ CITY
RESOURCING PRACTICES OF TEACHERS AND STUDENTS ACADEMIC PERFORMANCE

IN CHAMPIONING OFF-SCHOOL LEARNING
A Basic Research
Conducted by:
by
JOVEL J. OBERIO
Assistant School Principal Designate
Through the Financial Support Provided by the
BASIC EDUCATION RESEARCH FUND (BERF)
of the Department of Education
Region VI
April 2021
Abstract
RESOURCING PRACTICES OF TEACHERS AND STUDENTS ACADEMIC

PERFORMANCE IN CHAMPIONING OFF-SCHOOL LEARNING
by
JOVEL J. OBERIO
Assistant School Principal Designate
Through the Financial Support Provided by the

Basic Education Research Fund (BERF) of the
Region VI
This study was advanced to determine the correlation between students’ academic performance
and the extent of resourcing practices on teaching-learning materials of secondary teachers in
the District IX, Division of Cadiz City as basis for crafting training matrix and intervention plan.
Specifically, this sought answers to the extent of resourcing practices on teaching-learning
materials of secondary teachers in terms of DepEd official online platforms, online platforms
from the private sector, and available printed materials in school library/learning resource
center; the extent of students’ academic performance; and the significant relationship between
students’ academic performance and extent of resourcing practices on teaching-learning
materials of secondary teachers in the District IX, Division of Cadiz City. The descriptive
correlational research was employed in this study. The respondents were the eighty public
secondary school teachers and were determined using stratified random sampling. The
Instrument used was Resourcing Practices Survey Questionnaire based on DepEd Order
No.18, s. 2020 which undergo validity with mean CVR of .96 and reliability yielded an r
coefficient of .731 and correlated to the general average of the students in the first quarter.
There is a significant relationship between students’ performance and level of resourcing
practices with the p value of .093 using Pearson r Correlation. This implies that teachers
resourcing practices and use of application of technology positively affect students’
performance. The study serves as springboard in the creation of an innovation termed
ChANNEL 9 Mobile App a user-friendly mobile-app with ready to print and used resources
coming from reliable portals.
Acknowledgment
The fulfillment of a certain endeavor, no matter how simple or complicated it may be, has
taken its roots from different aspirations and factors that contribute to its entirety.
Such mindful efforts and contributions amazingly count a lot. It is a kind of gratitude
worthy to be cherished. As to this, a profound and heartfelt thank you is expressed to:
Division Research SEPS and Committee
Thank you for your intelligent brainstorming in making this endeavor worthy to be
merited. Your challenging thoughts and wise ratification on my study has inspired me to search
and to work for better educational innovations.
DepEd Immediate Superiors
Your warm cooperation and invaluable permission in the conduct of this study was
appreciated. Your efforts made the researcher realized the importance of camaraderie in a vast
working place. The uncertainties with the current school scenario has been unlocked with your
teamwork in giving data for this study.
Secondary School Heads
Your cooperation to this another intervention has motivated me to build a stronger
administrative alliance in the future.
Basic Education Research Fund and BERF Regional Committee
Thank you for giving us your support in our humble ways of making an innovation within
our locale.
To the Almighty God
With you, everything is possible. It is of great humbleness that saying thank you would
not suffice a worth. Thank you very much.

Table of Contents
Title Page -------------------------------- 1
Abstract -------------------------------- 2
Acknowledgement -------------------------------- 3
Introduction of the Research -------------------------------- 7
Literature Review -------------------------------- 8
Research Questions -------------------------------- 19
Scope and Limitations of the Study -------------------------------- 20
Research Methodology -------------------------------- 21
Sampling
Data Collection Method
Statistical treatment of Data --------------------------------- 22
Ethical Issues --------------------------------- 23
Discussion of Results and Recommendations
Profile of Participants
The Extent of Resourcing Practices on DepEd Official
Online Platforms of Secondary School Teachers ------------- 27
The Extent of Resourcing Practices on Online Platforms from
Private Sectors of Secondary School Teachers -------------- 32
The Extent of Resourcing Practices on Available Printed Materials
in Schools Library/Learning Resource Center of
Secondary School Teachers ---------------- 36
The Extent of Resourcing Practices of Secondary School Teachers
when taken as a Whole. ---------------- 39

The Extent of Resourcing Practices on DepEd Official Online
Platforms of Secondary School Teachers when Grouped Based
on Respondents’ Profile. ----------------- 43
The Extent of Resourcing Practices On Online Platforms from
Private Sectors of Secondary School Teachers When Grouped
Based On Respondents’ Profile. ----------------- 47
The Extent of Resourcing Practices Available Printed Materials
in School Library/Learning Resource Center of Secondary
School Teachers when Grouped Based on Respondents’ Profile. ----- 52
The Extent of Resourcing Practices of Secondary School
Teachers when Taken as a Whole and when Grouped
Based on Respondents’ Profile. -------------------- 56
Summary of Findings --------------------------------- 57
Conclusions -------------------------------- 59
Recommendations -------------------------------- 60
Dissemination and Advocacy Plans -------------------------------- 61
References -------------------------------- 62
Curriculum Vitae -------------------------------- 63
List of Tables
List of Figures
Appendices
Appendix A – Letter to the Schools Division Superintendent ----------- 65

Appendix B – Research Instrument -------------------------------- 66
Introduction of the Research
The aim for quality education at all levels is, undoubtedly, a goal aspired to in all
countries in behalf of challenges due to pandemic. The accomplishment of such depends on
several factors including all personnel especially teachers that had the ability on identifying,
attracting and assessing appropriate learning materials for the students timely and appropriate
to the mode of the delivery of instruction which is distance learning.
Many educators continually focus on how to improve student achievement on the
broad curricular disciplines. In increasing student achievement everyone benefits, not only the
school system but also the learners in reaching their goals (Maxwell, 2016).
Research on urban schools suggested, however, that improving instruction alone is
insufficient (Parks,2017) if not coupled with other factors such as inculcating creativity and
resourcefulness (Score,2019). School children learn in schools that are usually facilitated by
subject teachers that itself part of larger teaching units (Itsule, 2016). It is assumed that
resource practices directly influence the effectiveness of teachers and the achievement
outcomes of pupils (Stoltz, 2017).
Consequently, Allen, et al., (2017) identified that teachers can lead their learners to
achieve a better learning outcomes. As Weng et al. (2016) stated, teaching strategies directly
affect students’ achievements, while resourcefulness creates a substantiated lesson delivery
(Tucker (2016).
In the context of District IX, Division of Cadiz City there is a notable decrease on
pupils’ performance across all subject as reflected on the First and Second Quarter District
Monitoring Evaluation and Adjustment for S.Y. 2020-2021, where education shift from face to
face setting to home learning setting. It is then, put into consideration the resourcing practices of
teachers since no identified studies have been conducted pertaining to such, more specifically
on Secondary Teachers in the District IX, Division of Cadiz City, with which the researcher
believes that teachers’ resourcing practices enhances their lessons and may create positive
impact to the students’ academic performance amidst distance learning.
These contentions motivate the researcher to determine the relationship between
students’ academic performance and level of resourcing practices on teaching-learning
materials of secondary teachers in District IX, Division of Cadiz City
Literature Review
This part presents a review of foreign and local literature and studies which are related
to the proposed study. These reviewed materials have served to strengthen the scope of
reference on which this study was premised.
On Teachers’ Resourcing Practices
Textbooks are a critical component of quality education in developing countries. This
article investigates textbook availability and teachers' coping strategies in the face of poor
textbook access in Zambia. Driven by change theory, the study concludes that teachers'
educational beliefs, teaching approaches and use of alternative materials together determine
the strategies used to handle shortages (Lee, 2017). Teachers need more textbooks, but there
is little indication that provision will improve in the near future. We therefore argue for the
integration of some of the positive teacher-developed adaptations into teacher training
programs, with the goal of improving outcomes in the near term (Simmons, 2017).
A resourceful teacher finds ways to overcome difficulties in teaching and also knows
how to devise means of approaching a problem in different ways, even though he works in
difficult situations. Instead of photocopying large bulky instructional materials, a resourceful
teacher can create an enabling e-education classroom environment in which all notes,
worksheets, spreadsheets and graph sheets are uploaded to a free website, allowing students
to access the documents whenever they want (Ebo, 2016). This minimizes waste, saves costs
and provide optional learning environment that maximizes learners’ possibilities and potentials.
Accordingly, a teacher's resourcefulness therefore, plays a great role in acquainting
students with e-education instructional tools for chemistry mastery. Without adequate
engagement and initiative by the teacher on the resourceful use of emerging technologies like
e-education instructional tools and white board, it will be difficult to plan appropriate lesson
notes with well-articulated objectives to achieve a desired goal. Hence, there is need for
teachers to equip themselves with the knowledge of e-education instructional tools to impart
effectively on students’ learning. Akude (2017) asserted that globalization and the shift to a
knowledge-based economy require educational institutions to develop in individuals, the ability
to transform information into knowledge and to apply the knowledge in dynamic cross-cultural
contexts. This can only be achieved through proper planning, management, implementation and
integration of e-education instructional tools for teacher capacity development. However, most
chemistry teachers lack the capacity and ability to effect changes based on what is to be done
using e- education instructional tools. AASCIT Journal of Education (2016) opined that learners
need and equip them to succeed with e- learning tools. This is seen in the continuous recycling
of old school notes that have hardly been updated as these notes lack current knowledge on
emerging issues involving the use of e-instructional tools.

Furthermore, most of these teachers do not attend conferences, seminars and
workshops to learn and apply changing trends in e- instructional chemistry teaching. In most
cases, many of the teachers are not interested in the new ICT programmes or packages and the
resultant effect is that, even in few cases where they are available, no effort is made to utilize
them because they lack the technical know-how (Ebo, 2016). This makes tertiary institutions
and the learners produced in them to under-achieve and perform at minimal capacity. This calls
for serious concern and action by all stakeholders of education. For only through resourceful
teachers with well-equipped knowledge and skills on the use of e-education instructional tools
can quality education be possible.
Another study was conducted on about expository method which is the popular method
of instruction in secondary and tertiary institutions. Usman and Adewumi (2016) defined
expository method as verbal presentation of subject matter. This method of instruction is
teacher-centered and does not encourage students’ participation. It encourages rote learning
rather than meaningful and engaging learning. In this type of learning, students may or may not
take down notes and as such there is a high level of discrepancy in knowledge acquisition.
There is need therefore, to employ creative and enriching ways of improving instructional
methods to give relevance to knowledge using more effective strategies like e-education
instructional tools.
In order to withstand social, economic, or environmental obstacles, a degree of
resourcefulness is needed by education frontliners. Resourcefulness refers to teachers’
capacities to access material and non-material resources (MacKinnon and Derickson 2016).
Resourcefulness, a relatively new and promising concept, has gained attention through
its relationship with resilience, which has been defined as the quality of being able to adapt to
challenges or stability of a system against interference (Lang 2016). Despite its rising popularity,
resilience remains a contested concept with multiple meanings. Resourcefulness as an
alternative concept for resilience. In this context, resourcefulness underscores local knowledge
exchange in communities and seeks to address unequal resource distribution, while
empowering communities’ capacity to confront these issues through democratic means. In
contrast to resilience, resourcefulness concentrates on the education level, reflects a process
instead of an inherent quality, and expresses an unabashedly normative dimension in
addressing issues of inequality, through the focusing on redistributing materials and recognition
of self-worth (Weng, 2016). While the local context is prioritized in this definition,
resourcefulness acknowledges that global factors are intertwined with the local, and, thus, also
play a role.
On the other hand, Ganz (2018) views resourcefulness analogous to ideas of strategic
capacity, where ample resourcefulness could potentially offset an organization’s lack of
resources. Analyzed through social movements, Ganz operationalizes strategic capacity by
analyzing three influences within the dimensions of an organization’s leadership and
organizational structure: salient knowledge and the use of the local environment, heuristic
processes and creative thinking, and motivation. Within these three elements, the effectiveness
of strategic capacity hinges on the role of the teachers in leadership and organizational
structures. Highlighting knowledge transfer within these elements is therefore essential in
determining the resourcefulness of an organization.
Consequently, it has been suggested that resourcefulness is a novel practice and place-
based approach and that place-based practices of resourceful teachers can potentially result in
educational innovation (Horlings 2017). The concept is also essential when considering
solutions to educational reform.

