AY ISANG URI O PARAAN NG PAGSUSULAT NG ISANG AKDA

NA MAS MAIKLI SA ISANG MAIKLING KUWENTO. KAYA

NAMAN ITO AY KILALA RIN SA TAWAG NA “MAIKLING
KUWENTO’, MATAGAL NANG NAKIKITA AT NABABASA ANG
GANITONG ANYO SA ATING LOKAL NA PANITIKAN, AT SA
KASALUKUYAN.

KADALASAN, ANG DAGLI AY BINUBUO LAMANG NG

ISANDAAN HANGGANG TATLONGDAANG SALITA, UPANG
MAGING EPEKTIBO ANG ISANG DAGLI.
Partnership for the 21st Century Education

http://www.p21.org/index.php
 Adapted to:
JOEY G. QUIZON’S SLIDES
SEPS, Planning and Research
 Session Objectives
At the end of the session, the participants are
able to:
Define an action research and its importance;
Describe the steps in doing the action
research; and
Make/Conceptualize an action research based
on the school context.
 Activity
•Group yourselves into 6.
•Think of the problems you have in your
classrooms/schools and proposed solutions.
•Discuss your work within the group to come up
with better ideas in 5 minutes.
•Post and present your work in 3 minutes.
 Analysis
•What commonality do you have with the other groups
in terms of problems? solutions?
•How are you going to prove that your solutions are
effective?
•What realization did you get from the activity?
•How do you relate this activity to action research?
should
EDUCATORS
Positive Change
Collaborati
on
Transformational leaders
REFLECTION
ADAPT
What
is

?
It is based on the beliefs that
•educational problems and issues are best
identified and investigated where the action is, i.e.
at the classroom and school level; and
•the educator or practitioner is the best judge of his
or her teaching or practice.
It is an approach to improving education
through change, by encouraging teachers to
be aware of their own practice, to be critical
of that practice, and to be prepared to change
it.
It is learning by doing in which a person
identifies a problem, does something to
resolve it, sees how successful his/her efforts
were, and if not satisfied to try again.

-O’Brian
Teachers and other
educational professionals
have the authority to make
decisions.
Legal Bases
IRR of Republic Act No. 10533 – Enhanced Education Act
of 2013

10.2 (h) “The curriculum shall be flexible

enough to enable and allow schools to localize,
indigenize, and enhance [the curriculum] based
on their respective educational and social
contexts.”
Teachers and other education
professionals want to
improve their practice.
THE DEPED VISION
We dream of Filipinos who passionately love their country and whose values and competencies enable them
to realize their full potential and contribute meaningfully to building the nation.
the Department of Education continuously
As a learner-centered public institution,
improves itself to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-
long learners.
Teachers and other education
professionals are committed
to continual development of
teaching-learning process.
Teachers and other education
professionals have the
capacity to engage in
systematic research.
Teachers and other education
professionals will do
everything to get promoted.
What are
some
examples of
Types of action research
 Practical Action Research
• Is intended to address a specific problem within a classroom, school or
other “community”.
• It can be carried out in a variety of settings such as educational, social
service or business locations.
• Its primary purpose is to improve practice in short term as well as to
inform larger issues.
• It can be carried out by individuals, teams or even larger groups, provided
the focus, remains clear and specific.
• To maximally successful, practical action research should results in an
action plan, ideally to be implemented and further evaluated.
 Participatory Action Research
• A collaborative approach to research that provides people with means to take
systematic action in an effort to resolve specific problem.
• Sharing the focus on a specific local issue and on using the findings to implement
action.
• Its has additional two purposes: to empower individuals and groups to improve
their lives and to bring about social change at some level – school, community, or
society.
• Achieving the goals of this research, involves a sizeable group of people
representing diverse experience and viewpoint, all of whom are focused on the
same problem. The intent is to have intensive involvement of all these stakeholders
Levels of participation in an action research
• Initiate the study
• Participate in the problem specification
• Participate in designing the project
• Participate in the interpretation
• Review the findings
• Assist in data collection and/or analysis
• Receive findings
• Become informed of the purpose of the study
• Provide information
What are S
P
the E
T
S
in
conducting
an
 Diagnosing

Specifying Action
Learning Planning

Adopted from:
Evaluating Taking Action
Action Research
Made Easy
By
Bondoc, et. al.
 Diagnosing

Specifying Action
Learning Planning

Identifying/
Evaluating Taking Action
defining a
problem
Is a tool to for the identification problem and areas for
focus.

