RM No. 144 S. 2015 Regional Research Policies PDF

Republic of the Philippines
Department of Education
Regional Office III
DMGC, Maimpis, City of San Fernando, Pampanga
September 21, 2015

REGIONAL MEMORANDUM
No. 144, s. 2015
REGIONAL RESEARCH POLICIES
1. The implementation of the Rationalization Program of the Department foregrounded the
conduct of policy and action researches across hierarchical levels and functional divisions.
2. The regional office is mandated to formulate the regional research policies to ensure the
unified direction in conducting policy and action researches.
3. The following enclosures articulate the regional policies in conducting policy and action
researches:
Enclosure No. 1: Research Agenda
Enclosure No. 2: Policies In Conducting Action Research
Enclosure No. 3: Evaluation Instrument
Enclosure No. 4: Research Calendar of Activities
4.
Wide dissemination of this Memorandum is enjoined.
RIZALINO JOSE T. ROSALES

Officer-In-Charge
Office of the Regional Director
PPRD1/pprdo4
To be included in the Perpetual Index

under the following titles:
POLICIES
STANDARDS
ACTION RESEARCH
ASSESSMENT
Enclosure No. 1 to Regional Memo No. 144 s. 2015
REGION III RESEARCH AGENDA

(2015-2020)
Introduction
The scientific approach in solving work-related problems is consistently regarded
essential and appropriate. Research, as a scientific approach, can greatly contribute in
understanding the root cause of the problem and adopt the most effective strategy to solve
work-related problems. Additionally, to identify the significant contributing factors as basis in
policy reformulation and formulation aiming to improve current practices.
Research direction from the regional to school level must be unified. This necessitates
the formulation of the research agenda which will serve as the main compass in ensuring the
right direction of the researches undertaken in various hierarchical levels and functional
divisions of the Department of Education.
This will ascertain that the researches will
contribute in realizing the mandates of the organization, thus, affirming the real essence of
undertaking researches.
The Research Agenda of the Region is a result of the series of consultations and
workshops of the different divisions in the regional office and the chiefs of schools division
offices. Taking the direction of the Central Office and the mandate of the Regional Office as the
main considerations, the different major directions such as the thrusts, themes and research
topics were identified.
The Research Agenda cover a period of six years. The developmental process as the key
principle in enhancing the agenda will consider possible revisitation and reformulation at the
end of each year. In this regard, there is a greater assurance that the agenda will become more
attuned to the directions of the Department of Education.
Goals
1. Formulate research-based policies and strategies across disciplines to support the
attainment of the direction of the Department of Education in general and the region in
particular.
2. Develop professional communities of practitioners in various divisions equipped with
scientific and creative thinking skills.
3. Organize academic gatherings as an avenue for exchange of research outputs.
Conceptual Paradigm of the Research Agenda

The inter units consultation and brainstorming generated varied issues and
problems encountered by the personnel of the region. The diverse issues and problems
were lumped and labeled into themes. The different themes are anchored to each of
the different thrusts of the department which are Access, Quality and Effectiveness. The
conceptual paradigm presents the five themes with access, quality and efficiency as the
core where the themes are anchored.
Alternative
Delivery
Modes
Indigenous
Peoples
Education
ACCESS
Special
Programs
QUALITY
Curriculum
Management
(K to 12)
SchoolBased
Management
Alternative
Learning
System
DEPEDS
THEMATIC
AREAS
DEPED
VISION
MISSION
CORE VALUES
GOVERNANCE
Monitoring
and Evaluation
Policy
Formulation and
Reformulation
Supervision
of
Instruction
Figure 1. The Paradigm of the Research Agenda
SchoolCommunity
Partnership
The research agenda also includes an array of possible research topics for each defined themes.
This will help the researchers in deciding if the action research to be undertaken is within the
research agenda. Table 1 presents the research themes and possible research topics.
Table 1. Thematic Areas, Themes and Possible Research Topics
DepEds Thematic Areas
ACCESS
Themes
Alternative Delivery Modes
All school-age children in the

community are able to
complete basic education
Possible Research Topics

Effectiveness of Project EASE
in Eradicating School Dropouts
Parents Involvement in and
the Academic Performance of
the Pupils/Students
Alternative Learning System
Impact of Community-based
Skills Program on the
Productivity of the
Completers
Effectiveness of Industrybased Abot Alam Program
Indigenous Peoples Education
Impact of Special School