Franklin (2018) stresses the importance of situating resourcefulness processes in a
classroom set-up, as the concept endorses a place-based nature. Investigating resourcefulness
in terms of school-environmental practices drives a context-specific dialogue. What is lacking
from such a discourse, however, is empirical work documenting resourcefulness processes, and
how the concept is materialized in differing contexts – a gap this research will address.
On Online Platform and E-Library
Online Platform and Teacher Resourcefulness E-education refers to the application of
Internet technology to the delivery of learning experiences that takes place in formal electronic
classrooms, on corporate intranets used for just-in-time training, audio and video tele-
conferencing and in a variety of other technology-mediated learning space (Grimes & Whitmyer,
2015). It encompasses all forms of educational technology in learning and teaching such as
multimedia technology – enhanced learning, computer based instruction and training, computer-
assisted instruction and web-based training and online education. E-education involves
numerous types of media that deliver texts, audio, images, animation and streaming videos.
Accordingly, Franklin (2018) added that it involves technology applications and
processes such as the print media, telecoms or both, audio and video-tape, satellite TV, CD-
ROM, email, computer-based learning, as well as local intranet/extranet and web-based
learning. E-education occurs in or out of the classroom. It is self-paced or may be instructor-led.
E-education helps its users engage effectively for self-sustenance. It is suited to distance
learning and is a flexible learning environment that could be used with face-to-face teaching. It
enables learners to receive instructions despite geographical distance and time disparities that
would otherwise make conventional classroom instruction impossible.

Parks (2017) suggested that e-education should refer to everything, everyone, engaging,
easy. E-education programmes use multimedia with networked computer video-systems or
television to connect local classrooms to learners at a distance. Satellite, compressed video,
fibre-optic systems are increasingly used for same-time, different place education. Students also
learn at different times and in different places. This type of learning is very interesting and quite
interactive because these technologies permit the learner to contact database information
sources, instructional experts, and other students in real-time and in more interactive ways
(Grimes & Whitmyer, 2015). For instance, individual students can use their computers to contact
other students or individuals who have information they need. They can also share their creative
ideas and skills.
With e-instructional tools, entire classes can participate in interactive video sessions with
teachers from remote areas or with group of students from other schools. This enables
students-to-students collaboration, student-to-teacher sharing of viewpoints with locally
available multimedia via the internet. According to Ebo (2016) modern ICTs are attractive to
children and youths as they provide unmatched learning opportunities within and outside the
formal school system. E-education encourages collaboration without the limitations of time and
local interferences as do conventional classrooms; thus, impacting varied learning possibilities
among learners. E-education promotes the quality of student learning by actively engaging
students with tasks that enable them explore knowledge beyond the confines of the classroom.
In this way, students take ownership of their own learning.
A study on Chemistry teachers can build a lot of activities into a lesson using e-
instructional tools to keep students busy on their studies (Etibone, 2016). By so doing, students
participate effectively using hands-on and minds-on practical activities to enhance quality
learning even in the face of scarce instructional resources. This ensures the acquisition of
relevant skills in chemistry. Despite the opportunities and creativity that e-education instructional
tools provide and its ease of application, Nigerian chemistry classrooms are still largely being
taught using the chalk and talk method. Most chemistry teachers are limited in their teaching
effectiveness because they are not adaptable to new ideas and do not embrace change easily.
In most cases, teachers of chemistry lack basic knowledge of e-education instructional
tools as they are not familiar with its functions and usage. ICT tools are inadequate and not
readily available for chemistry teachers and students. Again, some chemistry teachers hardly
find time to learn and update their knowledge on functional and easy-to-utilize tools such as e-
education instructional tools that would have enabled them teach concepts in chemistry to
enhance students’ knowledge in the subject (Braun, 2017). This has hampered students’
achievement, acquisition of basic scientific skills and declined interest in the subject. Many
chemistry students have poor study habits, waste time and opportunities chatting on social
networks like 2go, twitter, blogs and Youtube, instead of adding value to promote academic
excellence in their knowledge pursuit. Putting e-education instructional tools to dynamic use
through teacher’s resourcefulness and guidance will greatly motivate learners’ interest towards
chemistry.
In Nigeria, several attempts have been made to document and enact enabling policies
on e-education instructional tools such as the use of computers (Franklin, 2017). The plan was
to establish pilot schools and then move onto the primary schools and subsequently the
secondary and tertiary institutions. The tertiary institutions were required to teach computer
science as a subject discipline and integrate it in school administration and instruction. Other
components of the document include; equipment requirement, teacher training and specific
recommendations on different tertiary institutions such as colleges of education, monotechnics
and polytechnics (Eke, 2016).

The FRN (2015) re-emphasized the need for the integration of ICT in the education
system. The National policy for Information Technology recognized the need for ICT use in
education and emphasized three major objectives which are: the empowerment of youths with
ICT skills to prepare them for global competitiveness; integrate ICT into the main stream of
education and training; and the establishment of multifaceted ICT institutions as centers of
excellence on ICT.
The main method of teaching remains the talk and chalk approach, inspite of curricular
changes, scientific and technological inventions like ICT (Ofoefuna, 2016). With these lapses,
Ebo (2016) posited that the situation is almost the same in universities and the colleges of
education. Instruction is mainly through dictation of notes and giving out of handouts – a
situation whereby many aspiring teachers copy lots of notes from their lecturers both in their
teaching subjects as well as General Studies Education. This hampers teachers’ knowledge on
use of e-instructional tools. Teachers determine learning outcomes and modern information and
communication tools are becoming instrumental to the teaching of chemistry.
The role of the teacher in teaching chemistry is to create varied opportunities for
students to engage in activities that enable them make sense of the world around them, make
new discoveries, solve problems and develop skills that are sustainably–driven using
technological devices (Adipere, 2016). Effective utilization of e-instructional tools will therefore,
enable a teacher to make use of his ability to make sense of changing needs within the
environment. Resourcefulness is a teacher’s continuous response to changes in learners’ needs
to better prepare them to overcome emerging educational challenges.
In other words, resourcefulness is as a result of a teacher considering his learners as
assets and giving them opportunities to be involved in bringing about creative and usable ideas
for better living. Teacher resourcefulness is the skillful application of innovative materials such
as e-education instructional learning tools to broaden students’ knowledge of chemistry
concepts (Ebo, 2016). A resourceful teacher finds ways to overcome difficulties in teaching and
also knows how to devise means of approaching a problem in different ways, even though he
works in difficult situations (Eke, 2016).
Instead of photocopying large bulky instructional materials, a resourceful teacher can
create an enabling e-education classroom environment in which all notes, worksheets,
spreadsheets and graph sheets are uploaded to a free website, allowing students to access the
documents whenever they want. This minimizes waste, saves costs and provide optional
learning environment that maximizes learners’ possibilities and potentials (Patterson, 2016). A
teacher's resourcefulness therefore, plays a great role in acquainting students with e-education
instructional tools for chemistry mastery.
Without adequate engagement and initiative by the teacher on the resourceful use of
emerging technologies like e-education instructional tools and white board, it will be difficult to
plan appropriate lesson notes with well-articulated objectives to achieve a desired goal. Hence,
there is need for teachers to equip themselves with the knowledge of e-education instructional
tools to impart effectively on students’ learning. Akude (2016) asserted that globalization and
the shift to a knowledge-based economy require educational institutions to develop in
individuals, the ability to transform information into knowledge and to apply the knowledge in
dynamic cross-cultural contexts.
On DepEd Commons and Website
DepEd Commons is a platform built on the concept of our Grado Network where
resources and learning materials are being shared, discovered, reviewed and made alive.
The Department of Education (DepEd) finds itself in a most challenging situation as it is
forced to move out of its comfort zone, from the delivery” of its sendees through traditional face-
to-face classroom instruction to finding new and unconventional ways of ensuring the continuity
of education in the face of the COVID-19 pandemic.
One of the mechanisms the Department is working on to boost the distance learning
delivery modality in response to the health crisis is the DepEd Commons—an online platform to
support the continuous delivery of basic education to Filipino learners. Originally a “response” to
the 2012 Paris Open Education Resources (OER) Declaration to support the harvesting of and
giving access to free online instructional supplementary materials, it is now rapidly evolving into
a portal that will support multiple learning delivery modalities.
As the entire Luzon and other parts of the country remain under enhanced community
quarantine due to the COVID-19 outbreak, the Department of Education (DepEd) launched
DepEd Commons, an online platform for public school teachers to support distance learning
modalities.
Since its inception last Wednesday, March 17, 2020, a total of 151,749 teachers have
joined the said online platform, gaining support and praise from teachers as well as parents. For
Education Secretary Leonor Magtolis Briones, the DepEd Commons is a step towards being
able to offer continuity of education to Filipino learners despite disruptions of classes.
Education must continue even in times of crisis whether it may be a calamity, disaster,
emergency, quarantine, or even war. We appreciate the efforts of Information and
Communications Technology Service and Undersecretary Pascua for making this platform
available in these trying times, Briones said. Undersecretary for Administration Alain Del Pascua
noted that the said platform has many limitations and is still being improved, while underscoring
that the use of it is not yet required.
They acknowledge the reality of situation wherein DepEd Commons and its Open
Education Resources (OER) are not accessible to all teachers and learners. Given that not
everyone has access to a stable internet connection, online learning platforms are only given as
an option for those who have access to such medium, Undersecretary Pascua said. We must
start somewhere and work our way towards the ideal where all teachers and learners in the
country can access such resources. Until that time, we offer DepEd Commons and OERs to
those who can make use of them, as we continue to work for the connectivity of all our schools
and offices, Pascua (2019) concluded.
The DepEd Commons is envisioned to be a constantly evolving portal that provides
students and teachers access to free and quality learning resources in a sustainable manner.
The ultimate goal is to have teachers and learners actively creating original content and
improving these for the De Commons. It seeks to address the question of how teachers,
learners, and this give agency can become proactive users and contributors to the growth of
local and eventually, to the global OER movement. As such, they too are envisioned to directly
participate in the sustainability of the DepEd Commons, its principles and objectives, consistent
with the DepEd values and mandate (OUA MEMO 00-0420-0019, 2019)
While numerous articles, documents, and OER materials can be found and read in the
public domain or have alternative license that specifies how a learning resource may be reused,
remixed, adapted, and shared, these are rather ambiguous and are in themselves insufficient in
addressing practical use, broader sustainability, and ethical questions for DepEd. The time has
come for the whole DepEd community to take on the ownership of DepEd Commons, and, as a
local OER community, to flourish and be more explicit and purposeful in the ways OERs are
searched, curated, produced, and delivered to benefit both teachers and learners.
On Online and Open Educational Resources
OERs are teaching, learning, and research materials in any medium – digital or
otherwise – that reside in the public domain or have been released under an open license that
permits no-cost access, use, adaptation, and redistribution by others with no or limited
restriction.
OERs are preferred as it makes possible the increased availability of high quality,
relevant learning materials that can contribute to more productive learners and educators. The
principle of allowing adaptation of materials provides one mechanism amongst many to
transform learners from being just users of learning materials to becoming active participants in
education processes, who learn best by doing and creating, not by passively reading and
absorbing (DepEd Press Release 2018).
It has potential to build capacity by providing institutions and educators access, at low or
no cost, to the means of production to develop their competence in producing educational
materials and carrying out the necessary instructional design to integrate such materials into
high quality programs of learning. The development of OERs is a growing global movement that
seeks to address the digital divide while maximizing the potential of the digital environment to
contribute to accessible, equitable and quality education (DepEd Press Release 2018). While
DepEd’s efforts may initially focus on developing materials to meet local needs, in time, DepEd
shall see itself participating in the global OER movement, one way of actualizing its participation
in the global arena.