What should What is What is the

be? actual? gap?
All 60 students must Only 45 students are 15 students are non-
be readers readers readers
All 60 students must Only 43 students are 17 students do not
attend the afternoon regularly attending regularly attend PM
sessions PM sessions sessions
All 60 students must Only 40 students are 20 students perform
be at least 75% 75% proficient in poorly in algebra
proficient in algebra algebra
 Helps you assess which is the most relevant, important,
urgent, and doable.

Gaps Relevance Importance Urgenc Feasibilit Total Rank

(1-5) (1-5) y y
(1-5) (1-5)
15 students are
5 5 5 5 20
non-readers
17 students do not
regularly attend
PM sessions
20 students
perform poorly in
algebra
•What are the possible immediate root
causes of the most relevant, important,
urgent and doable problem?
•What are the data/pieces of evidence
presented?
 Example
Problem: 20 students perform poorly in algebra
Root Causes Evidences
Poor arithmetic skills Result of arithmetic test
Result of the interview with the
Limited parental support
students
Poor conceptual and procedural Result of an pen and paper
understanding assessment
Result of an pen and paper
Abstraction problem
assessment
 Diagnosing

Specifying Action
Learning Planning
Considering
alternative
Evaluating Taking Action courses of
action
 Example
Problem: 20 students perform poorly in algebra

Root Causes Alternative Solution

Poor arithmetic skills Software, Games
Limited parental support Parent Engagement Program
Poor conceptual and procedural Algebra tiles, manipulative,
understanding algebra software
Abstraction problem Dragonbox
•Clique discourse strategy
•Tiered activities (differentiated instruction)
•Self-Instructional modules
•Interactive Word Wall
•ICT aided formative assessment
After identifying the alternate solution to
the problem at hand you can start doing
your action plan.
Strategy/ Activities Date Data to be
Intervention Collected

For experimental research

Activities Date Expected Output

For descriptive research

After action planning you
write your research
proposal and have it
approved in the Division
 Diagnosing

Specifying Action
Learning Planning
Implementing
the selected
Taking Action
action.
Evaluating
Implementing the approved action research
proposal
•Pretesting
•Implementing the intervention
•Taking note of critical observations
 Diagnosing

Specifying Action
Learning Planning
Studying the
consequences
Taking Action
of the action
Evaluating
taken.
• Post testing
•Subjecting raw data to proper statistical
treatment
•Screening data as to its relevance and
importance to the problem
 Diagnosing

Specifying Action
Learning Planning
Identifying
general
Taking Action
findings.
Evaluating
• Interpreting results of statistical treatment
•Outlining findings
•Making conclusions and recommendations
•Writing your AR Report
STEP 1: DIAGNOSING

• Identify the problem using the Gap Analysis

• Determine the most relevant, important, urgent and doable gap
using the Critical Thinking Tool
• Identify the Root Causes of the most relevant, important, urgent
and doable problem
STEP 2: ACTION PLANNING

• Identify alternative solutions

• Formulate your data collection plan
• Submit your proposal for approval
STEP 3: TAKING ACTIONS

• Pre-testing
• Implementing the approved Action Plan
(intervention)
• Taking notes of significant events
STEP 4: EVALUATING

• Post-testing / gathering of data

• Subjecting raw data to proper
statistical treatment
STEP 5: SPECIFYING LEARNING

• Interpreting results of statistical treatment

• Outlining findings
• Making conclusions and recommendations
• Writing your AR Report
 Continual
Progress

Diagnosing Action
Planning
Specifying
Learning
Taking Action
Action
Planning Evaluating

Diagnosing
Parts of the Action
Research
What are the
MAJOR SECTIONS

Of
the
• Reason/s for the Study
• In general sense tackle about:
Without these, there should be
Problem NO Action Research
Issue
Concern

