Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF CAMIGUIN
TUPSAN NATIONAL HIGH SCHOOL
Tupsan, Mambajao, Camiguin

ACCOMPLISHMENT REPORT
I. PROJECT TITLE: Research Remediation Program: An Innovation
for Research Subjects in the New Normal

II. PROPONENT: Bernadette D. Domoloan

III. IMPLEMENTED ACTIVITIES/INTERVENTION CONDUCTED
This project emerged as a response to the gap in terms of learning
competency in Practical Research subject in the first quarter of the School
Year 2021 – 2022 based on the least mastered skills results particularly in
the following MELCs: (1)Writes a research title (CS_RS12-Id-e-2 ) and (2)
Describes background of research (CS_RS12-Id-e-3) as these are the first
two MELCs that students had least mastered in the first quarter. In Quarter
2 to 4, the least mastered MELC were (1) constructs an instrument and
establishes its validity and reliability (CS_RS12-IIa-c-3), (2) describes
adequately research design (either quantitative or qualitative), data gathering
instrument, sample, data collection and analysis procedures, prepares data
gathering instrument; and (3) revises written research report based on
suggestions and recommendations of panelists submits final written
research report, respectively.

The activities under this program were mainly performed using online
class via MS Teams and Google Classroom. Prior to the implementation, the
proponent as the Research teacher took the initiative to reach out to
struggling students and their parents to offer alternative learning sessions to
help them in learning Research. Orientation with students and parents was
conducted after the program proposal was approved by the Schools Division
Superintendent.

Using contextualized Learning Activity Sheets, power point

presentations, and video lessons uploaded in Research Google Classroom,
students were given supplementary resources to augment their learning in
Practical Research 2 relative to the least mastered learning competencies in
Quarter 1-4 (Comprising 2 semesters).

A series of virtual classes as previously arranged and agreed were

also implemented. The activity was participated by the school head, District-
in-Charge, and Division Research Coordinator for output evaluation,
technical assistance, monitoring, and feed-backing; teachers with Master’s
Degree holders to enrich discussion and learning outside the classroom; and
external stakeholders as research instrument evaluators to enrich learning
in construction of research instruments. Regular feed-backing and open
forum every after online class was administered to monitor learning.

Specifically, the students were given the opportunity to present their

individual and group outputs in online sessions in MS Teams such as in
culmination activity including research title proposal defense, face-to-face
research proposal defense, community immersion to validate the research
instrument and actual conduct of the study, face to face thesis oral defense,
and collaboration with other teachers in the revision of research report.

IV. RESULTS/FINDINGS

After one (1) week of the implementation of the program, it was

revealed that students showed significant progress or mastery of the
learning competencies in writing research title and background of research.
Thus, 100% of the learners were able to earn an approved research title for
their research project in Quarter 1. Hence, the program was evaluated as
successfully implemented in the first quarter. For this, it was recommended
to be continuously carried out to the rest of the remaining quarters of the
school year.

During the implementation of the program in Quarter 2, students

were able to write the parts of their research proposal and successfully
defended it. In the 3rd quarter, students were able to successfully carry out
their research and successfully defended it in the fourth quarter.

Overall, the program was successful in its implementation and in

helping the struggling learners in learning Practical Research 2 subject
satisfying the standard passing mark prescribed by the Department of
Education. The collaborative effort of the internal and external stakeholders
was effective and help maintained a learning environment responsive to
community context.

V. RECOMMENDATION:
Based on the result and finding of the study, the proponent
recommends this program to be sustained in the following school year 2022
– 2023. Modifications and improvement may be done in accordance with the
new learning modality to be adapted in school and to the type of learners.

It is also recommended that external stakeholders may be involved in

the program particularly in the dissemination of the result of the studies
already conducted by the students. Sustaining the internal and external
stakeholders is a priority in enriching learning. Revisit of the program may
be necessary for the following school year.

Prepared by: Reviewed & Assisted by:

BERNADETTE D. DOMOLOAN JONE B. BORRES

Teacher III Master Teacher I

Noted by: Verified & Attested:

GILDA D. NAZARENO NYMPHA B. YAMIT

SHS Coordinator School Head

Annotation:
In Objective 13, I was able to maintain learning environment that are responsive to
community context as reflected in the accomplishment report of the Research Remedial
Program for some learners who were identified with least mastered skills. Activities in the
program allow learners to collaborate, be mentored & tutored, immerse in the community,
and interact with internal and external stakeholders to enrich learning. Culmination activities
in this program ensure a sustained learning environment collaborated with school and
community with corresponding grade as reflected in the approved rubrics.