Columbio I_Eday Elementary School-Menor

Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION (
MULTISENSORY MAPPING STRATEGY: IMPROVING PHONOLOGICAL

AND PHONEMIC AWARENESS OF GRADE 1 AND 2
PUPILS IN READING
An Action Research
funded through
BASIC EDUCATION RESEARCH FUND (BERF) 2023
presented to the
Policy, Planning, and Research Division
Department of Education – SOCCSKSARGEN
Regional Center, Brgy. Carpenter Hill,
City of Koronadal
Grace A. Menor
Teacher III
Eday Elementary School
Sultan Kudarat Division
Address: Kenram, Isulan, Sultan Kudarat
Telephone No.: (064) 471 1007
Website:https://depedsultankudarat.orgEmail: depedsk.r12@deped.gov.ph
Research Theme/Strand (Kindly Check)
________ Theme 1 – A: Teaching and Learning (Sub-themes: Instruction and

Curriculum)
________ Theme 1 – B: Teaching and Learning (Sub-themes: Learners,
Assessment, Learning Outcomes)
_________Theme 2: Child Protection
__ Theme 3: Human Resource Development
_________Theme 4: Governance
Telephone No.: (064) 471 1007
Enclosure 1. Schools Division Research Committee Composition Roles

and Responsibilities
Name Position/FD Position
Atty. Nelyn B. Frinal, Assistant Schools Division Chair

CESE Superintendent
Mohalidin M. Suaeb, PhD Chief, School Governance and Co-Chair
Operations Division
Ismael M. Ambalgan Chief, Curriculum Implementation Co-Chair

Division
Baipina M. Balubugan, Planning Officer Ill Member
PhD
Arturo L. Porras, MBA Administrative Officer V-Budget Member
CID Representative/ s based on the requirement for the evaluation Member
By invitation: Focal person of concerned division/ learning Member

area/ section/ program
Iris C. Navarro, PhD EPS Il/ Division Research Coordinator Member
Leodie D. Mones, PhD Teacher-In-Charge Secretariat
Lloyd Kit S. Villa ADA Secretariat
Remos G. Baclaan AA 111 Secretariat
Leonardo M. Balala, CESE Schools Division Superintendent Adviser

The SDRC shall have the following roles and responsibilities;
a. Provide directions on research initiatives through the national
and local Basic Education Research Agenda, and other identified
priority research areas in the division;
b. Evaluate and approve research proposals and other related
research initiatives from the schools and community learning
centers (CLCs) to be funded under BERF;
c. Evaluate and approve research proposals and other related
research initiatives within the schools division to be funded by
other fund sources;
Telephone No.: (064) 471 1007
d. Forge partnerships with academic and research institutions,

government agencies, and other DepEd offices on education
research initiatives and projects;
e. Prepare and submit reports to the RRC on all research initiatives
conducted in the division from all fund sources;
f. Resolve emerging issues on the management and conduct of
research;
g. Ensure that cost estimates fall under the existing accounting

and auditing rules and regulations; and
h. Endorse approved school level proposals to the Regional Office
for confirmation and release of funds under BERF.
The Schools Division Research Committee Secretariat, shall perform

the following:
a. Organize, coordinate, and document meetings of the Committee;
b. Conduct initial screening of submitted proposals for compliance with
submission guidelines;
c. Aid SDRC members in recommending proposals for approval as per
the criteria and scoring template provided;
d. Liaise with academic and research institutions government agencies,
and other DepEd offices in the conduct of the research;
e. Provide technical assistance to the researchers on the conduct of their
Studies;
f. Conduct periodic monitoring on research initiatives in schools and
community learning centers (CLCs) within the division;
g. Prepare periodic report on accomplishments related to division
research initiatives; and
i. Prepare complete staff work in support of the Committee's
functions as needed.
Telephone No.: (064) 471 1007
Research Proposal Application and Endorsement of Immediate

Supervisor
A. Research Information
Research Title:
MULTISENSORY MAPPING STRATEGY: IMPROVING PHONOLOGICAL AND
PHONEMIC AWARENESS OF GRADE 1 AND 2
PUPILS IN READING
Short Description of the Research:

The purpose of this study is to determine the efficacy of a multisensory
mapping strategy in improving the phonological and phonemic awareness of
first and second grade pupils when reading. This strategy will be employed
using a mixed method for convergent design. The selection of the participants
will be 40 grade 1 and 2 pupils as part of the complete enumeration technique
to participate reading with phonological and phonemic awareness using
multisensory mapping strategy while 10 participants will be purposely selected
to determine the phonological and phonemic awareness in reading through
rigid interviews. The data collected from the qualitative results will be the
mean, t-test, Pearson's correlation, regression analysis, and Sobel test.
Thematic analysis will take place while the data is in the qualitative phase.
Research Category: Research Agenda Category:

_____National _____Teaching and Learning
_____Region _____Child Protection
_____Schools Division _____Human Resource Development
_____District _____Governance
_____School
Cross-cutting theme if applicable:
Research Type: _____Disaster Risk Reduction
_____Action Research Management
_____Basic Research _____Gender and Development
_____Inclusive Education
_____Others specified as: ________
Fund Source Amount
BERF
SEF
Personal Funds
Others
Total Amount:
Telephone No.: (064) 471 1007
B. 1. Proponent Information (Lead Researcher)
Last Name: First Middle Name:

Menor Name: Aguio
Grace
Birthdate (MM/DD/YYYY) Sex: Position/Designation:
December 10, 1983 Female Teacher III
Region/Division/School (whichever is applicable):
XII/Sultan Kudarat/Eday Elementary School
Contact number 1: Contact Email Address:
09638386453 number 2: grace.menor@deped.gov.ph
Educational Attainment Title of Thesis/Relates Research Project

(Degree Title) enumerate
from bachelor’s degree up to
doctorate Degree.
1) Bachelor of Science in
Agricultural Education
2) Masters of Arts in CREATIVITY FOSTERING OF TEACHERS AND
Educational STUDENT MOTIVATION
Management
3) Doctor of Education –
Educational
Management and
Leadership
SIGNATURE OF PROPONENT:
Telephone No.: (064) 471 1007
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached research proposal. I certify that the

proponent/s has/have the capacity to implement a research study without
compromising his/her office function.
NAGUIB U. MACASAYON, PSDS

Name and Signature of the Immediate Supervisor
Position/Designation: Principal I/ District In-Charge
Date: ____________________
Telephone No.: (064) 471 1007
Declaration of Anti Plagiarism
1. I/WE Grace A. Menor, understand that plagiarism is the act of taking

and using another idea’s and work and passing them off as one’s own.
This includes explicitly copying the whole work of another person
and/or using some parts of their work without proper
acknowledgement and referencing.
2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I further commit that all deliverables
and the final research study emanating from proposal shall be of
original content. I shall use appropriate citation in referencing other
works from various resources
3. I understand that violation from this declaration and commitment shall

be subject to consequences and shall be dealt with accordingly by the
Department of Education.
Proponent 1: GRACE A. MENOR
Signature: _______________________
Date: ____________________________
Telephone No.: (064) 471 1007
Declaration of Absence of Conflict of Interest
1. I, Grace A. Menor, understand that conflict of interest refers to the

situation in which financial or other considerations may compromise
my judgment in evaluating, conducting or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that
may arise from my application and submission of my research
proposal. I understand that my research proposal may be returned to
me if found out that there conflict of interest during the initial
screening.
3. Further, in case of any form of conflict of interest (possible of actual)

which may inadvertently emerged during the conduct of y research, I
will duly report it to the research committee for immediate action.
4. I understand that I may be held accountable by the Department of

Education and other partners for any conflict of interest which I have
intentionally concealed.
Proponent 1: Grace A. Menor

Signature: _______________________
Date: ____________________________
Telephone No.: (064) 471 1007
Enclosure 5. GUIDE FOR APPRAISING ACTION RESEARCH PROPOSALS
Main SubCriteria Increasing Levels of Quality and their Descriptions Score