Include a discussion on the root causes and effects of the

problem/s
• areas of concern,
• conditions you want to improve,
• difficulties you want to eliminate, or
• questions for which you seek answers.
• General statement anchored to the title
• Specific problems anchored to the general problem (mentioned in the
Rationale)
• Variables are specifically and clearly stated
• Question form (Interrogative)
What…?
How…?
Is there…?
The research questions should imply the research type and
general methodology
Ex.
1. Does exploration using dynamic geometry software increase
conceptual understanding of circles than traditional chalk
and talk discussion?
Experimental research;
quantitative
The research questions should imply the research
type and general methodology
Ex.
2. Do teachers behave differently toward students of
different genders?
Causal comparative research;
quantitative or mixed method
The research questions should imply the research
type and general methodology
Ex.
3. How can principals improve faculty morale at low-
performing middle schools?
Interview research; qualitative
The research questions should imply the research type
and general methodology
Ex.
4. How do parents feel about the school counseling
program?

Survey research; quantitative

Good research questions possess four essential
characteristics (Fraenkel, et.al., 2013)
1. The question is feasible.
2. The question is clear.
3. The question is significant.
4. The question is ethical.
Example:
The study aims to enhance the retention skill of the pupils through a 30
min recall practice, particularly it seeks to answer the following
questions:
1. How is the retention skill of Grade 5 pupils Section Love of
Magandang Buhay ES?
2. Is there a significant difference in the performance between control
and experimental groups?
3. What recommendations can be formulated in enhancing the retention
skills of pupils?
• Stated in null form
• Drawn from the SOP asking for:
Comparison (Is there a significant difference)
Relationship/Association/Prediction Factors (Is
there a significant relationship, Is there a
significant association, best predictors, what are
Example:

The study aims to test the following hypotheses:

1. There is no significant difference between the pretest results of the
control and experimental groups.
2. There is no significant difference between the pretest and posttest
results of the control group.
3. There is no significant difference between the pretest and posttest
results of the experimental group.
4. There is no significant difference between the posttest results of the
control and experimental groups.
•State singly who and how they will
benefit from the findings of the study.
•Include specific implications that
follow if relationships are identified
 SIGNIFICANCE OF THE STUDY

The study was conducted to determine the effect of designed lesson plan in
Science using the Inquiry Based Approach in increasing the pupils’ achievement.
Pupils – the study will help the pupils achieved better performance in Science.
Furthermore, it will develop critical and creative thinking among our pupils
because it encourages them to develop their questioning skills and problem based
learning.
Teachers – the study will help teachers find effective solution to their problems on
how to present meaningful lesson in Science. The designed lesson plans in Science
using Inquiry Based Approach is essential in improving instructional delivery in
Science that will lead to the development of Higher Order Thinking Skills to our
learners. Thus, ensuring the improvement of our academic achievement in Science
which is one of our main goals why we deliver the instruction meaningfully.
 SIGNIFICANCE OF THE STUDY

The study was conducted to determine the effect of designed lesson plan in
Science using the Inquiry Based Approach in increasing the pupils’ achievement.
School Heads – the study can help them in their instructional leadership by
monitoring the effectiveness of the designed lesson plans in Science using the
inquiry based approach. The results can also help them in guiding their teachers in
creating other initiatives in science and other subjects using the same concept.
Other DepEd Officials concern in Science – the study can help them in providing
instructional support in finding ways and means to make science more interesting
to our school children. Likewise, they can recommend the use of designing lesson
plans using the inquiry based approach in the teaching of science to all schools to
make learning more meaningful and develop the critical thinking of our learners.
 SCOPE AND DELIMITATION

• The study is focused mainly on the evaluation of the effectiveness of the

designed lesson plans using the inquiry based approach to improve the
academic performance of the pupils in Science and the proposed
recommendations on the improvement of the implementation of the teaching
strategy.
• The study also determines the challenges that teacher experience in
designing lesson plans in Science using the Inquiry based Approach and how to
better cope with these challenges.
• The subjects of the study are the 16 Grade Six pupils of Lilibangan
Elementary School. The Grade Six Pupils were chosen because they are on their
critical year that their interest must be sustain so that bridging the gap to
secondary education will be meaningful. Likewise, they need to develop their
critical as well as creative thinking skills.
 DEFINITION OF TERMS