DepEd Commons shall serve as the main platform in the access, development and
curation of OERs primarily to address the education needs of the nation’s learners of all ages
and backgrounds. At its initial stage, the OERs in the DepEd Commons will be curated from
existing OER materials. In the long run, however, to achieve the goal of teachers and learners
creating original content for the DepEd Commons.
On Learning Resource Centers
The ERIC (Educational Resources Information Center) system can be a vital resource
for teacher education, since it offers not only research findings but also practical ideas and
information that teacher candidates can use throughout their professional careers. This digest
highlights ERIC's features and shows how to use the system most effectively. It offers
suggestions on ways in which teacher education faculty can present and use the ERIC system
in their classrooms.
It's the world's largest educational database--used by researchers, education
professionals, and policy makers around the world. ERIC can expand teacher candidates'
knowledge of the profession, broaden their career horizons, and give them a lifelong resource
for improving professional competence. ERIC is the most comprehensive education information
service for teachers and teacher candidates.
Accessibility. ERIC contains more than 500,000 documents and journal articles from all
areas of education. Many documents, from research reports to curriculum guides, pamphlets to
conference papers, are included. The system is accessible either by computer or through print
indexes, using the information published in its two monthly indexes, Resources in Education
(RIE) and Current Index to Journals In Education (CIJE), found in university libraries nationwide.
The indexes provide full bibliographic citations and abstracts for each entry, along with subject
and author indexes (Ude, 2016).
The full text of RIE documents is available on microfiche in the library collections.
Computer searches of the database are available in more locations than are microfiche
collections.
Lifelong Resource. Learning the ERIC system gives teacher candidates access to
materials for term papers, bibliographies, and other research assignments (Score, 2019). But
more importantly, ERIC offers a lifelong entry to the education profession's comprehensive
resources. In addition to research findings, ERIC documents and journal articles contain many
practical ideas that work--suggestions on classroom management, curriculum enhancement,
handling of discipline problems, and information on current educational and professional issues
such as teenage pregnancy, merit pay, career ladders, and teacher evaluation (Yusuf, 2016).
ERIC allows comprehensive information gathering in all disciplines connected with
education because, unlike a single publication or a piece written from a single author's
perspective, the system contains many viewpoints. For example, a single search of CIJE and
RIE on the subject "classroom discipline" will yield views of teachers, principals, education
faculty, and researchers. Career Development. Database literature also helps teacher
candidates obtain comprehensive information on career development.
On Students’ Academic Performance
The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit or long tests,
help strengthen test-taking skills among the learners. It is strongly recommended that items in
long quizzes/test be distributed across the Cognitive Process Dimensions so that all are
adequately covered. Through these, learners are able to practice and prepare for quarterly
assessment and other standardized assessments. Other written work may include essays,
written reports, and other written output. The Performance Task Component allows learners to
show demonstrate) what they know and are able to do in diverse ways (Deped Order No.8,
2020). They may create or innovate products or do performance-based tasks. Performance-
based tasks may include skills demonstration, group presentations, oral work, multimedia
presentations, and research projects/defense. It is important to note that written output may also
be considered as performance tasks (Deped Order No.8, 2020). A performance task is any
learning activity or assessment that asks students to perform to demonstrate their knowledge,
understanding and proficiency. Performance tasks yield a tangible product and/or performance
that serve as evidence of learning. Unlike a selected-response item (e.g., multiple-choice or
matching) that asks students to select from given alternatives, a performance task presents a
situation that calls for learners to apply their learning in context (McTighe, 2019).
Performance tasks and Written Works can be used to engage students in meaningful
learning. Since rich performance tasks establish authentic contexts that reflect genuine
applications of knowledge, students are often motivated and engaged by such “real world”
challenges (McTighe, 2019).
The study of Ebo (2016) on optional learning environment that maximizes learners’
possibilities and potentials, of Akude (2017)who asserted that globalization and the shift to a
knowledge-based economy require educational institutions to develop in individuals, the ability
to transform information into knowledge and to apply the knowledge in dynamic cross-cultural
contexts, of Lee and Simmons (2017) on the resourcefulness of teachers towards varied
learning materials were cited along with different authorities whose studies support the findings
of this study.
Literature on online learning by Adipere (2016), Edewumi (2016), Eke, 2016), Patterson
(2016), Ude (2015) and Wright (2016) that support teacher's resourcefulness that therefore
plays a great role in acquainting students with e-education instructional tools for subject
mastery.
On the other hand, as pioneered by Fiedler (1967) cited in Singh (2016), When used as
assessments, performance tasks and written works enable teachers to gauge student
understanding and proficiency with complex processes (e.g., research, problem-solving, and
writing), not just measure discrete knowledge. They are well suited to integrating subject areas
and linking content knowledge with the 21st Century Skills such as critical thinking, creativity,
collaboration, communication, and technology use.
In a specific sense, it can be gleaned from the review of related literature that creating a
dedicated space in the classroom that’s stocked with useful tools and materials – in a
resourceful classroom – students can experiment, overcome challenges and make connections
by using what’s available to them. The satisfaction of solving problems by being resourceful can
be a powerful motivator – learning to do it yourself sparks creativity, and expands
independence. This review of conceptual and research literatures help the researcher in
formulating the framework of the present scientific inquiry and serve as guide for the researcher
in the conduct of the study.
Research Questions
The main purpose of this study was to determine the correlation between students’
academic performance and the extent of resourcing practices on teaching-learning materials of
secondary school teachers in the District IX, Division of Cadiz City.
Specifically, this sought answers to the following questions:

1. What is the profile of the secondary school teachers in District IX, Division of Cadiz
City in terms of:
1.1. Age
1.2. Sex
1.3. Years in Teaching
1.4. Grade Level Taught
1.5. Specialization
1.6. Number of ICT and Learning Resource Training attended
2. What is the extent of resourcing practices on teaching-learning materials of
secondary school teachers in District IX, Division of Cadiz City in terms of:
2.1. DepEd Official Online Platforms
2.2. Online Platforms from the Private Sector
2.3. Available Printed Materials in School Library/Learning Resource Center
3. What is the level of junior high school students’ academic performance in District IX,
Division of Cadiz City?
4. Is there a significant relationship between students’ academic performance and
extent of resourcing practices on teaching-learning materials of secondary school
teachers in District IX, Division of Cadiz City?
5. Based on the findings of the study, what innovative intervention may be
recommended?
Scope and Limitations of the Study
The study has been conducted and covered in the District IX, Division of Cadiz City.
The participants were the forty (40) male and forty (40) female, a total of eighty (80) public
secondary school teachers in the seven (7) public secondary schools in District IX, Division of
Cadiz City for school year 2020-2021.
Some of the research participants were hesitant to participate in answering the
instrument. It has reached the point that the researcher needs to furnish a copy again and
should find time to seat with the participants to cooperate in their far-flung station. The study
was conducted from July 2020 to April 2021 of the school year 2020-2021 and covered two
major variables: resourcing practices and students’ academic performance based on the first
and second quarter average of the same school year.
Research Methodology
This part presents the data gathering procedures, respondents of the study, sampling
procedure, data analysis procedure, and ethical issues employed in the conduct of the study.
Research Design
In this study, the researcher utilized descriptive-correlational research design. The
researcher considered this design as the most appropriate because this involves the description
of secondary teachers’ resourcing practices. According to Latin and Berg as cited by Stoltz
(2015), descriptive research is typified by observations and descriptions of the status of a
condition or situation. Investigators using this method do not manipulate variables or make
things happen.
On the other hand, this investigation is also correlational because correlations between
the two identified variables are determined. Fraekel and Wallen (2014) stated that the most liked
type of research to answer questions about the relationship among variables or event is
correlational research. It provides some indications as to how two or more things are related to
one another or, in effect, what they share or have in common or how well a specific outcome
might be predicted by one or more pieces of information.
Participants of the Study
The participants of the study were the forty (40) male and forty (40) female a total of
eighty (80) public secondary school teachers in District IX, Division of Cadiz City who are
officially assigned as secondary teacher in their respective schools for the school year 2020-
2021. It can be gleaned on the table below.
Table 1
Distribution of Participants
Secondary School Number of Teachers ƒ

Teachers
Male 40 50
Female 40 50
Total 80 100%
Sampling
To determine the participants, this study made use of stratified random sampling in order
to gather a response from forty (40) male and forty (40) female teachers in District IX, Division
of Cadiz City. Stratified random sampling is a method of sampling that involves the division of a
population into smaller subgroups known as strata. In this technique, the strata are formed
based on participants' shared attributes or characteristics. And that, this sampling technique
was utilized in order to give public secondary schools teachers in District IX, Division of Cadiz
City the equal chance to participate in the said study.
Data Gathering Procedure

In gathering the needed data, the Resourcing Practices on Learning Materials Survey
Questionnaire was used to assess the frequency and impact of the resourcing practices of the
teachers. In each statement, the teachers rated their practices in terms of resourcing learning
materials in a five-point Likert scale that indicates 1- as the lowest and 5 – as the highest.
Teachers are encouraged to rate their own self for the purpose of cross validation.
Since the participants were all secondary school teachers, the researcher has focused
on securing the letter of permission to their respective principals/administrators. A written letter
asking the permission to conduct the study was also taken into consideration prior the
undertakings. The Division Research Coordinator was also properly notified.
The students’ general average as basis of their academic performance was secured
through the respective advisers. The link was provided to the participants so as to facilitate the
extraction of data. The general average covered the first quarter of school year 2020-2021.
Then, the researcher conducted an orientation on the overview of the study through
online platforms among identified teachers, learners and parents, thus, ensuring their utmost
consent.
Data Collection
The research instrument used in this study are consist of two main parts:
Part I of the research instrument is to determine public secondary teachers’ profile. This
include their Age, Sex, Years in Teaching, Grade Level Taught, Specialization and Number of
ICT and Learning Resource Training attended.
Part II of the research instrument is the Resourcing Practices Survey Questionnaire
based from DepEd Order No. 20, s. 2019, Policy Guidelines on the K to 12 Basic Education
Program, DepEd Order No.18, s. 2020, Policy Guidelines for the Provision of Learning
Resources in the Implementation of the Basic Education Continuity Plan, DepEd Order No 31,
s. 2020, Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan Resource-Based, inventory by the Bureau of Learning Resources
(BLR) of printed, digital offline and online materials, and educational videos (Llego, 2020).
The three major aspects are as follows: (1) DepEd Official Online Platforms, (2) Online
Platforms from the Private Sector, (3) Available Printed Materials in School Library/Learning
Resource Center. Each of the items presented in each aspects have five options for the
participants to choose from. The options are Very High Extent, High Extent, Average Extent,
Low Extent and Very Low Extent.
The researcher also gathered the General Average for 1st Quarter and Second Quarter
which also included in the Resourcing Practices Survey Questionnaire to identify students’
academic performance.
Statistical Treatment of Data
The descriptive and relational aspects of the study relied heavily on statistical tools and
treatment frequently used in most statistical analysis. More specifically, the objectives of the
study will be guided by the following data analysis procedures:
1. The profile of the secondary school teachers in District IX, Division of Cadiz City in
terms of Age, Sex, Years in Teaching, Grade Level Taught, Specialization and
Number of ICT and Learning Resource Training attended was assessed using
frequency, mean and standard deviation.
2. The extent of resourcing practices on teaching-learning materials of secondary
school teachers in District IX, Division of Cadiz City in terms of DepEd Official
Online Platforms, Online Platforms from the Private Sector, and Available Printed
Materials in School Library/Learning Resource Center were measured using mean
and standard deviation.
3. The level of junior high school students’ performance in the District IX, Division of
Cadiz Ciy in terms of General Average was assessed using mean and standard
deviation.
4. To determine whether there is a correlation between students’ performance and
extent of resourcing practices on teaching-learning materials in of secondary
teachers in the District IX, Division of Cadiz City, the Pearson Product-Moment
correlation coefficient was computed for each independent variable across
proposed groupings or stratification.
It said to have the following relationships if r xy ranged from: Pearson coefficient, r
Interpretation Verbal Description
±0.90 to ±1.00 Very High Correlation

±0.70 to ±0.89 High Correlation
±0.40 to ±0.69 Moderate Correlation
±0.20 to ±0.39 Low Correlation
Less than ±0.20 Negligible Correlation
Ethical Issues
With the knowledge that research is carefully made, the discovery of information
obtained must be objective and critical. In this undertaking the present research hopes to
observe the following ethical principles of honesty, objectivity, integrity, open, recognition of
intellectual property rights, anonymity, responsible publication, societal responsibility, legality
and many others.

