Appendix A: School Principal III

Appendix A
School Principal III

Appendix B

Appendix C

Appendix D
Item Analysis
1
ITEM NO. 1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20
0
RESPONDENTS
1 1 1 1 1 1 1 1
2 1 1 1 1 1 1 1 1
3 1 1 1 1 1 1 1 1 1 1
4 1 1 1 1 1 1
5 1 1 1 1 1 1 1 1
6 1 1 1 1
7 1 1 1 1 1
8 1 1 1 1 1 1 1 1 1 1
9 1 1 1 1 1 1 1
10 1 1 1 1 1
11 1 1 1 1 1 1 1
12 1 1 1 1 1 1 1 1 1 1 1 1 1
13 1 1 1 1 1 1 1 1 1
14 1 1 1 1 1 1 1 1 1 1
15 1 1 1 1 1 1 1 1 1 1 1 1
16 1 1 1 1 1
17 1 1 1 1 1 1 1 1 1 1 1 1 1 1
18 1 1 1 1 1 1
19 1 1 1 1 1 1 1 1 1 1
20 1 1 1 1 1 1
21 1 1 1
22 1 1 1 1 1
23 1 1 1 1 1 1 1
24 1 1 1 1 1 1 1
25 1 1 1 1 1 1 1 1 1 1 1 1
26 1 1 1 1 1 1 1 1 1 1 1 1 1
27 1 1 1 1
28 1 1 1 1 1 1
29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
31 1 1 1 1 1 1 1 1 1 1
32 1 1 1 1 1 1 1 1 1 1
1
TOTAL 11 5 14 12 26 21 21 22 10 12 12 9 14 8 14 6 5 13 20
5
Appendix D
Reliability of the Test
UNSQUARED Reliability Coefficient KR 21
SCORES VARIANCE S2
VARIANCE
7 -1.44 2.07 K 1−x
r= [ ]
7 -1.44 2.07 K −1 Ks 2
10 1.56 2.43
32 32 198.85
7
8
-1.44
-0.44
2.07
0.1936
r=
32−1
¿ ¿
31[1−
361.6 ]
4 -4.44 19.71 = 1.03 (1-0.55)
5 -3.44 11.83
10 1.56 2.07 = 1.03 (0.45)
7 -1.44 2.43
= 0.47 reliable
5 -3.44 11.83
7 -1.44 2.07
13 4.56 20.79
9 0.56 0.31
10 1.56 2.43
12 3.56 12.67
5 -3.44 11.83
14 4.56 30.91
6 -2.44 5.95
10 1.56 2.43
6 -2.44 5.95
3 -5.44 29.59
5 -3.44 11.83
7 -1.44 2.07
7 -1.44 2.07
12 3.56 12.67
13 4.56 20.79
4 -4.44 19.71
6 -2.44 5.95
15 6.56 43.03
16 7.56 57.15
10 1.56 2.43
10 1.56 2.43 Appendix E
Unsquared
Mean=8.44
Variance= 11.30
PRE-TEST SCORES OF THE SELECTED GRADE-10 REGULAR PILOT SECTION
STUDENTS O F BCNHS S.Y. 2016-2017
NAME OF PRE-TEST SCORES INTERPRETATION

SELECTED
STUDENTS
1 6 Not Yet Competent
2 11 Competent
3 14 Competent
5 12 Competent
6 14 Competent
7 13 Competent
8 10 Competent
9 14 Competent
10 12 Competent
11 10 Competent
12 13 Competent
13 13 Competent
16 13 Competent
17 10 Competent
18 10 Competent
20 14 Competent
22 12 Competent
23 15 Competent
24 13 Competent
29 14 Competent
30 12 Competent
TOTAL 10.67 (mean)
Highly Competent Competent Not Yet Competent
Appendix F
Intervention Results
Appendix G
POST-TEST SCORES OF THE SELECTED GRADE-10 REGULAR PILOT
SECTION STUDENTS O F BCNHS S.Y. 2016-2017
NAME OF POST-TEST SCORES INTERPRETATION

SELECTED
STUDENTS
1 17 Highly Competent
8 11 Competent
9 15 Competent
19 11 Competent
21 12 Competent
22 14 Competent
25 13 Competent
26 12 Competent
27 14 Competent
28 13 Competent
TOTAL 224
Appendix H
PRE-TEST AND POST-TEST SCORES OF THE GRADE-10 REGULAR PILOT
SECTIONSTUDENTSOF BISLIG CITY NATIONAL HIGH SCHOOL (BCNHS)
SCHOOL YEAR 2016-2017
SELECTED PRE-TEST INTERPRETATION POST-TEST INTERPRETATION