Designed Lesson Plans- these are the lesson plans which were designed using the
inquiry based approach. These lesson plans will be used by the teachers for about 60
days to measure their effectiveness in increasing the academic achievement of the
pupils in Science.
Grade VI pupils – are the subject of the study.
Lilibangan ES – location of the study
Inquiry Based Learning - an educational approach associated with problem-based
learning in which the students learn through investigating issues or scenarios. In this
approach, students pose and answer questions individually and/or collaboratively in
order to draw conclusions regarding the specific issues or scenarios (Hakverdi-Can
& Sonmez, 2012). This is the approach used in designing the lesson plans.
Science Academic Performance – This refers to the academic proficiency of the
pupils in Science.
 TYPES OF RESEARCH
•Descriptive
•Experimental
•Causal Comparative
• Start who and how many
• If population is not manageable, compute the sample size.
• Slovin’s formula
𝑁
𝑛=
1 + 𝑁𝑒 2

• 20% descriptive (Sevilla et.al.,1992)

• 30 samples for experimental (Sevilla et.al.,1992)
• 15 sample size (Sevilla et.al., 1992)
• Sampling Strategies
A.Random Sampling
• Selecting a sample size from the population
• Number of the population has an equal chance of
being included in the sample (equi-probability).
• When a member is selected for the sampling, this
should not affect the chances of the other members
getting chosen.
• Sampling Strategies
A. Random Sampling
1.Lottery sampling (Fishbowl Technique)
• Equal chances for every member of the population of being selected

2.Cluster Random Sampling

• Selection of groups, or clusters, of subjects rather than individuals

3.Systematic Sampling
• Every nth individual in the population list is selected

4.Stratified Random Sampling

• Certain subgroups, or strata, are selected for the sample in the same proportion as they exist in the
population
Test
 VALIDITY it refers to the appropriateness, correctness,
meaningfulness, usefulness of the inferences made based from the
data.
o TOS
o First Trial
(First: to determine the language suitability, ease in following
instructions/directions from the point of view of the examinees, the
length of time to finish the test.
Second: judging good and from items quantitatively)
o Item Analysis
U – L Index Method (Advanced by John Stock Hein, 1957.)

Pu  Pl
where:
Df 
2
Df = Difficulty Index
Pu = Proportion of the upper 27 percent group who got the item right
Pl = Proportion of the lower 27 percent group who got the item right
 Item Analysis
of U–L
of Df
Where
Discrimination Index
Ds = Pu – P1

where
Ds = discriminative index

Note: The Items with difficulty indexes within 0.20 to 0.80 and discrimination
indexes within 0.30 to 0.80 are retained.
• Use of the t – test
Item Analysis Table using t-test
Item No. Mean of the Mean of the Difference T-Ratio Probability
High 10% Low 10%
1 3.5 3.0 0.5 1.60 Reject
2 3.3 3.2 0.1 1.42 Reject
3 4.2 2.0 2.2 2.89 ** Retain
4 3.0 1.8 1.2 2.22 * Retain
5 4.1 2.1 2.0 2.49 * Retain

*p < 0.05
** p < 0.01
 Reliability
• Consistency of the test
• Precision or accuracy
 Technique:
 Test – Retest Reliability
 Consistency of the test over time
 To calculate the coefficient
* the test is administered twice to the same sample with a given
interval (2 weeks)
e.g. 30 to 50 samples out of the 200 participants
 Proposed Strategy
The teaching innovation carry the concept of Inquiry
Based Approach as this is one of the constructivism
theories which are being implemented with the advent of
the K to 12 Program. The proposed strategy is to design
lesson plans in Science VI using the Inquiry Based
Approach.
Using the Curriculum Guides and other Science
References, the researcher conceptualized the lesson plans
using the Detail Lesson Plan format.
 Proposed Strategy