Just in any research undertaking, honesty is one of the primary concerns of the
researcher as to the data and results by ensuring that no willful omission of any significant
findings issue in the data gathering was taken into consideration, thus permits to utilize the data
of research purposes were asked by the researchers to the participants of the study. Waiver of
consent to participate in this study was asked by the researcher to the participants.
The researcher likewise observed intellectual property rights, by to the best of his or her
knowledge, observing right to patent, citation of relevant information quoted in this research to
give credits to the original author or references especially on the use of the data. The
researcher further recognized the societal impact of the result of this research especially in the
event that the results of this research was shared by means of presentation in conferences or
publication. The researcher glad to help the other future researcher to develop more concerns
and issues about the problems.
Strict adherence to the safety protocols was observed like wearing of facemasks, face
shield, social distancing, handwashing and disinfection in order to prevent the spread of COVID-
19 during the conduct of the study and to ensure safety and health of the participants.
Lastly, to ensure confidentiality of the participants’ real identity and their individual
responses, the accomplished questionnaires was kept in vault for a year and to be shredded
after the study shall have been published in the Research Management Journal of the School,
Division and/or region.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The foremost purpose of the study is to determine the profile of the respondents. The
data were presented in Table 1.1
Table 1.1
The Profile of the Secondary School Teachers in District IX, Division of Cadiz City,
Negros Occidental Division.
Variables Frequency Percentage

Sex
Male 40 50.0
Female 40 50.0
Total 80 100.0
Age
24-35 40 50.0
36-56 40 50.0
Total 80 100.0
Length of Service
1-10 years 47 58.8
11-30 years 33 41.3
Total 80 100.0
Grade Level Taught
Grade 7 11 13.8
Grade 8 13 16.3
Grade 9 11 13.8
Grade 10 15 18.8
Grade 11 15 18.8
Grade 12 15 18.8
Total 80 100.0
Number of ICT Training Attended
0-5 71 88.8
6-10 9 11.3
Total 80 100.0
As projected in the table above, the profile of the respondents in terms of sex is
dominated by female teachers. Females have garnered 50.0 percent while males also obtained
50.0 percent. Bradley (2019) reinforces the notion by suggesting that the impact of
industrialization on work resulted in the dominance of males in traditional, while females work in
semi-professions such as nursing, clerical work, and school teaching. And that this careers
became dominated by females so as to exhibit their femininity towards school children (Kelly,
2017).
In terms of age, out of the 80 total respondents fifty percent fell into the age bracket of
24 to 35 years old while also in the bracket of 36 to 56 years old. As interpreted in the table,
there is an equal distribution of the respondents in terms of age bracket.
In terms of length of service, 58.8 percent of the respondents fell under the 1-10 years in
service while 41.3 percent flocked in the bracket of 11-30 years. It can be implied that most of
the respondents of the study have rendered below 10 years of service.
On the grade level taught, 13.8 percent of the respondents are Grade 7 teachers, 16.3
are Grade 8, 13.8 were Grade 9, 18.8 were Grade 10, 18.8 are Grade 11, and also 18.8 are
Grade 12. It can be noticed in the herewith interpretation that most of the respondents teach in
the intermediate classes.
In terms of number of ICT Training attended, the table shows that 88.8 percent of the
respondents have attended ICT trainings less than five times while 11.3 percent of them have
attended ICT Trainings more than 6 times. In today's world, teaching and learning processes
inevitably involve the application of information and communication technology. It seems
reasonable to expect personal attributes such as cognitive playfulness to be associated with
consistent application of ICT (Valcke, 2018). The mediating role of risk taking implies a useful
direction for teacher education to enhance student teachers' risk taking attitudes for promoting
the application of modern technologies as pedagogical tools in schools (Goodwin, 2018).

The next concern of the study is to assess the extent of resourcing practices on DepEd
Official Online Platforms of secondary school teachers. It is gleaned in Table 1.2.
Table 1.2
The Extent of Resourcing Practices on DepEd Official Online Platforms of Secondary
School Teachers
Variables Mean SD Description

1. Open DepEd Commons account profile 3.7500 .92092 Great Extent
regularly.
2. Update DepEd Commons account profile 3.4625 .85601 Great Extent
regularly.
3. Secure access on DepEd Commons Portal. 3.8250 .89690 Great Extent
4. Utilize vacant time to Download teaching- 3.6000 .85091 Great Extent
learning materials like e-books for learners
home-based activity in digital or in print from
DepEd Commons.
5. Align e-books that can be downloaded to DepEd 3.3375 .98010 Moderate
Commons to weekly lessons.
6. submit proposal of self-made contextualized and 3.6375 .87502 Great Extent
localized teaching-learning materials in the
District/Division Office to be published in DepEd
Commons.
7. Ensure access to DepEd Official Websites to 3.8125 .90139 Great Extent
have updates on latest learning resources.
8. Utilize DepEd Official Websites to download 3.8125 .95591 Great Extent
teaching-learning materials for teaching.
9. Initiate the crafting of contextualized and 3.9375 .90489 Great Extent
localized teaching-learning materials to be
uploaded in DepEd Official Websites.
10. Submit proposal of contextualized and localized 3.6750 .93829 Great Extent
teaching-learning materials for validation to be
published in DepEd official websites.
11. develop/craft teaching-learning materials from 3.8125 .88723 Great Extent
officially published DepEd official websites.
Mean 3.6966 .76975 Great Extent
Scale:
4.20-5.0 - very great

3.40-4.19 - great
2.60-3.39 - moderate
1.80-2.59 - minimal
1.00-1.79 - very minimal
As shown in the table above, almost of the variables presented had garnered the Mean
between 3.5 to 3.9 whose Standard Deviation fell between .85 to .95 with the verbal
interpretations of Great Extent.
While the variable that discusses the alignment of e-books which can be downloaded to
DepEd commons to weekly lessons obtained the Mean of 3.3375 with the Standard Deviation of
.98010 whose the verbal description was Moderate. E-books can only be presented to students
once or twice a month, since teachers need focus on suggested activities provided that
encompasses the MELC (Del Pascua, 2017). Therefore, this simply means that e-books were
used only as supplementary learning materials.
It is seen that it garnered the overall Mean of 3.6966 with the Standard Deviation
of .76975 which has the verbal description of Great Extent. Therefore, there was this Great
Extent of Resourcing Practices of Teachers on DepEd Official Online Platforms.
As stated in DM 82, s.2017, LRMDS is a system designed to support increased
distribution and access to learning, teaching and professional development resources. It
includes set of standards, specifications and guidelines for assessing and evaluating, acquiring
and harvesting, modifications and development and production of resources and information on
quantity, quality and location of textbooks and supplementary materials. It serves as an online
library or repository for downloadable teaching and learning materials that are framed in
relevance and appropriateness to the curriculum, as thus quality assured, through the LR Portal.
To further support the presented claim based on the result, Akude (2017) asserted that
globalization and the shift to a knowledge-based economy require educational institutions to
develop in individuals, the ability to transform information into knowledge and to apply the
knowledge in dynamic cross-cultural contexts.
Meanwhile, accessibility, sufficiency, and relevance of teaching and learning resources
in the classroom influence quality learning and teaching which have a very significant impact on
learning and academic performance of students (Adeogun, 2017). The teacher uses
instructional materials to make teaching and learning process motivating (Faize, 2018), and to
develop higher learning abilities among the learners through self-teaching or guided learning.
The Department of Education saw the fast surge of digital learning resources available in
the internet. With this growing trend, various educational systems worldwide adopted learning
resources management systems for smooth dissemination and wider utilization of teaching and
learning materials (DepEd Primer, 2018). Learning through interactivity has become the new
normal since the DepEd has also capitalized on this platform, one such initiative is the Learning
Resources Management and Development System (LRMDS) which can be access online.
The implication of his finding to education is to inculcate resourcefulness among
teachers in utilizing resources provided by the DepEd. It paved the way that technologies and
online resources help students overcome their learning difficulties and improve their
achievements and of the teachers’ performance. Moreover, students’ success in learning
associated with the availability of online resources have brought positive impact to the delivery
of daily lessons.
Another concern to make in this study is to determine the extent of resourcing practices
on Online Platforms from Private Sectors of elementary school teachers. This is presented in
Table 1.3.
Table 1.3
The Extent of Resourcing Practices on Online Platforms from Private Sectors of
Secondary School Teachers
Variables Mean Std. Dev. Description

1. Open non-DepEd subscription to Private Online 3.3500 1.04458 Moderate
Platforms to access relevant resources.
2. Update non-DepEd subscription to Private Online 3.2125 1.01500 Moderate
Platforms to access relevant resources.
3. Allocate time to download teaching-learning 3.4250 1.00347 Great
materials from Private Platforms to be utilize as
additional resources.
4. Secure subscription by accessing the Private 3.1000 1.05062 Moderate
Platforms free or with subscription fee.
5. Contribute self-made contextualized and localized 3.5125 .91394 Great
teaching-learning materials that are validated by
the Division Office to be uploaded in Private
Platforms.
6. Submit proposal of self-made teaching-learning 3.4625 .99293 Great
materials in the District/Division Office to be
published in Private Platforms.
7. Collaborate with private stakeholders in 3.1875 1.10343 Moderate
developing contextualized and localized teaching
and learning materials.
8. Utilize Non-DepEd Websites to download 3.2500 1.08500 Moderate
teaching-learning materials relevant in teaching
the lessons.
9. Initiate the crafting of contextualized and localized 3.3000 1.04821 Moderate
teaching-learning materials to be uploaded in
Private Websites.
10. Submit proposal of teaching-learning materials for 3.1625 1.04873 Moderate
validation to get published in Private online
platforms websites.
11. Develop/craft teaching-learning materials from 3.2750 1.01850 Moderate
officially published in Private websites.
Mean 3.2943 .92078 Moderate
The table shows that the extent of Resourcing Practices of Teachers on Online
Platforms from Private Sectors obtained the overall Mean of 3.2943 with the Standard Deviation
of .92078 whose verbal description is Moderate. Therefore, teachers are not totally dependent
on online platforms provided by the private sectors. Only that allocating time to download
teaching-learning materials from this platform to be utilize as additional resource with the Mean
of 3.4250 (SD 1.00347), contributing self-made contextualized and localized materials that are
validated by the division office to be uploaded in the platform with the Mean of 3.5125
(SD .91394) and submitting proposal of self-made materials in the district and division office to
be published in the platform with the Mean of 3.4625 (SD .99293) are all interpreted that have
Great Extent to the resourcing practices. Therefore, teachers make this platform as secondary
sources of teaching-learning materials aside from the DepEd initiated resources.
Consequently, most teachers use digital materials both for planning and classroom
instruction. However, the majority of teachers use these materials to supplement other
comprehensive curriculum materials rather than as main instructional materials (Woo & Henry,
2018). For all subjects, the top digital materials used during instructional time include a mix of
general resources, such as YouTube, and content-specific resources, such as Google and
Yahoo (Hamilton, 2019).