STUDENTS SCORES SCORES
1 6 Not Yet Competent 17 Highly Competent
2 11 Competent 16 Highly Competent
8 10 Competent 11 Competent
19 4 Not Yet Competent 11 Competent
TOTAL 224 472
percentage 37.33% 78.67%
MEAN 10.67 15.73
VARIANCE 8.91 5.51
Z TEST -7.30495
RESULT

Appendix I
VOCABULARY SKILLS OF SELECTED GRADE 10 REGULAR PILOT SECTION
STUDENTS OF BCNHS S.Y. 2016-2017
(Z-test Result)
STUDENT PRE- POST-

NO. TEST TEST z- Test: Two Sample for Means
1 6 17 Mean 10.666667 15.733333
2 11 16 Know variance 8.91954 5.51264
3 14 18 Observations 30 30
4 7 16 Hypothesized Mean-
5 12 16 difference 0
6 14 19 0
7 13 16 Z -7.304946
8 10 11 P(Z˂=z) one tail 1.387E-13
9 14 15 z Critical one tail 1.6448536
10 12 16 P(Z˂=z) two tail 2.773E-13
z Critical two tail 1.959964
11 10 17
12 13 20
1. Ho: Pre-test = Post test
13 13 16
2. H1: Pre-test ≠ Post test
14 9 18
3. alpha = 0.05
15 7 16 4. Critical Region=
16 13 19 5. Z computed = -7.30495
17 10 16 6. Decision:
18 10 16
19 4 11 Reject Ho and conclude that the average
20 14 18 means of Pre-Test and Post-Test are not
21 8 12 equal, in fact, Post-Test mean is greater that
22 12 14 Pre-Test mean.
23 15 16
24 13 18
25 8 13
26 7 12
27 9 14
28 6 13
29 14 17
30 12 16
Appendix J
GLENCOE LANGUAGE ARTS VOCABULARY ASSESSMENT TEST FOR
GRADE 10
(TEST QUESTIONNAIRE)
EXERCISE 1
DIRECTION: Use the context to help you determine the meaning of the underlined word.
Encircle the letter of the correct answer.
1. Tommy was a real avid baseball card collector. He inherited the desire to collect
cards because his dad had a collection, too.
a. eager b. careless c. apart d. fearful

2. Her Christmas bills added up. After the holidays, her extravagance was going to take
several months to pay off.
a. economy b. praise c. external d. overdoing

3. It was gratifying to see how she acted toward her grandmother because her
grandmotheras always kind to her.
a. pleasing b. nervous c. aggravating d. unclear

4. The boy was caught stealing from the store. His larceny caught up with him when the
ownershowed him a video tape.
a. gift b. theft c. lawless d. honor

5. The ideas she presented to the class were clearly an untested theory because there had
never been any research done on it.
a. magic b. brutal c. indictment d. belief

6. His eternal light would shine on the people even after his death.
a. temporary b. ethical c. reformed d. endless
7. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture
frame.
a. exactly b. embellish c. outer d. advance

8. The boy tried to justify his actions to his mother by explaining the reasons why he did
what he did.
a. depend b. prove c. strict d. concourse

9. She did several backbends in a row to show how limber she was, so that she could be
chosen for the squad.
a. enthused b. responsive c. likely d. Flexible

10. He climbed the mountain and stood looking over the tops of the trees on the mountain
across from him. He was right on the precipice and could have fallen.
a. edge b. stiff c. top d. under
EXERCISE 2
DIRECTION: Circle the letter for the correct definition of the boldfaced word.
11. The football player’s momentum carried him over the goal line for a touchdown.
a. teammates b. personal code c. impulsive behavior d. force of motion
12. “This undertaking is fraught with danger, but if anyone can rescue the princess, it is
you, sire,” the magician told the prince.
a. filled b. turned aside by c. influenced by d. encouraged
13. The children stayed close to the path as they wended their way through the forest.
a. lost b. muddled c. proceeded along d. stumbled
14. While most people ignored the sign that read “Serious Requests,” hopeful consumers
lined up in front of the banner that read “Frivolous Wishes.”
a. lighthearted b. charitable c. unmistakable d. familiar
15. Considering that he rarely pays attention to anything other than fish, Lowell’s
discovery of the gold doubloon while scuba diving in Mexico could be attributed only
to serendipity.
a. good eyesight b. luck c. careful planning d. divine protection

