12

Week 8 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 8:
Drawing of Conclusions from
Research Findings and
Formulating
Recommendations

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Practical Research 2 – Grade 12
Self-Learning Module (SLM)
Quarter 2 – Module 8: Drawing of Conclusions from Research Findings and Formulating
Recommendations
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Jean M. Dizon

Editors: Rowel Ll. Otero
Reviewer: Rowel Ll. Otero, Alma E. Agulan, Hazel Rose V. Corachea, Niza B. Ponteras,
Jean M. Dizon, Ester R. Rodulfa, Alona Rose L. Jimenea, Sherwin P. Uy
Illustrator: GSCNHS SHS Research Department
Layout Artist: GSCNHS SHS Research Department
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Luzviminda R. Loreno, EPS – SHS Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
 12

Week 8 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 8:
Drawing of Conclusions
from Research Findings
and Formulating

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Drawing of Conclusions from Research Findings and Formulating!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 – Grade 12 Self-Learning Module (SLM) on

Drawing of Conclusions from Research Findings and Formulating!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written with you in mind. It is here to help you
recognize the importance of gathering of information from survey, experiment, or
observation. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course.
In this module you will be able to:
• draw conclusions from research findings; and, CS_RS12-IIh-j-1
• formulate recommendations. CS_RS12-IIh-j-2
Specifically, you are expected to:
1. Present summary of the research problem and findings;
2. Draw conclusions from research findings; and,
3. Make recommendations based on the conclusions of the study.

What I Know

Before we proceed to our lessons and activities, let us answer the following
questions to check first your prior knowledge by answering the pre-test below.

Multiple Choice: Read the following questions carefully and encircle the letter of the
correct answer.

1. In which part of the research output are the results presented in a

graphical form or through a diagram?
a. analysis of data c. interpretation of data
b. processing of data d. presentation of data
2. Which of the following is NOT a method of data collection?
a. experiments c. observations
b. interviews d. questionnaire
3. Which of the following statements is TRUE in constructing closed- ended
questions in quantitative research?
a. Closed- ended questions provide qualitative data in the participant’s
own words.
b. Closed- ended questions can be answered with a simple “yes” or
“no”.
c. Closed- ended questions directly provide quantitative data based on
the researcher’s predetermined responses categories.
d. Closed- ended questions directly provide quantitative data to the
participants’ own words.
4. Miss Lee is writing her daily observations of a student and writes, without
interpretation, that the student is not completing the class work and is

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 constantly speaking out of turn. Which of the following objectives does she
appear to be using?
a. Description c. explanation
b. Prediction d. exploration
5. After reading the method section of a quantitative research report, you
should know ________.
a. How the researcher analysed the data
b. The researcher’s interpretation of the statistical results
c. What the researcher did to collect the data
d. Which literature supports the researcher’s hypotheses
6. Which of these quantitative data- gathering strategies is effective when
the researcher needs to prepare structured and unstructured questions?
I. Interview
II. Questionnaires
III. Survey
a. 1 only c. III only
b. II only d. I, II, and III
7. In reading a quantitative article you should ___________.
I. independently assess the results in addition to reading the researcher’s
interpretation in the discussion section
II. refer back to the method section to determine how the data were
collected when assessing the researcher’s interpretations in the
discussion section
III. assess the link the author has made from the result to the supporting
theory of framework
c. 1 only c. III only
d. II only d. I, II, and III

8. The following are the key component of data analysis EXCEPT_________.

a. analysing the technique used c. presenting the data
b. determining the purpose of evaluation d. drawing conclusion
9. Which is the numerical value used as a summary measure for a sample?
a. sample statistics c. population mean
b. sample parameter d. range
10. Which is the most common and stable measure of central tendency that
is commonly used by researchers in analysing the data gathered?
a. median c. pie graph
b. mean bar graph

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 Drawing Conclusions from Research
Lesson
Findings and
8
Formulating Recommendations

In technical or academic writing, a

well- crafted conclusion can provide the final
word on the value of your analysis, research
or paper. You should complete your
conclusion with conviction. The research
recommendation is a part of the where you
make suggestions about some resolution as a
response to the research problem. Like all
stages of research writing, drawing
conclusions and recommendations must
adhere to the ethical considerations of
research writing.

What’s In

In this module, you will be taught on how to draw conclusion from research
findings and formulates recommendation that is very important in evaluating the
results which may propose specific solutions connected with the findings of the
study. To start with your learning journey, let us review first your past lesson. Let us
see if you still remember the following points.