To further support the above finding, Mayer (2020) that in a class, it is almost impossible
for a teacher to adapt each aspect of the curriculum to the unique learning style of each of their
students. This means that for some students with specific learning styles, certain parts of the
curriculum will be more difficult to memorize or understand. Now, we have access to hundreds
of different types of educational resources, from websites to educational games, podcasts and
audiobooks. This is massively beneficial to the students who use a specific learning style to
commit information to memory (Dessants & Flamm, 2019). These can either be used by
teachers to make lessons appeal to all different types of learners, or they can be sought out by
students at home for additional help with their studies.
The implication of this finding to DepEd Teachers is on finding other choices of
references that will aid daily teaching-learning activities in the absence of DepEd implemented
sources without sacrificing the standard competencies. For educational technology offers a wide
range of digital educational resources from online materials to games and podcasts that
facilitate learning. It is growing and developing every year, and it is being used more and more
by teachers and students today for lesson planning, revision, and self-study. It is transforming
the way that students learn and teachers deliver lesson content in this time of pandemic.
The next aim of the study is to assess the extent of resourcing practices on available
printed materials in Schools Library/Learning Resource Center of Secondary School Teachers.
This is shown in Table 1.4.
Table 1.4
The Extent of Resourcing Practices on Available Printed Materials in Schools
Library/Learning Resource Center of Secondary School Teachers

1. Coordinate with school library designate or school 4.0750 1.08820 Great
LRMDS coordinator to ensure access on the
available resources in teaching lessons.
2. Select learning resources align with the 4.2375 .86043 Very Great
competencies in teaching the lessons.
3. Ensure time slot in preparing learning resources for 4.0375 .86337 Great
the lessons in teaching.
4. Help in the reproduction of Self-Learning Modules 3.9875 .96119 Great
and Activity guides for Home-Based Learning.
5. Collaborate with co-teachers in developing 4.1125 .89998 Great
contextualized and localized teaching and learning
materials out from printed materials available in
school.
6. Conduct inventory of the available resources in 3.8000 .95996 Great
school library that can be utilized in teaching lessons
suitable for pupils needs.
7. Utilize school learning resources like books, 4.2125 .85231 Very Great
handbooks, activity sheets during teaching.
8. Initiate the crafting of contextualize and localized 4.3250 .82332 Very Great
teaching-learning materials using available
resources in school.
9. Contribute in developing/crafting teaching-learning 3.9250 .91090 Great
materials distributed in the school libraries in the
District/Division.
10. Publish contextualized and Localized Books or 3.8625 .92427 Great
teaching-learning materials utilized by the Schools in
the Division.
Mean 4.0575 .76320 Great
On the first variable, coordinate with school library designate or school LRMDS
coordinator to ensure access on the available resources in teaching the lesson garnered the
Mean of 4.0750 (SD 1.08820), ensure time slot in preparing learning resources for the lessons
in teaching obtained the Mean of 4.0375 (SD.86337), help in the reproduction of self-learning
modules and activity guides for Home-Based learning has the Mean of 3.9875 (SD .96119),
collaborate with co-teachers in developing contextualized and localized teaching and learning
materials out from printed materials available in school garnered the Mean of 4.1125
(SD .89998), conduct inventory of the available resources in school library that can be utilized in
teaching lesson suitable for pupils’ needs obtained the Mean of 3.800 (SD .95966), contribute in
developing or crafting teaching-learning materials distributed in the school libraries in the
District/Division has the Mean of 3.9250 (SD .91090) and publish contextualized and localized
books or teaching-learning materials utilized by the schools in the Division generated the Mean
of 3.8625 (SD .92427). All of these stated variables with their corresponding Mean and
Standard Deviation Scores were interpreted to Great Extent to the resourcing practices. It is
therefore noticeable that school library is the nearest and the primary source of teaching-
learning materials of teachers during daily lessons.
On the other hand, select learning resources align with the competencies in teaching the
lessons has the Mean score of 4.0750 (SD .86043), utilize school learning resources like books,
handbooks, activity sheets during teaching obtained the Mean of 4.2125 (SD .85231), and
initiate the crafting of contextualized and localized teaching-learning materials using available
resources in school garnered the Mean score of 4.3250 (SD .82332). All these variables were
interpreted to have a very great extent in the resourcing practices of teachers.
The overall Mean of resourcing practices on available printed materials in schools’
library or learning resource center was 4.0575 with the SD .76320 whose verbal description is
Great Extent. Therefore, as mandated by the DepEd standard, teachers align their daily lessons
on given competencies. It was also emphasized the utilization of localized and contextualized
materials.
Libraries are regarded as agencies through which sources of information of accumulated
knowledge and experiences are selected, acquired, organized, preserved and disseminated to
those who need them. This is essential hub in learning at any level (Atkinson, 2017). It is the
intellectual center of the society containing records not only the intellectual but also of cultural,
economic and social inclination. With the provision of wide variety of information sources
teachers are exposed to different information with their respective values. This also give
teachers the opportunity to learn and continue learning throughout their lives (Hamilton, 2019).
Meanwhile, libraries are established for the systematic collection, organization,
preservation and dissemination of knowledge and information. By preserving the documents in
a library this knowledge can be made available to others so that they can benefit from it
(Stough, 2017). School library provides teachers with access to the information they need to
work and learn for their lessons.
Another purpose of the study is to measure the extent of resourcing practices of
secondary school teachers when taken as a whole. This is elicited in Table 1.5.
Table 1.5
The Extent of Resourcing Practices of Secondary School Teachers when taken as a
Whole.

Grand Mean 3.6830 .69168 Great
Based on the table above, teachers resourcing practices when taken as a whole settled
in the overall Mean score of 3.6830 with SD of .69168 and has been found out to have Great
verbal description.
Accordingly, a resourceful teacher finds ways to overcome difficulties in teaching and
also knows how to devise means of approaching a problem in different ways. Instead of
photocopying large bulky instructional materials, a resourceful teacher can create an enabling e-
education classroom environment in which all notes, worksheets, spreadsheets and graph
sheets are uploaded to a free website, allowing students to access the documents whenever
they want (Ebo, 2016). Franklin (2018) also stresses the importance of situating resourcefulness
processes in a classroom set-up, as the concept endorses a place-based nature.
Furthermore, Akude (2017) asserted that globalization and the shift to a knowledge-
based economy require educational institutions to develop in individuals, the ability to transform
information into knowledge and to apply the knowledge in dynamic cross-cultural contexts.
The implication of this finding to education focusses more on the resourcing strategies of
teachers may be DepEd online platforms, other online platforms from private sectors and on
printed materials found in the school library. Related to teaching and learning, numerous
articles, documents, and OER materials can be found and read in the public domain or have
alternative license that specifies how a learning resource may be reused, remixed, adapted, and
shared in addressing practical use, broader sustainability, and ethical questions for DepEd. The
time has come for the whole DepEd community to take on the ownership of DepEd Commons,
and, as a local OER community, to flourish and be more explicit and purposeful in the ways
OERs are searched, curated, produced, and delivered to benefit both teachers and learners.
The next concern of this study is to determine the extent of resourcing practices on
DepEd Official Online Platforms of elementary school teachers when grouped based on
respondents’ profile. It is presented in Table 1.6.
Table 1.6
The Extent of Resourcing Practices on DepEd Official Online Platforms of Secondary
School Teachers when Grouped Based on Respondents’ Profile.

sex
Male 3.9409 .73930 Great
Female 3.6152 .76836 Great
Age
24-35 3.9955 .65715 Great
36-56 3.3977 .76496 Moderate
Length of Service
1-10 years 3.8743 .76497 Great
11-30 years 3.4435 .71356 Great
Grade
Grade 7 3.4793 .65693 Great
Grade 8 3.5385 .99549 Great
Grade 9 3.5372 .60365 Great
Grade 10 3.9152 .68761 Great
Grade 11 3.6424 .84896 Great
Grade 12 3.9455 .72873 Great
0-5 3.6761 .79457 Great
6-10 3.8586 .54187 Great
In terms of sex, males garnered the Mean score of 3.9409 with SD .73930 whose verbal
interpretation is Great while, females obtained the Mean score of 3.6152 with SD .76836 whose
verbal interpretation is also Great. Therefore, both male and female teachers elicited practices
towards surfing DepEd official online platforms. To attest this claim, all DepEd teachers have
the right of free access to the Learning Resources Management and Development System
(LRMDS) which is designed to support increased distribution and access to learning, teaching
and professional development resources at the Region, Division and School or Cluster levels of
DepEd (DepEd Primer, 2018).
In terms of age, the respondents that fell under the age bracket of 24-35 obtained the
Mean score of 3.9955 with the SD .65715 whose verbal interpretation is Great while, under the
age bracket of 36-56 garnered the Mean of 3.3977 with the SD .76496 and whose interpretation
is Moderate. Therefore, teachers who were younger enough manifest practices in resourcing
daily teaching-learning materials on DepEd official online platforms.
In terms of length of service, the respondents who have rendered service from 1 to 10
years have garnered the Mean score of 3.8743 with SD .76497 interpreted as Great while the
respondents who served from 11 to 30 years in the service obtained the Mean of 3.3977 with
the SD .71356 whose verbal description was Great. Therefore, as the length of service
increases the enthusiasm of the teachers in surfing and resourcing the DepEd official online
platform also increases.
On Grade level, respondents who have handled Grade 7 obtained the Mean score of
3.4793 with SD .65693 interpreted as Great, Grade 8 settled in the Mean score of 3.5385 with
the SD of .99549 interpreted as Great, then, Grade 9 obtained the Mean of 3.5372 with
SD .60365 with verbal description of Great, while Grade 10 garnered the Mean of 3.9152 with
SD of .68761 interpreted as Great, and Grade 11 obtained the Mean of 3.6424 with the
SD .84896 interpreted as Great, also Grade 12 has the Mean score of 3.9455 with the
SD .72873 whose verbal interpretation is Great. It is therefore evident that each teacher in all
grade levels have shown interest in resourcing their subject matter and daily lesson plans to the
DepEd official online platforms as mandated by the central office. In all grade level, LRMDS also
includes the standards, specifications and guidelines for assessing and evaluating, acquiring
and harvesting, modification, development and production of resources (Del Pascua, 2018). It is
also a quality assurance system providing support to Schools in the selection and acquisition of
quality digital and non-digital resources in response to identified local educational needs
(Francisco, 2018).
In terms of Number of ICT Training, the respondents who have attended from zero to
five times garnered the Mean score of 3.6761 with the SD of .79457 interpreted as Great while
those who have attended 6 to 10 trainings fell under the Mean score of 3.8586 with the SD
of .54187 and was interpreted as Great. Therefore, the number of trainings attended by the
teachers doesn’t matter to their ability and interest in resourcing learning materials on DepEd
official online platforms. With the idea on how to navigate the resources as part of series of
trainings, information on quantity and quality and location of textbooks and supplementary
materials, and cultural expertise will easily be addressed (DepEd Primer, 2018). The access to
learning, teaching and professional development resources in digital format and locates
resources in print format and hard copy will also be possible (Del Pascua, 2018).
The implication of the above findings to DepEd teachers is that proper utilization or
usage of DepEd LR portals shall be maximized. Generally, teachers must source-out and
develop learning materials based on the standards of quality and consistency. DepEd LRMDS
manual assert that, a professionally developed learning materials should include all
considerations such as clearly and concisely articulated to the learning goals and
objectives, appropriately considered the student grade level and reading level, content
should be engaging, relevant, and up-to-date to the learning competencies,
appropriate to use in differentiated learning opportunities, content should be well
designed and attractive to students, and the general concept should be adaptable for
individual learning styles and learning needs.
This study also aims to determine the extent of resourcing practices on Online Platforms
from Private Sectors of elementary school teachers when grouped based on respondents’
profile. It is presented in Table 1.7.
Table 1.7
The Extent of Resourcing Practices On Online Platforms from Private Sectors of
Secondary School Teachers When Grouped Based On Respondents’ Profile.
Variables Mean Std. Dev. Description