Criteria (Low to High)
Context (15) Not The action The The nature,
descri research educatio nal extent, and
bed proposal relevance salience of
(no presents a and the identified
points) general timelines of problem or
descripti the problem issue are
on of the or issue are comprehensi
problem or shown. vel y
issue as The need to discussed.
its conduct Different
focus of action aspects of
inquiry. (8 research as the action
points) a way to research
address or setting are
improve the elaborated
situation is showing in
explained depth and
(12 points) critical
analysis of
the situation.
(15 points)
Telephone No.: (064) 471 1007
Ration Proposed Not The The The

al e of Intervention presen action proposal rationale,
the ted (no research outlines extent, and
Action Innovation , points) limitation of
proposal when and
the
Research mention where the intervention
(30 (15 points) s an intervent , innovation,
points) intervent ion or or
ion, strategy will
be are
innovatio
undertake explained in
n, or
n and who detail. Its
will be plausibility
to be tried as a way to
out involved.
Activities address the
to address
to be take problem or
the
n are stated. issue is given
problem or
(12 points) support. (15
issue. (8 points)
points)
Telephone No.: (064) 471 1007
Action Participa nts Not stated The action research Details are
Research and / or (no proposal states that provided
Methods other points) target participants and about the
(30 Sources of or other sources of data target
points) Data and and information(ex. participan
Informatio n Learners, t (ex.
(10 points) teachers,documents, Number,
realia, learner's character
products, others) (5 istic,
points) sampling
procedur
e, if any)
and/ or
other
sources of
data and
informatio
n. Clear
rationale
for their
inclusion
in the
study is
given.
10 points
Data Not The action

Gathering described research
Method(s) (no proposal
(15 points) points)
Telephone No.: (064) 471 1007
Data Not stated The action

Analysis (no research
Plan points) proposal
10 points
Action Research Not The action research
Work Plan and included proposal
Timelines (no
5 points points)
Cost Estimates (5 Not The action research
points) included proposal
(no
points)
Total Score
Remarks:
Prepared by:
Education Program Supervisor EPS Il for Planning and Research

Noted by:
Assistant Schools Division

Superintendent Division Research
Chairman
Telephone No.: (064) 471 1007
Table of Contents
Pages
I. Cover Page 1
II. Research Proposal Application 2
III. Immediate Supervisor’s Conforme 4
IV. Declaration of Anti-Plagiarism 5
V. Declaration of Absence of Conflict and Interest 6
VI. Context and Rationale 8
VII. Action Research Questions 9
VIII. Propose Innovation, Interventions, or Strategy 9
IX. Action Research Method 9
a. Resign Design 9
b. Participants 10
c. Data Gathering Method 10
d. Data Analysis 11
X. Action Research Work Plan 12
XI. Cost Estimates 13
XII. Plan for Dissemination and Utilization 13
XIII. References 14
Telephone No.: (064) 471 1007
MULTI-SENSORY MAPPING STRATEGY: IMPROVING

PHONOLOGICALAND PHONEMIC AWARENESS OF
GRADE 1 and 2 PUPILS IN READING
I. Context and Rationale

Across the globe, before children can learn to read print, they must first
understand how the sounds in words work. They must comprehend that
words are composed of unique speech sounds, known as phonemes. The
ability of a youngster in phonological and phonemic awareness predicts
subsequent reading success or difficulties (Adams, 2021).
Phonological awareness is a collection of abilities that includes
phonemic awareness and is crucial for children who are either just beginning
to learn to read or are having difficulty doing so. Rhyme recognition, syllable
counting, alliteration recognition, phrase segmentation, and syllable
identification are all examples of such skills. Learning phonemic awareness is
helpful for reading in general and decoding in particular, as shown by recent
longitudinal studies of reading (i.e., sound out a word, blend sounds together
to figure out a word (Daly, 2020).
However, the letters of a word might be distracting for pupils who are
trying to focus on the sounds the words make when they are read aloud.
Studies show that pupils' phonemic awareness and letter knowledge are
strong indicators of future reading performance (National Reading Panel,
2020). Predictive studies have shown that kids who start kindergarten already
knowing how to manipulate phonemes and recognize letters make greater
gains in reading comprehension (IRANCTE, 2019).
In many cases, children start elementary school with some
understanding of the alphabet and the sounds each letter makes via prior
exposure or play. Those who need help with these ideas and abilities will need
clear, systematic education in phonemic awareness. It's important to
remember that phonemic awareness instruction is useful for more than only
Telephone No.: (064) 471 1007
struggling readers and ESL students of all ages. There is evidence that ESL
students may catch up to native speakers in word recognition and spelling if
they get specific phonemic awareness teaching (Snow & Griffin, 2018).
The objective of testing phonemic awareness may be to determine the
need for focused teaching or to monitor development. The Phonemic
Awareness evaluation may be used for both formative and summative
purposes. However, teachers must examine and reflect on the data to identify
student trends. Before choosing students for small-group teaching,
instructors may need to reteach a specific subskill, such as blending and
segmenting phonemes, if pupils struggle with it.
II. Action Research Questions and Objectives
Based on the research gap and problematic issues mention in the
study. The following research questions are formulated. Thus, it sought to
answers the following questions:
1. What is the reading performance of pupils in Phonological Awareness
in terms of;
1.1.Rhyming word;
1.2.Word Syllables:
1.3.Alliteration; and
1.4.Blending and Segmenting?
2. What is the reading performance of pupils in Phonemic Awareness in
terms of;
2.1.Phoneme isolation;
2.2.Phoneme categorization;
2.3.Phoneme blending; and
2.4.Phoneme segmentation
3. What is the reading performance of pupils in phonological and
phonemic awareness before and after the implementation of
Multisensory Mapping strategy?
Telephone No.: (064) 471 1007
4. How does Multisensory Mapping strategy improved reading