Activity 1: Think and Write

Direction: Give a brief description for the following terms.
1. Measures of Central Tendency
___________________________________________________________________________
___________________________________________________________________________
2. Bivariate Analysis
___________________________________________________________________________
___________________________________________________________________________
3. Spearman’s rho
___________________________________________________________________________
___________________________________________________________________________
4. Chi-square test
___________________________________________________________________________
___________________________________________________________________________

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 What’s New

Are you curious and excited about the lesson you are about to learn in this
module? So, get ready to learn new things about writing the last chapter of your
research journey.

Activity 2: KWL Chart

Direction: Fill out the table below with your learning views about drawing
conclusion and formulating recommendation.

What I know What I want to What I have

about know about learned about
formulating formulating formulating
conclusion and conclusions and conclusions and
recommendatio recommendation recommendation
n s s
Conclusions

Recommendation
s

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 What is It

Now, let us study the concept related to your activity. In any case, all new
researchers in the area of research go through the process of adjusting to the nature
and requirements of research practices. Let us then acquaint ourselves with the term
“research conclusions and recommendations”.

Research Findings
This summarizes the results of the study and it must answer the questions
in the research problem. Findings are the results of the study.

Drawing Conclusions
A research conclusion should fit together with the findings of the study. A
conclusion is not merely a summary of your points or a re-statement of your research
problem but a major listing of outcomes derived from a study. A conclusion is the
answer to the main problem of the study.
Conclusions can also serve as a basis for continuing research, creating new
ideas to resolve an issue or offering new approaches to a topic.

Characteristics of a Good Conclusion

A well-written conclusion provides you with several important opportunities
to demonstrate your overall understanding of the research problem to the reader.
These include:
1. Presenting the last word on the issues you raised in your paper. Just as
the introduction gives a first impression to your reader, the conclusion offers
a chance to leave a lasting impression. Do this, for example, by highlighting
key points in your analysis or findings.
2. Summarizing your thoughts and conveying the larger implications of
your study. The conclusion is an opportunity to succinctly answer the "so
what?" question by placing the study within the context of past research about
the topic you've investigated.
3. Demonstrating the importance of your ideas. Don't be shy. The conclusion
offers you a chance to elaborate on the significance of your findings.
4. Introducing possible new or expanded ways of thinking about the
research problem. This does not refer to introducing new information [which
should be avoided], but to offer new insight and creative approaches for
framing/contextualizing the research problem based on the results of your
study.

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Steps in Writing a Conclusion
1. Restate your research topic
Typically, one sentence can be enough to restate and explain important a topic
clearly. Conclusion should be clear and concise and state only the most important
information.
2. Restate the thesis
The thesis statement in your conclusion should be worded differently than
what was written in the introduction. This element can also be effectively written in
one sentence.
3. Summarize the main points of your research
Sum up the main points of the research paper. Pick out only the most relevant
facts and arguments. The purpose of summarizing the key points is to remind the
reader of the importance of the research topic.
4. Connect the significance or results of the main points
After discussing the main points of your argument, present the significance of
these points. Discuss how the impacts of the topic affect a specific outcome, present
the results of studies or other findings that can help add emphasis and the
significance of the information.
5. Conclude your thoughts
Create a call to action or pose an idea that gets your readers thinking further
about the argument to address any questions that were left unanswered in the body
paragraphs of your paper.

Tips for Writing Your Conclusion

Here are some helpful tips to keep in mind when you write your research
paper conclusion:
1. Keep the thesis, main points and summarizing facts clear and concise.
2. Avoid beginning the conclusion with statements like "in conclusion" or "in
summary", as these basic statements can come across as redundant.
3. Do the the basic summarizing format for your conclusion.
4. Synthesize information by providing questions and answers, results,
suggestions or a resolution to the arguments.
5. Include only the most relevant points and arguments you presented in your
paper.
6. Avoid repeating information that you have already discussed.

Formulating Recommendations of the Study

The research recommendation is a part of the paper where you make
suggestions about some resolutions as a response to the research problem. It must
be consistent with the conclusion. It must also propose specific solutions connected
with the findings of the study and must be supported by relevant and specific data
from the findings.
Recommendations are based on the conclusions. This is arranged in
accordance with the conclusions. In addition, recommendations may include further
research of the study.

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 The summary of findings, conclusions, and recommendations may fit together
with each other.

Guidelines in Formulating a Recommendation

1. Make sure that your recommendations in accordance with the
conclusions and limitations of the study. Furthermore, align your
recommendations with the purpose and scope of your research.
2. Make your recommendations as specific as possible for them to become
workable and practical.
3. Write your recommendations concisely and clearly. This will help the
readers immediately recognize the impact of your study.
4. As much as possible, refrain from offering recommendations that could
have been easily addressed as you were conducting your study.
Otherwise, these might be construed only as an after-thought.

