St. Joseph School of San Jose City Inc.

(Address)

A STUDY ON THE ABILITY OF MUSIC TO CREATE AND MAINTAIN

SOCIAL BONDS DURING THE PANDEMIC AMONG GRADE 12 STUDENTS

In partial fulfillment of the requirement of the course

Practical Research 2

Submitted by:

(Alphabetical)

Perry, Katy C.

Swift, Taylor A.

Submitted to:

Ms. Maricar C. Javillonar

January 2023
Approval Sheet
Acknowledgement
Abstract
 Table of Contents

Approval Sheet………………………………………………………………………………………………………………ii

Acknowledgement……………………………………………………………………………………………………………iii

Abstract………………………………………………………………………………………………………………………………iv

Table of Contents……………………………………………………………………………………………………v-vi

Chapter 1: Introduction…………………………………………………………………………………………1

Background of the Study………………………….

Statement of the Problem………………

Objectives of the Study…………………………..

Hypotheses of the Study………………………

Significance of the Study…………………….

Scope and Limitation of the Study………………………………

Definition of Terms………………………………….

Theoretical Framework……………………………………
Research Paradigm…………………………….
Chapter II: Review of Related Literature and Studies………………

Review of Related Literature…………………………………………………………………….

I. Foreign………………………..

II. Local…………………………………….

Review of Related Studies……………….

I. Foreign…………………….

II. Local…………………

Chapter III: Methodology………………..

Research Design……………..
Data Gathering Procedure…………….

Participants of the Study…………………

Data Analysis Plan…………………….

Ethical Considerations……………….

Chapter IV: Results and Discussions………………

Table 1. Title…………….

Table 2. Title……………….

Table so on……..

Chapter V: Summary, Conclusion, and Recommendation…..

Summary……………

Conclusion………….

Recommendation………..

Bibliography………..

Appendix………..

List of Appendices etc…..

 Chapter I: Introduction

This chapter presents…

Background of the Study

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Statement of the Problem

Statement of the problem.

1. Statement of the problem.

2. Statement of the problem.

3. Statement of the problem.

Objectives of the Study

Objectives of the study.

1. Objectives of the study.

2. Objectives of the study.

Hypotheses of the Study

Hypotheses of the study.

1. Hypotheses of the study.

2. Hypotheses of the study.

3. Hypotheses of the study.

Significance of the Study

Significance of the study. Significance of the study.

Significance of the study. Significance of the study.

Significance of the study. Significance of the study.

Significance of the study.

Scope and Limitation of the Study

Scope and limitation of the study. Scope and limitation

of the study. Scope and limitation of the study. Scope and

limitation of the study. Scope and limitation of the study.

Scope and limitation of the study.

Definition of Terms

(alphabetical, at least 10 words)

Experiment - definition of term

Jargon - definition of term

Research - definition of term

Theoretical Framework

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framework anchored with rrl/rrs. Theoretical framework

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Research Paradigm

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paradigm. Research paradigm. Research paradigm. Research

paradigm. Research paradigm. Research paradigm. Research

paradigm.

(INSERT RESEARCH PARADIGM)

 Chapter II: Review of Related Literature and Studies

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Review of Related Literature

I. Foreign

According to…

II. Local

In accordance to…

Review of Related Studies

I. Foreign

According to…

II. Local

In accordance to…
 Chapter III: Methodology

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Research Design

The researchers employed a qualitative research

methodology to gain insight into the nature of the trust of

mothers of children with disabilities in school principals.

We viewed trust as the central phenomenon requiring

exploration and understanding (Creswell, 2002). Considering

the nature of our target phenomenon (i.e., trust), we followed

the advice of Strauss and Corbin (1998) who explained that

“qualitative methods can be used to obtain the intricate

details about phenomena such as feelings, thought processes,

and emotions that are difficult to extract or learn about

through more conventional methods” (p. 11).