performance of pupils in phonological and phonemic awareness?
5. What are the lived experiences of pupils in reading phonological and
phonemic awareness using Multisensory Mapping Strategy?
III. Proposed Innovation, Intervention or Strategy

Based on the problems encountered in reading, this proposed strategy
is big of help to enhance their reading skills. Thus. Multisensory Mapping
employs all senses (auditory, visual, kinesthetic-tactile) to aid in the retention
and processing of sounds. Research reveals that an inability to process
phonologically is the most prevalent impediment to the development of early
reading abilities. Mapping Sensory Strategy is using activities like as drawing,
sketching, and chanting sounds, young students can digest sounds in a
variety of ways. As kids engage in sensory-based sound play and
manipulation, they begin to comprehend the alphabetic concept. Research
reveals that emerging and aspiring readers' performance improves rapidly
when they receive intense, explicit phonemic awareness instruction. It should
not be adopted as an introduction to phonemic awareness, but rather as a
supplement to offer children with many chances to analyze sounds.
Furthermore, the importance of this strategy is significant to the
teachers and pupils in reading. Multisensory exercises are founded on the
theory of whole brain learning, which holds that the most effective approach
to teach ideas is through engaging several brain regions. By adding aural or
visual components, such as pictures or online exercises, to reading
assignments, you may help children improve their literacy abilities. All
children may benefit from multimodal instruction. If children learn via many
senses, the knowledge is more likely to stay. The consequence is improved
skill memory. However, multisensory learning might be especially
advantageous for children who learn and think differently.
Telephone No.: (064) 471 1007
IV. Action Research Methods
A. Research Design
This study utilized the convergent mixed method research design. In

this design both qualitative and quantitative are collected concurrently, and
by integrating the result, a more robust and complete understanding is
possible than the use of either data source alone (Creswell 2013). Moreover,
this method is used to confirm, cross-validate or corroborate findings. Hence,
it is often used to overcome a weakness in one method with the strengths of
another (Creswell 2013). It is generally involve the concurrent, but separate,
collection and analysis of quantitative and qualitative data so that the
research may best understand the research problem (Creswell, Plano Clark,
et al., 2003).
The research attempts to merge the two data sets, typically by bringing
the separate result together the interpretation or transforming data to
facilitate integrating the two data types during the analysis. In this study, the
researcher collects and analyzes quantitative and qualitative data separately
on the same phenomenon and then the different result are converged (by
comparing and contrasting the different results) during the interpretation.
Utilizing the convergent parallel approach strengthened the results and
counteracted the weakness of single individual methods. It enabled a deeper
and varied angle of viewing, listening and understand the reality of the
situation (Creswell & Clark, 2011).
B. Respondents/Participants of the Study