Sample of Drawing Conclusion and Formulating Recommendation

It is important to note that conclusions and recommendations must be
anchored in the research problem and findings of the study. In this example, the
statement of the problem and findings are presented to determine the alignment of
the conclusions and recommendations.

Summary
This study determined the relationship between level of public speaking
anxiety and the academic performance of the senior high school students.
Specifically, it sought answers to the following questions:
1. What is the level of public speaking anxiety of the senior high school
students?
2. What is their academic performance in the first semester of the SY 2019-
2020?
3. Is there a significant relationship between the level of public speaking
anxiety and the academic performance of the senior high school students?

Findings
Based on the data collected and analyzed, the following were the results
and findings of the study:
1. The level of public speaking anxiety among Humanities and Social
Sciences students is moderately high with an overall mean of 3.36.
2. The academic performance of the senior high school students is very
satisfactory with a mean grade of 87.
3. There is no significant relationship between the level of public speaking
anxiety and the academic performance of the senior high school students since
the p-value of 0.590 is greater than 0.05. Thus, the null hypothesis is accepted.

Sample Conclusions
Based on the findings of study, the following conclusions were drawn:

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 1. Senior high schools students can manage to do public speaking; however, they
still have the fear of doing it. Indeed, most students have fear towards public
speaking given its nature.
2. Senior high school students have noticeable academic performance.
3. Students’ level of public speaking anxiety does not have something to do with
their academic performance. Thus, public speaking anxiety could not directly 34
affect the academic performance of the students.

Sample Recommendations
Based on the conclusions of the study, the following recommendations were
formulated:
1. Students through their teachers, school organizations and parents as support
systems should be responsive and willing enough to address their public
speaking anxiety through striving to attain knowledge of what causes their
anxiety and what remedies to take to acquire and maintain such low to
mediocre anxiety.
2. Teachers should integrate public speaking activities in their lessons so that
students would be given opportunities to improve their public speaking skills
as they are improving their academic performance as well.
3. The school through the English and Filipino departments in partnership with
speech coaches and related organizations should venture in materializing
sustainable school-based activities and trainings encompassing varied skills-
enhancement undertakings through organizing an array of public speaking
enhancement activities to yearly and monthly held events such as the English
Festival/Extravaganza, Buwan ng Wika, Speech Festival and other related
events to work on the goal of reducing the anxiety level of beginning speakers
and maintain the low to moderate anxiety level of experienced speakers.

Have you observed how the conclusions and recommendations are drawn from
the findings of the study? That’s great! So, you are now ready to explore the activities
intended to enhance your skills in writing conclusion and recommendation of the
research study.

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 What’s More

Summary
This study determined the level of guardian’s supervision and its
relationship towards student’s academic performance. Specifically, this sought to
answer the following questions:
1. What is the level of supervision of the student’s guardians in terms of:
1.1. School activities; and
1.2. Social interaction?
2. What is the students’ academic performance in the first semester of the
school year 2019-2020?
3. Is there a significant relationship between the level of supervision of the
student’s guardians in terms of school activities and social interaction and
their academic performance in the first semester of the school year 2019-
2020?
Findings
The following findings answered the statement of the problem of the study.
1. The level of supervision of the student’s guardians is high with the overall
mean of 4.035.
1.1 In terms of school activities, the level of guardian’s supervision is high
with the grand mean of 4.12; and,
1.2. In terms of social interaction, the level of guardians’ supervision is
high with the grand mean of 3.95.
2. The student’s academic performance is outstanding with the mean grade
of 91.
3. There is no significant relationship between the level of supervision of
student’s guardians and their academic performance since the p-value of
0.168 is greater than 0.05.

You have already gained insight on how to draw conclusions and formulate,
commendations. This time, let us do the activities and see how much you have
learned.
Activity 3: Conclusion and Recommendation Combo!
Directions: Read the summary and findings of the study presented in the
box, then draw conclusions and make recommendations. Write your answer on the
space provided.

A. Draw conclusions from the research findings and data analysis presented in the
box.
Conclusion 1:____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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Conclusion 2:____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Conclusion 3:____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

B. Based on the conclusions you have drawn, present your recommendations below.
Recommendation 1:______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Recommendation 2:______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Recommendation 3:______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

What I Have Learned

Activity 4: Complete the Phrase

Direction: Now let us sum up what you learned from our lesson by completing
the phrase below.