The method used for the present study was the collective

case study as described by Stake (2000). Collective case study

involves the study of more than one case in order to

“investigate a phenomenon, population, or general condition”

(p. 437). This approach assumes that investigating a number

of cases leads to better comprehension and better theorizing

(Brantlinger, Jimenez, Klingner, Pugach, & Richardson, 2005

). Miles and Huberman (1994) contended that studying multiple

cases give the researcher reassurance that the events in only

one case are not “wholly idiosyncratic”(p. 172). Further,

studying multiple cases allowed us to see processes and

outcomes across all cases and enabled a deeper understanding

through more powerful descriptions and explanations.

Data Gathering Procedure

The researchers collected all the data from survey

respondents by means of questionnaires in late spring 2001.

Following the school principals’ acceptance to participate in

the study, the researchers mailed nearly 2,560 parent

questionnaires to the schools. Forty-five classroom teachers

from five schools volunteered to send the questionnaires to

1,500 parents via the students. The package included a letter

that explained the purpose of the study and requested

voluntary participation. The participation rate was

approximately 51% (770 parents accepted from the 1,500

questionnaires that were sent home). The classroom council

received a token payment of thanks ($1) for each returned

questionnaire, and the classroom teachers received a token

payment of thanks ($10) for their collaboration and support.

(The token payments were considered as costs associated with

the collaboration and were paid through the research grant.)

Participants of the Study

The researchers used a purposive sampling technique that

included snowballing methods to recruit a heterogeneous group

of mothers of school-aged children with disabilities as

participants in this study, basing the rationale for our

maternal focus on research indicating that mothers have more

contact with education professionals than do fathers (e.g.,

David, 1998; Nord, Brimhall, & West, 1997; Nord & West, 2001

; Thomson, McLanahan, & Curtin, 1992 ). We purposefully

included a range of mothers who had children with various

disabilities across various grade levels in schools from

several school districts that represented a range of settings

(e.g., rural, suburban, urban). We expected this sampling

methodology to afford us maximum opportunities for comparable

analysis (Strauss & Corbin, 1998) of mothers from a variety

of backgrounds and experiences with schools, as well as having

children with a variety of disabilities and at various ages.

Data Analysis Plan

The researchers used classical item analysis and factor

analysis to evaluate the psychometric properties of the eight

constructs (see the list of constructs presented as the

predictors and the outcomes with the control variables in

Table 2). The final decision of keeping or rejecting some of

the items was based mostly on the eigenvalues greater than 1

criterion and on the screen test. For all the analyses, the

researchers used only those items loaded at least .30 on the

factor to interpret the factors. The researchers computed

Cronbach’s alpha reliability coefficient for each scale. We

obtained all scores by calculating the mean score of the items

of the same constructs, which are described in the following

paragraphs.

Ethical Considerations

Voluntary participation of respondents in the research

is important. Moreover, participants have the right to

withdraw from the study at any stage if they wish to do so.

Additionally, respondents participated on the basis of

informed consent. The principle of informed consent involves

researchers providing sufficient information and assurances

about taking part to allow individuals to understand the

implications of participation and to reach a fully informed,

considered, and freely given decision about whether or not to

do so, without the exercise of any pressure or coercion.

 Chapter IV: Results and Discussions

This chapter presents the results, findings, and

discussions. Moreover, it presents reports on the integration

of supplemental and alternative resources that sought to

improve students’ learning outcomes and performance. All

project activities and instructional methods were carried out

at a distance, in the vast majority of cases, online.

Table 1: Purpose, Instructional Method, and Supplemental Resources

Purpose Instructional Supplemental/Alternative Resources

Method

Develop Writing an Hand-out and PowerPoint presentation about

writing skill essay using Punctuation Marks

appropriate

Punctuation

Marks

Enhance Reading Short Stories with Questions from

Reading various www.ereadingworksheets.com

Comprehension stories/texts

Skill and answering

the questions

about the

texts.
Improve Read “I Think Reading from

making Continually https://mb.com.ph/2020/06/03/video-of-old-

connections of Those Who vendors-surprie-on-being-given-a-bike-

skill in Were Truly touches-hearts/

reading Great” by

Stephen

Spender and

make

connections

on it.