16. Lani exhibited the ultimate courage when she returned to the burning barn to rescue
the kittens.
a. welcome b. least possible c. greatest possible d. surprising
17. The work of the club members means that the community will have a day-care center,
which will gratify many club members.
a. horrify b. please c. defeat d. embarrass
18. Many people in the audience could not determine the point of view from which the story
was narrated.
a. brought to a close b. classified c. expected to begin d. told
19. The vigilant security guard noticed the open window and thwarted the burglary.
a. watchful b. untrained c. careless d.distracted
20.While some soap opera fans appreciate the complicated story lines, others tune in
regularly because of the torrid love scenes.
a. silly b. passionate c. unrealistic d. brave

Appendix K
4A’s Lesson Plan in English Grade 10
Date and Day: November 15, 2016 (Thursday)

Grade Level/Section and Time: Grade10-Obedient (10:30-11:30)
Class Description: Grade 10 Regular Pilot Section Students of Bislig

City
National High School
Length of Class: 1 hour session
I. Objectives:
At the end of the lesson, at least 75% proficiency level of the students are
expected to:
a. identify the literal and figurative meaning of words;
b. write the connotative and denotative meaning of the words given;
c. appreciate the importance of denotation and connotation in expressing one’s
idea or feeling; and
d. express personal opinions about the story “Inferno” by Dante Alighieri
II. Subject Matter:

 Connotation and Denotation
References:
 http://study.com/academy/what-is-connotation-and-denotation-definitions-
examples- date retrieved: November 13, 2016
Materials:
 Visual aids, Felt-tip pen, dictionary, slate boards and chalk

III. Valuing
 Realize the importance of connotation and denotation in expressing one’s idea
or feeling.
 Realize the real message of the story “Inferno” by Dante Alighieri
IV. Teaching Procedures:
A. Strategy
 Opening Prayer
 Checking of Attendance
 Review of the past lesson
 Reading of Lesson Objectives
 Motivation
 The class will be divided into 4 groups according to colors namely red,
blue, green and pink.
 The teacher will have an activity titled “Pic-Tence Activity”.
 The teacher will present a definition of a hidden word related to the
story “Inferno” with some of its words converted into pictures.
 Each group will guess the word using the picture-word definition as its
clue.
 The group who can raise the correct answer using the given clue will
be given 3 points and shall have a chance to choose another square.
 And if ever all the teams haven’t answer the word through the given
definition cues, the teacher will reveal the word in a form of a
scrambled letter.
 The group who can answer the word correctly will be given 2 points
and shall have a chance to choose another square.
 The group who can have the highest score will be declared as the
winner.
 Activity
 The teacher will divide the words in each group.
 Each group will make their own definition about the word that they
have picked.
B. Analysis
 The teacher will ask questions through the given activity:
 What have you noticed from our activity?
 What have you observe from the definition clues given?
 What have you observed from the words?
 What are the differences of the definitions being presented?
 What do you think is our topic for today?
C. Abstraction
 The teacher will discuss and give examples about connotation
and denotation through a “Fishing Game activity”.
 Then, the teacher will present and discuss the story titled
“Inferno” by Dante Alighieri.
D. Application
 Each group will be given 2 words, a dictionary, a piece of paper and a
felt-tip pen for them to write their answer.
 The group will identify the connotative and denotative meaning of the
words given. In addition, they will be tasked to draw their own theme
of the story.
They will be given 7 minutes to prepare and 3 minutes to present their
output.
 Each team must have 1 representative to present their output.
 They will be rated according to this criteria:
o Delivery - 5 pts.
o Content - 10 pts.
o Teamwork -5 pts.
20 pts.
V. VALUES INTEGRATION
 What is the importance of connotation and denotation in
communication?
 What is the message of the story in reality?
VI. EVALUATION
On a ½ sheet of paper. Answer the following statements by filling up
the correct word to be used. Write your answer (the word) in the space
provided.
Which connotation is more negative?
1. Our trip to the amusement park was _________.
a.) fine b.) wonderful
2. _______ people rode on the roller coaster.
a.) Brave b.) Foolhardy
3. We saw _______ animals in the animal house.
a.) fascinating b. ) weird
Which connotation is more positive?
4. We brought _______ souvenirs at the amusement park.
a.) cheap b.) inexpensive
5. Which is worth more?
a.) something old b.) something unique
6. Which is better?
a) To be skinny b.) to be slender
Select the word with the appropriate denotation to complete the following
sentences.
7. Some of the books we read are full of__________ claims, so they are
difficult to absorb in just one reading.
a.) complaint b.) complicated c.) complex
8. ___________ the course work is rigorous, but the teacher tries to make
accessible.
a.) For all intensive purposes c.) For all intents and purposes
b.) For all intensive purpose d.) For all intents and purposes
9. Our professor’s false British accent is a humorous ______.
a.) prefect c.)affect
b.) infect d.) effect
10. Just because you have__________ change in the school system does not mean
youwill always achieved your desired___________.
a.) affected/affect c.) effected/effect
b.) effected/affect d.) effect/effected
VII. ASSIGNMENT
On a ½ sheet of paper write at least 5 words with its denotative and connotative
meaning.
Appendix K
Date and Day: November 16, 2016 (Friday)