The Teacher – Researcher used the following steps in conceptualizing the Lesson Plan:
(1) Ask a question. The lesson always starts with a problem or question; (2) The pupils
will be given activities in which they will investigate using instructional resources in
the school and classrooms to solve the problem; (3) The pupils will use the evidences
gathered to describe, explain and predict; (Organizing the conclusion); (4) The pupils
will connect the evidence to Knowledge (Drawing Conclusion collectively and
individually). The lesson plans are also localized capitalizing on the daily experiences
of the pupils. These lesson plans were part of the instructional planning of the teacher.
The lesson plans will be validated by all the school science leaders to ensure their
reliability and validity. They will be implemented in the classroom for 60 days. The
implementation will be monitored and evaluated by the PSDS Assign in the District,
School Science Leaders and the District Science Leaders.
 Data Gathering Procedure and Ethical
Consideration
In collecting the needed data, there will be no written request for the Science
Teacher because the researcher itself in the adviser of the Grade VI pupils.
However, there was a written request from the School Principal that a research
was being conducted on the school. The documents needed were made available
such as the rating sheets for the first and second grading periods.
To ensure the validity of the results of the test as these are the significant
resources in determining the significant difference on the academic performance
of the pupils in science, the district science leader prepared the Testing Materials
with Table of Specifications. The Testing materials were further validated by the
District Science Consultant to ensure that they are align with the science
competencies for Grade VI with the curriculum guide serves as basis.
 Data Gathering Procedure and Ethical
Consideration
The school principal, District and School Science Leaders, District Science
Consultant and the District Supervisor serve as evaluators. They have their
schedules to monitor and observe the researcher in the conduct of the teaching
strategy.
The researcher collected the needed data and validated to ensure the
veracity of the data. The information and the data gathered were tallied and
analyzed.
The researcher conducted the survey from the evaluators to gather the
needed data. The researcher also asks the help of the other science teachers to
conduct assessment to the Grade VI pupils. Likewise, they also interview the pupils
to make the study comprehensive and fair.
 Data Analysis

Interpretations of results were based on the simple frequency

counts and percentage.
Relative values, symbols and statistical limits were used for
reliability of the results.
The data gathered were tabulated, analyzed and
interpreted.
The T-test was employed in determining the significant
difference on the academic performance of the Grade VI pupils –
 Work Plan
Time Activity Person Expected Output

April 1- 30, 2017 Preparation and Submission of the Action Researcher Submission and approval of the action
Research Proposal SEPS in Planning research proposal
Chiefs CID & SGOD
ASDS
SDS
Preparation of the science lessons using the Science Lessons using inquiry based
May 1 - 30, 2017 inquiry based approach. Researcher learning.
June 2, 2017 Meeting with the science teachers and school Researcher Agreement to support the study
principal on the conduct of the research Science Teachers
School Principal
Approval of the Schedule of the evaluators Researcher Approved Schedules of the Evaluators
School Science Leader
District Science Leaders
District Science Consultant
PSDS
June 9, 2017 Meeting of the parents and pupils respondents Researcher Agreement to support the study
on the conduct of the study School Principal
Parents
Pupils’ respondents
 Work Plan
August, 2017 Administering the first quarter Examination Researcher Administration of the First Quarter
School Science Leader Examination
School Principal
Collecting the data specially on the Researcher Collected the respondents achievement rate
achievement rate result of the first grading School Principal
period
June to November, 2017 Implementation of the inquiry based learning Researcher Implemented the use of the inquiry based
in the classroom. Science Teachers learning to the grade VI pupils respondents.
Evaluators/Observers
November, 2017 Administering the Second quarter Examination Researcher Administration of the Second Quarter
School Science Leader Examination
School Principal
Collecting the data specially on the Researcher Collected the respondents achievement rate
achievement rate result of the second grading School Principal
period
December, 2017 Evaluation and interpretation of the results Researcher Evaluated and interpreted the results
SEPS on Planning and Research
Submission of the final copy to the Division Researcher Approval of the final Copy of the research.
Office. SEPS in Planning and Research
Chiefs CID-SGOD
ASDS
SDS
 Cost Estimates
The cost estimates on this study will
be shouldered by the Researcher. No
government funds will be used. Time on
task will also be employed to ensure that
no disruption of classes will be made.
 Plans for Dissemination and Advocacy

