BERF RESEARCH PROPOSAL

APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 1 of 15

NO.

PROFORMA FOR RESEARCH ENTRY

(Cover Page before the Abstract)

Title Implementation of Mini-Library Project as

Support to Modular Distance Learning
Research Proponent/s Manuel C. Palisbo, Edilberto B. Luzon,
Sorahayda S. Enriquez
Position: Teacher III, Teacher I, Teacher I
School /District North III District

Oral Presentation: Kindly check()

 Theme 1
 Theme 2
 Theme 3
 Theme 4
Poster Presentation: Kindly check()

 Theme 1
 Theme 2
 Theme 3
 Theme 4

Endorsed by (School /District Screening Research Committee)

AIDA Q. CANOY, EdD

PSDS, North III District

Date
BERF RESEARCH PROPOSAL
APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 2 of 15

NO.

PROJECT PROPOSAL FOR INNOVATION IN SCHOOL OPERATION AND

LEARNING ENVIRONMENT

A. RESEARCH INFORMATION

RESEARCH TITLE:

Implementation of Mini-Library Project as Support to Modular Distance

Learning
This action research is anchored on DepEd’s mission and vision to protect

and promote the right of every Filipino to quality, equitable, culture-based, and

complete basic education. Amid the pandemic due to Covid-19, DepEd issued DepEd

Order No. 8, s. 2020 forgoing face-to-face education making ICEHS-Santiago adopt

the modular learning modality. However, some students and parents find it difficult to

answer the self-learning modules due to the dearth of learning resources and the

unavailability of internet connection. To solve this predicament, the researchers

planned of implementing the mini-library project in the eight puroks of Barangay

Santiago to make available learning materials for our students to aid distant learning.

The researchers will then find out if the availability of the mini-libraries will help

improve the students’ performance despite the absence of teachers. Their performance

will be gauged by comparing their grades before and after the installation of mini-

libraries.

RESEARCH CATEGORY
(choose only one
  National
 Regional
 Schools Division
 District
 School
(choose only one)
 Action Research
 Basic Research

FUND SOURCE Php 30,000

e.g BERF, MOOE

TOTAL Php 30,00

BERF RESEARCH PROPOSAL
APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 2 of 15

NO.

PROPONENT 1

LAST NAME FIRST NAME MIDDLE NAME

ENRIQUEZ SORAHAYDA SAMPORNA

BIRTHDATE: SEX: POSITION/DESIGNATION:

03/03/1980 FEMALE JHS TEACHER I

REGION: DIVISION SCHOOL
X ILIGAN CITY ILIGAN CITY EAST HIGH
SCHOOL SANTIAGO ANNEX
CONTACT NO: CONTACT NO 2: EMAIL ADDRESS:
09667325185 09271597922 Sampornasorahayda0@gmail.com
EDUCATIONAL DEGREE TITLE OF THESIS/ RELATED
ATTAINMENT DEGREE TITLE/COURSE: RESEARCH PROJECT
TITLE) N/A
BACHELOR’S DEGREE DEGREE
TITLE/COURSE:
Bachelor in Secondary
Education-English
SIGNATURE OF
PROPONENT:
BERF RESEARCH PROPOSAL
APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages of 15

NO.

PROPONENT 2

LAST NAME: FIRST NAME MIDDLE NAME

PALISBO MANUEL CORNELIA

BIRTHDATE: SEX: POSITION/DESIGNATION:

08/17/1966 MALE JHS TEACHER III

REGION: DIVISION SCHOOL
X ILIGAN CITY ILIGAN CITY EAST HIGH
SCHOOL SANTIAGO ANNEX
CONTACT NO: CONTACT NO 2: EMAIL ADDRESS:
0906109075 PALISBO.MANUEL@dped.gov.ph
EDUCATIONAL DEGREE
ATTAINMENT TITLE/COURSE:
DEGREE TITLE) BSIED-MACHINE
MASTER OF ARTS IN SHOP
EDUCATION
BACHELOR’S DEGREE DEGREE
TITLE/COURSE:
BSIED-MACHINE
SHOP
SIGNATURE OF
PROPONENT:
BERF RESEARCH PROPOSAL
APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages of 15

NO.