City
I. Objectives:
expected to:
a. differentiate the two types of Affix through “Cabbage Relay” game;
b. determine the meaning of words through learning the affixes;
c. perform the given task related to the topic;
d. form a new word by adding affixes; and
e. express personal opinions about the poem Silvery Beach.
II. Subject Matter:
Lesson Title: Affix and its Two Types
Reference:
 English Grammar Today pp. 125
 http://dictionary.cambridge.org/us/grammar/british-
grammar/intonation
Materials:
 Instructional materials
 Manila paper
 Marker
III. Valuing
To reflect one’s life with nature.
E. Activity
 Opening Prayer
 Motivation
 The teacher will have an activity titled “cabbage relay”.
 Each leaf of the cabbage contains word.
 The teacher will let the students sing the “Fruit Salad” song and while
they are singing, the cabbage will be given to the students and will be
relayed.
 If the teacher will say “STOP” the one who is holding the cabbage
will pick one leaf and will give the stem or the root word of the word
and will make a sentence out of it.
unhappy beautiful attendance

opening safety removable
A. Analysis
The teacher will introduce the lesson title to the class
 How do you find the activity?
 What have you observed from the words?
 What would be our topic this morning?
 What comes into your mind if you hear the word affix?
 What are the two types of affixes?
 What do you think is the difference between prefix and
suffix?
B. Abstraction
The teacher will discuss the two types of affixes.
The teacher will group the class into four groups.
Then, teacher will present and have a short discussion about
the poem “Silvery Beach” by Nu Yin
SILVERY BEACH While I was seeking shelter
I thought of the cliffs
Once And our lives
For relaxation Though this dreadful waves
I visited this place. Could something overleap?
They could not overwhelmed cliffs
Alone
On this silvery beach “Similarity in one’s existence
Beside the cliffs Though violent minds
I walk in thought. May attacking you,
I gazed in the endless sea If one practice patience
And I pondered. One can have the tranquility in one’s
heart”
Gazing at the sapphire and green sea
I felt calm. While taking shelter behind a cliff,
I did not tire of staring at the waves This thought came to me.
Coming towards the beach
Lie crumbling mountains
C. sound
With terrific
Like wanting to devour and swallow,
D. Application
Being alone I felt scared
And took shelter from this tide and rough wind
Beyond the edge of the cliff
The class will be divided into four groups.
Each group will be assigned to each stanza of the poem.
Each group will be given a task to identify the words from the
poem with suffixes and prefixes and make a sentence out of it.
To add some twist, they will also be tasked to draw the things
that they’ve understand from the stanza of which they are
assigned.
After all of the groups have drawn, the teacher will ask the
student to create a theme out from the illustrations they have
presented.
V. VALUING
 What thing in nature could best describe or can reflect you with?
VI. EVALUATION
Direction: Form as many words as you can using each given root word. Use any
applicable suffixes and prefixes to create a new word. Identify the part of the speech
of the word.
Example:
WORD NOUN VERB ADJECTIVE ADVERB
act actor, action react, enact active activity
WORDS NOUN VERB ADJECTIVE ADVERB

obey
agree
able
short
relax
art
comfort
friend
manage
print
VII. ASSIGNMENT
I. Direction: Add these affixes to the following root word. Then, from the word
that is formed, construct a sentence.
-s -er re- ing-
-es -est en- uni-
-ing -ful be- pro-
-ed -less mis- dis-
1. friend 6. interpret
2. create 7. beauty
3. hope 8. play
4. paint 9. cover
5. care 10.act
II. Direction: write the meaning of the original word. Add the indicated suffix,
change the spelling to form a new word. Lastly, write the meaning of the new
word.
1. explore + -ation
Meaning:
New word when prefix is added:
Meaning of the new word:
2. hesitate + -ant
Meaning:
3. formal + -ity
Meaning:
4. cooperate + -ate
Meaning:
5. care + -less
Meaning:
III. Direction: write the meaning of the original word. Add the indicated prefix,
change the spelling to form a new word. Lastly, write the meaning of the new
word.
6. co + worker
Meaning:
7. hyper + sensitive
Meaning:
8. hemi + cycle
Meaning:
9. peri + meter
Meaning:
10. intra + state
Meaning:
Appendix K
Date and Day: November 15, 2016 (Monday)


