Name/s: (SURNAME, GIVEN NAME, M.I.

– SHOULD BE IN CAPITAL LETTERS)

EAPP
Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
Names:
Manalo, Rochelle
Blanco, James
Leonardo, Joanna
Sandoval, Milcah
Sto. Domingo
Trinidad, Victoria
Vidallo, Joanna
Joelly, Villanueva
WORKSHEET 7: 2nd Quarterly Assessment
Survey Report
General Instructions
This worksheet contains varied learning activities and contents related to the topic at hand and is designed to
achieve the Most Essential Learning Competencies (MELCs) crafted by the Department of Education. This is to
be submitted by the owner/s only on the scheduled Asynchronous Periods or stated otherwise by the teacher.
Before accomplishing the worksheet, please read the following directions:
1. Study the contents and follow the instructions carefully.
2. Perform all the provided activities. Take the time to answer the questions.
3. Show responsibility, honesty, and diligence in completing the worksheet.
Plagiarism or any form of cheating is strictly prohibited.

The student/s is given the asynchronous periods to read the presentation or material given, accomplish the
activities, and submit the worksheet. The student/s must turn in his or her work on or before the agreed
deadline.

Activities
Write Up!
Guidelines
1. Conduct a survey among the students of your track or strand.
2. Choose any meaningful and specific idea, problem or issue that you wish to study and solve.
Identify the variables, and create a survey questionnaire based on the objective of your study or
survey.
3. Gather the information, organize the data, and summarize your findings.
4. Write the parts of a report based on the information you have gathered. Include in this worksheet the
survey questionnaire you have used.
5. Follow this standard outline when presenting your report:
a. Title
b. Abstract
c. Introduction
d. Methods
e. Results
f. Discussion
g. Conclusion
h. Recommendations
i. References
j. Survey Questionnaire
6. Each class will be grouped with 6-8 members and performed this as a group.
7. The paper also be evaluated using a rubric.
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)

The benefits of developing HumSSpace to the Humanities and Social Sciences students.

Abstract
The researchers aim to develop an online software called “HumSSpace,” where you can access academic papers
hassle-free. It is designed to be easy access to various articles, dissertations, thesis, and soft copies of research
papers that will surely be useful to students under the HUMSS strand. Furthermore, as a bonus feature, this site
has a "freedom board" wherein HUMSS students can freely give opinions and comments on current world
issues while maintaining their anonymity.

A survey was conducted, to find out whether or not the researchers’ fellow HUMSS students, particularly in the
grade 11 and 12, would be interested in using such a site given its purposes and functions. The results indicate
that majority of HUMSS students find it hard looking for references to back up the academic papers they are
usually assigned to write, and they would certainly be interested in such a site if it does provide them easy
access to different sources that would support their papers. Moreover, the “freedom board” feature is proven to
be an option that would be surely utilized by the HUMSS students for they are in constant want to voice out
their opinions and use all available platforms to make a difference.

The researchers highly recommend for different learning institutions to consider developing sites specifically
designed for HUMSS students in order to aid them with their works. In addition, this project could even branch
out, improve its features and be of help to students across all strands.

Introduction
"Time is the most valuable thing a man can spend," said Theophrastus. It seems like yesterday we're still
playing tag with our friends and neighbors, hanging outside on the roads, playing dress-ups or with toys, and
putting school works at the bottom of the list. Although now, instead of dolls, we carry books, instead of
friends, we chase deadlines, instead of toys, we miss sleep, and instead of crayons, we hold time. One minute
we're playing in the rain, the other we're standing in front of a university, nervous for the entrance exam. Time
flies by so fast that not everyone got the chance to stop and think of what they would want. Not everyone's sure
and confident with the future only they have the control in. According to (Lieberman L. 2017), "an estimated 20
to 50 percent of students enter college as undecided." Another is how students, specifically HUMSS students,
are very opinionated and used to voice out their opinions. However, not all platforms such as social media can
be used since HUMSS students are notorious for having numerous outlooks on different matters. As explored
by (Dacumos N., 2018), "The HUMSS strand is designed for those who wonder what is on the other side of the
wall."

With the growing number of students finding trouble in choosing a course and freely speaking one's mind, we
thought of creating HumSSpace to help and assist students in both aspects. It comes in the form of a site that
gives students a wide variety of thesis, dissertations, books, articles that can help them in their projects.
Consented videos of hearings and speeches are also available to offer a glimpse for confused students who are
still undecided or interested in a profession connected to this strand. There will also be a freedom board or open
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
forum to allow students to voice their opinions since HUMSS students are notorious for having numerous
outlooks on different matters.

The primary purpose of this report is to provide assistance for the students. To help make decisions for their
future and have the platform to share and listen to opinions of their fellow peers.