PROPONENT 3

LAST NAME: FIRST NAME MIDDLE NAME

LUZON EDILBERTO B
BIRTHDATE: SEX: POSITION/DESIGNATION:

MALE JHS TEACHER I

REGION: DIVISION SCHOOL
X ILIGAN CITY ILIGAN CITY EAST HIGH
SCHOOL SANTIAGO
ANNEX
CONTACT NO: CONTACT NO 2: EMAIL ADDRESS:

EDUCATIONAL DEGREE TITLE/COURSE:

ATTAINMENT DEGREE BSIED-MACHINE SHOP
TITLE)
MASTER OF ARTS IN
EDUCATION
BACHELOR’S DEGREE DEGREE TITLE/COURSE:
BSIED-MACHINE SHOP
SIGNATURE OF
PROPONENT:

BERF RESEARCH PROPOSAL

APPLICATION FORM
 Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 2 of 15

NO.

IMMEDIATE SUPERVISOR CONFORME

I hereby enclose the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

MA. ELIZA DACUT

Name and Signature of Immediate supervisor
RESEARCH COORDINATOR
Position / Designation

Date

ZOSIMO B. GOMEZ
Name and Signature of Immediate supervisor
SECONDARY SCHOOL PRINCIPAL I
Position /
Designation

Date

AIDA Q. CANOY, Ed. D

Name and Signature of Immediate supervisor
PSDS.
North III District
Position / Designation

Date

BERF RESEARCH PROPOSAL

 APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 5 of 15

NO.

Project Contracts

LAST NAME: DESIGNATION CONTACT NUMBER

FELIPE VILAVER BARANGAY CHAIRMAN
JIJI OBINA PUROK PRESIDENT
ELEAZAR MAYOL PUROK PRESIDENT
VIVIENA DINGCONG PUROK PRESIDENT
ERNA LASQUETE PUROK PRESIDENT
MARY CLOVEN E. UY PUROK PRESIDENT
ROBERTO ARSULA PUROK PRESIDENT
MARCELA JAMELARIN PUROK
PRESIDENT
EDILBERTO B.LUZON TEACHERS
MANUEL C. PALISBO TEACHERS
SORAHAYDA S. TEACHERS
ENDRIQUEZ

BERF RESEARCH PROPOSAL

APPLICATION FORM
 Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 7 of 15

NO.

RESEARCH CATEGORY RESEARCH AGENDA CATEGORY

(Choose only one)  (Choose only one main research

theme)
 National  Teaching and Learning
 Region  Child Protection
 Schools Division  Human Resource Development
 District  Governance
 School

(choose only one)

( choose one cross-cutting theme, if
 Action Research applicable
 Basic Research

FUND SOURCE PHP 30,000

(eg. BERF, SEF, MOOE. Others)

MOOE
TOTAL AMOUNT PHP 30,000

I. Context and Rationale

“Education must continue even in times of crisis whether it may be a calamity,

disaster, emergency, quarantine, or even war,” Deped Secretary Leonor M. Briones told the
public. (Department of Education, 2020) This statement signals the continuation of classes

despite the proliferation of the Covid-19 virus. Since there is a restriction of movement in the

entire Philippines, DepEd implemented distance learning – a learning delivery mode where

interaction takes place between the teacher and the students who are geographically remote

from each other during instruction. This means lessons will be delivered outside the

traditional face-to-face setup. (Rappler: 2020) Among the three categories of distance

learning, it is the modular type of learning that is highly favored by most Filipino parents

whose children are enrolled for this academic according to a survey conducted by Deped

(Department of Education) (Bernardo, J). Modular type of learning employs printed modules

for students to study on their own and submit to teachers for grading. It is only of this late

that the teachers, parents, and students have discovered several loopholes in employing the

modular type of learning and one of them is the inability of some students to answer the

modules because some of them are not well-explained. (Rappler:2020) This could be

remedied if internet connections and gadgets are present in every home of the Filipinos.

