TRAINING-WORKSHOP ON RESEARCH CONCEPTUALIZATION

AND WRITING OF REVIEW OF RELATED LITERATURE (RRL)

FEBRUARY 13, 2023-FEBRUARY 14, 2023
8:00 AM-5:00 PM JJ'S SEAFOOD VILLAGE

RESEARCH CONCEPTUALIZATION

Developing the Research Problems and

Frameworks and Critical Gap Analysis

Prof. GILBERT C. MAGULOD JR.,PhD

Graduate School Professor, Cagayan State University Andrews Campus
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Trends in Science Communication

Commercialize or
Vaporize
Step 1. Problem
Diagnosis
and Problem Sensing

1. Gap Analysis
2. Critical Thinking Tool
3. Problem Tree
4. Opportunity Tree
 Step 1. Diagnosing- Identifying/
Defining the Problem

Step 2. Action Planning- Choosing from

Research Alternatives

Problem Step 3. Reviewing the Literature Gap

Process
Step 4. Taking Action- Selecting Course
of Action
GAP ANALYSIS
TOOL 1
GAP Analysis
 Methodological Approach to Problem
Diagnosis and Problem Sensing
• Gap Analysis- assessment Essential Questions
1. What is the prescribed standards or
of current practice/ performance behaviors?
2. What is the current/ actual behavior or
situation?
What Should What is Actual? What is the Gap 3. What is the difference between the
Be? standard/ current and the actual
60 pupils must be Only 45 pupils are 15 pupils are non- performance or situations?
readers readers readers
Writing Process
All pupils must have 58 pupils must have 2 pupils have good
1. Narrate how the gap analysis was
god eyesight good eyesight eyesight
conducted.
All 60 pupils must Only 50 pupils cope 10 pupils are poor in 2. Cite pieces of evidence
have 75% proficiency with Mathematics numeracy skills
in numerical skills

What Should Be ?
1. All 9 secondary schools must have 75%
proficiency in NAT English.
2. All elementary pupils must be readers by
Grade III.
3. All Grade 7 teachers and students must
have complete copies of TG and LM.
4. All Master Teachers (English) must
conduct action research at least once a year.
5. All English teachers must be adept in
using multi-media instruction and interactive
learning in their classrooms.
6. Mother tongue classes in Grade I must be
organized based on DepEd guidelines. based
on DepEd guidelines.
After conducting the Gap Analysis and answering the essential questions, you needs to do the write-up process.
Gap Analysis
What is Actual ?
Only 1 secondary school (ACSHS)has 75%
proficiency in NAT English.
Only 30,091 out of 30,770 pupils (Grades III-VI)
are readers based in Phil-IRI results.
Grade 7 teachers and students only have
copies of TG and LM for the first semester.
Only 2 out of 7 Master Teachers in the
secondary level must (English) in the secondary
level conduct action research at conducted
action research last year.
Only 50% of English teachers use multi-media
instruction and interactive learning in their
classrooms.
Only 32 out of 43 schools organize Mother
Tongue classes in Grade I schedule.
What is the Gap?
There are 8 secondary schools whose MPS in
NAT English are below 75% proficiency
679 pupils (Grades III-VI) are still non-readers.
All Grade 7 teachers and students do not have
copies of TG and LM for the second semester.
Five Master Teachers (English) in the secondary
level do not conduct action research at least
once a year.
Fifty percent of English teachers are not adept
in using multimedia instruction and interactive
learning in the classroom.
Eleven schools do not organize Mother Tongue
classes based on DepEd guidelines
 Gap Analysis Narrative Statement
As an Education Program Supervisor in-charge of English for seven years, the researcher has encountered several
recurring problems that need utmost attention. Based on gathered data, eight out of nine secondary schools have below 75%
proficiency in English in the National Achievement Test (NAT). The goal of the Every Child a Reader Program (ECARP) by the
Department of Education has not been fully accomplished in the Division of Angeles City as shown by the 679 pupils from
Grades III to VI who are still classified as non-readers based on the 2013 Philippine Informal Reading Inventory (Phil-IRI) Pre-
Test Results. The fact that 23 out of 53 schools do not borrow books from the Division Library Hub based on schedule seems
to be the reason for the need to inculcate a culture of reading among our elementary pupils. Meanwhile, about 44% of Grade
7 learners do not yet exhibit oral and written proficiency in English.
As far as teachers are concerned, the researcher has found out during her school visits and classroom
observations that about 50% of English teachers observed are not adept in using multimedia instruction and interactive
learning in their classrooms. Moreover, five out of seven Master Teachers in English do not conduct action research at least
once a year which is part of their performance rating. On the part of Kinder teachers, 50 out of 95 use textbooks per subject
area instead of following the National Kindergarten Curriculum Guide.
In terms of learners' materials, problems have cropped up with the implementation of the K to 12 Enhanced Basic
Education Curriculum in 2012. All Grade 7 teachers and students do not have copies of Teaching Guides and Learners'
Materials in English for the second semester while all Grade II pupils do not have copies of Learners' Materials in all subject
areas. In connection with the implementation of the K to 12 curriculum, 11 out of 43 schools do not follow DepEd guidelines
in organizing their Mother Tongue classes.
Parts of the Problem Essential Writing Process
Diagnosis Tools Questions
Research
and Example
Problem
Sensing
Gap Analysis 1. What is the Narrate how the
prescribed gap analysis was
standards or
INTRODUCITON SECTION