Methods
The researchers conducted this survey to determine if the functions of the digital archive will benefit its users.
The survey was constructed using google forms and was distributed among the grade 12 and grade 11 HUMSS
students of Pasig Catholic College via Facebook messenger. The survey was voluntary, and it consisted of yes
or no questions, the student's email being the only personal information collected.

Results
The researchers were tasked to ask random Gr 11 and Gr 12 Senior High School students under the strand of Humanities
and Social Sciences to answer the questions concerning our topic “The benefits of developing HumSSpace to the
Humanities and Social Sciences students.”

We were able to reach out to ten (10) random students in grade 11 sections’ Capiz, Palo, and Cagayan De Oro. And
another ten (ten) random students in grade 12 sections’ Pope Pius XII and Pope John XXIII. Garnering the total amount of
twenty (20) respondents on both grade levels within the Humanities and Social sciences strand. The following are the
data collected by the researchers answered by the students.

Question 1
Do you encounter any trouble finding any sources for your research?

Table 1

MAYBE
35%

YES
50%

NO
15%

Table 1 displays 50% of the students with a specific number of ten (10) voted for the yes option. It shows that
those who chose yes, experience trouble finding sources for their research. The choice "maybe" placing second
with a specific number of seven (7), garnering a total of 35%. "No" receiving the lowest number (3), resulting in
15%.
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)

Question 2
Are you certain with the course you plan to take for college?

TABLE 2

MEYBE
30%

YES
45%

NO
25%

With table 2 it shows that 45% with a specific number of nine (9) chose yes, explaining that the majority knows
what to take and is sure about their course for college. Coming second is the maybe option. Once more,
collecting a detailed number of six (6) with a percentage of 30%. And last “no” that has the least number of
votes coming close to maybe with five (5) students choosing to result to 25%.

Question 3
Do you still doubt your course of choice?

TABLE 3

MEYBE
30%
YES
40%

NO
30%
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Table 3 presents the same choices, the yes option leading with 40% or eight (8) respondents. It shows that the
majority of students are still hesitant with the course they chose for college. Following the yes option, “no” and
“maybe” for both having 30% with specific votes of six (6) each respectfully.

Question 4
Would articles, books or videos connected to your interest help you make a choice?

TABLE 4

MEYBE
25%

NO
10% YES
65%

Table 4 exhibits that the majority (65%) states that the materials can help them decide what course to take in
college. 25% or five students responded that it would not help, while 10 % or two respondents are not sure.

Question 5
As a HUMSS student do you actively voice out your opinions and side?

TABLE 5

YES
MAYBE 37%
42%

NO
21%

Table 5 shows that 45% of the students are not sure if they actively voice their opinions. 35% answered yes,
while 20% stated that they are not active at all.
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)

Question 6
Would you like to hear the opinions and side of your fellow classmates?

TABLE 6
MEYBE
10%

YES
90%

Table 6 shows that the majority (90%) or 18 respondents would like to hear the opinions and sides of their
fellow HUMSS students. 10% answered that they are not sure, while none of the students responded with no.

Discussion
As seen in the results on the first question, 50% of Senior High School students in the HUMSS strand encounter
trouble finding sources for their research. In comparison, 35% percent are not entirely sure. However, there are
individuals, precisely 15% percent of students, who do not have any problems. Most students are still undecided
on the course that they plan to take for college. 45% of students think that articles, books, and videos connected
to their interests can help them choose the career path they want to take, 25% state that it is not enough to help
them, while 30% are unsure. As per the Freedom Board, 45% of students assume they can voice their opinions
and beliefs. Some learners, on the other hand (35%), actively utilize their freedom of speech. 90% of students
are open to hearing their classmate's views, while 10% are unsure. It depends on whether the conviction has a
valid, genuine, or honest point. However, according to the survey, none of the respondents are against listening
to their peer's opinions.

The results of this survey exhibit that HumSSpace can assist the students in decision-making and encouraging
them to exercise their freedom of speech. According to a survey conducted by Lexi Lieberman from the
University of Pennsylvania, an estimated 20 to 50 percent of students enter college as undecided. An estimated
75 percent of students change their major at least once before graduation. However, Sadowski of Elmhurst
University had already stated that "I would say most students can identify at least one or two areas of interest"
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
(Elmhurst University, 2019). Most students worry over where they are going to go after high school. However,
what is more important, is where they are going to end up. Technology giant Dell revealed that 85% of the jobs
students today will be doing in 2030 have not been invented yet. This information can affect their career as a
student and as an aspiring teenager. But with the help of HumSSpace, it can aid them with their decision on
which course to take with the information they can find on our digital archive.