In a survey conducted by the Philippine Center for Investigative Journalism (PCIJ)

cited the survey in a report saying 13 percent of students in the Philippines did not have

laptops or computers. Out of 87 percent who had gadgets, only 41 percent had an internet

connection. The survey also found that 49 percent had mobile phone signals but no internet

connections in their households. At least 10 percent did not have both. This substantiates the

claims of several parents and students that they could not perform all the activities in the

module because of the absence of these gadgets. If you will scan a self-learning module, you

will notice some parts there that require the viewing of some videos on the internet. Other

self-learning modules also contain minimal information about a certain topic that will enable

the students to understand it fully as to answer all the questions correctly. This would not be a
problem during the pre-Covid times because the students who did not have internet access

could always go to the library to do research.

As of present, Iligan City is still under General Community Quarantine (GCQ) which

prohibits people aging 65 above and 15 below to go out. It is in this light that the researchers

thought of extending the learning of the students through the installation of mini-libraries in

the 8 puroks of Barangay Santiago. In a survey we conducted last June 2020, we found out

that only 1% of our students have internet access. Thus, it is hard for them to access

information that is relevant in answering the self-learning modules. Although DepEd ordered

all schools in DepEd Region 10 to produce audio-visual media materials to diversify their

instructional materials, hence; the creations RBIs, the said effort is not still enough because

the students also need gadgets and internet connection to access it.

Our Grade 10 students could not also only rely on their family members in assisting

them in understanding and answering the self-learning modules because the majority of their

parents and siblings are elementary graduates and high school graduates only based on the

profiling we made at the start of the school year. The mini-libraries that we installed in the

eight puroks answer this predicament of our students because they will no longer go far from

their homes to look for internet connection since they are provided with supplementary

materials at almost their doorsteps.

We also based this on the substantial body of research conducted since 1990 that

shows a positive relationship between school libraries and student achievement. Haycock

(1995a, 1995b) presents a useful overview of the evidence that links school libraries and

student achievement, and one of it is students perform significantly better in reading

comprehension and in their ability to express effectively ideas in relation to their reading.

We applied this to our students to see whether our long-standing problem of their low
performance in school most especially in this time of pandemic will be solved through the

installation of a mini-library.

II. Research Questions

Research Questions

This practical action research study was designed to answer the following questions:

1. What is the school’s level of implementation of the mini-library project in terms of:

a. pre-implementation

b. during implementation

c. post-implementation

2. What are the good practices and challenges encountered during the pre-
implementation, during implementation, and post-implementation?

3. What action plan can be proposed to maximize the implementation of a mini-library

project in the school?

III. Proposed Innovation, Intervention, and Strategy

Explanation of Intervention
In a study conducted by Ysthr Rave Pe Dangle and Johnine Danganan Sumaoang

entitled “The Implementation of Modular Distance Learning in the Philippine Secondary

Public Schools”, 90% of their participants have difficulty in answering their modules. Among

the reasons they presented were the following: no detailed explanation is provided in the

module, lengthy readings and many of the students cannot understand some of the terms used

and not enough examples provided. This is also true here in ICEHS-Santiago. Several of our

students did not do well in answering their self-learning modules. More than half of them

would have received failing grades, had the teachers not given them some considerations

because of the pandemic. Although our students have their family members to assist them in

answering the modules, problems still arise due to reasons of lack of skills, low academic

background, lack of time, and the inability to apply discipline in answering the self-learning
modules. This would have been remedied if all our students have gadgets and internet access.

Since only a few of them are fortunate enough to possess these things that will aid their

distance learning, the proponents of this research would like to help the school in looking for

a solution in the problem about answering the self-learning modules effectively and that is

through the installation of mini-library.

From the review of related literature about the correlation of library to students’

academic performance and based on our personal experience, there are compelling evidences

that school libraries have a positive impact on student achievement like improved reading test

scores, higher academic achievement, and positive attitudes towards learning. Given this fact,

we tested whether the installation of mini-library would be effective in helping the students

answer and understand the self-learning modules.

Intervention plan

The first step would be to present our action research to the principal and the panel of

reactors for their approval. We would present the pros and cons of installing a mini-library.