Calendar for Mangyans
Effect of the Educational
Framework on the Aspirations
of Mangyans
QUALITY
Every child is learning with
mastery and is able to imbibe
the core values of makaDiyos, maka-tao,
makakalikasan, and
makabansa.
Special Programs
Effect of Laboratory-based
Instruction on the
Achievement of the
Pupils/Students
Concept Mapping as an
Effective Mode in Enhancing
the Pupils/Students Mastery
Community-based Instruction
as an Effective Strategy in
Curriculum Management (K to
Enhancing the Mastery of the
12)
Pupils/Students of Science
Concepts
Performance-based
assessment in MAPEH:
Towards the Mastery of
Competencies
Transforming the Frustrated
Level to Independent Readers
Through Audio-Video
Assisted Enrichment Program
Effectiveness of Home
Learning Activities
Teacher-made Science
Instructional Materials : Its
Effect on Students
Achievement in English
Learning Cliques and Its
Effect on the Pupils/Students
Attitude and Performance in
Science
Interactive Board as an
Effective Mode in Enhancing
Pupils Achievement in
Mathematics.
GOVERNANCE
Shared responsibility of all
stakeholders in the school and
community to provide
education to all children.
School-Based Management
Impact of School-Based
Feeding Program on the
Academic Performance of the
Grade __ Pupils/Students
On-line Monitoring on Fiscal
Management of School
Heads: Its Impact on
Efficiency
Effectiveness of Tracking
System in Ensuring
Transparency on Financial
Transactions of School Heads
Monitoring and Evaluation
Impact of Connective
Technical Assistance in
Enhancing the Competence of
Teachers in Conducting Action
Research
Effectiveness of Collegial
Coaching in Conducting the
RPMS Phase 2
Policy Formulation and

Reformulation
Utilization of Special
Education Fund: Input for
Policy Reformulation
Assessment of the Work Flow
Under the Rationalization
Program: Basis for an
Interfacing Model
Implementation of the
Authority to Fill as an
Adoptive Measure: Toward
Policy Reformulation
Supervision of Instruction
Differentiated Supervision: Its

Effect on Teachers
Instructional Competence
Video Aided Analysis
Classroom Supervision: Its
Effect on Teachers Attitude
and Teaching Competence
Peer Supervision and its
Impact on Teachers Growth
School-Community
Partnership
Impact of Parents
Involvement on the
Achievement of
Pupils/Students in Edukasyon
sa Pagpapakatao
Connecting with Industries
and Their Corporate Social
Responsibility: Impact to
Schools Development
Program
(Enclosure No. 2 to Regional Memorandum No. 144 s. 2015)
RESEARCH POLICIES
A. PROCEDURE
I.
For the Regional Office

A. Research Proposal Phase
1.
2.
3.
4.
5.
6.
Research proposals must be endorsed by the concerned Chief of the Division

to the Asst. Regional Director who is the Chairman of the Regional Research
Evaluation Committee (RREC).
The Office of the Chairman of the Regional Research Evaluation Committee
will endorse the received research proposal to the Chief of the Policy,
Planning and Research Division to calendar the evaluation of the research
proposal with the Regional Research Evaluation Committee.
The suggestions of the Committee will be recorded and summarized by the
secretariat from the Policy, Planning and Research Division and prepare the
endorsement back to the Chief of the researcher
to integrate the
recommendations of the Regional Research Evaluation Committee.
The corrected research proposal will be re-endorsed to the Chief of the Policy,
Planning and Research Division and take charge in the routing of the proposal
for the signatures of the Regional Research Evaluation Committee until
approved by the Regional Director.
The proposal with completely signed Certificate of Acceptance will be
released by the Policy, Planning and Research Division to the Chief of the
researcher.
The Chief of the concerned Division will take charge in the preparation of the
budget proposal to support the researcher on the financial requirement directly
related to the conduct of the research. The Certificate of Acceptance must be
included as an attachment to the budget proposal.
B. Research Completion Phase

