√Republic of the Philippines

Department of Education
Region I
Schools Division of Ilocos Norte
SAN MARCELINO NATIONAL HIGH SCHOOL
Dingras

6 May 2021
Dear teacher-respondent,

Good day!

I am pleased to inform you that the undersigned is presently conducting an action research
titled IMPROVING THE IMPLEMENTATION OF PRINTED MODULAR DISTANCE LEARNING (PMDL) OF
SAN MARCELINO NATIONAL HIGH SCHOOL THROUGH TIKTOK (TRANSFORMING ISSUES AND
CONCERNS INTO TEACHING-LEARNING OPPORTUNITIES IN THE COMMUNITY) STRATEGIES.

In this connection, may I humbly request you to answer the survey questionnaire in two
forms on the succeeding pages of this document. Rest assured that the data gathered from you will
be treated with utmost confidentiality and that the ethical consideration in data analysis/ses and
strict adherence to RA 10173 shall be observed.

Thank you very much for your cooperation!

Very truly yours,

APOLINARIO B. VALENZUELA, JR.

Master Teacher II
Teacher-researcher
 Questionnaire for Teachers

Evaluation on the Effectiveness of TICTOC Strategies

in Improving the PMDL Implementation of San Marcelino NHS

I. Profile of teacher-respondent
Name (Optional):______________________________

II. Evaluation on the effectiveness of TICTOC strategies

Directions. Listed are the different TICTOC strategies employed in improving the PMDL
implementation of the school. Please rate each item as it applies to your experience/s using
the following scale:

5- Very Highly Effective (VHE)

4- Highly Effective (HE)
3- Fairly Effective (FE)
2- Least Effective (LE)
1- Not Effective (NE)
Not Implemented (NI)-if the teacher did not implement the strategy
and/or did not seek assistance)

Note: In case a rating of 1-2 is given, please provide a strong justification (per item) on the spaces
provided below to ensure objectivity on the rating given.

STRATEGIES VHE HE FE LE NE NI
(5) (4) (3) (2) (1)
MATERIAL AND FISCAL RESOURCES & OTHER SUPPORT
a. Administrative and Supervisory Support
1. Realign school fund (MOOE) from other obligations to √
school supplies and materials expense.
2. Realign Special Education Fund (SEF) to school supplies √
and materials, procurement of printing equipment and
communication allowance for teachers.
b. Stakeholder and Other Staff Support
1. Solicit cash and material donations from school’s √
stakeholders to supplement the material resource
needs of the school.
2. Request the services of ICT coordinators to provide √
technical assistance on troubleshooting printers when
needed.
SLMs PRINTING AND USE
a. Instructional Resourcefulness
The teachers √
1. adopt available SLMs from other SDOs and ROs.
2. print the most essential parts of the SLMs (excluded √
the table of contents and other preliminaries).
b. Sense of Initiative
The teachers √
1. develop/craft own competency-based learning module.
 2. select appropriate/relevant learning activities in the √
SLM to be accomplished by learners.
3. set other activities in the SLMs as optional. √
4. develop/craft supplementary MELC-based activities. √
PREPARATION / SORTING / DELIVERY / RETRIEVAL OF SLMs AND ANSWER SHEETS
a. Pedagogical Responsibility
1. The teachers √
1. use color-coded envelopes per section and/or grade
level (underline if per section or per grade level)
2. attach instruction sheet/activity directions in the SLMs. √
3. use color-coded folder (if applicable) √
4. paste contact information of teachers in the folders √
and/or envelop of learners.
5. write the name of the learner in the answer sheet in √
case the learner failed to label (write his/her name).
6. instruct learners to label (subject) and/or put tags in √
their answer sheets.
7. instruct the parents/guardians to submit late SLMs and √
answer sheets to the adviser and/or subject teacher.
INSTRUCTION AND PMDL DELIVERY
a. Instructional Adjustment
The teachers √
1. limit the activities given to learners (due to many
activities in the SLMs).
2. return to learners the unanswered activity/answer √
sheets.
3. implement differentiated learning activities √
(performance task) to address the diverse learning
needs of learners.
4. provide home-based authentic assessment (e.g.
agriculture: gardening) and other procedural written √
test (for ICT-learners with computer hardware material
resource at home) (computer-based outputs for
students with materials-other subjects).
5. call learners via phone (those who cannot attend √
instant messaging in the FB Messenger).
6. conduct home visitation to learners that cannot be √
reached through Messenger and/or phone call.
b. Community Linkage
The teachers √
1. conduct phone call to parents/guardian/home learning
facilitators.
2. assign academically-advanced neighboring classmates √
to assist struggling learners.

