Cnhs - TOOLS-FOR-RESEARCH-UTILIZATION

Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
RESEARCH MONITORING AND UTILIZATION TOOL (SUMMARY)TEMPLATE
District CABAY NHS/TIAONG II

Principal ARIEL C. DEL MUNDO
Number of Research FY 2019 3

studies completed, FY 2020 1
implemented and utilized
within 3 years FY 2021 1
FY 2019 FY 2020 FY 2021
Profile of the Teachers/ Teacher I-III 2 1
Non- Teaching Staff who Master Teacher I-II 1
utilizes the Research
Outputs School Head 1
Non-teaching Staff
FISCAL YEAR 2019
NEEDS ANALYSIS OF SENIOR HIGH SCHOOL-TECHNICAL
VOCATIONAL AND LIVELIHOOD STUDENTS IN ORAL
COMMUNICATION
IN CONTEXT: AN ENGLISH FOR SPECIFIC
PURPOSES MATERIAL
Title of Research Output FISCAL YEAR 2020

Utilized
EXTENT OF IMPLEMENTATION OF GENDER AND
DEVELOPMENT PROGRAMS AND PROJECTS OF CABAY
NATIONAL HIGH
SCHOOL: BASIS FOR ACTION PLAN
FISCAL YEAR 2021

Tool in assessing and addressing School’s
DEPEDQUEZON-SGO-HRD-04-001-004
“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: quezon@deped.gov.ph
Website: www.depedquezon.com.ph
Region IV-A
Priority Improvement Areas: A Basis for Technical Assistance

Plan
Learners 595
Teachers 28
Number of beneficiaries
Employees 595
Community
Teaching and Learning 3
Child Protection
Human Resource
Number of Research Development
Themes inclusion Governance
Cross-Cutting Themes 1
(GAD, Inclusive Education,
DRR)

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
RESEARCH MONITORING AND UTILIZATION TOOL TEMPLATE
THE RESEARCHER/S
Name: ARIEL C. DELM Signature:
NUNDO
Sex. MALE Place of Birth: LUSACAN, TIAONG
QUEZON
Home Address. LUSACAN TIAONG, QUEZON
Mobile Number: Civil Status: MARRIED
DepEd E-mail Address: ariel.delmundo@deed.gov.ph

School/ Office Address: CABAY NATIONAL HIGH SCHOOL
OFFICE/IMMEDIATE HEAD
Name: MA. LOURDES C. CABANAG
Position: PSDS
Mobile Number:
School/ Office Address: LUSACAN ELEMENTARY SCHOOL
THE RESEARCH STUDY
Title: Tool in assessing and addressing School’s
Priority Improvement Areas: A Basis for
Technical Assistance Plan
Outputs/ Programs and Projects as a tool assessing
Intervention/Innovation and addressing School’s
Priority Improvement Areas: A Basis for
Technical Assistance Plan
Date of Completion S. Y. 2021-2022
Description of the Here are some of the projects and
project/outputs/ programs presented.
intervention done that has 1. Project SSS (Sitio Satellite Station for
a significant effect on the Learning) – school strategy to installed
performance of the Television in the Learning Sitio to
school/district/community. upload teachers VIDEO lesson
presentation via USB to help learners
and their parents to easily understand
the topics and activities enclosed in
the SLM’s/LeaP. It answers the issues

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
and concerns on the availability of

gadgets to utilize @home, No internet
connectivity, capability of parents to
teach their children and ensure safety
because learners were group according
to their place of residence.
Economical, practical and useful.
2. Project MOA (Modified On-site
Assessment for Senior HS) – an
strategy in which all the TVL-HE
laboratory equipments, tools and
materials will bring to the Learning
Sitio for the skills enhancement in
Cookery, Bread and Pastry and Food
and Beverage Services. Learners were
group into 10 members with their
specific time schedule to ensure
health protocols.
3. Project I CARE (Integrating
Comprehension Activities in Reading
Enhancement) – school Reading
Program to address reading difficulties
of learners.
4. Project ML in action(Mathematics
Learners in action) – school Numeracy
Program to address problems on non-
numerates.
5. Project C2A (Cabayan Connection in
Action) – an strategy on the
partnership to the households with
internet connection to adopt their
neighboring learners with out internet
to access for research purposes that
will help in answering the activities
enclosed in the modules.
6. Visit-Kleta – this is a home visitation
teachers initiative assisting their
learners at home riding in the bicycle.
Extent of Usability
(Indicate problem
addressed, people/ office
benefited, and transactions
facilitated)

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
Please attach a copy of the Research Output/Intervention Used
RESEARCH MONITORING AND UTILIZATION TOOL TEMPLATE


Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
THE RESEARCHER/S
Name: ANNA MARIE A. Signature:
RANILLLO
Sex. MALE Place of Birth: TIAONG, QUEZON
Home Address. LUSACAN TIAONG, QUEZON
09952129836
DepEd E-mail Address: annamarie>ranillo@deed.gov.ph
Name: ARIEL C. DEL MUNDO
Position: PRINCIPAL
Mobile Number:
School/ Office Address: CABAY NATIONAL HIGH SCHOOL – CABAY TIAONG
QUEZON
THE RESEARCH STUDY
Title: NEEDS ANALYSIS OF SENIOR HIGH
SCHOOL-TECHNICAL VOCATIONAL
AND LIVELIHOOD STUDENTS IN ORAL
COMMUNICATION
IN CONTEXT: AN ENGLISH FOR
SPECIFIC
PURPOSES MATERIAL
Outputs/ CONTEXTUALLY READING

Intervention/Innovation
Date of Completion S.Y. 2019-2020
Description of the Cognizant of the role of Oral Communications
project/outputs/
functions in the technology, vocational, and livelihood
intervention done that has
a significant effect on the track which has essential goals of the K to 12
performance of the Program, namely global competitiveness and
school/district/community.
communication empowerment in their chosen track,

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
the researcher in particular initiate a course of action

by providing nurturing activities that aims to develop
a material inculcating communicative skills and
language functions in TVL, Home Economics track
and develop communicatively competent students in
their preparation for their future endeavor. It starts
with analyzing their strength and weaknesses
through needs assessment.
Cabay and Recto Memorial National High Schools in
particular aimed to produce quality, competitive and
well oriented learners in their chosen track. In
attaining these goals learner’s performance is the
most excellent evidence in determining individual
progress. Indeed the major problem of the teachers
especially Senior High School English teachers is
how to teach the oral communication functions align
with the competencies and anchor to their TVL track.
The learners of these schools were experiencing oral
communication difficulties as reported by three
English teachers.
One of its promising subjects is the Oral
Communication in Context and since Cabay and
Recto Memorial National High Schools try to develop
strong foundation in English by preparing its students
to become communicative competent. But then,
since it is just new in senior high school, there is still
inadequacy of instructional tools especially for this
subject. Subsequently, the role of teachers is simply
to make the best and employ the best technique to
help this be realized. As such, that they have to look

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
for appropriate materials or create the best tool to

address these standards.
For this reason, the researcher thought of a way to
help the students and the school to have a material
that would suit the school standard, new curriculum
and to students—and that is with development of
ESP material for the use of these young learners and
faculty members. The study dealt with developing the
ESP material aligned with the oral communication
needs of SHS-TVL students. It catered the
development of the oral communication skills of
senior high school students.
Extent of Usability
(Indicate problem From the results of the study, the following
addressed, people/ office conclusions are drawn:
facilitated) 1. The students find it very difficult to speak in the
demonstration, dialogues, and applying
communication in social context where they need to
produce unique utterances which are less prepared
and must be thought of instantaneously.
2. Students’ interest in English is affected by what
they perceive as challenging, the necessary English
language skills are perceived as significant due to its
immediate use in the course, and among the four
macroskills, speaking is the least mastered among
the TVL students. Further, most of the students want
to make use of English in authentic tasks, still think of
communicating English only in classroom set-up as
they find the opportunity to speak English more in
school settings than in authentic context, think that
they learn English by reading books, but most of their

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
time is devoted in social media and there they can

express freely without fear of being corrected by their
friends.
3. The developed ESP material, Contextually
Speaking is ready for initial try-out.
4. The developed ESP material is commendable for
use in Oral Communication in Context course among
grade 11 TVL track students.

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
THE RESEARCHER/S
Name: MELODY D. Signature:
LANDICHO
Sex. MALE Place of Birth: TIAONG, QUEZON
Home Address. CANDELARIA, QUEZON
DepEd E-mail Address: melody.landicho@deed.gov.ph

Name: ARIEL C. DEL MUNDO
Position: PRINCIPAL
Mobile Number:
School/ Office Address: CABAY NATIONAL HIGH SCHOOL – CABAY TIAONG
QUEZON
THE RESEARCH STUDY
Title:
Outputs/ CONTEXTUALLY READING
Intervention/Innovation
Date of Completion S.Y. 2019-2020
Description of the The issues on gender sensitivity and gender
project/outputs/ mainstreaming in education remain a perennial
intervention done that has concern that is worth pondering upon. Various
international and local concepts, laws,
a significant effect on the
initiatives, policies, and directives were
performance of the formulated with the hope of rectifying the thrust
school/district/community. on eradicating the stereotypical gender
discrimination between men and women in all
sectors of society. Furthermore, there had been
constant conceptualization of theories and
perspectives by gender advocates throughout
the decades of dispute (Carmona, 2016).
In the Department of Education (DepEd),
Gender Sensitivity Trainings (GST),
Preparation of Lesson Plan Exemplars and
GAD Planning and Budgeting Sessions have