Assessment behaviors? conducted.

RESEARCH PROPOSAL

Local of current What is the

Context practice/ current/ actual
behavior or
(Trends/ performance situation? Cite pieces of
Issues/ evidence
Problems) -Area of Focus 2. What is the
difference
-Target Group between the
=Baseline standard/
Data current and the
actual
- Pieces of performance or
Evidence situations?
CRITICAL
THINKING TOOL
2
 Methodological Approach to Problem
Diagnosis and Problem Sensing
• Critical Thinking Tool
❑ It is important to note that the gap analysis must be quantitative. Thus,
you must provide concrete evidence and data (e.g. figures, test results,
etc.).
❑ To complete the objective identification of the problem, you need to
use a second tool which is critical thinking. You will find out by using a
scale of 1 to 5, with 5 being the highest and 1 as the lowest, which
among the gaps you have enumerated in the gap analysis is the most
relevant, the most important, the most urgent and the most doable.

Scale: 1-5
 Methodological Approach to Problem
Diagnosis and Problem Sensing
1. What is relevant?
• Critical Thinking Tool 2. What is important? Essential Questions
3. What is urgent? 1. Which of these gaps is the most
4. What is doable? relevant, important, urgent and doable?
The Gaps What is What is What is Which is Total Rank 2. What are the reasons or pieces o
the the most the most doable?
Most urgent? relevant evidence to support the decision?
Importa to the
nt? goal?
There are 8 secondary schools whose MPS in NAT English
are below 75% proficiency 5 5 5 4 19 2 Writing Process
679 pupils (Grades III-VI) are still non-readers. 1. Narrate how the most relevant,
5 5 5 5 20 1
All Grade 7 teachers and students do not have copies of TG
important, urgent and doable among the
and LM for the second semester. 4 3 4 4 15 5 determined gaps?
Five Master Teachers (English) in the secondary level do not
conduct action research at least once a year. 5 5 5 3 18 3.5

Fifty percent of English teachers are not adept in using

multimedia instruction and interactive learning in the 5 5 5 3 18 3.5
classroom.

Eleven schools do not organize Mother Tongue classes

based on DepEd guidelines 4 4 4 2 14 6
Scale: 1-5
 Critical Thinking Tool Narrative Statement
Among the six problems specified via the gap analysis, the researcher considers the
679 pupils from Grades III to VI who are still non-readers as the gap that is the most
important, the most urgent, the most relevant and the most doable. Reading, which
involves comprehension, is a very essential tool and skill that is crucial to a learners'
academic achievement. As such, for a learner to understand key concepts in different
subjects, he/she must be a good reader. It will be very easy for him/her to follow
directions, draw conclusions, note details, make inferences, predict outcomes and
sequence events. Therefore, if 679 pupils from Grades III to VI are still non-readers, they
will not be able to perform all aforementioned skills, and this will automatically result to
poor academic achievement and performance. Immediate actions must be taken to help
these non-readers before the end of the school year.
Parts of the Problem Essential Writing Process
Diagnosis Tools Questions
Research
and Example
Problem
Sensing
Critical 1. Which of these Narrate how the
Thinking Tool gaps is the most most relevant,
INTRODUCITON SECTION

relevant, important,
RESEARCH PROPOSAL

Local 1. What is important, urgent and

Context Relevant? urgent and doable among
(Trends/ doable? the determined
Issues/ 2. What is gaps.
Problems) important 2. What are the
? reasons or pieces
o evidence to
3. What is support the
doable? decision?
PROBLEM
TREE TOOL 3
 Methodological Approach to Problem
Diagnosis and Problem Sensing
• Problem Tree Analysis Tool
❑ After identifying the problem which will be the focus of your study, you will now outline the possible
immediate, underlying and root causes of the most relevant, the most important, the most urgent and the
most doable gap by using a problem tree.