City
I. Objectives:
expected to:
a. identify the meaning of the difficult words presented through context clues;
b. write sentences using the different types of context clues; and
c. value the importance of communication in everyday life.
II. Subject Matter:
Types of Context Clues
Springboard
 The Telephone
References:
file:///E:/topics/A%20%Types20of%20Context%20Clues%20This
%20%20is%20an%20overview%20for%20students%20who%20have
%20received%20instruction%20on%20u%20....html-date retrieved:
November 14, 2016
Materials:
Visual aids, Felt-tip pen, dictionary, slate boards and chalk
III. Valuing
Value the importance of communication in everyday life.
Strategy
 Opening Prayer
 Motivation
 The class will be divided into 4 groups.
 The teacher will have an activity titled “Guess Me”.
 The teacher will present words and a sentence in which each word is
used and she will let her students select the appropriate definition of
the specified word.
1. Credit- Mika has done sometime so beneficial for Rex so he
gave her a credit.
a. An acknowledgment of work done.
b. A deduction of a payment made by a debtor.
2. Tangle- The fishing net tangles when a toddler twist its webs
together.
a. to s eize and hold in
b . to unite or knit togeth er and to hamper
3. Gossip- When the gossip spread, Liza got very angry because it
was too personal.
a. Talks about the private detail of a person
b. False mischief against ones behavior
4. Drowsing- I feel like drowsing, my eyes seems to close and my
body wants to kiss on my bed.
a. Sleepy
b. Tipsy
5. Amble- It is a sunny morning, I need to amble out to have a
few exercise.
a. Small walk
b. Eat a little
 The group will write the letter of their answer in a paper provided
by the teacher.
 They will raise their answer after the teacher will gives her “GO”
signal.
 The group who can get the most number of correct answers will be
declared as the winner.
A. Activity
 The teacher will ask questions and have the student come up with their
own sentence through a “Knock-knock” Game.
 What have you observed from our activity?
 Based from our activity, how were you able to get the meaning of
the words?
 What do you think is our topic for today?
B. Analysis
 Each group is task to brainstorm with all the things they have
understand about the literary piece they have read.
 They will be given 15 minutes to read and to share their insights about
the poem.
The teacher will ask questions through the given activity:
 What is the poem all about?
 How do you find the poem?
 What is the predominant feeling of the speaker in these lines?
 Why does he feel that way?
 How does the speaker justify his joy of having a telephone?
 If telephone were not invented, how does it change our life
today?
C. Abstraction
 The teacher will have a short elaboration and give examples about
the topic.
D. Application
 Each group will be task to make a short comic strip using at least 3
types of context clues as their dialogue.
 They will be given 7 minutes to prepare and 3 minutes to present their
output.
 Each team must have 1 representative to present their output.
 They will be rated according to this criteria:
o Delivery - 5 pts.
o Content - 10 pts.
o Teamwork -5 pts.
20 pts.
V. VALUES INTEGRATION
 Base from drawn comic strip the teacher will ask the following:
 What do you think is the importance of a telephone in our life today?
 What is the importance of communication in everyday life?
VI. EVALUATION
Direction: Identify the meaning of the italicized word in the sentence. Use the
hints or context clues to identify its meaning. Choose the letter of your
choice. Write your answers in a ¼ sheet of paper.
1. Because there was so little precipitation this year, the crops dried up and died.
a. Fertilizer
b. Planting
c. Rain
2. Although I was unable to understand all of the details of the presentation, I did
get gist of it.
a. humor
b. main point
c. notes
3. At a special ceremony, the police chief gave the officer a commendation for

bravery.
a. an award for an outstanding achievement
b. an object designed to bring good luck
c. a lecture
4. One brother is an erudite professor; the other brother, however, has never

shownany interest in books or learning.
a. old; elderly
b. well-educated; well-read
c. snobbish; stuck up
5. Night is the time when many animals forage, or search, for food.