The respondents of the study will be the complete enumeration of forty
(40) grade 1 and grade 2 pupils who are currently enrolled for the school year
2022-2023 at Eday Elementary School, Columbio-I District.
Telephone No.: (064) 471 1007
Meanwhile, 17 pupils will be used through purposive sampling

technique in which from ten (10) pupils will assigned to In-depth-Interview
(IDI), and Seven (7) pupils will be assigned to Focus Group Discussion (FGD).
The data collected from qualitative results will be mean, Pearson's correlation,
regression analysis, and Sobel test. While the data in qualitative phase will be
thematic analysis.
C. Data Gathering Methods

The following are the research procedures to be undertaken in this
study. The researcher prepared a letter requesting the School Division
Superintendent to allow her to conduct the study. Upon the approval of the
letter request, the researcher transmitted similar letter to the district
supervisors and to the school principals of Columbio District 1, to seek
permission to conduct the study. The approval to conduct the study will be
the authorization of the researcher.
The questionnaires will be distributed to the respondents. The
researcher personally administers and supervises the administration of the
questionnaire. The researchers assure that their identification and responses
shall be treated confidentially. The respondent will be given enough time to
read, think and analyze every item of the questionnaire. The questionnaire will
be properly filled up.
The researcher will tally and tabulate the data in preparation for the
analysis and interpretation. In obtaining qualitative data about how the
participant think and feel in the most direct ways. An in-depth one on one
interview, direct participant observation, and focus group discussion will be
conduct. This method, in fact, assumes fundamental to quantitative research.
The participant’s perspective on the phenomenon of interest should unfold as
participant’s views it not as the research views it. The interviewing shall
Telephone No.: (064) 471 1007
involve personal interaction where cooperation is essential (Creswell 2007).
D. Data Analysis Plan

This study will make use of the mixed method concurrent triangulation
design. In which the study has two strands. In quantitative strand the data
will be analyzed through mean to determine the reading performance of pupils
in phonological and phonemic awareness before and after the implementation
of Multisensory Mapping strategy.
Mean and Standard Deviation will be used to determine the level of
Phonological and Phonemic Awareness of Pupils.
T-test will be used to determine the before and after reading
performance of pupils in phonological and phonemic awareness, and before
and after the implementation of Multisensory Mapping strategy for the
struggling pupils in reading.
Pearson Correlation – to determine how does the Multisensory
Mapping strategy improved reading performance of pupils in phonological and
phonemic awareness.
Sobel Test- to determine the significant mediation of Multisensory
Mapping strategy between reading peculiarities and reading performance of
struggling pupils.
Thematic Analysis- to determine the lived experiences of struggling
pupils in reading through readers theatre.
Telephone No.: (064) 471 1007
V. Action Research Work Plan and Timelines
The details of expenditures to be incurred are as follows for the

successful conduct of the study and to come up with the effective
dissemination of the results and findings.
Dec. Jan. Feb. March April. May

Activities
2022 2023 2023 . 2023 2023 2023
1. Research Team Planning of
research proposal
2. Drafting part I-Introduction to
Research Methodology of the
research study
3. Drafting of survey
Questionnaire/Checklist
4. Preparation and Validation of
Questionnaire-Checklist
5. Administration of survey to the
selected respondents
6. Retrieval of test questionnaire
and
Questionnaire-Checklist
7. Presentation of research proposal
8. Data analysis, calculation and
tabulation of results. Discussion of
Results based on tabulation
9. Completion of research output
10. Final revision of output
11. Presentation of results of the
conducted research
Note: All the process undertakes mostly in times that needs a face-to-
face interaction to anyone involve in the entire process of the program are
strictly adhering the safety and health protocols as mandated by school policy
on DRRM Health and Policy Guidelines that is anchored to the IATF health
and safety standards amidst the Pandemic COVID 19.
Telephone No.: (064) 471 1007
VI. Cost Estimates
Means of
Verification Amount
Other Means of
Nature of Expenses (MOV’s) for Needed
Verification
Liquidation (Php)
Purposes
Assorted School Documented
Supplies pictures of the
(Bond Papers, Printer Official different activities,
6,000.00
Inks, Ball Receipts research
Pens and other needed instruments,
materials) validation form,
Official approved
Photocopying and Book communication letters,
Receipts and 2,000.00
Binding and answered
Travel Order
questionnaires and
Official corrected manuscripts
Wifi Load, Tarpaulin,
Receipts and 2,000.00
and other expenses
Travel Order
TOTAL 10,000.00
VII. Plans for Dissemination and Utilization
The following actions and initiatives will be taken to effectively

implement the result of the research as well as to encourage other schools to
adopt whatever the results of the study.
Nov. Dec. Jan. Feb. Mar. April