Enhance Brutus Video sample of Brutus Oratorical Speech

communication Oratorical from

and speaking Speech https://www.youtube.com/watch?v=SdNp9GTbxOY

skills

Practice Writing free- Modules and PowerPoint presentation about

Poetry verse poetry Poetic Devices

writing using

skills such different

as rhyming, Poetic

rhythm, and Devices

descriptive

vocabulary by
using

figurative

language

The researchers gathered the data of all the

instructional methods given to the students within the time

frame of implementing this action research. This table shows

the purpose, instructional methods, and supplemental or

alternative resources applied.

To further explain and discuss the instructional method

and its corresponding students’ learning outcomes results,

the researchers used tables to show the findings in each

administered activity with supplemental and alternative

resources for students’ learning support.

Table 1.1: Developing writing skill

Students’ Learning Outcomes

in Writing an Essay Using Appropriate Punctuation Marks

Students’ Scores / 50 Number of Students Percentage

50 30 50%

49 18 30%
 48 2 3.33%

47 10 16.67%

Total 60 100%

In the first phase of this study, the researchers used

additional hand-out aside from the module and PowerPoint

presentation about Punctuation Marks as supplemental and

alternative resources for students’ learning support.

The purpose was to develop students’ writing skills by

writing an essay using appropriate Punctuation Marks with a

total point of 50. Most students got perfect scores, 18 got

49, 2 got 48, and 10 students got 47.

Overall, all students got passing marks.

Table 1.2: Enhance Reading Comprehension Skills

Students’ Learning Outcomes in Reading Comprehension

Activity

Students’ Scores / 30 Number of Students Percentage

30 2 3.33%
 29 16 26.67%

28 12 20%

27 12 20%

26 14 23.33%

25 4 6.67%

Total 60 100%

This table shows the results of the second

administered activity which has something to do with

reading comprehension. Students were given reading

materials and they will answer the questions related to

them.

Most of the students got 29 points, 2 got a perfect

score, 12 students got 28 points, another 12 students got

27, 14 got 26, and only 4 got 25.

Still, the students all got a passing score despite

having only 2 students to have a perfect score.

 Table 1.3: Improve making connections skill in reading

Students’ Learning Outcomes in Making Connections Activity

Students’ Scores / 20 Number of Students Percentage

20 32 53.33%

19 18 30%

18 10 16.67%

Total 60 100%

In this activity, the researchers used supplemental and

alternative resources from a news platform, Manila Bulletin.

These reading materials became tools that make learning

activities more authentic, enabling students to become more

active in their learning, and requiring students to engage in

critical or deeper-level thinking.

The results showed that 32 students got a perfect score,

18 got 19, and only 10 got 18.

Table 1.4: Enhance communication and speaking skills

Purpose Instructional Supplemental/Alternative Resources

Method

Enhance Brutus Video sample of Brutus Oratorical Speech

communication Oratorical from

and speaking Speech https://www.youtube.com/watch?v=SdNp9GTbxOY

skills

Grossman (2007) stated that emerging technologies, such

as the YouTube video-sharing Web site, are important for both

in-class and online instructors to establish a sense of

classroom community and achieve greater learner outcomes.

In addition, Internet-based resources like YouTube

integrate relevant content and encourage learners to reflect

on how the material can be applied to settings within their

discipline. This is a fresh and innovative way that speaks to

their generation and learning style.

However, the results for enhancing communication and

speaking skills are not available for the reason that along

with the phase of administering the activity it was canceled

by the cooperating teacher to prioritize another activity. In

retrospect, students' feedback shows that this activity

boosts their confidence to speak during class recitation.