What the potential cost maybe and various stakeholders that may support this endeavor must

be discussed with them. The proposal would be research-based with an example of the drawn

models of our proposed mini-library. Next, we would need to survey the community to

determine the would-be number of our respondents. We would then fabricate mini-libraries

for the eight puroks of Barangay Santiago. After that, we would carefully choose the

supplementary materials that we would display in the mini-libraries. In choosing the

materials, the first thing we should take into consideration is its content whether it is relevant

in answering and understanding the self-learning modules. We would also see whether we

can also tap some stakeholders who can provide the community with a desktop computer and

an internet connection so that the students can also do online research. When we say library,
we are not referring to the traditional library that is only equipped with books but the modern

one complete with reading materials, computers, and internet access. When everything is

ready, we would then visit the Barangay Council to ask permission to conduct the action

research and ask help in explaining our study to the community. If all is well and done, we

would commence with the installation of the mini-library and orient the respondents to what

our study is all about. Next would be the full-blown implementation of our study. We would

install the mini-libraries in the eight puroks of Barangay Santiago and have our Grade 10

students make use of them for research purposes if they want to read supplementary materials

that would help them understand better the concepts written in their modules. For the

maintenance and safety of our library, we would be needing the support of the purok

presidents. The latter would be responsible for monitoring the names of students who will use

the mini-libraries. Of course, the proponents of this research will also visit the eight puroks

twice a week to observe the progress our students made. After two months of usage, we will

then conduct a survey to determine whether the installation of the mini-library is a success or

not. We will schedule this in time with the release of the grades for the third grading so that

we can do a comparison with the grades of the students between the second and third grading.

The grades for the third grading period will then be our gauge in determining whether the

installation of the mini-library has improved the performance of the students in answering the

self-learning modules. Aside from looking into the grades of the students, we would also be

conducting a pretest and a post-test. The pretest would be done right after the installation of

the mini-library while the post-test would be done two months after the installation and after

exposing the Grade 10 students to the different printed and non-printed supplementary

materials.
IV. Action Research Methods

a. Participants and or/other Sources of Data and Information

Participants for the study were students of ICEHS-Santiago Annex during the school

year 2020-21. Out of the 817 students of ICEHS-Santiago, we only selected 10

students to represent each year level by using Random Stratified Sampling Method.

We had a total of 60 respondents in all coming from Grade 7,Grade 8, Grade 9,Grade

10,Grade 11, and Grade 12.

b. Data Gathering Methods

This action research focused primarily on finding out what was the level of

implementation, and the good practices of the mini-library project of ICEHS-

Santiago.

The researchers answered these research questions by conducting survey and

by observing students who used the mini-library. We used both qualitative and

quantitative methods in obtaining data from the respondents. Based on the survey

result, we then made an action plan to how to improve the Mini-Library Project of

ICEHS-Santiago.

c. Data Analysis

Graphs and charts were utilized show the level of the implementation of the

mini-library in Barangay Santiago.

The collected qualitative data were examined, categorized, and analyzed through

inductive and thematic analysis.

V. RESEARCH MATERIALS EXPENSES

A. PRINTED QUANTITY AMOUNT

MATERIALS
assorted books, reference 80 Pcs PHP 10,000
books, eBooks, magazines, and
journals, periodicals,
newspapers, manuscripts, films,
maps, prints, documents
B. PRINTED 80 sets Php 2,000
QUESTIONNAIRE
microform, CDs, cassettes, . Php 10,000
videotapes, DVDs, Blu-ray
Discs, e-books, audiobooks,
databases, table games, video
games and other formats
C.MINI-LIBRARY HOUSE 8 MINI LIBRARY PHP 8,000
HOUSES
TOTAL PHP 30,000

COST ESTIMATE CONSTRUCTION OF MINI LIBRARY

QUANTITY UNIT DESCRIPTION OF UNIT TOTAL

MATERIALS COST
5 PCS plywood 350.00 Php
1,750.00
20 PCS 1’’x2’’x10’lumber 150.00 Php 3,000
5 PCS corr.sheet gauge 22 275 Php
1,375.00
2 KILO 1 ½’’common nails Php 50.00 Php 100.00
S
3 GAL green paint Php 600.00 Php
1,800.00
2 Pcs paint brush Php 50.00 Php 100.00
Total Php
8,125.00
VI. Action Research work plan and Timeline

Activity Feb Marc April May June July Augus Sept Oct
h t
School Proposal

District Proposal

Fabrication of
Mini library
house
Launch of mini
lib in the
community
Module for the
data gathering

Collection and
treatment of the
data
Finalization OF
the Results

Oral defense
school level

Oral defense
district level

Oral defense
division level
VII. Plans for Dissemination and Utilization

Our research was quite costly and tasking but we believe that nothing is

impossible if everything is planned out from the start until the end. Once our research

will be approved, we will start with the dissemination by posting it online. We will

also present it to other school so that teachers there can replicate it. Aside from

presenting it from school to school, we will also present it again to the barangay

council for full support on its further improvement and for them to help us in pooling

resources and in scouting for more stakeholders who will pledge to support us.