❑ The problem tree is a tool that assists you in analyzing an existing situation by identifying the major
problems and their main causal relationship. The output is a graphical arrangement of problems
differentiated according to 'causes' and 'effects', joined by a core, or focal, problem. This technique helps
you understand the context and interrelationship of problems, and the potential impacts when targeting
projects and programs toward specific issues" (web.mit.edu/urbanupgrading/upgrading/issue-
tools/tools/problem-tree.html).

❑ Morato Jr. (2011) explains that "a problem tree begins at the top with a symptomatic manifestation of the
problem. The symptom may be generated by several immediate causes, which in turn, may be affected by
underlying causes. Finally, these underlying causes, may be answered by root causes."

Scale: 1-5
 PROBLEM TREE
679 pupils from Grades III to VI who are
still non-readers

Poor Reading Traditional Reading

Weak Home Background
Comprehension Teachers

Use of old
Inability to sustain Poor word Dearth of reding Absence of remedial
strategies in
Absence of reading
focus or recognition and reading program
culture at home materials at home teaching reading
concentration vocabulary

Lack of commitment in
Illiterate/ busy Limited knowledge of
Lack of Word Poverty
remedial reading strategies adopting innovative
Poor nutrition parents/ and materials teaching strategies
Attack skills
guardian
PROBLEM TREE
 Problem Tree Analysis Tool Narrative Statement
❑ In order to generate effective solutions for the problem associated with 679 non-readers in English, the
immediate causes, underlying causes and root causes of the said gap were analyzed using the problem tree.
The immediate causes of the existence of 679 non-readers among Grades Il to VI pupils are pupils' poor
comprehension, pupils' weak home background and "traditional" Reading teachers.
❑ Attributed to poor comprehension are the pupils' lack of focus/ concentration and poor word
recognition/vocabulary. The root cause for the inability to sustain focus/concentration on the part of the pupils is
poor nutrition. According to a study by the American School Health Association (ASHA), "giving kids a healthy
breakfast plays an especially important role for their nutritional well-being. Without a boost at the start of their
day, young brains cannot function well" (www.timigustafson.com/2012/nutrition-can-greatly-impact-your-childs
learning-ability/). Moreover, chronically malnourished children struggle to read and write simple sentences
regardless of their level of schooling, according to research by Save the Children.
❑ Meanwhile, the root cause for poor word recognition/vocabulary is the pupils' lack of word attack skills. Word
attack skills are important so that pupils can "make sense of an unknown word in the context of reading. Word
attack skills rely on the ability to recognize the sounds that make up words and to put those sounds together.
More advanced word attack skills involve using context, prefixes or suffixes or a dictionary to determine what a
word means (childparenting.about.com/od/schoollearning/a/word-attack-skills-def.htm).
 Problem Tree Analysis Tool Narrative Statement
❑ Reading is not just pronouncing words; it requires understanding. For pupils to easily comprehend
what they are reading, they must be armed with word attack strategies. Therefore, if pupils lack
knowledge of these strategies, they cannot decode, pronounce and understand unfamiliar words.
❑ Another immediate cause of the existence of non-readers is the weak home background of the
pupils. This is brought about by the absence of a culture of reading at home because of illiterate or
busy parents, as well as the dearth of reading materials at home due to the family's poverty.
Akindele (2011) asserts that "reading culture and parental involvement in the development of
children in their formative years are the most crucial factors which form the foundation for the
child's education". The presence of non-readers inside the classroom is also greatly affected by
"traditional" Reading teachers. On the surface level, these teachers seem to be too complacent and
relaxed on their pupils' poor reading abilities to think of implementing or adopting a school reading
program to address the problem of non-readers for a particular grade level.
❑ However, a deeper analysis will reveal that they have limited knowledge of remedial reading
strategies and materials, They also consider reading as a passive skill, so they just use "antique"
strategies in teaching reading to their pupils. These teachers lack commitment in utilizing innovative
strategies in teaching reading. As such, reading is not an attractive activity for the pupils.
Parts of the Problem Essential Writing Process
Diagnosis Tools Questions
Research
and Example
Problem
Sensing
Problem Tree A. Identify the causes of the most important, 1. What are the Narrate the
most urgent, most relevant, and most doable possible, process on how
immediate,
INTRODUCITON SECTION