The study will be made known to the school through

letter of invitation and request for concern people in the
school and the district. Likewise, the parents of the
Grade VI pupils as well as the Grade VI pupils will be
oriented on how the study will take place. There will also
be SLAC Session to be conducted to disseminate the
results of the study and the teaching innovation used.
 REFERENCES
• World Economic Forum’s Centre for Global Competitiveness and
Performance, 2010-2011
• Marvin Earl Rabino, Blog on Poor Science Education In The Philippines:
Causes, Solutions And Suggestions posted 2014
• Tim O'Keefe, a teacher at the Center for Inquiry elementary school in
Columbia, South Carolina, Education Broadcasting Corporation 2004
• From Concept to Classroom Education Broadcasting Corporation 2004
Retrieved from
http://www.thirteen.org/edonline/concept2class/inquiry/index.html
• Hakverdi-Can & Sonmez, 2012
APPENDICES
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
(Annex 3 of DO No. 16, s. 2017)

I, ___________________, understand that conflict of interest refers to situations in which financial or other
personal considerations may compromise my judgment in evaluating, conducting, or reporting research.
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 is conflict of interest during the initial screening as per DO No. 16, s. 2017.
Further, in case of any form of conflict of interest (possible or actual) which may inadvertently emerge during the
conduct of my research, I will duly report it to the research committee for immediate action.
I understand that I may be held accountable by the Department of Education and (insert grant mechanism) for
any conflict of interest which I have intentionally concealed.
Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
•
 DECLARATION OF ANTI-PLAGIARISM
(Annex 3 of DO No. 16, s. 2017)
I, __________________, understand that plagiarism is the act of taking and using another’s
ideas and works 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 acknowledgment
and referencing.
I hereby attest to the originality of this research proposal and has cited properly all the references
used. I further commit tht all deliverables and the final research study emanating from this
proposal shall be of original content. I shall use appropriate citations in referencing other works
from various sources.
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 and (insert grant mechanism).

Proponent: _________________________________
Signature:__________________________________
Date:______________________________________
 RESEARCH PROPOSAL APPLICATION FORM AND
ENDORSEMENT OF IMMEDIATE SUPERVISOR
(Annex 1 of DO No. 16, s. 2017)
Research Title: Effectiveness of the Lesson Plans in Science Using Inquiry Based Learning to Increase Academic Achievement in the Teaching of Science
Short Description of the Research: The study aims to determine the effect of using Inquiry Based Learning in the Teaching of Science. It aims to determine the significant relationship of
the teaching strategy and the academic achievement. The subject of the study are the 16 Grade VI pupils. It will use comparative research in which it will compare the difference before and
after exposing the subject to inquiry based learning. The result of the study will be beneficial to the learners, teacher and school head. Furthermore, it will help in the development of the
critical and creative thinking skills of our learners.

Research Category (check only one) Research Agenda Category (check only one main research theme)
o National √ Teaching and Learning
o Region o Child Protection
o Schools Division o Human Resource Development
o District o Governance
√ School
(check up to one cross-cutting theme, if applicable)
(check only one) o DRRM
√ Action Research o Gender and Development
o Basic Research o Inclusive Education
o Others (please specify): ______________________________

Fund Source Amount

(e.g. BERF, SEF, others)*
Self help (personal funds)

TOTAL:
 RESEARCH PROPOSAL APPLICATION FORM AND
ENDORSEMENT OF IMMEDIATE SUPERVISOR
(Annex 1 of DO No. 16, s. 2017)
•RESEARCH INFORMATION LAST NAME: FIRST NAME: MIDDLE NAME:
* Indicate also if proponent will use personal funds.
•PROPONENT INFORMATION
Lead Proponent/Individual Proponent

BIRTHDATE (mm/dd/yyyy) SEX: POSITION/DESIGNATION:

STATION:

CONTACT NUMBER 1: CONTACT CONTACT NUMBER 3:

NUMBER 2:

EDUCATIONAL ATTAINMENT (DEGREE TITLE): TITLE OF THESIS / RELATED RESEARCH PROJECT

Enumerate from bachelor’s degree up to doctorate degree

SIGNATURE OF PROPONENT:
 CONCEPCION SOUTH DISTRICT
LILIBANGAN ELEMENTARY SCHOOL

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/their office functions.

_________________________________________________
Name and Signature of Immediate Supervisor
Position/Designation: _______________________________
Date: ____________________________________________
Thank you…..