Remarks:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________

Evaluation on the Extent of Improvement of the Emerging Problems

Using the TICTOC Strategies

I. Profile of teacher-respondent
Name: SHERYL D. AGUILAR__

II. Evaluation on the extent of improvement of the emerging problems

Directions. Listed below are the emerging problems identified during the 2-week simulation
of classes. Please rate each item based on your objective judgement as to the extent of its
improvement through the TICTOC strategies implemented using the following scale:

5-Very Large Extent of Improvement (VLEI)

4-Large Extent of Improvement (LEI)
3-Moderate Extent of Improvement (MEI)
2-Small Extent of Improvement (SEI)
1-Very Small Extent of Improvement (VSEI)

Note: In case a rating of 1-2 is given, please provide a strong justification (per item) on the spaces
provided below to ensure objectivity on the rating given. The result of this is a reflection on how well
an individual teacher (to some parts of the indicators) implemented/applied interventions to the
emerging problems in the PMDL implementation.
Emerging Problems in the PMDL Implementation VLEI LEI MEI SEI VSEI
(5) (4) (3) (2) (1)
Material and Fiscal Resources & Other Support
1. Limited school supplies (ink, bond papers, and envelops) √
2. Recurring problems on printer reset and paper jam. √
SLMs Printing and Use
1. Some subjects have no available SLMs in the SDOIN and CO √
links.
2. Some subjects have incomplete SLMs. √
3. Too many pages of SLMs. √
4. To many information sheets in the SLMs. √
5. Too many activities contained in the SLMs. √
6. Some learning activities in the SLMs are loosely aligned with √
the learning goals.
Preparation/Sorting/Delivery/Retrieval of SLMs and Answer Sheets
1. More time required in sorting of SLMs and answer sheets. √
2. Teachers were confused in sorting SLMs and answer sheets (2 √
groups of students per class and 2 different sets of subjects
given and TLE learners enrolled in different specializations).
 3. Incomplete envelopes/SLMs/answer sheets given/delivered to √
learners.
4. Mistakenly delivered envelopes to other sitios in the three √
catchment barangays.
5. Incomplete SLMs and envelopes retrieved (late submission). √
6. Some answer sheets were not properly labeled (no student √
name).
7. Crowded storage room for retrieved SLMs and answer sheets. √
8. Answer sheets in some subjects were mistakenly sorted to √
other subjects.
Instruction and PMDL Delivery
1. Too much activities contained in the SLMs which are included √
in the individual WHLP.
2. Difficulty of teacher-advisers to consolidate the IWHLP of √
subject teachers.
3. Not all learners attended/actively participated in the text √
messaging/instant chat messaging (FB messenger) since some
of them have no internet connection and others have no
phones to use.
4. Some parents / guardians / home learning facilitators have no √
phones. Some do not receive phone calls since they are busy
on farm works during day time.
5. Not all activities are answered by the learners. Some answered √
the easy activities only while others submit answer sheet with
no answers.
6. Difficulty in administering authentic assessment (skills-based √
subjects like TLE met difficulty in giving demonstration
activities due to lack of material resources of students
-hardware materials-complete set of desktop
computer/electronic tools and equipment/cooking
paraphernalia).
7. Other learners were not able to submit ICT-based outputs √
based on the performance tasks given since not all learners
have personal computers and phones to use (video making
outputs/printed designs).
8. Some parents were able to assist their children considering √
their educational preparation (some of them were elementary
graduates and undergraduates).