Evidneced- gap using the Problem tree underlying and the immediate
RESEARCH PROPOSAL

Local Based root cause of causes,

Context the most most underlying
important, most
(Trends/ urgent, most causes and root
Issues/ relevant, and causes were
Problems) most doable identified.
gap?

2. What are the Cite pieces of

pieces of evidence
evidence
presented?

Symptoms
Immediate
Cause
 Methodological Approach to Problem Diagnosis
and Problem Sensing
• Opportunity Tree Tool
❑ A problem tree involves writing causes in a negative form (e.g. lack of knowledge, not
enough money, etc.) Reversing the problem tree, by replacing negative statements
with positive ones, creates a solution tree (opportunity tree).

❑ Example: poor comprehension was replaced by good comprehension.

❑ A solution tree (opportunity tree) identifies means - end relationships as opposed to

cause effects. This provides an overview of the range of projects or interventions that
need to occur to solve the core problem.

Scale: 1-5
 Opportunity Tree
679 pupils from Grades III to VI who are
still
goodnon-readers
readers

Good Reading
Poor Reading Traditional
Innovative Reading
Weak Home Background
Strong Background
Comprehension Teachers

Implementation of UseUse
of of
Modern
old
Inability to sustain Good/ satisfactory
Poor word Appropriate Absence of remedial
Solid focus Presenceofofreading
Absence reading Dearth of reding Remedial Reading Strategies
strategies in
focus or or word recognition
recognition and cultureat
culture athome
home materials at home
reading program
Program Teaching
teaching Reading
reading
concentration
concentration and vocabulary
vocabulary

LackCommitment
of commitment in in
Good knowledge Illiterate/ busy
Literate/ Adequate
Limited knowledge
knowledgeofof
Lack of Word Sustainable job of remedial
remedial reading
reading strategies
strategies adopting innovative
adopting innovative
Proper nutrition
Poor nutrition of Word Attack parents/
concerned Poverty and
and materials
materials strategies in teaching
teaching strategies
Attack skills parents
skills supportive
guardianparents
 Opportunity Tree Analysis Tool Narrative
Statement
❑ Using the opportunity tree, the researcher came up with possible solutions to the immediate, underlying and
root causes of the existence of 679 non-readers in English from Grades III to VI in the division.
❑ Pupils must be given proper nutrition, that is, food rich in nutrients, so that they will have good focus and
concentration inside the classroom which will result to good comprehension when they read different types of
texts. Pupils must also have knowledge in word attack skills in order to be good in word recognition/vocabulary
which is instrumental in having good comprehension.
❑ As far as the weak home background of pupils is concerned, there is a need to have literate/supportive/concerned
parents so that a reading culture will be cultivated inside the home. Research published in the British Journal of
Educational Psychology shows that the involvement of fathers and mothers in creating a reading culture at home
has a direct impact on a child's academic performance, cognitive and social development. Parents must also have
sustainable jobs in order to be able to purchase appropriate reading materials that will develop love for reading
among their children.
❑ Meanwhile, "traditional" Reading teachers must have adequate knowledge of remedial reading strategies and
materials that they can use to come up with a school reading program to address the needs of the non readers.
These teachers must also be armed with commitment in adopting innovative strategies in teaching reading so
that reading will be an activity that pupils will be looking forward to every school day.
Parts of the Problem Essential Writing
Diagnosis Tools Questions Process
Research
and Example
Problem
Sensing
Opportuni A. Identify the solutions of the most important, most 1. What are Narrate the
ty Tree urgent, most relevant, and most doable gap using the the solutions to process on
the most
INTRODUCITON SECTION

Problem tree important, how possible

RESEARCH PROPOSAL

Local Evidenced most urgent, solutions

Context -Based most relevant, were
and most
(Trends/ doable gap? identified?
Issues/
Problems) 2. What are the Cite pieces of
pieces of
evidence evidence
presented?