DISSEMINATION ACTIVITIES 2022 2022 2023 2023 202 2023
3
1. Research Proposal to School
Head for school implementation of the
research output
Telephone No.: (064) 471 1007
2. School implementation of the output of

the research study
3. Post Evaluation of the research study
Implementation
4. Results of Post evaluation after school
implementation, gone through series of
revisions and planning for proposal to
the district level for adoption of the
study
5. Ditrict/Municipal wide proposal
through the School heads for the
possible extension of the
implementation of the research for wider
spread of its conduct
6. Meeting with possible District and
Municipal personnel with the
cooperation of the teaching and non-
teaching personnel
7. District proposal of Outputs for
possible adoption
8. District implementation of the output
of the research study
9. Results of Post evaluation after
district implementation, gone through
series of revisions and planning for
proposal to the district level for adoption
of the study
10. Division proposal of Outputs for
possible adoption
Telephone No.: (064) 471 1007
VIII. References
Adams I., (2021). Phonemic awareness in young children: An

Interventions for reading problems.
https://www.sagepub.com/sites/default/files/upm
binaries/40626_1.pdf
Daly, E. (2020). Interventions for reading problems: Designing and

Evaluating effective strategies. New York: Guilford.
https://www.sagepub.com/sites/default/files/upm-
International Reading Association and National Council of Teachers of

English, (2019). Standards for the English language arts.
Newark, DE: International Reading Association and Urbana, IL:
National Council of Teachers of English.
Snow, C., Burns, M., & Griffin, P. (2018). Preventing reading difficulties
in young children. Washington, DC: National Academy Press.
Torgesen, J. K., & Bryant, B. R. (2019). Individual difference variables

that predict response to training in phonological awareness.
Journal of Experimental Child Psychology, 63, 1–21.
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Republic of the Philippines

MULTISENSORY MAPPING STRATEGY: IMPROVING PHONOLOGICAL

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Research Theme/Strand (Kindly Check)

________ Theme 1 – A: Teaching and Learning (Sub-themes: Instruction and

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Enclosure 1. Schools Division Research Committee Composition Roles

Atty. Nelyn B. Frinal, Assistant Schools Division Chair

Ismael M. Ambalgan Chief, Curriculum Implementation Co-Chair

By invitation: Focal person of concerned division/ learning Member

Leodie D. Mones, PhD Teacher-In-Charge Secretariat

Lloyd Kit S. Villa ADA Secretariat

Remos G. Baclaan AA 111 Secretariat

Leonardo M. Balala, CESE Schools Division Superintendent Adviser

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

d. Forge partnerships with academic and research institutions,

g. Ensure that cost estimates fall under the existing accounting

The Schools Division Research Committee Secretariat, shall perform

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Research Proposal Application and Endorsement of Immediate

Short Description of the Research:

Research Category: Research Agenda Category:

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

B. 1. Proponent Information (Lead Researcher)

Last Name: First Middle Name:

Educational Attainment Title of Thesis/Relates Research Project

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the

NAGUIB U. MACASAYON, PSDS

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Declaration of Anti Plagiarism

1. I/WE Grace A. Menor, understand that plagiarism is the act of taking

3. I understand that violation from this declaration and commitment shall

Proponent 1: GRACE A. MENOR

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Declaration of Absence of Conflict of Interest

1. I, Grace A. Menor, understand that conflict of interest refers to the

3. Further, in case of any form of conflict of interest (possible of actual)

4. I understand that I may be held accountable by the Department of

Proponent 1: Grace A. Menor

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Enclosure 5. GUIDE FOR APPRAISING ACTION RESEARCH PROPOSALS

Main SubCriteria Increasing Levels of Quality and their Descriptions Score

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Ration Proposed Not The The The

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Data Not The action

Address: Kenram, Isulan, Sultan Kudarat

Telephone No.: (064) 471 1007

Data Not stated The action

Education Program Supervisor EPS Il for Planning and Research

Assistant Schools Division