1. The completed research must also be endorsed by the concerned Chief of the
Division to the Chairman of the Regional Research Evaluation Committee
(RREC).
2. The Office of the Chairman of the Regional Research Evaluation Committee
will endorse the received research to the Chief of the Policy, Planning and
Research Division to schedule the researchers presentation of the research
3.
4.
5.
6.
II.
findings and recommendations to the Regional Research Evaluation

Committee.
The suggestions of the Committee will be recorded and summarized by the
secretariat from the Policy, Planning and Research and copies will be given
to the researcher as reference in integrating the Committees suggestions.
The final copy of the research must be submitted by the concerned Chief to
the Policy, Planning and Research Division and take charge in the signing of
the Certificate of Approval.
The proponent of the research is required to present the Abstract of the
research during the Program Committee Meeting. Thereafter, the Directorate
will award the Certificate of Recognition to the researcher .
Researches completed not in full conformance with these policies will neither
be considered as entries in the Research Congress nor given the due credit for
any evaluation for promotion.
The School Division Offices

1. Research proposal concerning the K to 12 Curriculum (Learning Areas,
Senior High School Tracks and Strands), Kindergarten and Alternative
Learning System, will initially be evaluated by the Chief of the Curriculum
and Implementation Division. Thereafter, to be referred to the Chief of the
School Governance and Operation Division for the evaluation of the design
and the other technical standards of the research proposal.
2. All other researches will be referred directly to the Chief of the School
Governance and Operation Division to evaluate the content , the design and
other technical standards of the research proposal.
3. The Chief of the School Governance and Operation Division will prepare the
Certificate of Acceptance if there are no suggestions from both Chiefs. In case
there are suggestions, the router/endorsement will be prepared by the same
and forward it to the Asst. Schools Division Superintendent who is the
Chairman of the Division Action Research Evaluation Committee and back to
the researcher. The Schools Divisions Superintendents will chair the Division
Action Research Evaluation Committee if there is no Asst. Schools Division
Superintendents.
4. The corrected research proposal will be referred directly to the Chief of the
School Governance and Operation Division and evaluate the integration of
the suggestions. Thereafter, the Acceptance Sheet will be prepared and signed
by both Chiefs (CID and SGOD).
5. The Chief of the School Governance and Operation Division will forward the
research proposal with the signed Acceptance to the Chairman of the Division
Action Research Evaluation Committee for his/her signature and facilitate the
approval of the Schools Division Superintendent.
6. The Chief of the School Governance and Operation Division will take charge
in the releasing of the approved proposal back to the Chief/Head of the
researcher.
1. The completed research of the Curriculum and Implementation Division, after
evaluating the content analysis and interpretation, will be referred to the
Chief of the School Governance and Operation Division to evaluate the
technical standards.
2. Researches with corrections will be directly returned by the concerned Chief
to the researcher.
3. The Approval Sheet will be signed by both Chiefs for completed research
after incorporating all the suggestions and subsequently be forwarded to the
Asst. Schools Division Superintendent and Schools Division Superintendent
for their signatures.
4. The Chief of the School Governance and Operation Division will take charge
in the releasing of the approved completed research back to the Chief/Head of
the researcher. Also, provide a copy to the Learning and Resource
Management Division.
5. The Chief of the School Governance and Operation Division must coordinate
with the Human Resource and Development Division for the researchers
presentation of the research Abstract during Executive Meetings. The
researcher will be awarded the Certificate of Recognition after the
presentation.
6. Researches completed not in full conformance with these policies will neither
III.
The School Level