Conclusion
The survey conducted was used to determine whether the students of the Humanities and Social Sciences strand
of Pasig Catholic College believe that HumSSpace will be beneficial and be of great use if it gets approved. As
established from the results of said survey, HUMSS students find the concept and purpose of HumSSpace to be
a great aid in their future studies. Another is to assist students who find trouble and are hesitant in the course
they are fond of. To read articles, watch videos, and learn from all the gathered information presented on the
site. The online library feature will help students to efficiently navigate through the various texts available to
find what they’re explicitly looking for quickly. This could help save time and effort in gathering the needed
data for research as such tasks are somewhat time-sensitive. They also believe that the freedom board will serve
as an adequate platform for them to be able to voice out their opinions on specific issues. This could also help
as discussions on particular topics will help in the deeper understanding of such. Not only will the information
being shared in the discussion be for the people in the conversation, but for everyone as this will be publicly
displayed on the platform. Overall, the students of the Humanities and Social Sciences strand believe in the
purpose of HumSSpace and opts for it to hopefully be published in the near future.

Recommendation
It is recommended to implement the said site, although once implemented there some aspects which can still be
explored. It is recommended to:
• Further expand the site to not just be limited for HUMSS students but all strands.
• To still provide privacy and safety of the said files even when the students can access them.
• For files, videos, and articles that do not relate to the strand not enter the site or can be easily removed.
• All students can access, share and download a file but cannot delete it.
• To maintain a student-friendly freedom board and to censor offensive languages.
And lastly for the said site to be further inspected so it can reach beyond the HUMSS strand of PCC but to
schools throughout the Philippines.

References
Dacumos, N. 2018. What is HUMSS all about. Retrieved from
https://abortion636054241.wordpress.com/2018/08/30/what-is-all-about-humss/
Elmhurst University. (2019, April 9). The Benefits of Being an Undecided Major. Retrieved from
https://www.elmhurst.edu/blog/undecided-major/

Survey Questionnaire
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
EAPP
Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
The benefits of developing HumSSpace to the Humanities and Social Sciences students.
HumSSpace
Project HumSSpace aims to allow HUMSS students a wide variety of thesis, dissertations, books, articles that
can help them in their projects or add to their knowledge. Consented videos of hearings and speeches shall also
be available to offer a glimpse for confused students who are still undecided or are interested in a profession
that is a part of this strand. There will also be a freedom board or open forum to allow students to voice their
opinions on issues since HUMSS students are notorious for having numerous outlooks on different matters.

Name (Optional)
________________________________
Email (pccnet.edu.ph)
________________________________
Section
________________________________
Grade
________________________________

Directions: The survey into divided into three sections. Different questions are shown below, press the circle of
your personal choice.

Research
Do you encounter any trouble finding any sources for your research?
o Yes
o No
o Maybe

Professions
Are you certain with the course you plan to take for college?
o Yes
o No
o Maybe

Do you still doubt your course of choice?

o Yes
o No
o Maybe

Would articles, books or videos connected to your interest help you make a choice?
o Yes
o No
o Maybe

Freedom board
As a HUMSS student do you actively voice out your opinions and side?
o Yes
o No
o Maybe

Would you like to hear the opinions and side of your fellow classmates?
o Yes
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
o No
o Maybe

2nd QUARTERLY ASSESSMENT IN ENGLISH FOR ACADEMIC AND PROFESSIONAL

PURPOSES:
SURVEY REPORT RUBRIC

Needs
Excellent Great Good Total
Categories Improvement
(5 points) (4 points) (3 points) Score
(2 points)
Identified a question Identified a question Identified a question Identified a question 4
which was which was that could be that could not be
interesting to the interesting to the investigated but tested/ investigated
Idea, Problem
student, reasonable, student, which could would be difficult to or one that did not
or Issue
and which could be be investigated but investigate. merit investigation.
investigated. whose correlation is
a stretch.
A concise summary Missing one Missing two Missing three or 5
of question and component of good components of a more components of
findings. Highlights abstract OR abstract good abstract a good abstract.
most important is not well organized AND/OR does not Includes references
findings with or concise. give an overview in abstract.
Abstract
enough information that leads directly to
the reader being
able to state the
major findings of
the study
States the goals States the goals Goals are not Missingsignificant 5
and purpose of the and purpose of the aligned with survey information or
study. States target study. States target topic Population is incomplete.
population of the population of the not reasonable or is
Introduction survey. Provides survey. But, not included. Little
relevant and background to no background
substantial information seems information.
background lacking.
information.
The sample and The sample and Either the sample or The sample, method 3
method of sampling method of sampling method of sampling of sampling and the
is clearly identified, is identified and is missing from the description of the
and accurate and accurate but the report. appropriateness are
appropriate. appropriateness missing.
Methods lacks clarity.
(Sample, Describes methods Describes methods Describes methods No description of 4
Method Design, for distributing for distributing for distributing survey methods
and survey clearly and survey adequately survey poorly
Questionnaire) accurately
Describes types of Describes types of Survey questions No description of 4
questions used and questions used and are poorly chosen questions
rationale behind rationale behind and described, and
them clearly and them adequately are irrelevant
objectively
Results and Results presented as Most results Some results Data in tables or 5
Discussion both narrative text presented as both presented as both figures not described
and in figures and narrative text and in narrative text and in in narrative form.
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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tables figures and tables. figures and tables.