a. come out at night
b. sleep
c. search for food
6. The waiter was so brusque that we left only a small tip. He was impolite and
impatient, and seemed annoyed whenever we asked for something.
a. acting or speaking in a rude, abrupt manner
b. frightening looking
c. knowledgeable and skilled
7. The store specializes in cutlery, such as forks and knives that has unique
designs.
a. spices and seasonings
b. plates, bowls, and cups
c. silverware; eating utensils
8. My sister loathes broccoli, but she loves spinach.

a. dislikes intensely
b. eats eagerly
c. prepares and cooks
9. Psychologists have conducted research on altruism, which can be defined as

"putting the needs and welfare of others above one's own needs and well-
being."
a. psychologists who conduct research
b. research conducted by psychologists
c. putting the needs and welfare of others above one's own needs
and well-being
10. The debris on the stadium floor included numerous paper cups, ticket stubs,
and cigarette butts.
a. products
b. papers
c. trash
VII. ASSIGNMENT
I. Direction:Complete each sentence below by filling up in the blank with
appropriate word.
Martyr partially indisputable
Hideous fulfill peril
Handkerchief malicious philanthropist
1. I used a ____________________________________________ to blow

my nose.
2. I saw a ______________________________________ costume at
Halloween time.
3. We were in ___________________ at our boat was getting beaten by
pounding waves.
4. He only ________ filled my jug of water.
5. St. Stephen was the first __________________________ of the
Catholic Church.
II. Direction: using the context, determine the meaning of the highlighted
word in a sentence.
1. Sue’s boss was a callous man. He did not reach to her tears and apologies.
Callous means _________________
2. Employees from all the divisions convened in the auditorium to hear the
company president speak.
Convened means _______________
3. The heavy rain made it difficult to see. Jill meant to turn right to King Street,
but inadvertently turned onto Cedar Street instead.
Inadvertently means __________________
4. From experience Ellen knows that the more she studies, the better she does in
school. Her marks on exams attest too many hours of hard work
Attest means ____________
5. At the end of each workday, Daniel arranged his papers into meat piles,
dusted his computer, and tucked his chair under his desk. He was equally
meticulous at home.
Meticulous means __________
6. The lawyers were poorly prepared. The defendant was late. The jurors talked
during the trial. The judge declares the case to be the travesty of justice.
Travesty means ______
7. Searching students ‘lockers without permission is considered by some to be an
infringement of students ‘rights.
Infringement means ________
8. The tough task was filled with inherent danger _______
Inherent means ______________
9. The counterfeit money was not accepted at the retailer.
Counterfeit means ______________
10. Even though a storm had just come through, the lake was strangely very
placid that afternoon.
Placid means _________
Appendix L
EVALUATOR’S DATA
PERSONAL INFORMATION
Name: Melvyn C. Montes
Age: 53
Date of Birth: October 29. 1963
Place of birth: Mangagoy
Citizenship: Filipino
Height: 5’2”
Weight: 75 kls.
Civil Status: Married
Religion: Roman Catholic
Father’s name: Bienvenido B. Catulay (deceased)
Mother’s name: Melecia B. Maba Catulay (deceased)
Address: 3408 John Bosco District, Mgy. BSDS
Occupation: Teaching
Assigned School:
Employment Status: Permanent
Subjects Taught: English Grade-10, Practical Research 1, Reading and Writing
EDUCATIONAL ATTAINMENT
Educational Level School Address
Elementary John Bosco School
Secondary John Bosco School

Tertiary St. Paul University Surigao Surigao City Campus
Appendix L
EVALUATOR’S DATA
Name:
Age:
Date of Birth:
Place of birth:
Citizenship:
Height:
Weight:
Civil Status:
Religion:
Father’s name:
Mother’s name:
Address:
Occupation:
Assigned School:
Employment Status:
Subjects Taught:
Elementary
Secondary
Tertiary
Appendix M
Content Validity Sheet
(Based on the Evidence of Questionnaire Validity Formulated by Good and Scales)
Please check the box to indicate your answer.
No. Bases Yes No

1 Are the statements subject-based?
2 Are the questions perfectly clear and comprehensible?
3 Do the questions at something stable, something relatively deep-seated,
well-considered, non-superficial and non-ephemeral?
4 Is the questionnaire congruent to the objective of the study?
5 Do the responses show a reasonable range of variation?
6 Is the information obtained consistent?
7 Are the items sufficient enough to gather such needed data?
8 Is there a possibility of using an external criterion to evaluate the
questionnaire?
Research Title: ENHANCING THE VOCABULARY SKILLS OF THE SELECTED