1. All action research proposals must be endorsed by the school head to the Asst
Schools Division Superintendent who is the Chairman of the Division Action
Research Evaluation Committee .
2. The Chairman of the DAREC will endorse to the Chief of the Curriculum and
Implementation researches concerning the K to 12 Curriculum (Learning
Areas, Senior High School Tracks and Strands), Kindergarten and Alternative
Learning System who will evaluate the content of the proposal.. Thereafter,
3.
4.
5.
6.
to be referred to the Chief of the School Governance and Operation Division

for the evaluation of the design and the other technical standards of the
research proposal.
Researches which are not related to the K to 12 Curriculum will be directly
referred to the Chief of the School Governance and Operation Division to
evaluate the content, the design and other technical standards of the research
proposal.
The Chief of the School Governance and Operation Division will prepare the
Certificate of Acceptance if there are no suggestions from both Chiefs. In case
there are suggestions, the endorsement will be prepared by the same and
forward it to the Asst. Schools Division Superintendent for initialization and
thereafter to the Schools Division Superintendent for the final signature of the
endorsement.
The corrected research proposal will be re-endorsed to the Chairman of the
DAREC and be referred to the Chief of the SGOD to evaluate the integration
of the suggestions. Thereafter, the Certificate of Acceptance will be prepared
and signed by both Chiefs (CID and SGOD), the Chairman of the DAREC
and the Schools Division Superintendent.
The Chief of the School Governance and Operation Division will take charge
in the releasing of the approved proposal back to the school head of the
researcher.

1. The school head of the researcher will endorse the completed action research
to the Chairman of the DAREC. The same will be referred to the Chief of the
Curriculum and Implementation Division to evaluate the content analysis and
interpretation of the data. The corrected action research will be referred to
the Chief of the School Governance and Operation Division to evaluate the
technical standards.
2. The Chief of the School Governance and Operation Division will prepare the
Certificate of Approval if there are no suggestions from both Chiefs. In case
there are suggestions, the endorsement will be prepared by the same and
forward it to the Asst. Schools Division Superintendent for initialization and
thereafter to the Schools Division Superintendent for the final signature of the
endorsement.
3. The corrected action research will be re-endorsed by the school head to the
Chairman of the DAREC and be referred to the Chief of the SGOD to
evaluate the integration of the suggestions. Thereafter, the Certificate of
Approval will be prepared and signed by both Chiefs (CID and SGOD), the
Chairman of the DAREC and the Schools Division Superintendent.
4. The Chief of the School Governance and Operation Division will take charge in
the releasing of the approved completed research back to the school head of
the researcher. Also, provide a copy to the Learning and Resource

Management Division.
5. Researches completed not in full conformance with these policies will neither
Note: If the School Head is the researcher, he/she will prepare a letter address to
the Schools Division Superintendent Attention: Chairman of the DAREC
requesting acceptance/approval of the research proposal/completed.
B. TECHNICAL
1.
The text of the manuscript must conform to the following:

Bond Paper Size
Letter Size 8.5 x 11
Font Style
:
Tahoma
Font Size
:
12
Text Spacing :
Double Space
2.
Each Schools Division office will use the stationery following the below indicated format:
1
0.5
CITY SCHOOLS DIVISION OF MARINDUQUE
1.5
3. Preliminary Parts
3.1 The Title Page
a. Research Title is typed centered, highlighted, all capital letters, single spaced
and inverted pyramid.
b. Name of the Researcher is typed centered, highlighted with the first name,
middle initial and last name.
c. Date is typed centered, highlighted with the month and the year.
3.2 The Certificate of Acceptance/Approval
a. The Certificate of Acceptance/Approval is typed after the title page.
b. The Certificate of Acceptance/Approval is typed centered and highlighted.
The text is typed single spaced, the title is typed highlighted and all capital
letters similar with the name of the researcher.
c. The names of the Division Action Research Evaluation Committee are typed
highlighted and all capital letters.
d. The name of the Schools Division Superintendent is typed centered
highlighted and all capital letters.
3.3 The Acknowledgement Sheet
a. The ACKNOWLEDGEMENT is type centered, highlighted all capital letters.
b. The text is double spaced and a maximum of two pages.
c. The acknowledgement will end with the name of the researcher, starting with
the initials of the first and middle name and the full name, highlighted.
3.4 Abstract
a. The abstract is the executive summary of the research not more that 300
words.
b. The body is typed double spaced.
3.5 The Table of Contents
a. The Table of Contents is typed centered, highlighted and all capital letters.
b. The preliminary parts will be listed first and pages are in Roman Numerals.
c. The sub-sections of the body of the action research are typed highlighted and
to the left pages in Arabic Numerals.
1
1 space
EFFECTIVENESS OF COLLEGIAL COACHING IN ENHANCING THE
INSTRUCTIONAL COMPETENCE OF TEACHERS
1.5
by
ROGELIO S. PEREZ
October 2014
2 spaces
3.6 List of Tables