Objective
Immediate
Solution
 Problem
Sensing/
Identificati
on

Statement
of the
Problem
Step 2. Action Planning and
Choosing from Alternatives

Decision Making Model

 Step 1. Diagnosing- Identifying/ Defining
the Problem

Research Step 2. Action Planning- Choosing from

Alternatives

Problem
Process Step 3. Reviewing the Literature Gap

Step 4. Taking Action- Selecting Course of

Action
 Step 2. Action Planning
Choosing the best possible solution or strategy
❑ In order for us to choose the best possible solution to your identified problem/gap, you will be using the Decision Making Model.
According to Robbins and Coulter (2011), the decision-making process consists of eight steps.
❑ The first step is the identification of a problem which you have already finished upon your completion of the critical thinking tool.
❑ The second step is the identification of decision criteria which "define what's important or relevant in resolving a problem" (Robbins and
Coulter, 2011). These set criteria will be your guide in making our decision.
❑ The third step is the allocation of weights to the criteria, Robbins and Coulter (2011) stressed that "if the relevant criteria are not equally
important, the decision maker must weigh the items in order to give them the correct priority in the decision. A simple way is to give the
most important criteria a weight of 10 and then assign weights to the rest using that standard".
❑ The fourth step is the development of alternatives that can resolve the identified problem. For this step, you will just refer to the root
solutions that you have identified in your opportunity tree.
❑ The fifth step which is actually the second phase in Susman's model (Action Planning or considering alternative courses of action) is the
analysis of alternatives. You will evaluate each alternative by using the decision criteria that you have identified in step 2. You will be giving
scores to each alternative and then multiply these with the assigned weights. The total score for each alternative is the sum of its weighted
criteria.
❑ The sixth step is the selection of an alternative, which is the one that has generated the highest total in step 5
❑ The seventh step is the implementation of an alternative by putting the decision into action.
❑ The last step is the evaluation of decision effectiveness by finding out if the problem has been resolved or remedied.
Example of a Decision Making Model
Decision Making Narrative Statement
 Decision Making
• Decision
• Making a choice from two or more alternatives.
• The Decision-Making Process
• Identifying a problem and decision criteria and allocating weights to the
criteria.
• Developing, analyzing, and selecting an alternative that can resolve the
problem.
• Implementing the selected alternative.
• Evaluating the decision’s effectiveness.

6–36
The Decision-Making Process
 Step 1: Identifying the Problem
• Problem
• A discrepancy between an existing and desired state of affairs.
• Characteristics of Problems
• A problem becomes a problem when a manager becomes aware of it.
• There is pressure to solve the problem.
• The manager must have the authority, information, or resources needed to
solve the problem.

6–38
 Step 2: Identifying Decision Criteria
• Decision criteria are factors that are important (relevant) to resolving
the problem.
• Costs that will be incurred (investments required)
• Risks likely to be encountered (chance of failure)
• Outcomes that are desired (growth of the firm)
Step 3: Allocating Weights to the Criteria
• Decision criteria are not of equal importance:
➢ Assigning a weight to each item places the items in the correct priority order of
their importance in the decision making process.

6–39
Step 4: Developing Alternatives
• Identifying viable alternatives
• Alternatives are listed (without evaluation) that can
resolve the problem.

Step 5: Analyzing Alternatives

• Appraising each alternative’s strengths and
weaknesses
➢ An alternative’s appraisal is based on its ability to
resolve the issues identified in steps 2 and 3.

6–40
Step 6: Selecting an Alternative

• Choosing the best alternative

• The alternative with the highest total weight is chosen.

Step 7: Implementing the Alternativea

• Putting the chosen alternative into action.
➢ Conveying the decision to and gaining commitment
from those who will carry out the decision.
Step 8: Evaluating the Decision’s Effectiveness
• The soundness of the decision is judged by its
outcomes.
• How effectively was the problem resolved by outcomes
resulting from the chosen alternatives?
• If the problem was not resolved, what went wrong?

6–42
 Potential Outcomes- refer to the result that the proponent
hopes to deliver three (3) years after the successful completion
of the project.