When it comes to utilization, we would enjoin all students not only the

students from our school to use the mini-library. This is because the mini-library is

not only meant for use by our students only, but for everybody in the community to

benefit from it. They will be asked to help maintain the mini-library in return though.

This is the reason why we need the support of the Barangay Council and purok

officials. Somebody from the community must look after the mini-library so that the

reading materials and computers will not be lost and will remain usable for a long

time. An additional number of reading materials will also be needed so that it can

cater to a large number of people. In return, the mini-library will not only be

beneficial in improving the academic performance of the students during the

pandemic but also a form of leisure for the community members. In this way, we

would not only contribute to the improvement of the students’ academic performance

but to the holistic development of the other community members as well.

 References:

American Association of School Librarians, & Association for Educational Communications

and

Technology. (1998). Information power: Building partnerships for learning. Chicago,

IL: American Library Association.

Crispin, J. (2009). Negotiating the social organization of school library work. International

Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-7.

Retrieved October 26, 2010, from ProQuest Education Journals. (Document ID: 1968710501)

Harris, F. (2003). Information literacy in school libraries: It takes a community. Reference &

User Services Quarterly, 42(3), 215-23. Retrieved from Education Full Text database.

Harvey II, C. (2008). Collaboration connections. School Library Media Activities Monthly,

24(9), 20-22. Retrieved from Academic Search Complete database.

Immroth, B., & Lukenbill, W. (2007). Teacher-school library media specialist collaboration

through social marketing strategies: An information behavior study. School Library Media

Research, 10 Retrieved from ERIC database.

Magsambol, B. (2020, September 22) Fast Facts:DepEd’s modular learning.

Retrieved from: https://www.rappler.com/newsbreak/iq/things-to-know-deped-modular-

learning
VI. Action Research work plan and Timeline

Activity Feb March April May June July August Sept Oct
School Proposal
District Proposal
Fabrication of Mini
library house
Launch of mini lib in the
community
Module for the data
gathering
Collection and treatment
of the data
Finalization OF the
Results
Oral depend school level
Oral defend district level
Oral defend division
level
BERF RESEARCH PROPOSAL
APPLICATION FORM
Policy, Planning and Research Division

DOCUMENT VERSION NO. REVISION NO DATE: Pages 1 of 15

NO.

RESEARCH MATERIALS EXPENSES

C. PRINTED QUANTITY AMOUNT
MATERIALS
assorted books, reference 80 Pcs PHP 10,000
books, eBooks, magazines, and
journals, periodicals,
newspapers, manuscripts,
films, maps, prints, documents
D. PRINTED 80 sets Php 2,000
QUESTIONAIRE
microform, CDs, cassettes, . Php 10,000
videotapes, DVDs, Blu-ray
Discs, e-books, audiobooks,
databases, table games, video
games and other formats
C.MINI-LIBRARY HOUSE 8 MINI LIBRARY PHP 8,000
HOUSES
TOTAL PHP 30,000
 COST ESTIMATE CONSTRUCTION OF MINI LIBRARY
QUANTITY UNIT DESCRIPTION OF UNIT TOTAL
MATERIALS COST
5 PCS plywood 350.00 Php
1,750.00
20 PCS 1’’x2’’x10’lumber 150.00 Php 3,000
5 PCS corr.sheet gauge 22 275 Php
1,375.00
2 KILO 1 ½’’common nails Php 50.00 Php 100.00
S
3 GAL green paint Php 600.00 Php
1,800.00
2 Pcs paint brush Php 50.00 Php 100.00
Total Php
8,125.00
 This guide will help you distinguish between different types of library
materials including books, reference books, eBooks, magazines, and journals.
 Consider Types of Sources.
 Reference Sources.
 Books & eBooks.
 Article Databases.
 Information Timeline.