a. Typed in a separate page after the last page of the table of contents.
b. LIST OF TABLES is typed at the center, all capital letters and highlighted.
c. The word Table is typed aligned with the left margin.
d. The word Page is typed aligned with the right margin, highlighted and first
letter is upper case.
e. Titles of the tables are type upper case and lower case. The first letter of the
key words is capitalized.
f. Table Titles with more than one line in length, the second line must begin
below the third letter of the first word in the first line title.
4. Body of the Action Research

a. The body of the Action Research is not separated by chapter. The complete
contents of the body, for proposal and completed action research reports, are
presented in the sample Table Contents.
b. Parts of the body of the research are typed aligned to the left margin, highlighted
and first letter is capitalized.
c. The text of each part are typed in double space.
d.
Space between subsection and the last line of the preceding subsection text is typed
three spaces.
5. The Tables
1. The tables contained the results of the statistical treatment of data.
2. Table number is indicated after the discussion of each problem.
3. The table is typed at the center, Arabic Numerals and highlighted.
4. The table title is typed at the center, highlighted, single spaced and inverted
pyramid
5. Table titles which are more that line must be typed in single space.
CITY DIVISIONS OF MARINDUQUE

1 Space
CERTIFICATE OF ACCEPTANCE
2 Spaces
This action research proposal entitled EFFECTIVENESS OF COLLEGIAL
COACHING IN ENHANCING THE INSTRUCTIONAL COMPETENCE OF
TEACHERS, prepared and submitted by ROGELIO S. PEREZ, was evaluated
by the Committee and recommended for acceptance.
--------------------------------------------------------------------------------------------------2 Spaces
DIVISION ACTION RESEARCH EVALUATION COMMITTEE
2 spaces
ROSARIO S. CRUZ, Ph. D.
Single Space
Asst. Schools Division Superintendent
Chairman
MARIA A. PEREZ, Ph. D.
Chief
Curriculum and Implementation Division
Member
KRISTINA B. REYES, Ed. D

Chief
School Governance and
Operation Division
Member
--------------------------------------------------------------------------------------------------2 spaces
Accepted on August 10, 2015.
FERNANDO L. JOSE, Ph. D., CESO VI

Schools Division Superintendent
2 spaces
Effectiveness of Collegial Coaching in Enhancing the Instructional Competence
ii

1 space
CERTIFICATE OF ACCEPTANCE
2 spaces
This action research proposal entitled EFFECTIVENESS OF COLLEGIAL
COACHING IN ENHANCING INSTRUCTIONAL COMPETENCE OF
by the Committee and recommended for acceptance.
--------------------------------------------------------------------------------------------------2 spaces
2 spaces
1 space
Chairman
MARIA A. PEREZ, Ph. D.
Chief
Member
KRISTINA B. REYES, Ed. D

Chief
Operation Division
Member
--------------------------------------------------------------------------------------------------1 spaces
Accepted on August 10, 2015.