Potential Impacts
Social Impact- refers to the effect or influence of the project to
the reinforcement of social ties and building of local
communities.
Economic Impact- refers to the effect or influence of the
project to the commercialization of its products and services,
improvement of the competitiveness of the private sector, and
local, regional, and national economic development.
Programs
• A program is a group of projects united by a single goal, management,
resources, and mission.
Projects
• A project is a corresponding set of activities and processes with the primary
goal of implementing a large-scale task. The project’s main attributes are the
availability of deadlines, resources, and mission.

Studies
• Studies are done to discover new information or to answer a question about
how we learn, behave and function with the end-goal of benefitting society.
6 Ps as Outcomes of Research
1. Publication - contribution to the general body of knowledge through scientific
publications
2. Patent - tangible measure of innovation
3. Product - commercial value of outputs
4. People Services - increase in the scientific workforce
5. Places and Partnerships - facilities and networks that enable increased 6Ps
outputs
6. Policies - adopted science-based guidelines
 Formulation and Development of Instant Champorado (Chocolate Porridge) Utilizing
Lasam Variety Cacao Tableya for Improved Nutritional Status of Schoolchildren

OBJECTIVES OF THE PROJECT

General objective
• TO FORMULATE AND DEVELOP Instant Champorado (Chocolate Porridge) Utilizing Lasam Variety Cacao Tableya for Improved Nutritional
Status of Schoolchildren
Specific objectives
• To determine the optimum combination of Champorado (Chocolate Porridge) Utilizing Lasam Variety Cacao Tableya

• To determine the nutritional content OF CHAMPORADO (CHOCOLATE PORRIDGE)

• To determine the quality FOR INSTANTIZATION OF Cacao Tableya chocolate Porridge

• To determine appropriate packaging material and costing of Cacao Tableya chocolate Porridge

• To implement school FEEDING PROGRAM INTERVENTION to schools with high number wasted and severely wasted schoolchildren
 Conceptual and Operational Framework
PROCESSES OUTPUTS OUTCOMES
Product: Formulated Instant Healthy
Product Champorado (Chocolate Porridge) (Process and ✓ Improved food and nutrition security
Optimization Composition)

Acute Oral Publications: Two (2) Scientific articles and one

✓ Increased climate adaption and disaster
Product
Costing and Toxicity (1) instructional material (recipe book) resiliency
Testing &
Commercializ Sensory People Services: Four (4) selected elementary
ation Evaluation schools and core shelter areas
✓ Improved the economic value of Cacao in
the Province of Cagayan
Places and Partnerships: DOST, DA-BAR,
DepEd, Cooperatives, MDRRMC, LGU Lasam,
Cacao Lasam Council, Barangay Councils,
✓ Improved Cacao Processing technologies
Schools
Proximate ✓ Policy on adoption and recognition of
Shelf-Life Testing Composition and Policies: One (1) policy recommendation on the
Nutrient Analysis adoption of Cacao as the Municipal commodity.
Cacao for strong commitment of LGUs and
the community
Patents: Two (2) utility model for Instant
Packaging and Champorado (Chocolate Porridge)
Label Design
Peso: POTs/ sustainability of high quality cacao
products in the local market/ Technology
Development and Formulation of Instant Champorado (Chocolate Licensing Agreement (TLA). LEGAL BASES OF THE PROJECT
Porridge) Utilizing Lasam Variety Cacao Tableya as Healthy Snack
for School Children and Emergency Preparedness
• Sustainable Development Goals (SDGS)
• Ambisyon 2040
• Harmonized National Research and Development Agenda
(HNRDA)
Participatory and inter-agency scaling-up strategies among • 2016-2022 Philippine Cacao Industry Roadmap
CSU, DOST, DA, NDRRC, DOH, FNRI, LGU, Cacao Processors, DepEd etc. • National Greening Program (EO 193)
• Adaptation and Climate Mitigation (RA 9729)
• Solid Waste Management (RA 9003)
• High-Value Crops Development Act of 1995
Research Gaps/ Problems:
• Philippine Disaster Reduction and Management Act (RA 10121)
❑ Prevalence of junk foods leading to increased risk and unhealthy lifestyle of school
• Philippine Technology Transfer Act of 2009 (RA 10055)
children.
• CSU IREP mandates (PD 1436)
❑ The need for emergency food due to the exposure and vulnerability of the country to
hazards (floods, typhoons, landslides, earthquakes, volcanoes, and droughts ).
GOAL o Promote the adoption of CSU developed postharvest technologies to
improve quality of cacao beans, increase income of farmers in order to attain
sustainable community-based cacao processing enterprises models.