Sex
Male 3.5591 .95995 Great
Female 3.2061 .89822 Moderate
Age
24-35 3.6568 .80354 Great
36-56 2.9318 .89565 Moderate
Length Of Service
1-10 Years 3.5687 .82962 Great
11-30 Years 2.9036 .91417 Moderate
Grade
Grade 7 3.1653 .92336 Moderate
Grade 8 2.9720 1.02071 Moderate
Grade 10 3.7455 .73711 Great
Grade 12 3.3455 1.08396 Moderate
Number Of ICT Training Attended
0-5 3.3188 .91722 Moderate
6-10 3.1010 .98170 Moderate
On sex, males garnered the Mean score of 3.5591 with SD .95955 whose verbal
interpretation is Great while, females obtained the Mean score of 3.2061 with SD .89822 whose
verbal interpretation is Moderate. Therefore, both male and female teachers elicited interest
towards resourcing on online platforms from private sectors.
age bracket of 36-56 garnered the Mean of 2.9318 with the SD .89565 and was interpreted as
Moderate. Therefore, teachers who were under the age bracket of 24-35 have shown interest in
resourcing daily teaching-learning materials on online platforms from private sectors.
the SD .91417 whose verbal description is Moderate. Therefore, teachers who have served 1 to
10 years in service took time resourcing learning materials on online platform from private
sectors such as google, yahoo and the like.
3.1653 with SD .92336 interpreted as Moderate, Grade 8 settled in the Mean score of 2.9720
with the SD of .1.02071 interpreted as Moderate, then, Grade 9 obtained the Mean of 3.3802
with SD .79388 with verbal description of Moderate, while Grade 10 garnered the Mean of
3.7455 with SD of .73711 interpreted as Great, and Grade 11 obtained the Mean of 3.1030 with
the SD .85961 interpreted as Moderate, also Grade 12 has the Mean score of 3.3455 with the
SD .1.08396 whose verbal interpretation is Moderate. It was therefore evident that teachers in
grade 10 have shown much interest in resourcing their subject matter and daily lesson plans to
the online platforms from private sectors.
On the other hand, it was noticeable that other grade levels have been interpreted
moderate. According to the statement of DepEd LR (2019), Learning Materials on the said
grade levels were 90-95 percent substantial. Based on this statement, teachers need not to
make resourcing because learning materials were readily available not unless teachers may
add supplementary references.
At all levels, teachers should review the other sources that they have cited and
determine which task or activities, if any, should be included in the lesson. Most likely teachers
are already employing certain instructional technology in the lesson (DepEd Primer, 2019).
Since teachers intend to integrate technology from other sources into classroom instruction,
they might think of digital technology to be included in the lesson (Ebo, 2016).
five times garner the Mean score of 3.3188 with the SD of .91722 interpreted as Moderate while
those who have attended 6 to 10 trainings fell under the Mean score of 3.1010 with the SD
of .98170 and was interpreted as Moderate also. Therefore, the number of trainings attended by
the teachers moderately affected their interest in resourcing learning materials on online
platforms from private sectors. With sufficient planning and initiatives, teachers can even
educational websites to meet the learning outcome, and compare results (McKenzie, 2017). The
lesson which fits in the overall curriculum will determine which uses of technology are most
appropriate and effective (Ministry of Education, 2018). An advantage of analyzing the existing
lesson is it will help teachers quickly identify areas of strength in their lesson. Teachers could
see a clear intelligence dimension to the learning task, learning outcomes, materials,
assessment and instructional technology. Eventually, the lesson will cater differing needs and
abilities of all students in the class (Hamilton, 2019).
The implication of this findings is to augment in the part of the teachers to be more
resourceful and employ initiatives on resourcing other online platforms aside from the DepEd
Official online website and LRMDS. As long as it aligns to DepEd competencies, teachers
should be consistent with the procedure, learning outcome, and materials in the intelligences it
utilizes from other sources. There should be a clear agreement between procedure, learning
outcome, materials, and assessment in terms of the competencies addressed. Examine if it is
practical and relevant for the lesson. If the source matches well with the objective and
competencies that have been identified throughout the lesson, teachers are on the right track.
Another concern of the study is to determine the extent of resourcing practices on
available printed materials in School Library/Learning Resource Center of elementary school
teachers when grouped based on respondents’ profile. It is given in Table 1.8.
Table 1.8
The Extent of Resourcing Practices Available Printed Materials in School
Library/Learning Resource Center of Secondary School Teachers when Grouped Based on
Respondents’ Profile.

Sex
Male 4.2800 .53861 Great
Age
24-35 4.3300 .57655 Great
36-56 3.7850 .83376 Great
Length of Service
1-10 Years 4.1894 .75620 Great
11-30 Years 3.8697 .74435 Great
Grade
Grade 7 4.0091 .80555 Great
Grade 8 3.5615 1.19271 Great
Grade 9 4.1909 .56825 Great
Grade 10 4.1867 .56804 Great
Grade 11 4.2533 .56678 Very Great
Grade 12 4.1000 .65137 Great
0-5 4.0394 .78839 Great
6-10 4.2000 .53619 Very Great
In terms of sex, males settled in the Mean score of 4.2800 with SD .53861 whose verbal
interpretation is Great while, females garnered the Mean score of 3.9833 with SD .69856 whose
verbal interpretation is also Great. Therefore, both male and female teachers manifested
interest towards resourcing on available printed materials in school library or learning resource
center.
age bracket of 36-56 garnered the Mean of 3.7850 with the SD .83376 and is interpreted as
Great. Therefore, teachers both show interest in resourcing daily teaching-learning materials on
printed materials which can be found of school library.
the SD .74435 whose verbal description is Great. Therefore, as to the length of service became
longer the enthusiasm of the teachers in resourcing available printed materials in the school
library also increases.

On Grade level, respondents who handled Grade 7 obtained the Mean score of 4.0091
with SD .80555 interpreted as Great, Grade 8 settled in the Mean score of 3.5615 with the SD of
1.19271 interpreted as Great, then, Grade 9 obtained the Mean of 4.1909 with SD .56825 with
verbal description of Great, while Grade 10 garnered the Mean of 4.1867 with SD of .56804
interpreted as Great, and Grade 11 obtained the Mean of 4.2533 with the SD .56678 interpreted
as Very Great, also Grade 12 has the Mean score of 4.1000 with the SD .65137 whose verbal
interpretation is Great. It is therefore evident that teachers in grade 11 have shown greater
interest in resourcing their subject matter and daily lesson plans to the printed materials
available in the school library.
five times garnered the Mean score of 4.0394 with the SD of .78839 interpreted as Great while
those who have attended 6 to 10 trainings fell under the Main score of 4.2000 with the SD
of .53619 and is interpreted as Very Great. Therefore, teachers whose attended 6-10 number of
trainings have contributed to their interest in resourcing on printed learning materials available
on school library or school learning resource center. As a learning institution equipped with
treasures of knowledge maintained, organized, and managed by trained personnel to educate
the children (Flamm et.al, 2018), students continuously and assist in their self-improvement
through an effective and prompt dissemination of information embodied in the resources
(Adigwu, 2017).
The implication of the above findings stresses largely on the role of school library and
school learning resource center as primary source of teaching-learning materials in the pitfalls of
DepEd Official website. Learning references like textbooks and workbooks are easily found in
the school library which effect and impact to education of the learners were proven over the
years of its usage.

Another concern of the study is to assess the extent of resourcing practices of
elementary school teachers when taken as a whole and when grouped based on respondents’
profile. It is presented in table 1.9.
Table 1.9
The Extent of Resourcing Practices of Secondary School Teachers when Taken as a
Whole and when Grouped Based on Respondents’ Profile.

Sex
Male 3.9273 .62460 Great
Age
24-35 3.9943 .57883 Great
36-56 3.3718 .65981 Moderate
Length of Service
1-10 Years 3.8777 .69772 Great
11-30 Years 3.4057 .58847 Great
Grade
Grade 7 3.5512 .69126 Great
Grade 9 3.7027 .54771 Great
Grade 10 3.9489 .61382 Great
Grade 11 3.6671 .54568 Great
Grade 12 3.7971 .68201 Great
0-5 3.6783 .70489 Great
6-10 3.7200 .61246 Great
On the category of sex, males settled in the Mean score of 3.9273 with SD .62460
whose verbal interpretation is Great while, females garnered the Mean score of 3.6016 with
SD .69856 whose verbal interpretation is also Great. Therefore, as according to profile, both
male and female teachers manifested interest towards resourcing on DepEd Official website,
other online platforms from private sectors and available printed materials in school library or
learning resource center.
Regardless of sex, the above finding implies both male and female teachers consider
most of the materials used in the teaching and learning processes are self-made. However,
there are too little if not none with regards to their attempts and willingness to have their own
materials assessed, quality assured and shared through the DepEd learning portals or other
website (Chirwa, 2018).
age bracket of 36-56 garnered the Mean of 3.3718 with the SD .65981 and was interpreted as
Moderate. Therefore, teachers who fell under the age bracket of 24-35 have shown more
practice in resourcing daily teaching-learning materials on DepEd official online platforms, other
online platforms from private sectors and printed materials which can be found of school library.
Anent this, according to PPS (2018) teachers approaching retirement stage tend to be
reluctant on doing competitive tasks more particularly on the use and application of technology.
the SD .58847 whose verbal description is Great. Therefore, regardless of length of service the
enthusiasm of the teachers in resourcing on DepEd official online platforms, other online
platforms from private sectors and available printed materials in the school library are the same.
3.5512 with SD .69126 interpreted as Great, Grade 8 settled in the Mean score of 3.3577 with
the SD of .96743 interpreted as Moderate, then, Grade 9 obtained the Mean of 3.7027 with
SD .54771 with verbal description of Great, while Grade 10 garnered the Mean of 3.9489 with
SD of .61382 interpreted as Great, and Grade 11 obtained the Mean of 3.6671 with the
SD .54568 interpreted as Great, also Grade 12 has the Mean score of 3.7971 with the
SD .68201 whose verbal interpretation is Great. It is therefore evident that teachers in grade 8
have shown moderate practices in resourcing their subject matter and daily lesson plans on
DepEd official online platforms, other online platforms from private sectors and to the printed
materials available in the school library than other grade levels.
On the Number of ICT Training, the respondents who have attended from zero to five
times garnered the Mean score of 3.6783 with the SD of .70489 interpreted as Great while
those who have attended 6 to 10 trainings fell under the Main score of 3.7200 with the SD
of .61246 and is interpreted as Great. Therefore, the number of trainings attended have
contributed to their practices in resourcing on DepEd official online platforms, other online
platforms from private sectors and printed learning materials available on school library or
school learning resource center. Technology, as a means to resourcing ample choices of LMs,
can seem difficult especially when potential users lack the requisite skills and attitude –which
will make refrain from using something they are not familiar with (Mapunda, 2016).
Learning materials to the DepEd learning portal or other websites are not done by the
teachers. Also, they only occasionally visit or access the portal itself and even other websites.
The Internet now revolutionized providing information services (Narasim, 2016) but if there is
limited access to it, lack of ICT literacy skills and unreliable internet connectivity, both teachers
and learners would miss out the various and varied learning resources on the Internet (Chirwa,
2018).
The implication of the above findings regarding the profile of the respondents to their
resourcing practices on DepEd official online platforms, other online platforms from private
sectors and printed learning materials available on school library or school learning resource
center have paved way on various conceptions in achieving quality education. The efforts and
initiatives of classroom teachers were commendable in the mindful consideration of their service
in bringing accessible education for all the learners.
The next concern of the study is to determine the level of academic performance of the
students in the District IX, Division of Cadiz City. It is shown in Table 1.10.
Table 1.10
The Level of Students’ Performance
Type Average Interpretation M SD

1 Quarter General
st
84.4370 Moderate/Satisfactory 3.398 9.7875
Average (Grade 7 to
12)
Scale:
90-100 Outstanding 4.20-5.0 - very great