(For SDOs without an Assistant Superintendent)

1 space
CERTIFICATE OF APPROVAL
2 spaces
This action research entitled EFFECTIVENESS OF COLLEGIAL
by the Committee and recommended for approval.
--------------------------------------------------------------------------------------------------2 spaces
2 spaces
______ROSARIO S. CRUZ, Ph. D.______
1 space
Asst. Schools Division Superintendent
Chairman
___MARIA A. PEREZ, Ph. D.__
Chief
Member
_KRISTINA B. REYES, Ed. D_

Chief
Operation Division
Member
--------------------------------------------------------------------------------------------------2 spaces
Approved on October 2, 2015.

iii

1 space
CERTIFICATE OF APPROVAL
2 spaces
This action research entitled EFFECTIVENESS OF COLLEGIAL
by the Committee and recommended for approval.
--------------------------------------------------------------------------------------------------2 spaces
2 spaces
1 space
Chairman
___MARIA A. PEREZ, Ph. D.__
Chief
Member
_KRISTINA B. REYES, Ed. D_

Chief
Operation Division
Member
--------------------------------------------------------------------------------------------------2 spaces
Approved on October 2, 2015.

(For SDOs without an Assistant Superintendent)

1 space
ACKNOWLEDGEMENT
2 spaces
1 Tab
The researcher acknowledges..
Dr. Fernando M. Cruz, Schools Division Superintendent, School Division of
Marinduque, for his unceasing guidance
R.S. Perez

1 space
ABSTRACT
2 spaces
This study aimed to determine the effectiveness of_________________
__________________________________________.
The research used the One Group Pretest-Posttest design. There were 20
teachers who participated in the study. _______________________________
The data obtained were processed through Stata using the following statistical
techniques: mean, weighted mean and dependent t-test.
Results revealed that the teachers were__________________________
______________________________________________________________.
The study recommends ______________________________________
_________________________________________________________________
________________________________________________.

1 space
TABLE OF CONTENTS
2 spaces
Page
2 spaces
Title Page -------------------------------------------------------------------------- i
Acknowledgement ---------------------------------------------------------------- ii
Certificate of Acceptance -------------------------------------------------------- iii
Rationale --------------------------------------------------------------------------- 1
Statement of the Problem ------------------------------------------------------- 2
Hypothesis ------------------------------------------------------------------------ 3
Significance of the Study -------------------------------------------------------- 4
Definition of Terms -------------------------------------------------------------- 4
Type of Study --------------------------------------------------------------------- 5
Participants ------------------------------------------------------------------------ 5
Data Collection Plan ------------------------------------------------------------- 6
Instrument --------------------------------------------------------------------
Data Analysis--------------------------------------------------------------------
References (if any) --------------------------------------------------------------- 9

Appendices

1 space
A Questionnaire -------------------------------------------------------------- 10
(Parts of the Research Proposal)

1 space
Title Page . i
Acknowledgement ii
Certificate of Approval.iii
Abstract.iv
Rationale .1
Statement of the Problem .2
Hypothesis ..3
Significance of the Study4
Definition of Terms 5
Type of Study ...........6
Participants .. 7
Data Collection Plan ..8
Instrument .9
Data Analysis..10
Results and Discussion
2 spaces
Level of Instructional Competence of the Teachers
Before the Collegial Coaching12
2 spaces
Level of Instructional Competence of the Teachers
After the Collegial Coaching...14
2 spaces

1 space
Comparison of the Level of the Instructional Competence
of the Teachers Before and After Collegial Coaching .16
Summary . 18
Conclusions ..19
Recommendations 20
References 21
Appendices
A Certificate of Acceptance.22
B Questionnaire/Test .23
C Results of the Stata Statistical Analysis25
(Complete Parts of the Research Report)

1 space
LIST OF TABLES
2 spaces
Table
2 spaces
1 Level of Instructional Competence
of the Teachers Before Treatment ---------------------------2 spaces
2 Level of Instructional Competence
of the Teachers After Treatment -------------------------------
12
15
(Included in the Final Research Report)

1 space
TABLE OF CONTENTS
2 spaces
Page
2 spaces
Pampamagat na Pahina .. i
Rasyunale/Katuwiran..1
Paglalahad ng Suliranin..2
Ipotesis/Ipoteses3
Kahalagahan ng Pananaliksik..4
Kahulugan ng Terminologhiya.5
Disenyo ng Pananaliksik.6
Patungkulan ng Pag-aaral....7
Paglikom ng Datos.8
Instrumento..9
Pagsusuri ng Datos10
Paglalahad ng Resulta....11
Lagom..12
Konklusyon.13
Rekomendasyon..14