1. Research conclusion is…_______________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2 Research recommendation is …_________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 What I Can Do

You have answered all the activities in this module and it’s time for you to
apply what you have learned.
Activity 5: T-S-F-C-R Table
Directions: Complete the table below by presenting the title, summary,
findings, conclusions and recommendations of your research study.

Research Title:

Summary of the Study: (Write only the statement of the problem of your study.)

Findings: (Present the findings following the order of your SOP presentation.)

Conclusions: (Draw conclusions based on the research problem and findings of your
study.)

Recommendations: (Formulate recommendations based on the conclusions drawn

in the study.)

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 Assessment

It is about time to evaluate your learnings. Let’s do Activities 7 and 8!

Activity 7. Tell me, True or False?

Directions: Write True if the statement is correct and False if it states
otherwise. Write your answer on the space provided before each number.

___________ 1. A research paper should only have one conclusion.

___________ 2. Numerals and figures must be used in the conclusion.
___________3. Data that do not support your hypothesis should be excluded from the
results section.
___________4. The results and discussion of the findings are often combined into one
section of the research paper.
___________ 5. The discussion section reports the findings of the study.
___________ 6. Recommendations states how the findings can be applied the real-life
contexts.
___________ 7. Your recommendations should be based on your conclusions and
identified limitation.
___________ 8. Conclusions can also serve as a basis for continuing research, creating
new ideas to resolve an issue or offering new approaches to a topic.
___________ 9. Findings summarize the result of the study.
___________10. Recommendations are based on the conclusions.

Activity 8: Conclusion or Recommendation?

Directions: Read the following sets of statements. Identify which is conclusion
and which is recommendation. Set 1 is done as an example.

Set 1

Conclusion The more experienced the students are towards online shopping, the
more aware they are on how to prevent untoward circumstances
in online shopping.

Recommendation Students should secure private details when purchasing online

and they should avoid clicking pop-outs or advertisements which
are not included in the purchase to avoid any possible hacking of
accounts.

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Set 2
__________________DSWD in partnership with LGU should conduct series of seminars
about Gender and Development (GAD) and Violence against
Women and Children (VAWC) in the local communities.
__________________Domestic violence among children is moderately high thus,
children experience physical, verbal and emotional abuse in
domestic setting.
Set 3
__________________Fast food chain crew observe the standard quality of their services;
however, they have to improve their ability to communicate with
customers.
__________________Fast food owners should organize trainings for their employees
and crew relevant to customer service.
Set 4
_________________Guardian’s supervision has nothing to do with the students’
academic performance as the students can make an outstanding
performance with or without the guardian’s supervision.
Consequently, the guardian’s supervision is not an influencing
factor towards increasing academic performance.
_________________School administrators should initiate activities such as parent’s
orientation on calendar of activities and family day to increase
parents or guardians involvement in their children’s school
activities.

Additional Activities
Activity 9. 3-2-1...Action!
Directions: Write down on a note card the three (3) things you learned in this module,
(two) 2 questions you have about the topic, and one (1) thing you want the teacher
to know about this lesson.

3 Things You Learned In This Module 2 Questions You Have About The Topic

1 Thing You Want The Teacher To

Know About The Lesson

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 18
Activity 8 Activity 7 Activity 1-6 What I Know
Set 1: 1. False Answers may 1. C
Conclusion 2. False vary. 2. A
Recommendation 3. True 3. C
4. True 4. A
Set 2: 5. True Activity 9 5. C
Recommendation 6. True 6. D
Conclusion Answers may
7. True 7. D
vary.
8. True 8. D
Set 3: 9. True 9. B
Conclusion 10. True 10.B
Recommendation
Set 4:
Conclusion
Recommendation
Answer Key
References

Book Sources
Barrot, J. (2017) Practical Research 2 for Senior High School
Bueno, D. (2016). Practical Quantitative Research Writing for Senior High School
Megrito, L (2016) Applied Research: an Introduction to Quantitative Research
Methods and Report Writing
Faltado, R. (2016) Practical Research 2 Quantitive Research

Otero, R. (2016). Practical Research II Worktext

Online Sources

https://library.sacredheart.edu/c.php
https://www.indeed.com/career-advice/career-development/how-to-write-a-
conclusion-for-a-research-paper
https://keydifferences.com/wp-content/uploads/2020/07/conclusion-
writing.jpg

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of General
Santos City with the primary objective of preparing for and addressing the
new normal. Contents of this module were based on DepEd’s Most Essential
Learning Competencies (MELC). This is a supplementary material to be used
by all learners in General Santos City in all public schools beginning SY 2020-
2021. The process of LR development was observed in the production of this
module. This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson Street, Brgy. Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph

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