85-89 Very Satisfactory 3.40-4.19 - great
80-84 Satisfactory 2.60-3.39 - moderate
5-79 Fairly Satisfactory 1.80-2.59 - minimal
Below 75 Did Not Meet Expectation 1.00-1.79 - very minimal
During the first quarter, Students’ Performance in the District IX, Division of Cadiz City,
Negros Occidental has the average score of 84.4370, Mean score of 3.398 and the Standard
Deviation of 9.7875 is interpreted as Moderate or Satisfactory. Therefore, the overall academic
performance of pupils has been found out within the average level during the first quarter.
Based on the above findings, it is notable that learners are able to hurdle and prepare for
quarterly assessment and other standardized assessments. The Performance Task Component
allows learners to show demonstrate what they know and are able to do in diverse ways (Deped
Order No.8, 2020) even this time of pandemic (Bloomfied, 2019). They may create or innovate
products or do performance-based tasks. Performance-based tasks may include skills
demonstration, group presentations, oral work, multimedia presentations, and research

projects/defense. It is important to note that written output may also be considered as
performance tasks (Deped Order No.8, 2020).
The implication of the above findings dealt with the continuing effort of the teachers to
look for various related references and resources to make learning more meaningful and more
suited to learners without sacrificing the competencies and standards set by DepEd. The
desirable academic outcomes depend largely on the effort of teachers in introducing daily
lessons and learnings to learners. And that, teachers resourcing practices greatly contribute to
that success.
Another concern of the study is to determine the correlations of the extent of resourcing
practices on teaching-learning materials of teachers and students’ academic performance. It is
presented in Table 1.11.
Table 1.11
The Correlations of Extent of Resourcing Practices and Academic Performance
Resources N r p Interpretation
DepEd Official Online 80 .168 .038
Platforms Significant
Online Platforms from 80 .095 .400

Private Sectors Not Significant
Available Printed Materials 80 .230 .040

in School Library/Learning Significant
Resource Center
When taken as a whole 80 .189 .093 Significant
* Correlation is significant at the 0.05 level of significance (2-tailed).
.90-1.00 - Very High Positive Correlation

.70-.90 - High Positive Correlation
.50-.70 - Moderate Positive Correlation
.30-50 - Low Positive Correlation
.00-.30 - Negligible Correlation
Table shows that there is a significant relationship between students’ performance and
level of resourcing practices on teaching-learning materials of Secondary Teachers in the
District IX, Division of Cadiz City, Negros Occidental as statistically revealed using Pearson r
Correlation with the r value of 0.189, and p value of .093 which is greater than 0.05. This mean
that Resourcing Practices of Teachers positively affects the Students Performance.
In support of the above finding, Ekwueme and Igwe (2017) noted that it is only the
teachers who will guarantee effective and adequate usage of teaching-learning materials and
thereby facilitate success. Consequently, a teacher who makes use of appropriate instructional
materials to supplement teaching will help enhance students’ innovative and creative thinking as
well as help them become plausibly spontaneous and enthusiastic (Hamilton, 2019).
Consequently, Oremeji (2002) also supportively asserts that any teacher who takes
advantage of these resources and learns to use them correctly will find that they make almost
an incalculable contribution to instruction. He further stated that instructional materials are of
high value in importing information, clarifying difficult and abstract concepts, (Flamm et.al, 2018)
stimulating thought, sharpening observation, creating interest and satisfying individual
difference.
The implication of this findings to DepEd teachers entails the significant relationship of
teachers’ resourcing practices to pupils’ performance in school. This is because when teachers
solidify their teaching with instructional materials and the learners learn effectively, the
knowledge acquired will reflect in the society positively.
Based on the findings of the study, the recommended innovative interventions are the
following:
First, the inclusion of resourcing practices and strategies during school-based LAC
Sessions, District and Division led seminars and trainings that could empower teachers is
suggested in line with teachers’ ability to develop, store, and share learning resources through
the LRMDS portal.
Second, School heads shall require teachers to used available resources and those
resources shall be reflected in the LAS, LMs, Daily Lesson Logs or Lesson Plans as references.
Lastly, School Heads shall allocate sufficient funds, adequate technological facilities,
and technical support in regular basis so that the continuous progress of this set of skills grow
into regularity. This shall be plotted in the school Work and Financial Plan (WFP).
Summary of Findings
1. Based on the profile of the teacher-respondents, both male and female teachers
manifested interest towards resourcing on DepEd Official website. Most of them have
rendered below 10 years in the service and taught in the intermediate classes. They
have attended ICT Trainings more than 6 times.
2. The Extent of Resourcing Practices on DepEd Online Platforms was Great. While
alignment of e-books was interpreted moderate. This means that e-books were used
only as supplementary learning materials.
The Extent of Resourcing Practices on Online Platforms from Private Sectors was
Moderate while on available Printed Materials in Schools Library or Learning Resource
Center was Great. Therefore, teachers are not totally dependent on online platforms
provided by the private sectors.
The Extent of Resourcing Practices when taken as a whole was Great. Only age
category that was interpreted moderate. It was noticeable that teachers approaching
retirement stage tend to be reluctant on doing competitive tasks more particularly on the
use and application of technology.

On DepEd Official Online Platforms when Grouped based on Respondents’ Profile, both
male and female teachers elicited practices while on Online Platforms from Private
Sectors teachers who were under the age bracket of 24-35 have shown great interest.
And on Available Printed Materials in School Library or Learning Resource Center,
teachers in grade 10 and 11 have shown greater interest in resourcing.
3. The level of Students’ Academic Performance in the District IX, Division of Cadiz City,
Negros Occidental was Moderate or Satisfactory.
4. There is a significant relationship between students’ performance and level of resourcing
practices on teaching-learning materials as statistically revealed using Pearson r
Correlation with the r value of 0.189, and p value of .093 which is greater than 0.05.
Conclusions
Based on the aforementioned summary of findings, the following conclusions are drawn
from this study.
1. It was evident that each teacher in all grade levels have shown interest in resourcing
their subject matter and daily lesson plans on the DepEd official online platforms as
mandated by the central office and the number of trainings attended by the teachers
doesn’t matter to their ability and interest in resourcing learning materials on DepEd
official online platforms.
2. On DepEd Official Online Platforms it was noticeable that school library is the nearest
and the primary source of teaching-learning materials of teachers during daily lessons
and that teachers find ways to overcome difficulties in teaching and also knows how to
devise means of approaching a problem in different ways. While e-books were used only
as supplementary learning materials.

3. The variable Online Platforms from Private Sectors reflected that teachers who have
served 1 to 10 years in service took time resourcing learning materials on online platform
from private sectors such as google, yahoo and the like.
4. On Available Printed Materials in School Library, revealed that teachers who have
attended 6-10 number of trainings have contributed to their interest in resourcing on
printed learning materials available on school library or school learning resource center.
5. The resourcing practices of teachers manifested that they have interest towards
resourcing on DepEd Official website, other online platforms from private sectors and
available printed materials in school library or learning resource center. And that their
Resourcing Practices positively affects the Students Performance.
6. The Resourcing Practices of Teachers positively affect the Students Performance.
Recommendations
Based on the findings and conclusions presented in this study, the following are the
recommendations:
1. This study recommends that teachers need to participate in any professional
development particularly in enhancing their resourcing skills, appreciate and make use
of the learning materials available online and maximize their potentials in providing the
best quality of work for the benefit of the students.
2. The School Learning Resource Centers and DepEd LRMDS are platforms which when
used exhaustively, have the potential to effect significant upward trend in the quality of
education that public school teachers deliver to their students. Teachers should inculcate
resourcefulness in utilizing resources provided by constantly uplifting and updating their
skills in choosing resources available in the portal which are appropriate and necessary
in delivering their lessons.

3. Teacher may also consider that Online Platforms from Private Sectors also allow them to
acquire the knowledge and skills necessary to develop, store, and share quality learning
resources through their resourcing practices in all means. It is also suggested that they
should look online educational platform from private sectors that could provide more
interesting, contextualized, and meaningful learning resources and materials that could
enhance and improve teaching and learning experience of their students.
4. The conduct of seminars, trainings, and short courses that could empower teachers is
suggested in line with teachers’ ability to develop, store, and share learning resources
through the LRMDS portal. School Heads shall allocate sufficient funds, adequate
technological facilities, and technical support in regular basis so that the continuous
progress of this set of skills grow into regularity.
5. This study may give the curriculum planners with ideas to include on School LRCs and
LRMDS necessary references for teaching-learning materials in developing learning
materials for learners and teachers’ consumption. DepEd shall continuously encourage
teachers to access LRMDS Portal and to maintain the up keeping of School Learning
Resource Center.
6. Since the Resourcing Practices of Teachers positively affect the Students Performance,
these skills should be given utmost priority as the center of an improved teaching-
learning process through proper delivery of quality education and the provision of
complete and relevant teaching-learning materials. An innovative solution in increasing
resourcefulness should be introduced in the field using the results of this study as the
basis. It is recommended also that further studies be carried out on teachers from the
secondary level to compare the suitability and applicability of the findings of this study.
Dissemination and Advocacy Plans
Dissemination
The findings of the study will be disseminated within the scope of the District and the
Division. A copy of the finding after the approval will be given to the following:
Division LR Coordinator/Division Office Personnel and Supervisors– This will be compiled
in the Division Learning Resource section ready for reference. This will also be used for future
studies and researches.
Secondary Public Schools District Supervisors (PSDS) – This will provide them idea
regarding the current scenario among secondary schools pertaining to the availability of learning
materials which may hook their attention as basis in planning and designing strategies to fill the
gaps. This will serve as basis in creating an innovative solution to increase resourcing practices
amongst teachers in District IX.
School Heads, Teachers and the Community –This may impart significant understanding and
insights among school heads, teachers and community in examining their students’ needs in
learning. This will lead to realigning and review of work and financial plan to allocate budget for
teaching-learning materials acquisition. This can be disseminated to them during In-Service
Trainings and any professional gatherings. This can also be disseminated during school
governing council meetings.
Advocacy Plans
The results of the study was utilized in designing innovation that could help lessen the gaps
in the accessibility of the resources due to internet connectivity, time, and efforts of District IX
secondary teachers. The ChANNEL 9 App was introduced to District IX teachers this is an
ongoing district innovation that aims to deliver easy access on different reliable resources. The
content of this APP enable teachers to have easy access on compilation of different resources
from reliable private and DepEd portals that can be access offline or online (ready to print and
used) all they need to do is to installed this mobile application for free.
DepEd Division of Cadiz City should allocate Advancement or Enhancement of Teachers
Resourcing Practices a portion of time in the training matrix during In-Service Training of
Teachers in order to produce localized and contextualized materials for teachers and learners’
consumption. Division should also look into the innovation that was advance in the District IX
using this study as the basis. Conduct monitoring and evaluation and assessment on the
effectivity of the innovation to identify its applicability for division-wide implementation.
School LAC Session that focuses on Resourcing Practices, Preparing Localized and
Contextualized Learning Materials, and Uploading and Downloading Resources from accredited
Private and DepEd Websites should be conducted in school levels.
School Heads should allocate budget from their school MOOE for the funding of trainings
and provision of loads to capacitate teachers in preparing relevant materials for students which
is fit and timely for the current instructional delivery modes.
Advocacy Plans (Picture or Layout) – Preferably Channel 9
Suggested Action Plan