GRADE 10 REGULAR PILOT STUDENTS OF BISLIG CITY NATIONAL HIGH
SCHOOL THROUGH DIRECT INSTRUCTIONS.Y. 2016-2017
Objectives:
1. To assess the student’s skills in vocabulary.
2. To design instructional materials using direct vocabulary instruction in order to

enhance vocabulary.
3. To assess the effectiveness of direct vocabulary instruction in enhancing student’s

vocabulary.
Evaluated by:
APRYL N. NAVARRO
English Teacher
Appendix M
Content Validity Sheet
(Based on the Evidence of Questionnaire Validity Formulated by Good and Scales)
Please check the box to indicate your answer.
No. Bases Yes No

1 Are the statements subject-based?
2 Are the questions perfectly clear and comprehensible?
3 Do the questions at something stable, something relatively deep-seated,
well-considered, non-superficial and non-ephemeral?
4 Is the questionnaire congruent to the objective of the study?
5 Do the responses show a reasonable range of variation?
6 Is the information obtained consistent?
7 Are the items sufficient enough to gather such needed data?
8 Is there a possibility of using an external criterion to evaluate the
questionnaire?
Research Title: ENHANCING THE VOCABULARY SKILLS OF THE SELECTED

GRADE 10 REGULAR PILOT STUDENTS OF BISLIG CITY NATIONAL HIGH
SCHOOL THROUGH DIRECT INSTRUCTIONS.Y. 2016-2017
Objectives:
1. To assess the student’s skills in vocabulary.
2. To design instructional materials using direct vocabulary instruction in order to

enhance vocabulary.
3. To assess the effectiveness of direct vocabulary instruction in enhancing student’s

vocabulary.
Evaluated by:
MELVYN C. MONTES
English Teacher
Appendix N
PROOF READER’S DATA
Name: Melvyn C. Montes
Age: 53
Date of Birth: October 29. 1963
Place of birth: Mangagoy
Citizenship: Filipino
Height: 5’2”
Weight: 75 kls.
Father’s name: Bienvenido B. Catulay (deceased)
Mother’s name: Melecia B. Maba Catulay (deceased)
Address: 3408 John Bosco District, Mgy. BSDS
Occupation: Teaching
Assigned School:
Subjects Taught: English Grade-10, Practical Research 1, Reading and Writing
Elementary John Bosco School
Secondary John Bosco School

Tertiary St. Paul University Surigao Surigao City Campus
Appendix O
STATISTICIAN’S DATA
Name: Franco G. Pantaleon
Age: 41
Date of Birth: November 08, 1975
Place of birth: Barobo, Surigao Del Sur
Citizenship:
Height:
Weight:
Father’s name: Anastacio C. Pantaleon
Mother’s name: Pacita C. Pantaleon
Address: Forest Drive Village 1, San Roque, Bislig City
Occupation: Assistant Prof. Civil Engineer
Assigned School:
Subjects Taught:
Elementary San Roque Elem. School
John Bosco School

Secondary
BSCE-MSU Marawi City Master USEP-OBRERO Davao

Tertiary of Engineering Program-Civil City
Engineer
Ph.D. in Educational Mgt. DNSC, DNSC, Panabo City
Appendix P
Researchers’ Curriculum Vitae
Name : Noel B. Banda

Home Address: P-3 Alvar St. Poblacion, Bislig City
Degree : Bachelor of Secondary Education Major in

English
Age : 19 years old

Date of Birth : July 22, 1997
Place of Birth : Poblacion, Bislig City
Nationality : Filipino
EDUCATIONAL BACKGROUND
Educational School Address Year
Level Graduated
Elementary Bislig City Elementary School Poblacion, BisligCtiy 2008 – 2009
Secondary Bislig City National High School Poblacion, Bislig City 2012 – 2013
Tertiary University of Southeastern

Philippines – Bislig Campus Maharlika, Bislig City
(Bachelor of Secondary
Education - English)
Appendix P
Name : Ana Marie V. Avila

Home Address: P-6 Castillo Village
Mangagoy, Bislig City
Degree : Bachelor of Secondary Education

- English
Age : 20 years old

Date of Birth : December 1, 1996
Place of Birth : Mangagoy, Bislig City
Level Graduated
Elementary Mangagoy Central P-2 Castillo Village 2008 - 2009

Elementary School Mangagoy, Bislig City
Secondary Tabon M. Estrella Sugala St. 2012 - 2013