 Table 1.5: Practice Poetry writing skills
Students’ Learning Outcomes

Students’ Scores / 100 Number of Students Percentage

100 17 28.33%

99 13 21.67%

98 9 15%

97 11 18.33%

96 7 11.67%

95 3 5%

Total 60 100%

The last activity that was administered to the

students was Poetry Writing in which the researchers aim to

enhance students’ writing skills such as rhyming, rhythm,

and descriptive vocabulary by using figurative language.

With the help of additional materials, 17 students were

able to get a perfect score. 13 got 99, 9, got 98, 11, got

97, 7 got 96, and only 3 students got 95. The assessment was

based on the criteria given to the students.

 The above tables indicate the rejection of the null

hypotheses. They show the impact of the supplementary and

alternative resources on the improvement of the students’

performance on the administered activities and tests.

The integration and utilization of supplemental and

alternative resources to improve students’ learning outcomes

proved to be a successful experience. It highlights the

drastic impact and significance of supplementary materials as

good sources for helping struggling students. This,

additionally, paves the way for teachers to integrate

supplemental and alternative resources in online learning.

 Chapter V: Summary, Conclusion, and Recommendation

This chapter presents the summary of the findings,

conclusions and the recommendation of this research study.

Summary

This research aims to analyze and determine the dominant

gender in a relationship of a Central Luzon State University

couple students. The overall total of respondents is 20, which

is 10 pairs of couples.

The objectives of the study are to learn what gender is

dominant and submissive in a relationship, to determine and

to analyze the cultural roots of relationship controls and

decision-making dominance and to know the roles of both male

and female in a relationship.

The researchers conducted a depth interview and analyzes

each data gathered through the help of different theories

that the researchers chosen as their foundation framework and

basis in this research.

The results of this study shows that the dominant gender

in a relationship of a Central Luzon State University couple

students are women. The findings shows that women are also

capable in terms of economic and financial matter when it

comes to relationship dating.

Conclusion

Gender dominance changes through time and most

explanations have focused on external pressures like new

technology, urban life, mass communications, secularization,

modernization and globalization.

The researchers conclude the following:

1. In a relationship of Central Luzon State University

students couple, men to be submissive, and the dominant gender

is otherwise, women.

2. Women are now empowered and has the ability to stand

on their own when it comes to economic matter in a

relationship.

3. Women tend to be more expressive and showier in a

relationship than their partners.

4. The impact of cultural traditions serves as guide

for the actions of men and women. They permeate attitudes and

behaviors at all ages, and are often internalized into self

concepts.

5. The portrayal of gender relations in media is also

a big factor in shaping one’s perception of relationship

roles.

6. Many social factors like gender norms, gender roles

and gender division of labor, gender stereotype and may gender

issues affects gender hierarchy and dominance.

Recommendation

The integration of the supplemental and alternative

resources in online learning is shown to be one of the

effective approaches based on the findings and results of the

conducted study. On that note, the following recommendations

are formulated by the researchers about its findings.

This study shows that supplemental and alternative

resources are quite beneficial and play a pivotal part in the

genuine development of students, regardless of the methods

employed. The researcher recommends that educators,

particularly teachers, take a similar strategy to conduct

online classes to improve students' learning experiences and

outcomes.

The researcher also recommends school officials seek out

and develop new supplemental and alternative materials for

teachers and students to use specifically in online classes.

Lastly, being their children's primary companions,

students' parents are in a critical position to show support

for their children at school. The researcher then recommends

the parents devise supplemental and alternative resources,

whenever possible, to contribute to the children’s

development as it will also serve as emotional support for

them to boost their motivation.

Bibliography (or Reference)

Ball, J., & Crook, B. (1997). Managing Change through Distance

Learning. Community College Journal of Research & Practice,

21(1), 13-23.

Bryant A, Charmaz K. (2007) Grounded theory in historical

perspective: an epistemo-logical account. In: Bryant A,

Charmaz K. (eds) The Sage handbook of grounded theory.

Thousand Oaks, CA: SAGE, 2007, pp. 31–57

Appendix
Appendix A. Biography

Appendix B. Questionnaire

Appendix C. etc….