1 space
Rationale
2 spaces
1 tab
Teachers are the most _________________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________
Coaching, according to Wise (2000)______________________________
_________________________________________________________________
_________________________________________________________________
_________________________________
The competence of the teachers is essential in attaining effective
instruction (Cox, 2005) ______________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________
2 spaces
Statement of the Problem
2 spaces
1 tab
The main purpose_____________________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________

1 space
Data Collection Plan
The below indicated table indicates the specific activities to be undertaken
by the researcher:
Intervention
/Strategy
Collegial
Coaching
Dates
Data to be
Collected
Determine the initial level of

the teaching competence of
the teachers before collegial
coaching.
July 2015
(2nd week)
*Individual
Teachers
Observation
*Weighted
Mean
Provide the teachers with

collegial coaching .
July 2015 (
2nd week) to
October 2015
( 3rd week)
Results of
the
Observation
Conduct the mid-assessment

on the effect of collegial
coaching.
September
2015 (2nd
week)
*Results of
the
Observation
*Weighted
Mean
Determine the final level of

the teaching competence of
the teachers after collegial
coaching.
October 2015
(4th week)
Weighted
Mean
Activities
Note:
1. The Data Collection Plan for experimental research.
2. The intervention/strategy must be changed if improvement is not
observed during the mid-assessment.
3. The Division Action Research Evaluation Committee must be informed
about the new Data Collection Plan.

1 space
Data Collection Plan
The below indicated table indicates the specific activities to be undertaken
by the researcher:
Activities
Dates
Expected Outputs
Analyze data on attendance

of parents in school
meetings and projects
completed from parents
support.
July 2015
Empirical data on the

participation of parents
to school meetings.
Prepare the research

proposal.
August 2015 ( first

to third week)
Research Proposal
Develop and validate the

questionnaire.
August 2015 ( last

week)
Validated questionnaire
Submit the research

proposal.
September (first
week)
Hard copy of the

proposal
Collect data from the

participants.
September 2015
(second week)
Filled-out questionnaire
from the participants
Process the data for

statistical analysis.
October 2015
(second week)
Data processing print

out
Data analysis and

interpretation
October 2015 (
third to fourth
week)
Quantitative and
qualitative data ,
analyzed and interpreted
Submit the final research

report.
November 2015
(first week)
Hard copy of the

research report
Note:
The Data Collection Plan for Descriptive Research

1 space
Level of Instruction Competence of the Teaches
Before the Collegial Coaching
2 spaces
It can be observed from the data presented in Table 1 _______________
_________________________________________________________________
_________________________________________________________________
2 spaces
Table 1. Description on the Level of the Instructional Competence
of the Teachers Before Collegial Coaching
1 space
Items
W.M.
D.R.
1.
2.
3.
4.
Average
Comparison on the Level of Instructional Competence of the Teaches

Before and After Collegial Coaching
2 spaces
A perusal of the data indicated in Table ____________________________
_________________________________________________________________
_________________________________________________________________
__________________________
1 space
Table 3. Comparison Between the Instructional Competence of the
Teachers Before and After Collegial Coaching Instruction
Means
Before
Collegial
Coaching
After
Collegial
Coaching
t-value
Probability
Decision on the
Hypothesis
2.52
3.90
15.60
0.04
Reject
(Significance)
Enclosure No. 3 to Regional Memo 144 s. 2015
EVALUATION OF RESEARCH PROJECTS
Researcher:______________________________Division:_____________Position:_______
Research Title: _____________________________________________________________
A. MANUSCRIPT EVALUATION (80%)
5
Very Good
Good
Fair
Needs Improvement
Poor
1. The Title in relation to the problem

of the study
2. The statement of the problem
(General and Specific) in relation to
the title of the study
3. The research design in relation to
the problems raised in the study.
4. The statistical techniques in relation
to the problems raised in the study.
5. The analysis and the interpretation
of the data with implications.
6. The conclusions drawn in the light
of the findings of the study.
7. The feasibility of the
recommendation.
8. The alignment of the research to
the Research Agenda.
9. The contribution of the research for
the improvement of professional
practice (teaching-learning,
learners achievement/performance,
quality delivery of programs and
services).
10. The overall impact of the research
to DepEds thematic areas.
B. ORAL PRESENTATION ( 20%)