Data is well- Data is mostly Data is not The data collected

organized, accurate, accurate and chart or organized, accurate and method of
and easy to read. table is easy to read. and is difficult to collecting data are
read. missing.

Analysis of results Summarizes Gives statistics with Lists statistics with 4

is particularly findings and minimal, no interpretation or
insightful. interprets results but disorganized, analysis.
Summarizes may lack in some interpretation
findings and parts. Describes
interprets results most important and
succinctly. surprising findings
Describes most fairly.
important findings.
Provides a detailed Provides a Student provided a No conclusion was 5
conclusion clearly somewhat detailed conclusion with apparent or
based on the data conclusion clearly some reference to important details
Conclusion
and the original based on the data the data and the were overlooked.
idea. and the original original idea.
idea.
Gives possible Describes Fails to No recommendation 4
Improvements to the shortcomings of the acknowledge at all.
survey process survey method and limitations of survey
AND/OR states potential AND/OR fails to
Recommendatio
what actions can inaccuracies provide appropriate
n
be taken as a result AND/OR provides solutions
of the findings that fairly appropriate
are effective, clear and effective but
and appropriate unclear solutions
All sentences are Most sentences are Most sentences are Sentences sound 4
well-constructed well-constructed and well-constructed, awkward, are
and have varied have varied but they have a distractingly
structure and length. structure and length. similar structure repetitive, or are
The authors make The authors make a and/or length. The difficult to
no errors in few errors in author makes understand. The
Mechanics grammar, grammar, several errors in authors make
mechanics, mechanics, and/or grammar, numerous errors in
and/or spelling. spelling, but they do mechanics, and/or grammar,
not interfere with spelling that mechanics, and/or
understanding. interfere with spelling that
understanding. interfere with
understanding.
All references are Most of the Most of the No references. Paper 5
from relevant, peer- references are from references are not lacks many elements
reviewed sources. peer-reviewed from peer-reviewed of correct APA
Succinct and sources. Paper sources. Paper formatting.
References scholarly follows most follows some APA
presentation. Paper designated APA guidelines.
follows designated guidelines.
guidelines [APA
style].

Total Score: 52/60

SURVEY QUESTIONS RUBRIC

Great Total
Excellent Good Needs Improvement
Categories (4 points) Scor
(5 points) (3 points) (2 points)
e
All of the questions Most of the questions Some of the Several questions are 4
are clear; a are clear and a questions are unclear confusing and
respondent would not participant might and a participant ambiguous and a
Clarity
have to ask for have to ask for might have to ask for participant would
clarification. clarification. clarification. have to ask for
clarification.
Name/s: (SURNAME, GIVEN NAME, M.I. – SHOULD BE IN CAPITAL LETTERS)
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Grade and Section: (SHOULD BE IN CAPITAL LETTERS)
Date: (SHOULD BE IN CAPITAL LETTERS)
All of the questions Most questions relate Some of the Few questions relate 4
Relevance to relate to the purpose to the purpose of the questions relate to to the purpose of the
the Survey of the survey. survey. the purpose of the survey.
survey.
All response options Most response Some response Few response options 5
Responses
match the questions options match the options match the match the questions
match the
asked and are questions asked and questions asked and asked and are
Questions
applicable. are applicable. are applicable. applicable.
Questions flow in an Most questions flow More work could be Few questions are in 4
Order of order that makes in an order that done to improve the an order that would
Questions sense to the reader. makes sense to the flow of the questions. make sense to the
reader. reader.

Total Score: 17/20

Group Contribution Remarks

This must contain specific contributions done by each member of the group.
Each leader must give a maximum of 10 points, and a minimum of 1 point for every
member based on his or her contribution on the work along with the comments made by
the leader. The contribution score will be counted as part of the total score.
Member’s Names Comments Score
Blanco, James Passed early, made the abstract with 10
Vidallo and no longer needed to be
revised.
Leonardo, Joanna Passed but had to wait for her revisions 8
and still needed to revise their part.
Sandoval, Milcah Passed on time, made the methods and 10
helped me revise all the works of the
other members.
Sto. Domingo Amadeus Passed early, made the conclusion and no 10
longer needed to revise.
Trinidad, Victoria Passed on time but had to revise entire 9
work
Vidallo, Joanna Passed early, made the abstract and help 10
proofread.
Villanueva, Joelly Passed, made the discussion with 8
Leonardo but had to be revised almost
all.