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
been conducted to ensure inclusion of GAD in

the flow of Philippine educational system
(DepEd Order No.19 s.2004 DepEd Order
No.49 s.2006 and DepEd Order No. 63 s.
2012). However, despite these initiatives and
the establishment of organizational structure
cascaded from the national, region, division,
and school level, GAD programs and projects
have not been fully implemented. The gender
mainstreaming in education has not progressed
as expected as manifested in the contents of
the learning materials recently issued by the
Central Office and in the utterances and
perceptions of some teachers and students
Consequently, the researcher finds it necessary to
conduct a study that will assess the status of
implementation and the problems encountered by the
school administrator and teachers in implementing Gender
and Development (GAD) programs and projects in DepEd
particularly in Cabay National High School, Tiaong
Quezon.
Extent of Usability Based on the findings of the study, the following conclusions
(Indicate problem were drawn:
addressed, people/ office
Teachers and administrators who have not attended Gender
facilitated) Sensitivity Trainings (GST) even once are not gender-
sensitive thus cannot decipher if they are demonstrating
inequality and gender biases inside and outside of their
classroom as well as in the teaching-learning process.
Consequently, statements in textbooks that display
stereotyped roles of men and women were not modified and
corrected during lesson delivery. In delegating or training the
pupils to accomplish a job for example, teachers are boxed
to the idea that fetching water and scrubbing the floor is for
boys and sweeping the floor and wiping window panes are
for girls. Thus, these stereotyped roles continue to exist.
Also, they could not distinguish a particular program that is
under the umbrella of Gender and Development (GAD).
A remarkable seventy-two percent (72%) partially

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
implemented Integration of GAD Core Messages in the daily

teaching-learning activities. This was supposed to be the
core and lasting legacy of gender and development in
reshaping the future generation free from domestic violence,
hate crimes, biases and abuses.
Only two problems came out in the study that was
encountered by teachers and administrators that hinder
them in the implementation of GAD programs and projects.
First, the Learner’s materials, textbooks and other
instructional materials still contain stereotyped pictures and
statements. Second, the teachers and administrators’
difficulty in identifying gender issue to be addressed and
prioritized. These are the contributing factors in the delayed
preparation of GAD annual plan and budget and the
legitimacy of its expenditures.
There is a significant difference in the extent of
implementation of Non-stereotyped Instructional Material
(IMs) in terms of Age. Age bracket 61-65 has different lens
on this matter compared to ages 22-60 years old.
There is a significant difference in the extent of

implementation in Integration of GAD Core Messages in
terms of Sex. As expected, men and women have different
perspectives especially in the components of GAD Core
Messages that was viewed by men as a sort of reversal to
history and seemed to pull them out from their comfort
zones .Example, in Shared Parenting and in Shared Home
Management. In the past and even until now in most
homes, household chores and child rearing are put on the
shoulders of wives unquestionably. People throughout the
ages have the notion already at the back of their minds that
these are womanly jobs.


Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

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Republic of the Philippines

RESEARCH MONITORING AND UTILIZATION TOOL (SUMMARY)TEMPLATE

District CABAY NHS/TIAONG II

Number of Research FY 2019 3

Title of Research Output FISCAL YEAR 2020

FISCAL YEAR 2021

“Creating Possibilities, Inspiring Innovations”

Priority Improvement Areas: A Basis for Technical Assistance

“Creating Possibilities, Inspiring Innovations”

RESEARCH MONITORING AND UTILIZATION TOOL TEMPLATE

DepEd E-mail Address: ariel.delmundo@deed.gov.ph

“Creating Possibilities, Inspiring Innovations”

and concerns on the availability of

“Creating Possibilities, Inspiring Innovations”

Please attach a copy of the Research Output/Intervention Used

RESEARCH MONITORING AND UTILIZATION TOOL TEMPLATE

“Creating Possibilities, Inspiring Innovations”

Outputs/ CONTEXTUALLY READING

“Creating Possibilities, Inspiring Innovations”

the researcher in particular initiate a course of action

“Creating Possibilities, Inspiring Innovations”

for appropriate materials or create the best tool to

“Creating Possibilities, Inspiring Innovations”

time is devoted in social media and there they can

Please attach a copy of the Research Output/Intervention Used

“Creating Possibilities, Inspiring Innovations”

DepEd E-mail Address: melody.landicho@deed.gov.ph

“Creating Possibilities, Inspiring Innovations”

been conducted to ensure inclusion of GAD in

“Creating Possibilities, Inspiring Innovations”

implemented Integration of GAD Core Messages in the daily

There is a significant difference in the extent of

Please attach a copy of the Research Output/Intervention Used

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

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