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Curriculum Vitae
Personal Data
Name: Oberio, Jovel Jurada
Address: Bay View Homes, Bgy. Banquerohan, Cadiz City
Mobile: 09298538803
Date of Birth: April 22, 1988
Place of Birth: Cadiz City
Email: joveloberio@deped.gov.ph
Education
2016-Present Philippine Normal University-Visayas
Doctor of Philosophy in Education with specialization in Educational
Management
2013-2015 Philippine Normal University-Visayas
Master of Arts in Educational with specialization in Educational Management
2004-2008 Philippine Normal University-Visayas
Bachelor of Secondary Education major in General Science
Research Conducted
Readiness for Senior High School: Basis for Capability Building – Basic requirement for the course
Master of Arts in Educational with specialization in Educational Management
Comparative Study on the Level of Problem Solving Skills of Grade 10-Diamond and Grade 10-Ruby
Students of CNHS-Andres Bonifacio Extension – Division approved Classroom-Based Action eseach
Guided Work Immersion of Grade 12 EPAS Towards NC II Assessment – Approved BERF 2019
Teaching Experience
08/29/19-Present Head Teacher I – CNHS - Tagbanon Extension High School
06/11/2016-08/28/2019 Senior High School Teacher III – Tiglawigan National High
School, Teaching Research and Science Subjects
06/04/2011-06/04/2016 Secondary Science Teacher – CNHS-Andres Bonifacio
Extension
Trainings/Seminar Attended
10/29/2019-10/31/2019 CYBER 2019 Conference of Basic Education Researches
PICC Pasay, Metro Manila
04/06-08/2018 International Seminar in Educational Management
Association of Educators and Interrelated Studies
The Mansion Hotel, IloIlo City
04/28/2017 – 05/02/2017 Senior High School National Training of Trainers (NTOT)on
Applied Subjects (VisMin Cluster)
Ecotech Center, Cebu City
03/30/2017 – 04/01/2017 ` Regional Training of Teachers and Career Advocates
Career Guidance Program
Negros Oriental Convention Center, Dumaguete
05/26/2017 – 06/11/2016 Mass Training for Senior High School Teachers (Academic –
Science Technology and Mathematics)
UNO-Recoletos, Bacolod City
05/18/2015-05/23/2015 Regional Mass Training of Science 10 Teachers
La Consolacion College, Bacolod City
05/12/2014-05/16/2014 Regional Mass Training of Science 9 Teachers
La Consolacion College, Bacolod City
Appendix A
Republic of the Philippines

REGION VI - WESTERN VISAYAS
SCHOOLS DIVISION OF CADIZ CITY
MA. LORLINIE M. ORTILLO, PhD, CESO VI

Schools Division Superintendent
Office of the Schools Division Superintendent
Madam:
May I have the honor to submit to your good office the herein school-based action
research proposal entitled “RESOURCING PRACTICES OF TEACHERS AND STUDENTS
ACADEMIC PERFORMANCE IN CHAMPIONING OFF-SCHOOL LEARNING”, for evaluation.
Very truly yours,
JOVEL J. OBERIO
Head Teacher I
Noted:
ALLAN R. RIVERA, PhD

PSDS-District IX
Appendix B
RESEARCH INSTRUMENT ON RESOURCING PRACTICES ON TEACHING-

LEARNING MATERIALS AMONG TEACHERS
Part I. Profile of the Respondents
Name (Optional) : ______________________________________

Sex : ___ Male ___ Female
Age : ___ 29 years old and below
___ 30-45 years old
___ 46 years old and above
Length of Service:
___ 5 years and below
___ 6-15 years
___ 16 years and above
Grade Level Taught: ____________________________________
No. of ICT and Learning Resource Training attended: _____
Pupils’ 1st Quarter General Average SY 2020-2021:________
Part II. Resourcing Practices Survey Questionnaire
Direction: The following statements relate to your resourcing practices as classroom teacher.
Please put a check mark (/) to the appropriate column that best describes the extent
of your resourcing practices.
Rating Scale Description
5 Very High Extent

4 High Extent
3 Average Extent
2 Low Extent
1 Very Low Extent
A. DepEd Official Online Platforms (DepEd

5 4 3 2 1
Commons and DepEd Official Website)
To what extent do you
12. opens DepEd Commons and LRMDS portal

account profile regularly to access learning
available learning resources.
13. updates DepEd Commons and LRMDS

account profile regularly.
14. secures access on DepEd Commons and

LRMDS Portal.
15. utilizes vacant time to Download teaching-

learning materials like e-books for learners
home-based activity in digital or in print from
DepEd Commons.
16. aligns e-books that can be downloaded to

DepEd Commons to weekly lessons.
17. finds time to browse contextualized and

localized teaching-learning materials in the
District/Division Office Learning Resource
Portals.
18. ensures access to DepEd Official Websites

and LRMDS Portal to have updates on latest
learning resources.
19. utilizes DepEd Official Websites and LRMDS

Portal to download teaching-learning
materials for teaching.
20. recognizes DepEd Official Websites and

LRMDS Portal as source of teaching-
learning materials needed for the daily
lesson.
21. makes the contextualized and localized

teaching-learning materials published in
DepEd official websites and LRMDS Portal
as reference.
22. applies to daily lessons the teaching-learning

materials from officially published DepEd
official websites/LRMS Portal.
B. Online Platforms from the Private Sector

(Globe Elibrary, and others) 5 4 3 2 1
23. opens non-DepEd subscription to Private

Online Platforms to access relevant
resources.
24. updates non-DepEd subscription to Private

Online Platforms to access relevant
resources.
25. allocates time to download teaching-learning

materials from Private Platforms to be utilize
as additional resources.
26. secures subscription by accessing the

Private Platforms free or with subscription
fee.
27. adopts applicable teacher-made learning

materials that are validated by the Division
Office that are uploaded in Private Platforms.
28. selects appropriate teaching-learning

materials in published in Private Platforms
that are in line with the lesson.
29. collaborates with private stakeholders in

developing contextualized and localized
teaching and learning materials.
30. utilizes Non-DepEd Websites to download

teaching-learning materials relevant in
teaching the lessons.
31. considers the contextualized and localized

teaching-learning materials to uploaded in
Private Websites as useful and related to the
lesson.
32. patterns teaching lesson and strategies to

related learning materials found in Private
online platforms websites.
33. applies teaching-learning materials from

officially published Private websites for
teaching consumption.
C. Available Printed Materials in School

Library/Learning Resource Center
5 4 3 2 1
(Textbooks, Self-Learning Modules,
Handbook, Learning Guides and others)
23. coordinates with school library designate or

school LRMDS coordinator to ensure
access on the available resources in
teaching lessons.
24. selects learning resources align with the

competencies in teaching the lessons.
25. ensures time allocation in cross validating
learning resources for the lessons from
printed materials.
26. reproduces self-learning modules and
activity guides from the school library to
augment teaching lesson.
27. collaborates with co-teachers in utilizing
contextualized and localized teaching and
learning materials out from printed
materials available in school.
28. conducts inventory of the available

resources in school library that can be
utilized in teaching lessons suitable for
pupils needs.
29. utilizes school learning resources like books,

handbooks, activity sheets during
teaching.
30. make use of the printed materials and

textbooks available in school as teaching-
learning references.
31. allots classes schedule on utilizing self-

learning modules and learning guides
available in the school library.
32. refers to localized books stored in the school

learning resource center for lesson back-
up.
Appendix C
QUESTIONNAIRE VALIDITION CERTIFICATE
This is to certify that the Research Questionnaire to be used in the study

authored by Jovel J. Oberio titled: RESOURCING PRACTICES OF TEACHERS AND
STUDENTS ACADEMIC PERFORMANCE IN CHAMPIONING OFF-SCHOOL LEARNING was
validated by the Division Research Committee headed by the undersigned for the accuracy of
the language, sentence construction, and suitability to the current study.
This further certifies that the research questionnaire is ready for implementation upon
endorsed by the DRC, PSDS and the School Head.
HOPE M. TOTICA, PhD May 26, 2020

SEPS, Planning and Research Date Signed
Appendix D
ASSENT FORM
Name of Study: RESOURCING PRACTICES OF TEACHERS AND STUDENTS

ACADEMIC PERFORMANCE IN CHAMPIONING OFF-SCHOOL
LEARNING
Researcher: JOVEL J. OBERIO

Contact Number: 09298538803
I understand that I have been asked to participate in this study. I will be asked to have
an interview and answer questions which will take about ______________ minutes. I
understand that this is voluntary. If I do participate, I can quit anytime for whatever reason I
have. I do not have to answer any question that I don’t want to answer, and I do not have to do
anything I don’t want to do.
My parents, teachers, or anyone will not know what I have said or done in this study
except for the researcher/s. I understand that after the study is done, the recorded interview
will be deleted. I also understand that my name will not appear in the study except for this form
where I give my assent. Any questions about the study, I can call the researcher anytime.
When I sign my name, I understand that I agree to be a participant and that I have
understood the risks and the benefits included. I am also aware that I will be given a copy of
this form.
Participant: ___________________________ Signature_______________________
_____________
Date Signed
Appendix E
PARENT’S CONSENT FORM
Name of Study: RESOURCING PRACTICES OF TEACHERS AND STUDENTS

ACADEMIC PERFORMANCE IN CHAMPIONING OFF-SCHOOL
LEARNING
Researcher: JOVEL J. OBERIO

Contact Number: 09298538803
I understand that my son/daughter, _____________________________________, have

been asked to participate in this study. He/ She will be asked to have answer questions which
will take about ______________ minutes. I understand that this is voluntary. If he/she do
participate, he/she can quit anytime for whatever reason he/she have. He/she do not have to
answer any question that he/she don’t want to answer, and I do not have to do anything he/she
don’t want to do.
I, a parent, will not know what my son/daughter have said or done in this study except
for the researcher/s. I understand that after the study is done, the recorded results will keep
safe. I also understand that my son’s/daughter’s name will not appear in the study except for
this form where I give my consent. Any questions about the study, I can call the researcher
anytime.
When I sign my name, I understand that I agree that my son/daughter to be a participant

and that I have understood the risks and the benefits included. I am also aware that I will be
given a copy of this form.
Name of Participant: ___________________________ Grade and Section: __________
Parent: ____________________________ Signature ___________________________
_____________
Date Signed

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Republic of the Philippines

RESOURCING PRACTICES OF TEACHERS AND STUDENTS ACADEMIC PERFORMANCE

Assistant School Principal Designate

Through the Financial Support Provided by the

BASIC EDUCATION RESEARCH FUND (BERF)

of the Department of Education

RESOURCING PRACTICES OF TEACHERS AND STUDENTS ACADEMIC

Through the Financial Support Provided by the

Division Research SEPS and Committee

and to work for better educational innovations.

DepEd Immediate Superiors

teamwork in giving data for this study.

Secondary School Heads

Your cooperation to this another intervention has motivated me to build a stronger

administrative alliance in the future.

Basic Education Research Fund and BERF Regional Committee

To the Almighty God

not suffice a worth. Thank you very much.

Title Page -------------------------------- 1

Introduction of the Research -------------------------------- 7

Literature Review -------------------------------- 8

Research Questions -------------------------------- 19

Scope and Limitations of the Study -------------------------------- 20

Research Methodology -------------------------------- 21

Data Collection Method

Statistical treatment of Data --------------------------------- 22

Ethical Issues --------------------------------- 23

Discussion of Results and Recommendations

The Extent of Resourcing Practices on DepEd Official

Online Platforms of Secondary School Teachers ------------- 27

The Extent of Resourcing Practices on Online Platforms from

Private Sectors of Secondary School Teachers -------------- 32

The Extent of Resourcing Practices on Available Printed Materials

in Schools Library/Learning Resource Center of

Secondary School Teachers ---------------- 36

The Extent of Resourcing Practices of Secondary School Teachers

when taken as a Whole. ---------------- 39

Platforms of Secondary School Teachers when Grouped Based

on Respondents’ Profile. ----------------- 43

The Extent of Resourcing Practices On Online Platforms from

Private Sectors of Secondary School Teachers When Grouped

Based On Respondents’ Profile. ----------------- 47

The Extent of Resourcing Practices Available Printed Materials

in School Library/Learning Resource Center of Secondary

School Teachers when Grouped Based on Respondents’ Profile. ----- 52

The Extent of Resourcing Practices of Secondary School

Teachers when Taken as a Whole and when Grouped

Based on Respondents’ Profile. -------------------- 56

Summary of Findings --------------------------------- 57

Dissemination and Advocacy Plans -------------------------------- 61

Curriculum Vitae -------------------------------- 63

Appendix A – Letter to the Schools Division Superintendent ----------- 65

Introduction of the Research

countries in behalf of challenges due to pandemic. The accomplishment of such depends on

to the mode of the delivery of instruction which is distance learning.

Many educators continually focus on how to improve student achievement on the

Research on urban schools suggested, however, that improving instruction alone is

outcomes of pupils (Stoltz, 2017).

affect students’ achievements, while resourcefulness creates a substantiated lesson delivery

impact to the students’ academic performance amidst distance learning.

These contentions motivate the researcher to determine the relationship between

students’ academic performance and level of resourcing practices on teaching-learning