OBJECTIVES
1. To identify the Gaps and needs of Cacao Processors
2. To upgrade and improve the post-harvest technologies of
Cacao Processing
3. To promote of CSU Developed Post-harvest Technologies on
cacao processing
4. To facilitate Capacity Building on Cacao Post-Harvest
Technologies
5. To develop a Community-Based Cacao Business Model
 Conceptual and Operational Framework
INPUT PROCESS OUTPUTS OUTCOME IMPACT
PATENT: utility models/ trademarks of CSU
CACAO PROCESSORS’ developed cacao processing tools. Improved
PRACTICES ON CACAO environmental
PUBLICATION: 5 research articles/ User
PROCESSING Manuals of tools
condition
CSU DOST
PEOPLE SERVICES: DTI registered cacao Improved economic SUSTAINABLE
PROFILE processors and enterprises
status of Cacao AND
CHARACTERISTICS OF
POLICY: Municipal ordinance adopting Processors PROFITABLE
COMMUNITY-BASED Community- cacao as municipal commodity
CACAO PROCESSING COMMUNITY-
ENTERPRISES Based Cacao Improved Cacao BASED CACAO
PLANET: Eco-friendly cacao food
Processing processing tools Processing
PROCESSING
technologies
RESOURCES OF
CACAO
PROCESSORS
Enterprise DA PLACE: Community-Based Cacao ENTERPRISES
GOVERNMENT AND Processing Sites with GMP/ FDA/ LTO
registered. Policy on Cacao IN
PRIVATE AGENCIES
(EXPERTISE, FACILITIES, adoption and CAGAYAN
PEOPLE: Increase number of Technology recognition for strong
FINANCIAL, TECHNICAL
adopters
PROVINCE
ETC.) commitment of LGUs
LGU
PESO: POTs/ sustainability of high quality
cacao products in the local market through
efficient and effective cacao food
processing tools/ Technology Licensing
Agreement (TLA)

Technology Upgrade and improve Promotion of CSU Capacity Building on Development of a

Needs the post-harvest Developed Post- Cacao Post-Harvest Community-Based
Assessment of technologies of Cacao harvest Technologies Technologies Cacao Business
Cacao Processors Processing on cacao processing Model Legal Bases:
• Sustainable Development Goals (SDGS)
Project Interventions • Ambisyon 2040
Project Title Promoting Community and Participatory Cacao Processing through Developed • Harmonized National Research and Development
Postharvest Technologies for Sustainability and Poverty Alleviation Agenda (HNRDA)
• 2016-2022 Philippine Cacao Industry Roadmap
• High-Value Crops Development Act of 1995
• Philippine Technology Transfer Act of 2009 (RA
Research Gaps/ Problems: 10055)
Lack of Cacao Processing Tools Low Income of farmers and Processors
• CSU IREP mandates (PD 1436)
Poor Quality and Limited Supply of Cacao Beans Lack of Trainings on Post Harvest and Processing of Cacao
EXPECTED OUTPUT (8PS)
PATENT: utility models/ trademarks of CSU developed cacao processing tools.
PUBLICATION: 5 research articles/ User Manuals of tools
PEOPLE SERVICES: DTI registered cacao processors and enterprises
POLICY: Municipal ordinance adopting cacao as municipal commodity
PLANET: Eco-friendly cacao food processing tools
PLACE: Community-Based Cacao Processing Sites with GMP/ FDA/ LTO registered.
PEOPLE: Increase number of Technology adopters
PESO: POTs/ sustainability of high quality cacao products in the local market through
efficient and effective cacao food processing tools/ Technology Licensing Agreement
(TLA)

Criterion
Relevance or Significance
Technical / Scientific Merit
Budget Appropriateness
Competence of Proponent
• Criteria for Evaluation:
• Criteria for Evaluating Proposals
Definition
Aligned to national S&T priorities, strategic relevance to national
development and sensitivity to Philippine political context, culture, tradition
and gender and development
Sound scientific basis to generate new knowledge or apply existing
knowledge in an innovative manner
The proposed budget is commensurate to the proposed work plan and
deliverables.
Proponent’s expertise is relevant to the proposal and with proven
competence to implement, manage and complete R&D programs/projects
within the approved duration and budget.