National High School Tabon, Bislig City
Tertiary University of
Southeastern Philippines Maharlika, Bislig City
– Bislig Campus
(Bachelor in Secondary
Appendix P
Name : Mika B. Banog

Home Address: P-7A Tabon,Bislig City

- English
Age : 23 years old

Date of Birth : September 26, 1993

Level Graduated
Elementary Mangagoy South Elementary School P-2 Castillo Village 2004 - 2005
Mangagoy, Bislig City
Secondary Tabon M. Estrella National High School Sugala St. 2008 - 2009
Tabon, Bislig City
Tertiary University of Southeastern Philippines –

Bislig Campus Maharlika, Bislig City 2016 - 2017
(Bachelor of Secondary Education -
English)
Appendix P
Name : Romie Jay D. Balangquit

Home Address: P-3 Alvar St.
Poblacion, Bislig City

- English
Age : 27 years old

Date of Birth : March 31, 1989

Level Graduated
Elementary Bislig City Elementary School Poblacion, BisligCtiy
Secondary Bislig City National High School Poblacion, Bislig City
Tertiary University of Southeastern

Philippines – Bislig Campus Maharlika, Bislig City
(Bachelor of Secondary

Appendix A: School Principal III

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Appendix A: School Principal III

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Appendix A

School Principal III

School Principal III

School Principal III

NAME OF PRE-TEST SCORES INTERPRETATION

TOTAL 10.67 (mean)

Highly Competent Competent Not Yet Competent

NAME OF POST-TEST SCORES INTERPRETATION

SELECTED PRE-TEST INTERPRETATION POST-TEST INTERPRETATION

Highly Competent Competent Not Yet Competent

STUDENT PRE- POST-

a. eager b. careless c. apart d. fearful

a. economy b. praise c. external d. overdoing

a. pleasing b. nervous c. aggravating d. unclear

a. gift b. theft c. lawless d. honor

a. magic b. brutal c. indictment d. belief

a. exactly b. embellish c. outer d. advance

a. depend b. prove c. strict d. concourse

a. enthused b. responsive c. likely d. Flexible

a. edge b. stiff c. top d. under

a. teammates b. personal code c. impulsive behavior d. force of motion

a. filled b. turned aside by c. influenced by d. encouraged

a. lost b. muddled c. proceeded along d. stumbled

a. lighthearted b. charitable c. unmistakable d. familiar

a. good eyesight b. luck c. careful planning d. divine protection

a. welcome b. least possible c. greatest possible d. surprising

a. horrify b. please c. defeat d. embarrass

a. brought to a close b. classified c. expected to begin d. told

a. watchful b. untrained c. careless d.distracted

a. silly b. passionate c. unrealistic d. brave

Date and Day: November 15, 2016 (Thursday)

Class Description: Grade 10 Regular Pilot Section Students of Bislig

II. Subject Matter:

 Visual aids, Felt-tip pen, dictionary, slate boards and chalk

4A’s Lesson Plan in English Grade 10

Date and Day: November 16, 2016 (Friday)

Class Description: Grade 10 Regular Pilot Section Students of Bislig

unhappy beautiful attendance

WORDS NOUN VERB ADJECTIVE ADVERB

4A’s Lesson Plan in English Grade 10

Date and Day: November 15, 2016 (Monday)

Class Description: Grade 10 Regular Pilot Section Students of Bislig

3. At a special ceremony, the police chief gave the officer a commendation for

4. One brother is an erudite professor; the other brother, however, has never

5. Night is the time when many animals forage, or search, for food.

8. My sister loathes broccoli, but she loves spinach.

9. Psychologists have conducted research on altruism, which can be defined as

1. I used a ____________________________________________ to blow

Elementary John Bosco School

Secondary John Bosco School

(Based on the Evidence of Questionnaire Validity Formulated by Good and Scales)

Please check the box to indicate your answer.

No. Bases Yes No

Research Title: ENHANCING THE VOCABULARY SKILLS OF THE SELECTED

1. To assess the student’s skills in vocabulary.

2. To design instructional materials using direct vocabulary instruction in order to

3. To assess the effectiveness of direct vocabulary instruction in enhancing student’s

Content Validity Sheet

(Based on the Evidence of Questionnaire Validity Formulated by Good and Scales)

Please check the box to indicate your answer.

No. Bases Yes No

Research Title: ENHANCING THE VOCABULARY SKILLS OF THE SELECTED

1. To assess the student’s skills in vocabulary.