Criteria
1. Presentation Skills (Clarity,

Grammar)
with
power
presentation
2. Mastery of the Research.
Correct
point
Score
5
5
3. Clarity,
conciseness
and
appropriateness of the answers to the
questions of the oral evaluators.
4. Overall confidence (overall personality
and enthusiasm).
Total
5
5
20
_______________________________
Evaluator
Date: _____________________
Remarks
Enclosure No. 4 to Regional Memo No. 144 s. 2015

RESEARCH CALENDAR 2015
DATES
ACTIVITIES
VENUES
February 2015
May 2015
June 2015 - August 14, 2015
Empirical-Based Problem Analysis

(After the First GP)
* AR Proposal
September 17, 2015 - October 30,

2015
* Data Analysis
* Data Collection
November 6, 2015
Submission of AR Final Copy to the

SDO
November 9-13, 2015
Division Research Congress
November 16-18, 2015
Submission of SDO's AR Entries to RO
November 23, 2015

November 24, 2015
Regional Research Evaluation for

Supervisors
Administrators
SDS (Attention:
Chairman of
DAREC)
SDOs
RD (Attention
PPRD)
RO3
RO3
November 25, 2015

Elementary School Teachers
RO3
November 26, 2015

Secondary School Teachers
RO3
November 27, 2015
Regional Research Evaluation for ALS
RO3

Non-Teaching
RO3
December 1, 2015
December 10, 2015
Regional Research Congress
Oxford Hotel,
Clarkfield,
Pampanga
(Tentative)

RM No. 144 S. 2015 Regional Research Policies PDF

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Republic of the Philippines

September 21, 2015

Wide dissemination of this Memorandum is enjoined.

RIZALINO JOSE T. ROSALES

To be included in the Perpetual Index

Enclosure No. 1 to Regional Memo No. 144 s. 2015

REGION III RESEARCH AGENDA

Conceptual Paradigm of the Research Agenda

Figure 1. The Paradigm of the Research Agenda

All school-age children in the

Possible Research Topics

Alternative Learning System

Indigenous Peoples Education

Impact of Special School

Monitoring and Evaluation

Policy Formulation and

Differentiated Supervision: Its

(Enclosure No. 2 to Regional Memorandum No. 144 s. 2015)

For the Regional Office

Research proposals must be endorsed by the concerned Chief of the Division

B. Research Completion Phase

findings and recommendations to the Regional Research Evaluation

The School Division Offices

The School Level

to be referred to the Chief of the School Governance and Operation Division

B. Research Completion Phase

the researcher. Also, provide a copy to the Learning and Resource

The text of the manuscript must conform to the following:

CITY SCHOOLS DIVISION OF MARINDUQUE

3.6 List of Tables

4. Body of the Action Research

CITY DIVISIONS OF MARINDUQUE

KRISTINA B. REYES, Ed. D

FERNANDO L. JOSE, Ph. D., CESO VI

CITY DIVISIONS OF MARINDUQUE

KRISTINA B. REYES, Ed. D

FERNANDO L. JOSE, Ph. D., CESO VI

CITY DIVISIONS OF MARINDUQUE

_KRISTINA B. REYES, Ed. D_

FERNANDO L. JOSE, Ph. D., CESO VI

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY DIVISIONS OF MARINDUQUE

_KRISTINA B. REYES, Ed. D_

FERNANDO L. JOSE, Ph. D., CESO VI

CITY DIVISIONS OF MARINDUQUE

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY DIVISIONS OF MARINDUQUE

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE

References (if any) --------------------------------------------------------------- 9

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE

(Parts of the Research Proposal)

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE

(Complete Parts of the Research Report)

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE

(Included in the Final Research Report)

Effectiveness of Collegial Coaching in Enhancing the Instructional Competence

CITY SCHOOLS DIVISION OF MARINDUQUE